Open-air schools, like the one built in Amsterdam in 1930 by Johannes Duiker and Bernard Bijvoet, reflected the blend of social democratic ideas and modern architecture. Duiker and Bijvoet's building, with its spacious terraces and big windows, embodied modern design principles, like open layouts and lots of glass for sunlight and fresh air. This design was great for preventing the spread of tuberculosis, a disease discovered to be airborne in 1882 by Robert Koch. Before streptomycin became available in 1944, doctors believed that the fresh air in these open-air schools was the best treatment for tuberculosis.

During this time, there was a rise in the open-air classroom concept, allowing children to get closer to nature. Initially, these classrooms were set up just like traditional ones, with regular furniture, blackboards, seating arrangements, and teaching methods, but they were enclosed only by imaginary walls .

At that time, the focus wasn't really on the urban role of outdoor school spaces; rather, researchers were more interested in their developmental and educational benefits. However, some initiatives emerged in the early 20th century that viewed public schools as integral parts of urban communities. 

Unlike their urban counterparts, schools in rural areas tended to utilize outdoor spaces more actively as focal points for learning. [1]

Open-air schools have been built since the start of the 1900s to help children with physical disabilities in building their strength by being exposed to sunlight and fresh air. In 1927, Duiker and Bijvoet were commissioned in designing an open-air school in Amsterdam, which was located inside the inner courtyard of a site. This project was created after five earlier proposals for various locations. It is likely that Duiker carried out a well-detailed study of the location to understand the environment in which the school would be positioned, as well as the situation at the time, given that tuberculosis incidents were spreading. This might have involved taking into consideration aspects such as the weather conditions, the landscape, and the amount of sunlight available at a given time. [2]

The school has four levels in a square formation, with a central diagonal staircase and four sides serving different purposes. Classrooms occupy the east and west portions while sharing an open-air classroom on the southern side. The northern portion includes a staff room, while the ground floor accommodates a classroom and a gym. The building's structure is unique in that it places concrete columns at the middle of each quadrant's sides instead of the corners, creating a distinctive "floating" appearance. The facades are predominantly glazed, with steel-framed windows to allow for natural light and ventilation which allows for better circulation. The concrete floor slabs include central heating pipes on their undersides, while coat pegs are attached to the central heating pipes within the hallway.

In the entrance of Cliostraat, there is a structure that includes a block of residential units on the right side of the gate. Above a cycle shelter and the entrance, there is also a classroom for infants. The building has been designed to be transparent and short, providing a pleasant view of the school from the street. 

Looking through the diagrams, the intention is to create an environment where good air circulation and ventilation, natural lighting, and modular layouts allow for better learning spaces for children, curbing potential infectuous diseases from reaching children.

Duiker's research involved several disciplines, including architecture, education, health, and materials science. He used an interdisciplinary and wholistic approach to design problems to gain a big picture understanding and find innovative solutions.  His design process prioritized the well-being and comfort of the building's occupants--specifically the children, utilizing research on educational practices and health considerations. He tailored the design of the Open Air School to the needs of its users, especially at a time when health concerns of children of a big concern. Duiker's commitment to innovation was obvious in his willingness to explore new methods and construction techniques. He embraced experimentation in the design process to push the boundaries of conventional design practices. [3]

1. Kai Wood Mah. “Children, Medicine, and the Built Environment of Early Twentieth-Century Toronto.” Children, Youth and Environments 25, no. 3 (2015): 90. https://doi.org/10.7721/chilyoutenvi.25.3.0090.
2. Hidden Architecture. “Open Air School.” Hidden Architecture, June 27, 2019. https://hiddenarchitecture.net/open-air-schoo/.
3. Mondragón, Hugo, and Guillermo Marini. “Escuelas al Aire Libre: Arquitecturas Para Cuidar y Educar.” ARQ (Santiago). Accessed March 29, 2024. https://www.scielo.cl/scielo.php?pid=S0717-69962021000300114&script=sci_arttext&tlng=en.
4. “The Open School by Jan Duiker and Bernard Bijvoet | Architecture Enthusiast |.” YouTube, June 4, 2022. https://www.youtube.com/watch?v=JZfyuA_zpmk.