This research explores the lost architectural approach of how to design and construct a large number of standardised homes, focusing on the appearance of facades and urban space. The combination of the large building blocks of Berlage’s ‘Plan Zuid’ and the highly concentrated architectural style of the Amsterdam School with its many ornaments and facade elements makes it a suitable location to examine case studies. Consequently redefining the role of ornaments and other facade elements, offering new design principles to revive the grandeur back to residential housing and answering the main research question: How does the Amsterdam School use ornaments and other facade elements to partition dwelling blocks in ‘Plan Zuid’?
Before analysing the case studies, it is important to gain a deeper understanding of the circumstances in which both ‘Plan Zuid’ and the Amsterdam School were created, as well as the factors that influenced their outcomes. The broader social and architectural context of the early 20th century played a significant role in shaping both ‘Plan Zuid’ and the Amsterdam School. Rapid urbanisation and industrialisation of cities created an urgent demand for affordable housing, leading architects, like Berlage, along with critics and social reformists, to advocate for fast and efficient construction, often at the expense of ornamental design. However, the monotonous and utilitarian nature of such developments sparked a reactionary movement, embodied by the Amsterdam School, which sought to give the rationalism of Berlage a more vibrant, exuberant and sensitive aesthetic. This tension between functionality and ornamentation reflected the competing priorities within architecture at the time. As the 20th century progressed, the architectural discourse shifted towards functionalism and minimalism, prioritising efficiency and standardisation while rejecting said ‘unnecessary’ decoration, which aligned with the needs of industrialisation and economic constraints.
The different elements of two building blocks, chosen for their significant size and amount of different elements, are examined on their use and effect on the facade and urban appearance. Derived from this catalogue of elements and their analyses 12 principles are given in a toolbox, which plead for the reintroduction of several elements particularly in the design of multistoried dwelling blocks. This implies redefining ornaments as more than mere decorative elements; they become integral components of architectural design that can help define and organise facades, enhance engaging features, and contribute to the overall appeal of urban spaces. The toolbox balances standardisation with individuality, providing techniques to create distinctive sections within building blocks, giving each section unique elements while maintaining overall cohesion with the surrounding urban fabric.
Further research could consider the economic implications or potential cost associated with implementing these elements and could address how these tools can be adapted to other architectural styles or regions with different historical, cultural, or environmental contexts. It could also address how modern issues like sustainability, environmental impact, or current construction methods might integrate with the principles outlined in the toolbox. Since the diversity of elements within the Amsterdam School is guided by individual architects, further studies on buildings would expand the catalogue of elements and could add more principles and different techniques.
In conclusion, the Amsterdam School represents a lost approach to architectural design, one that combined standardisation with a particular focus on the appearance of facades, using various ornaments and other facade elements. Through research and the development of defining design principles, it is possible to revive this approach and create future ‘palaces’ that enhance the urban environment, restoring a sense of recognition and character to modern housing.