The School of Hunstanton, too simple or pleasant?

The position of the Hunstanton School in the architectural debate

Student report (2021)

Authors

C.A. Besteman Architecture and the Built Environment

Contributors

A. Broekhuizen Teachers of Practice / A - Architecture and the Built Environment (supervisor 1)
Faculty
Architecture and the Built Environment
Copyright: © 2021 Chantal Besteman
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Published Date

15-04-2021

Language

English

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Faculty

Architecture and the Built Environment

Abstract

This thesis examines and describes the position of the Hunstanton School in the architectural debate. The position of the school of Hunstanton has been examined through outlining the historical context, the philosophy of the architects, an analysis of its design and construction, and finally by highlighting the different opinions of critics. This research uses archival material of old interviews with, and writings from the architects and critics. The position of the School of Hunstanton in the architectural debate of the post-war period is mainly determined by its contrast with the Hertfordshire Schools. This was due to the fact both buildings stood for something that was part of a broader public debate over the role of architecture under the Welfare State: Hertfordshire for only taking flexible building system and well-being of children into account and Hunstanton for not subjecting architecture to political concerns. This contradiction in the architectural debate affected the way in which Hunstanton was viewed, namely either as a functional school building or as an architectural statement.