DAY 1 November 10, 2019 from 9:00 to 16:00



Morning Sessions

BEE or not to BEE: Mapping the field of BEE as future educational landscape

Angela Million, TU Berlin, Germany & Michigan State University, USA
Marta Brković Dodig, Union University Nikola Tesla, Belgrade, Serbia

Abstract of the workshop
Built environment education is a wide field of practice. There are people all over the world working in the field of built environment education (BEE) for children. Their backgrounds and their ‘host’ organisations differ widely, from education officers in museums, dedicated architecture centres and the wider cultural/third sector, through design and planning practitioners working either independently or via their professional bodies, to teachers in schools and kindergartens. There is interaction and cooperation between these actors, but also dependencies between different sectors as well as common and unique content and delivery formats.In our interactive mapping workshop we want to venture into mapping with participants key characteristics of BEE activities and collaboratively discover what conditions and policies help BEE learning landscape in its variety to thrive in the future: How does their BEE learning landscape look like? How it is connected with the other institutional types and medias of learnings (books, youtube, computer games)? Are policies that foster mainly BEE in schools enough? As our ongoing research with children and young people shows learning about architecture and space happens today in many places and many (real + virtual) spaces. 
We will also question the lack of joined-up cross-institutional thinking about BEE polices and programs, often resulting in short breath stand-alone initiatives by single national or local governmental institutions.

Architecture Gymnastics  

Suzanne de Laval, Arkitekturanalys sthlm AB, Sweden

Abstract of the workshop

The workshop design is invented in Japan and presented on several conferences. It is a fun workshop to combine architecture education, teamwork and gymnastics in a creative way. Local buildings in combination with well known works of Architecture are used to create a unique shared experience.

Arhitektuurikool 10! Best Practises of Architecture School for Kids in Estonia

Kadri Klementi, Founder & Teacher at Arhitektuurikool / School of Architecture, Estonia

Abstract of the workshop
Arhitektuurikool (School of Architecture) is a hobby school in Tallinn, Estonia where kids between the ages of 7 and 19 explore and create the spatial world. The school organizes inspiring architecture-related events, publishes study materials for the promotion of creative thought and provides built environment education. All activities address the built environment with an emphasis on human-oriented space and sustainable development.
Weekly lessons take place in the Museum of Estonian Architecture in Tallinn. Playful and exciting assignments as well as creation and discussion help the kids to see, understand and value their spatial environment.
In addition to regular lessons, the School of Architecture is also involved in various one-time or recurrent projects aiming to popularize topics related to the built environment. The aim of those events is to inspire young people to take notice of their environment and use it in active, positive and inventive ways. Particular attention is paid to general education schools, so that young people all over Estonia could explore their everyday surroundings in exciting and educational ways. The study materials published by the School of Architecture support a new approach to education with a focus on exploratory and investigative learning where students play an active role, as well as practical topics that combine different fields. The materials and training courses meant for teachers make it easier to explain architecture, instruct students and conceptualize the use of space within the school building itself.
Autumn 2019 will start the 10th season of Arhitektuurikool!

Arkki Urban Planning Workshop Concept

Niina Hummelin, Arkki Finland

Abstract of the workshop
“By improving the quality of the built environment, we would positively affect the quality of people’s lives.”
Almost our entire everyday physical environment is architecture or infrastructure, since man has influenced it with his actions. Our buildings, villages, towns, cities, and landscapes provide the framework for all human activity and for the interaction between people. Thus architecture is a self-evident part of our everyday lives.
How should the city look in the future for the children´s viewpoint? If we design new parts of the city, how could the new city reflect our visions of a smart future?
In this workshop we will use design process and architecture with the guidance of Ms Niina Hummelin and learn how to use design principles, design thinking, architecture and urban planning in the classroom.

Green Roof

Teresa Winter, Arkki Finland

Abstract of the workshop

The green roof workshop is about opening the mind to new ways of looking at our built environment and it’s opportunities. The model making of a green roof house teaches the basic concept of green building technology and encourages to get enthusiastic about the urban opportunities.
In this era of rapid urbanization the cities spread and take space from nature, so a responsible mitigation to this phenomena is to bring more nature in the city. Green roofs are just one way of letting a bit more nature in.

Leonardo da Vinci Bridge: Constructing with Reciprocal Frames

Isavella-Dimitra Karouti, Arkki Greece

Abstract of the workshop
Do you want to build something quick, temporary with as less material as possible without making any cuts to stability and durability?
This was the case for the Leonardo da Vinci Bridge, a bridge that can be used to efficiently bridge large spans deploying short wooden elements. However from the Indian tepee and Indian mandala to medieval churches, Chinese architecture and Leonardo Da Vinci’s inventions, we can find structures that are following the principle of mutually supporting beams, or as architects and engineers call them, reciprocal frames.
Nowadays such structures are synonyms to the eco self-build communities or to very complex metal structures of modern architecture.


LUNCH and NETWORKING, 2nd floor

Playuba – Design the Future

Vibeke K. Hegg, Playuba PRO, Norway

Abstract of the workshop

In Norway the schools are getting a new master plan in 2020 and it states that children should learn how to be innovative.
Playuba PRO is a card based creativity tool that aims to make Norway the world’s most creative nation.
The tool aims to help the teachers to do this job through working with architecture, design and art.

Afternoon Sessions

Eatable City – The Interplay of Built and Natural Environment

Cristina Llorente, Arquitectives, Spain

Abstract of the workshop

The interactive workshop EATABLE CITY proposes an experience aimed at introducing, in a playful and simple way, concepts such as resilience, ecodesign, permaculture, biomimicry, urban agroecology, circular economy, collaborative consumption, etc. During the session, we will reflect on the current situation of our built and natural environment, looking for strategies to improve it. The workshop seeks to expand the habitual vision of the environment as a natural environment and to understand the city as an indivisible part in the path towards sustainable and balanced development. In the first part, we will explain the theoretical concepts at a general level and we will introduce Masanobu Fukuoka, inspirer of the project. During the second part, participants will develop their own seed bombs, following a recipe. Finally, the way to plant the seed bombs will be sought, taking into account the climate of Helsinki and the time of year in which the workshop will take place. The general objectives of the sessions are: • Become aware of the environmental aspects that affect life. 
• Recognize the existing equilibria in nature. 
• Understand the relationship between the contemporary city and its relationship with the environment and its interaction with the cycles of nature. 
• Become aware of the habits of citizens regarding the use of resources. 
• Actively intervene in the immediate environment. 
• Foster interest in urban agriculture.

Architecture within the Finnish Educational Systems

Eeva Astala, Archinfo Finland & Jaana Räsänen Arkki Finland

Abstract of the workshop

Basic education in the arts is provided primarily for children and young people on an extracurricular basis.
Basic education in the different fields of art progresses in a goal-oriented manner from one level to the next and provides students with the skills to express themselves as well as the ability to apply for vocational training and education or higher education in this field
Architecture is part of the National Core Curriculum in Finland since 1993 has to do with the integrated unity of aesthetics, utility, functionality, technology and ecology. It has plenty of connections with technical, mathematical and social subjects

Sharing Territories

Hanne Flarup, Louisiana Museum of Modern Art, DK
Ida Flarup Barnett, Fine Arts School of Architecture, DK

Abstract of the workshop

The project ‘Sharing Territories’ (2018) was a collaboration between Louisiana Museum of Modern Art, DK and architect Ida Flarup Barnett consisting of four intense workshop weeks with 100 fifth graders from two local schools.
The aim of the project was to give the children an awareness of architecture as more than singular buildings. Our actions as architects are all part of a cultural heritage and the imprint on the world becomes part of a bigger picture – there is always something before and after us.
With Louisiana as a case, we examined the relationship between body, landscape and architecture. The workshop was formed as a five-part relay – where a series of ‘obstructions’ gave the children a hands-on experience of the complex and exciting field architects navigate within. In pairs the children used their own bodies to produce large wild drawings that they turned into landscapes. Part of the drawn landscape was then transformed to 3D building sites. Each site was given its own ‘local plan’ with specific restrictions. Negotiations with the local council (us) was part of the creative process. Final ‘obstruction’ was to connect all the building sites to one large city structure in a scenario 50 years in the future.
Using Louisiana as case gave us the opportunity to introduce the importance of materiality, light and the interplay between building and context. The theme of time was also exemplified by the way Louisiana is built in many stages as an additive system. Along the way the children were introduced to tools of architectural production, to important factors such as scale, time and the planning system in a playful manner.

Examples of Architecture Driven Multidisciplinary Learning Processes at Primary School

Minna-Mari Paija, Arkki Finland

Abstract of the talk

The interdisciplinary nature of architecture provides prolific ground to study wide phenomenons integrating different school subjects. When the learning happens through more personal, narrated and corporeal manner, the learning experience becomes playful and part of the bigger image.
Arkki’s ongoing “Curious Class” project gathers together useful practical knowledge through experience on how to organize and integrate architecture as a part of the basic curriculum at the elementary school. The project, supported by the Finnish Ministry of Education, was initiated in the fall term 2018 with three groups of fourth graders in Taivallahti primary school in Helsinki and is continuing currently within the same groups.

The workshop seeks to give a deeper understanding of the possibilities and experiences of bringing architecture education next to the basic curriculum in the long term practice. During the session we will become acquainted more in depth with some example tasks that have been carried out during the project. 

The workshop will include: 
1) an introductory to the example tasks
2) a hands on part, where the participants will explore also the point of view of the pupils to the project
3) an open and fruitful discussion about the findings and shared experiences. 



DAY 2 November 11, 2019 from 9:00 to 17:00




Welcome Words
Pihla Meskanen, Arkki International & Jaana Räsänen, Arkki Finland


Opening speech
Anders Adlercreutz, Architect, Member of Parliament of Finland


Key Note

Building Human Strengths – Neuroscientific Insights into Cognition and Skill Development
Minna Huotilainen, University of Helsinki, Finland

The Curious School Class – Architecture Driven Multidisciplinary Learning at Primary School
Minna-Mari Paija, Arkki Finland

Abstract of the talk
Arkki’s “curious school class” project, supported by the Finnish Ministry of Education, aims to integrate in the school different subjects through architecture and study them from experimental and three dimensional perspective. It helps the teachers to expand the learning environment and diversify working methods. The children’s experience in class changes since they learn through play without realising they are learning.

Children's voice

Architectural Thinking as a Tool to Understand the Contemporary World
Elena Karpilova, Alexander Novikov, Architectural Thinking School for Children, Belarus

Abstract of the talk
Architectural Thinking School for Children ( teaches architectural thinking as a tool to understand the contemporary world. Founded in 2016 by architect Alexander Novikov and art critic and designer Elena Karpilova as an institution for additional education, the school is located in Minsk, Belarus where extra-curricular education can play a decisive role in a child’s future development filling the gap of knowledges children miss in state schools with outdated methods remained from Soviet past.
There are 16 studios at the school (architecture, contemporary art, sculpture, object de-sign, storytelling, graphic design, psychology, biology, sociology, politology, economics…). Each represents a separate discipline and is tutored by practicing professionals. Today there are around 50 tutors and 90 students at the school. The main program takes place over two years. The first year is dedicated to systems thinking with each semester dedicated to one big project (architecture, book, cinema). Students complete each big project by progressing through a range of different studios. The second year is dedicated to research of city through the lenses of different disciplines (biology, sociology, politology, art…) and making their own speculations regarding the future of the city. The result is an interactive map available online: We have various program of workshops which we organize in Belarus and abroad. Participated in Future Architecture conference (2018), Belgrade Architectural Week (2018), Architectural Summer School in Graz (2018) etc.

Arkki - 25 Years of Creative Education through Architecture
Pihla Meskanen, Arkki International, Finland

Abstract of the talk
“Architecture is a form of bridging humanities and sciences. Since Architecture Is intrinsically interdisciplinary, architecture education for children is exceptionally suited for the developing the key 21st century competencies”

Arkki has been since its very beginning a pioneer in developing a unique concept of creative education via architecture and design.
During the talk we will go through Arkki’s history, since its foundation in 1993 until the present moment, where Arkki Finland has a professional staff 60 architects in Finland and C. 10 000 participating annually in Arkki activities in Finland. The concept has been licensed through Arkki International to 7 countries for now.






Children's voice


Flash talk

UIA: Charter for Built Environment Education for Children and Youth
Ewa Struzynska, Architecture & Children Work Programme, France

Abstract of the talk
Education about the built environment takes on critical importance in today’s world as a vital component of cultural, social, economic and political development. It has the potential to function as a pillar of capacity-building within communities, for the consolidation of harmonious co-existence, sustainable development, democracy, human rights and peace.

The future quality of our lives relies on the coming generations understanding the processes that shape the built environment, and having the knowledge and tools to take wise decisions which take account of their repercussions for the cultural, social, economic and political well-being of their community and of the environment it inhabits.

It is our responsibility – architects together with authorities and lawmakers – to direct our efforts toward initiating, encouraging and facilitating Built-Environment Education on a global scale.
The Charter constitutes a framework providing direction and guidance to governments, authorities, institutions, architects and teachers involved in founding, creating and implementing built environment education.


Building Inspiring Educational Spaces
Cristina Llorente, Arquitectives, Spain

Abstract of the talk

Arquitectives aim to generate educating spaces through simple techniques, transforming them into an active part of learning, in places that promote creativity and experimentation.
Cristina Llorente understands the architectural and urban space as a container, not only of air and uses, but also -and above all- of emotions. The talk aims to analyze the concept of space from real contexts, its technical, social and spiritual conditions, its representations and its various materializations. During the talk, we will immerse ourselves in the light, in the colors, in the elements that configure it. In the memories and sensations it provokes.

Flash talk

Seeing, Understanding and Changing the Piarist Secondary School of Budapest
Krisztina Somogyi and Andrea Dúll, ELTE Eötvös Loránd University Budapest, Hungary

Abstract of the talk
In spite of high architectural qualities, due to important changes in pedagogy, new expectations of the religious order and teachers and the way children learn and behave today, there is a new need to adjust the historic building of the Piarist Secondary School of Budapest to better fit everyday school life. As a start to the complex redesign, small case interactions are initiated. Problems and positive features were captured through the photographic lenses of students. The almost 400 images served not only as a base for study but turned out to be a playful tool to communicate with students, teachers and architects.
The Piarist Centre was founded 300 years ago in the main tourist centre of the town, on the Danube riverbank. The actual building is 100 years old, and was a university from 1950 till 1990. After 1989, it was reprivatized by the religious order and has been redesigned to fit very different functions. The new school is now situated on the 2nd to the 4th level in Wing ‘A’ of the building, sandwiched between shops, clubs and restaurants on the ground- floor and offices and a chapterhouse in the roof. The redesign won many prices to Chief-Architect János Golda and his team.
The ongoing project focuses on the possibilities of the now large and noisy corridors where there is not much to do and envisions different spatial and functional situations. The project is the co- work of secondary school students, BA, MA and doctorate students of architecture lead by architects and environment psychologists.

Flash talk

Mobile School Stoliponova
Magdalina Rajeva, Children´s Architectural Workshop, Bulgaria

Abstract of the talk

Nowadays the crisis of rapid urbanization needs urgent actions. “Mobile School Stolipinovo“ is a step towards removing the boundaries between social, ethnic and minority groups. Acquiring skills for cultural expression is seen as a powerful tool for empowerment and breaking of the social segregation.
The project focuses on educational initiatives through architecture, science and play with children – the biggest roman district in Bulgaria. The aim of the activities is to equip the children with cultural and social capital and self-confidence to socialize outside their segregated community, thus overcoming the barriers of exclusion.

Flash talk

The City as a School - Learning by Playing
Anat Horowitz-Harel,
and Shany Granek, Co-Founders of ABCity: Children&Urban Planning, Israel

Abstarct of the talk

The city is a vast resource of human, physical, technological and cultural assets. It has the potential of stimulating curiosity, creation, discovery, and learning. The city is a significant educational tool, meeting place and laboratory where children can discover, live, and learn to appreciate their own habitat. Learning that takes place in the urban space is experiential, relevant to life, authentic and enhances the connection to the built environment. Exposing children to the city life and planning issues, will increase awareness, understanding, sense of belonging, involvement, and responsibility for the urban environment and the public space.

At the City as a school project, the city and the public space become a giant game board, a large classroom, when elementary school children go for an outdoor class day, to the nearby urban public space. The pedagogical team creates a unique daily curriculum in math, language, environment, music, art, etc. Motivated by the idea of using the city’s natural assets as teaching tools, the teachers stimulate the children to learn and investigate the city, both intellectually and experimentally, by moving, playing and enjoying the urban built environment.

Flash talk

Ideas and Actions for the City of Tomorrow - Pura vida!
Carolina Pizarro, Architecture and Children Commission CACR, Arquiticos & Urban Park, Costa Rica

Abstract of the talk
In the reality of Central American cities in which everything is planned for the car and not for people, we must have a plan to change the current situation, so the school is a very good start.
The talk will go through the present experiences in playful learning with children in Costa Rica developing topics such as, natural and built environment, sustainability, community, spaces among others with the objective of identifying the contributions of children and young people in the sustainable solutions for cities.
It is verified that the children give innovative proposals for a better functioning and quality of life of the cities; give space to question why and how to do it emphasizes the area of awareness, appropriation and humanization of cities, as well as in environmental areas and the use of alternative energies, arts, creativity and culture.

Flash talk

Empowering Participation
Lam Nguyen, Arkki Asean

Abstract of the talk
Almost everywhere in the world, the design process is undertaken by adults, while the end- users are often children, such is the case in parks, public areas and schools. The project Children Innovate Smart and Child Friendly Cities, supported by UNICEF, managed to create an environment for children, many in situation of vulnerability and disadvantage, to express their opinions and influence decisions that affect them for a safer, cleaner and more secure environment. Taking into account children’s perspectives, proved to be useful for urban planning experts and decision-makers of Ho Chi Minh city.
The talk will go through the details of this project where teams of almost 300 children and youth learned about urban design process and shared their ideas of a child friendly city, working on a bespoke area of Ho Chi Minh City, Thu Thiem.


Questions & Answers


Children's voice




Workshop Summary Video


Questions & Answers

Flash talk

Introducing the UN Sustainable Development Goals for Kids
Heba Safey Eldeen, Egypt

Abstract of the talk
Based on the publication “An Architectural Guide to the UN 17 Sustainable Development Goals” by the Institute of Architecture and Technology, KADK, The Danish Association of Architects and The UIA Commission on the UN Sustainable Development Goals in 2018, a project was initiated by Architecture and Children – Egypt, Bibliotheca Alexandrina and Misr International University (MIU); Introducing UN Sustainable Development Goals for Kids. Hosted by the Planetarium Science Center, Bibliotheca Alexandrina, three summer camps were held for kids between 12-16 years old; Camp#1: My Healthy Home = A Happy Life, Camp#2: Zero Energy Building, Camp#3: My Sustainable Community. Through gaming, solving riddles and puzzles, role playing, story telling and a simulation of participatory design processes, the children were introduced to the concepts of sustainability, and the subject matter of the goals. The context of the projects assigned for the three camps was the city of Alexandria, Egypt. More over, and in favor of the camps, some architectural games were developed, like the “archi-bank” and the urban “autobus complet”, and several others. The instructors and trainers were all young volunteers of fresh graduates and students. The pedagogic outcome and the feedback of the project is expected to enrich the talk about “creative education via architecture”.


Wrap-up and
Closing words

Love, Think, Do
Jaana Räsänen, Arkki Finland



Optional activities on participants own expense are arranged additionally to the official agenda. 

All the lectures are held in English.