Semiotics

Signifying the Transition from Modern to Post-Modern Schooling... 13

Table 2. Semiotic resources for classification

Resource Strong classification Weak classification

Permanence of

partitions

High (e.g. walls, fences, hedges) Low (e.g. sliding doors, curtains,

furniture, open plan floor-no

partitions, virtual on line

connections)

Permeability Low (thick partitions made of opaque

materials not allowing visual and aural

connection)

High (thinner partitions made of

semi-transparent or transparent

materials enabling visual and

aural connection)

Variability of qualities High (different colours, materials,

sizes, or other formal features)

Low (similar or same colours,

materials, sizes, or other formal

features)

Empty space Large separation area (relatively to the

size of the classified agents)

Small separation area (relatively

to the size of the classified agents)

Degree of space

polarization

High space polarization: Horizontal

(left/right and front/back), Vertical

(up/down) and Circular

(center/periphery) polarization

No particular space polarization,

isotropic material arrangements

Source: Personal archive.

Figure 1. Floor plan of a modern school building in Greece (built in the early fifties).

This abandonment was signaled by calls for reduction in the partitions within buildings
and a sustained drive toward school designs with what were described as open plan forms.
The term ̳open plan‘ is used to refer to plan forms in which the internal walls and doors are
eliminated, to varying degrees, in order to promote what the Governmental Department
described as ̳easier access between teaching areas‘. The propagation of such ideas was not a
phenomenon isolated to Britain and expression of similar sentiments about the effect of
changing educational practices on school design was also voiced elsewhere, notably in the