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Tekirdağ İnönü Ortaokulu: Mevcut durum, koruma sorunları ve önerileri

Tekirdağ İnönü Middle School: Current state, conservation issues and proposals

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  1. Tez No: 863705
  2. Yazar: YUNUS EMRE GÜNDOĞAN
  3. Danışmanlar: DR. ÖĞR. ÜYESİ UMUT ALMAÇ
  4. Tez Türü: Yüksek Lisans
  5. Konular: Mimarlık, Architecture
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2024
  8. Dil: Türkçe
  9. Üniversite: İstanbul Teknik Üniversitesi
  10. Enstitü: Lisansüstü Eğitim Enstitüsü
  11. Ana Bilim Dalı: Mimarlık Ana Bilim Dalı
  12. Bilim Dalı: Restorasyon Bilim Dalı
  13. Sayfa Sayısı: 263

Özet

Bu çalışma, Tekirdağ merkezindeki önemli kültür varlıklarından biri olan İnönü Ortaokulu'nun mevcut durumu, koruma sorunları ve önerilerini konu almaktadır. İnönü Ortaokulu, 19. yüzyıla tarihlenen bir Ermeni okuludur. Ermeniler, 17. yüzyılda Tekirdağ'a gelmiş ve Takavur Mahallesi'ne yerleşmişlerdir. Aynı mahallede 1841'de Surp Takavor Kilisesi inşa edilmiş, 1866 yılında bu kilisenin bahçesinde bir ruhban okulu olarak Hovhanyan Mektebi eklenmiştir. Mektep, Birinci Dünya Savaşı'na kadar ruhban okulu olarak kullanılmış, savaş sırasında yetimhane olarak hizmet vermiş ve Cumhuriyetin ilanı ile İnönü Ortaokulu'na dönüştürülmüştür. Eğitim işleviyle halen kullanılan iki katlı kagir yapı, dikdörtgen planlıdır ve neoklasik üslupta inşa edilmiştir. Binada iki bodrum katı, zemin kat ve birinci kat bulunmaktadır. Yapı eğimli bir topografya üzerine oturduğundan, okul avlusu ile zemin kat girişi arasında yaklaşık 3 metrelik bir yükseklik farkı bulunmaktadır. Doğu cephesinde yer alan ana giriş kapısına, okul avlusundan 20 basamaklı bir merdivenle çıkılarak erişilebilir. Okul avlusundan girişin sağlandığı ikinci bodrum katı, mevcut binanın üzerine inşa edildiği eski kilise yapısından kalıntıların olduğu iki tonozlu bölümden oluşmaktadır. Girişindeki kemerlerde sütun başlıkları bulunup üzerlerinde Ermenice yazılar mevcuttur. Zaman içerisinde okulun avlu kotunun yükselmesiyle bu bölüme girişin sağlandığı kemerlerin sadece üst kısmı görünür durumdadır. Bina genel olarak basit bir cephe düzenine sahiptir. Kemerli pencereleri ve zeminden çatıya kadar uzanan pilastırları doğu ve batı cephelerinde görülmektedir. Bina üç cepheden algılanabilirken, güney cephesine yakın zamandan inşa edilmiş binaya yakınlığı nedeniyle erişilmek güçtür. Yapı, zaman içinde birçok onarımdan geçmiş ve özellikle 1964'te gerçekleştirilen esaslı onarımlarla yapısal değişikliklere uğramıştır. Bu onarımlarda, özgün beden duvarlarının gerisinde yeni bir betonarme sistem eklenmiştir. Restitüsyon çalışmaları kapsamında ulaşılan eski fotoğraflar, yapının 1964'te geçirdiği esaslı onarımda üçüncü katın kaldırıldığını ve yapının kırma çatı ile örtüldüğünü göstermektedir. Zaman içinde yapının dışına tuvalet ve kantin gibi birçok niteliksiz ekler eklenmiştir. Yapı günümüzde oldukça bakımsızdır ve binada farklı yapısal ve malzeme bozulma türleri görülebilmektedir. Özellikle duvarlar, nemden kaynaklanan şişmeler ve sıva-boya dökülmeleri göstermektedir. Ayrıca, kırık oluklardan kaynaklanan cephelerde nem ve tüf sorunları bulunmaktadır. Batı cephesi doğrudan sokağa baktığı için bu cephede insan kaynaklı hasarlar görülür. Depo olarak kullanılan bodrum bölümleri, bakımsızlık ve kullanıma bağlı bozulmalar sergilemektedir. Erişilebilirlik ve çevresel sürdürülebilirlik açısından, yapıya girişin bahçe kotundan 3 metre yukarıda olması ve yapının asansörünün bulunmaması önemli sorunlardan biridir. Binanın ısıtılması için kullanılan kömürlü enerji sisteminden kaynaklanan ek karbon salınımı sorununun yanı sıra özellikle kazan dairesinin öğrencilerin eğitim aldığı yerde bulunması diğer sorunlar olarak öne çıkmaktadır. Binanın yüzyılı aşkın süredir eğitim yapısı olarak kullanılması ve kent belleğinin önemli bir parçası olması nedeniyle, aynı işlev ile yaşamına devam etmesi, basit bakım ve onarımlarla fiziki şartların iyileştirilmesi önerilmektedir. Ancak mevcut taşıyıcı sistemin depreme karşı durumunun tespit edilmesi, gerekli görüldüğü taktirde betonarme sistemin güçlendirilmesi veya kaldırılarak uygun bir sistem ile yenilenmesi önemli bir konudur. Yapıya sonradan eklenen niteliksiz eklerin kaldırılması ve yok olan kısmi çatı katının yeniden inşası önerilmektedir. Bu şekilde idari birimlerin çatı katında toplanması ve zemin katında ıslak hacim ihtiyacının karşılanması planlanmıştır. Zemin katta kafeterya alanı ve merdiven sisteminin düzenlemesiyle öğrenciler için daha sosyal ve çağdaş bir etkileşim ortamı oluşturulmuştur. Ayrıca, mekanik ve elektrik sistemlerin modernizasyonu ile yeni bir ısıtma sistemine geçiş binadaki eğitim koşullarını iyileştirmeyi amaçlamaktadır. Bu dönüşüm, kömürle çalışan ısıtma odasının bir kütüphaneye dönüştürülmesine olanak tanıyacak ve böylece öğrencilerin gelişimi desteklenecek ve aynı zamanda iç hava kalitesi iyileşecektir. Ayrıca, kuzey cephesindeki konaklama ünitesinin muhtemelen 1930'lara tarihlendiği düşünüldüğünden, kaldırılması önerilmemektedir. İlgili yapı, orijinal fonksiyonuna geri dönmek üzere restore edilebilir ve öğrenciler için yurt ve konaklama binası olarak hizmet verebilir. Avluda, kullanılmayan ve miras değeri olmayan yeni beton binanın kaldırılması önerilmektedir. Bu alan, öğrenciler için daha fazla spor olanakları ve alanları sunmak üzere değerlendirilebilir.

Özet (Çeviri)

This study aims to examine and document the current state of the historical Inonu Middle School, a significant Armenian structure in the center of Tekirdag. The goal is to identify preservation issues and prepare restoration recommendations to safely transfer the structure to the future. In the course of the thesis, the structure of Inonu Middle School was meticulously examined and documented using 3D laser scanning. Since the building is actively used as a school, the research was conducted during time intervals that would not disrupt educational activities. The documentation process included accessing the entire structure and taking measurements. Additionally, the structure was captured from different angles using a drone. During the restitution studies, written and visual sources such as books and theses were utilized. While data on the original construction period and architect could not be obtained during the restitution studies, photographs from before 1960 and aerial photographs from the General Directorate of Maps were accessed. The school's archives and administrative staff were consulted. Based on the collected data and considering the natural needs of the educational structure, restoration recommendations were presented to ensure the preservation of the building and improve current educational conditions. Inonu Middle School has its origins in the 19th century as an Armenian school. The city, formerly called Rodosto, has been influenced by different cultures and communities throughout history due to its proximity to Istanbul. Many nations, including Armenians, Greeks, and other non-Muslim communities and Muslims, have coexisted in the city throughout its history, contributing to its diverse demographic landscape. Armenians arrived in Tekirdağ at the beginning of the 17th century, settling in the Takavur neighborhood. They had settled in the southwestern part of the city near the sea, they named the first neighborhood Takavur/Takavor. Over the two centuries, they established additional neighborhoods and constructed numerous churches, many of which were destroyed either by fire or attacks. In 1841, the foundation of the Surp Takavor Church in Takavur Neighborhood was laid. Surp Takavur Church remained in service until it was destroyed in the earthquake that occurred in 1912. Non-Muslim communities had a tradition of constructing schools within the premises of their religious structures. Accordingly, the Armenian community in Rodosto built the Hovhanyan Seminary School in the churchyard of the Takavur Church in 1866. The name Hovhanyan was derived from the Surp Hovhannes Church, which was destroyed by fire in 1864 in the same neighborhood. The subject of this study, Inonu Middle School, underwent significant transformations throughout its history. Originally functioning as a seminary school until the early 1900s, it transitioned into a Boys' High School during the Second Constitutional Era in 1908. Subsequently, during the Balkan War, it operated as an Armenian High School. Following this, amidst the First World War and the Armenian deportation, the school temporarily served as an orphanage and military hospital. After the war, it briefly returned to its role as an Armenian school. With the proclamation of the Republic, some interior modifications were made, and it adopted the name İnönü Elementary School. It served for many years as İnönü Elementary School/Middle School. In 2007, it transformed into a Fine Arts High School, and later, in 2009, and turned into a Fine Arts and Sports High School. Recently went back to being middle school and it has been operating as İnönü Middle School since 2021 Over the years, the building has undergone numerous repairs, notably a substantial renovation in 1964, resulting in structural changes, where a new reinforced concrete system was implemented behind the original exterior walls. Photos acquired through restitution studies reveal that the third floor was removed during the extensive 1964 restoration, converting the roof from pitched to gable. We can also note that the arched window style on the facade remains similar to the present day, although some have been removed from the north facade. Based on the collected data, the building's history can be categorized into three phases: the pre-Republic era (1866-1930) when it served as an Armenian seminary school, the post-Republic era (1930-1964) involving interior modifications and its role as İnönü Elementary School, and the period after the extensive 1964 renovation while still serving as İnönü Elementary School (1964-Present). Inonu Middle School, an actively used educational institution, has a rectangular two-story layout constructed in the neoclassical style. The building comprises two basement levels, a ground floor, and a first floor. The structure sits on sloped topography, resulting a difference of about 3 meters in elevation between the schoolyard and the ground floor entrance. The main entrance door on the east facade can be accessed by climbing a 20-step marble staircase from the schoolyard. The second basement level, situated at a lower elevation, contains remnants of the previous church structure that the current building has been built upon. The second basement is the most authentic part of the building. It consists of two rooms covered with a barrel vault and a monastery vault. The arches at the entrance have column capitals and feature a keystone with acanthus leaves on it. There are Armenian inscriptions on top of the arches though they are not legible. Currently, only the upper parts of them are visible due to the gradual rise in the schoolyard's elevation over time. The building generally features a simple facade arrangement. The arched window style is featured on both the east and west facades. Three sides of the building are perceivable, while the south facade is inaccessible due to its proximity to the recently built adjacent building. The east facade, facing the spacious schoolyard, is decorated with pilasters from the ground to the roof. The building was initially constructed using a stone masonry system, with load-bearing walls. In recent years, they have been plastered and painted with cement-based mortar. The thickness of the structural walls varies, being approximately 77-80 cm in the basements, and 44- 46 cm in exterior walls. Internal wall thickness ranges from 25-30 cm. Over the years, the structure has lost nearly all of its original materials. The only materials that have withstood the test of time can be found in the exterior walls and a few marble stones near the entrance. Marseille tiles are used for the roof, and the supporting system consists of wooden elements. The structure has served primarily as a school from its construction to the present day, with a brief exception during the First World War. Despite maintaining its original function, it has undergone significant structural alterations through various repairs. Over time, numerous improper additions were made to the building. On the eastern side, there were annexes for toilets and a canteen that were constructed on the terrace. Additionally, air conditioning units and numerous cables further clutter the appearance of the east facade. The building is currently neglected and exhibits various types of structural and material deterioration in different sections. Especially the walls, exhibit swelling and plaster-paint peeling due to moisture. Furthermore, there is moisture and efflorescence on the facades due to broken gutters. West façade is directly connected to the street therefore there is graffiti and deterioration from various human-induced materials. The basement sections, used as storage, show neglect-related deterioration. The analysis of accessibility and environmental sustainability highlights issues such as the ground level of the building being approximately 3 meters above the courtyard, accessible through a 14-step staircase leading to the terrace, followed by a 6-step staircase to the entrance opening. Additionally, there is a one-step threshold at the entrance door. Currently, there is no elevator in the building. The lack of an elevator in the building indicates a significant deficiency in terms of accessibility. Ensuring easy access for everyone coming to educational institutions reflects an inclusive approach. The utilization of a coal-operated heating system adds to extra carbon emissions, and the placement of the boiler room in the area where students are educated poses additional challenges. Given the building's century-long history as an educational facility and its importance in the city's memory, the continuation of the current function is recommended. Basic maintenance and repairs are suggested to enhance the physical conditions. However, acknowledging the need for an educational facility, certain proposals have been put forth in the restoration project. First, assessing the seismic resistance of the existing structural system is crucial, and if necessary, reinforcing or replacing the reinforced concrete system with a suitable one is an important consideration. The removal of improper additions, including annexes for toilets and a canteen, is not merely a structural necessity but a deliberate effort to restore the building's aesthetic and functional integrity. The elevated courtyard obstructs the entrance of the second basement and vault spaces. The suggested alterations are to modify the schoolyard's surface to enable student engagement with these areas during temporary exhibitions. Removing the improper additions, while necessary, has left a void in terms of functionality. To address this issue, it is essential to explore interior alternatives, requiring the generation of extra space within the building. Through restitution studies, finding that the building had a third floor before 1964 opens up the possibility of reconstructing the partially lost attic area, contributing both to the restoration of historical authenticity and providing additional functional space. This reconstruction could facilitate the consolidation of administrative units on the third floor, while the ground floor could be reorganized to accommodate indoor toilets and a cafeteria area. However, the restoration is not solely about rectifying past alterations. It envisions a comprehensive transformation that addresses the deficiencies of the current design. The proposed modifications, such as the reorganization of administrative units on the third floor and the creation of indoor toilets and a cafeteria area on the ground floor, reflect a meticulous approach to both historical preservation and modern functionality. Another significant concern regarding the building pertains to the suboptimal design of the concrete staircase. Proposals for a new staircase, along with seating arrangements in the main hall entrance, aim to create a more adaptable learning and rejuvenation space for students. Furthermore, the modernization of mechanical and electrical installations, including a new heating system was proposed for elevating educational conditions within the building. This transformation will allow the conversion of a coal-fired heating room into a library, thereby supporting students' development and also improving indoor air quality. Additionally, the lodging unit on the north facade likely dates back to the 1930s; hence, removal is not recommended. Instead, it can be restored to its original function, serving as a dormitory and residential hall for students. On the courtyard, it is suggested to remove the recent concrete building due to its underutilization and lack of heritage value. This space could be repurposed to offer more sports facilities and fields for students. As the school embarks on its journey forward, these recommendations serve as a blueprint for harmonizing educational functionality with historical preservation.

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