This study investigated the composition and utilization of central common spaces, common cores, in five primary and lower secondary schools, folkeskoler, in Denmark. First, spatial and functional composition were examined by analysis of architectural drawings and on-site surveys. Next, interviews with teachers regarding the utilization of common cores were conducted. The common cores were considered places for growth, where pupils began with teacher-led learning and events and progressively learned to act autonomously and how to behave in social space. The characteristics of the five common cores were clarified by exploring the relationship between composition and utilization.
