Vereda de Estudiantes 幼儿园 by Rueda Pizarro Arquitectos

超妹大爱infini

所 在 地：西班牙 雷加利斯 马德里

总建筑师：María José Pizarro， Óscar Rueda

项目团队：Alberto Galindo， Juan Navarro， Pablo Sáez， Laura Montero， Miguel Chillerón

建筑技术：Alfonso Prieto

构造工程：PEYBER

图片来源：Rueda Pizarro， Miguel de Guzmán

这是由建筑师María José Pizarro和Óscar Rueda所设计的幼儿学校。好的托儿所学校应同时具备合理的尺度与创造性空间，从而使老师和孩子在使用时可以激活他们无限的认知能力，然而，几乎没有一栋建筑可以满足这样的功能空间。一进入这所学校Miguel de GuzmánParallelism立即联想到路易斯·拉罗尔写的一部小说《爱丽丝梦游仙境》。它把我们带进了一个丰富的多彩的世界，亦真亦幻。在建筑师所营造的世界里不仅满足孩子们学习和娱乐的功能需求，同时令孩子在使用的过程中对空间、尺度、色彩有所理解，学习与成年人和平相处，在必要的地方做成两种尺寸，以适应孩子和大人的使用习惯，当然，不仅仅是比例，空间大小也需要适当的调节。基于此类因素，建筑师从内部功能着手。首先，中心区域作为公共空间应满足其在使用时可以到达所有教室，流动空间所使用的材质兼顾视觉及触觉的感受。圆形的天井，将室外空间引进室内。两米多高的巨型天窗令使用者在室内也可以看到外面色彩斑斓的世界。教室通过可开合的玻璃窗划分出独立空间，使得孩子们可自由进入。这些都使得室内空间不再单调呆板。

建筑师选择了圆形的外轮廓，留出建筑的发展空间。但是这样的决定与建筑所在的三角形的基地整合起来很有难度。另一个需要解决的问题是：学校本身的投影区。为解决这个问题，建筑师将操场设在屋顶。入口变成一个垂直上升空间的前奏，坡道沿着建筑的圆柱形外缘，将整个学校包含在里面。学校里的平面布局本着空间流通和良好朝向的原则。教室坐落在东南向，以获得最佳日照，行政机关办公室位于西北向，拥有独立的活动空间和出入口。最主要的空间就是中央大厅，可用于举办各种儿童活动，并且可直接抵达每间教室。

译者：筑龙网 Sunflower

译稿版权归筑龙所有，转载请注明出处。

To think about a nursery school involves attending a complex duality of scales. And involves to create a space where live very different perceptions together: teachers and children who are developing their cognitive abilities. Therefore， few buildings have the capacity to be formative spaces. Parallelism with the famous novel “Alice in Wonderland” by Lewis Carroll is immediate. It transports us to a world of mixed feelings where imagination and reality， work and play， fun and responsibility are combined. A world of sensations， experiences， sets of scales and color are perceived by the eyes of children， coexisting with adults， making necessary to use a dual scale adapted to each of them. But not only the scale must be adapted， also the space perception. Due to this reason， we consider essential thinking from inside the building. First of all， the central space works as a public space covered where you can access to all classrooms. It is a smooth space with items that enhance visual and tactile perception: the circular courtyard， that introduces outside to inside; the deep cover skylights larger than 2 meters of height that introduce a world of color; the access to the classrooms with partitions unfolded and deep windows that work as a individual spaces and allow to the children enter inside. These are resources that enhance haptic space against a purely visual space.

Therefore there is an absence of elevations and we choose the circular figure where prevailing a space conceived topologically. This decision also allowed to adapt the area required to a triangular plot very difficult to utilize. And this allowed another key resource: to resolve a bad orientation where the school itself cast shadow on the playground. Due to this， we placed the playground on the deck. The access becomes a play to introduce children in a vertical passage that ascends slowly， a ramp that runs along the perimeter of exempt cylinder that contains school facilities. The layout of the program inside the school attends to circulation and orientation criteria. The classrooms are located in the southeast to get the most sunlight. The administration， offices and facilities are located in the northwest where movement and access are independent. The main space is the great central hall， a covered meeting space for children’s events that allows direct access to all classrooms.

xiaoyao01

很伤心的说，做了十个周的幼儿园突然间被老师给批了，很失落的、、、看你发的幼儿园的帖子比较多，有没有什么经验呢、、、