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经典立面——“半月形”学校设计

发布于：2021-02-07 13:54:07 来自：建筑设计/公共建筑设计 [复制转发]

英哥学校尤里卡中心大楼的设计表现为一个公共的场所，在这里，研究、实验、寻找想法和学习等，都会在一个循环的学习系统中进行。

The design of the Eureka Centre Building for the Anglo Colombian School performs as a common ground where research, experimentation, the search for ideas and learning processes, among others, come together in a cyclical system of learning; hence, the concentric construction that surrounds them.

建筑的设计，由两个面盖配置，产生了一个独立的元素，即使它们的端部在形式上并不重合，也可以作为一个整体。

该构图的前提是在这些端部产生准入门槛，同时让 "绿色 "以及由此产生的公共活动渗透到建筑中。

La edificación propuesta, configurada por dos casquetes enfrentados, genera una composición de elementos independientes que se leen como un conjunto, aún cuando los extremos de los mismos no coinciden formalmente. La composición parte de la premisa de generar umbrales de acceso en dichos extremos y en simultáneo de permitir que el “verde” y en consecuencia las actividades públicas permeen la edificación.

两个半月形的空间彼此之间有轻微的分离，定义了一条纵轴，在一层产生通往建筑的入口点。

这些入口通过纵向中轴两端相对位置的两个大悬挑，以特殊的姿态正式突出。

因此，规划在这些突出部分下的区域既是开放的，同时也成为了雨水的保护点，并依附于校园周围丰富的景观。

The two half-moons slightly separated from each other, define a longitudinal axis which at ground floor level generates access points to the building. These entrances are formally highlighted with a particular gesture through two large overhangs provided in opposite positions at each end of the longitudinal central axis. As a result, the areas planned under these protrusions act as open while also become protected spots from the rain, and attached to the abundant landscaping of the surrounding campus.

此外，两个粘土半月形，围绕着一个像森林一样的中央庭院，形成叶子形状的“椭圆形”结构;在那里你可以看到和混合所有的活动聚集在椭圆形庭院的边缘。

天井的动态形式，与学校其他地方静态的立方体块形成对比，使我们在建筑综合体内的研究形成特殊的形象。

Furthermore, the two clay half-moons, embrace a central forest-like courtyard with an "oval" configuration in the form of a leaf; where you can see and mix all of the activities that come together at the perimeter of the oval courtyard. The kinetic form of the patio, in contrast to the static cubic blocks of the rest of the School, allowed us to give a special image to the research within the building complex.

我们没有设计最基本的正交实验室建筑，而是决定设计一个椭圆形的建筑，就像在自然中看到的那样;就像环绕宇宙的星系和行星一样。

这样的类比让我们能够定义一种基于同心的关系，中心周围的所有部分都成为综合体的活跃部分;不同的知识领域，在这个案例中，成为我们建筑的实体，

Instead of the most basic idea of having an orthogonal laboratory building, we decided to work on an oval shape, such as the ones seen within nature itself; as an analogy to the galaxies and planets surrounding the universe. An analogy of this kind allowed us to define a concentric based relationship, where all the parts surrounding the center become an active part of the complex; where different fields of knowledge, in this case, become the entity of our building,

此外，一个同心圆的功能系统为学生们实现了自发的接触，他们通过四处走动最终面对不同的知识领域，从而吸引他们，并产生兴趣。

建筑的形状和功能原理本身就像一个展览，由于材料的透明性，教室和周围发生的事件都是可见的;这增加了看到和被看到的可能性，分享你的工作，用你的成果创造别人的热情。

Furthermore, a concentric functional system achieves spontaneous encounters for the students, who by walking around endup facing different fields of knowledge, that can then attract them and also generate interest. The shape of the building and its functional principle performs as an exhibit itself, where the classrooms and events happening around are visible due to the transparency provided on the materials; this enhances the possibilities of seeing and be seen, of sharing the work and create enthusiasm on others with your results.

作为同心圆功能方法的结果，中心空间扮演着一个基本的角色，不仅因为它沿着其周长承载着流线，也因为它促进了沿着其路线的非正式区域，在那里相遇和交换发生。

中央空间,因此,主楼发音纠正器,连接不同的地板计划通过一个“螺旋”系统的发行量结束学生休息室顶部平面图和之后,连接到建筑阳台执行作为额外的学术领域,在那里学生们可以研究环境的气候条件和进一步发展的教育活动。

As a result of the concentric functional approach, the central space plays a fundamental role, not only because it carries the circulations along its perimeter, but also because it promotes informal areas along its course, where encounter and interchange happen as a result. The central space is, therefore, the main building articulator, connecting the different floor plans via a “helical” system of circulations ending at the student lounge at the top floor plan and afterward, connecting onto the building terrace which performs as an additional academic area, where students can research about climatic conditions of the surroundings and develop further educational activities.

另一方面，教室位于“椭圆形”天井的外围，通过“螺旋”循环系统相互连接。该建筑包含数学、化学、物理和技术等知识领域;考虑到建筑内部要开发的各种任务，引入了一个名为“非固定管道”的实验室技术特征。

On the other hand, the classrooms foreseen in the perimeter of the "oval" patio, get interconnected via the “helical” system of circulations. The building contains areas for mathematics, chemistry, physics, and technology among other fields of knowledge; given the variety of the tasks to be developed within the building, a laboratory technological feature called “none-fixed pipe” was introduced.

实验室配备了灵活的家具和悬挑的服务翼，使我们能够最大限度地开发项目和及时完成不同的任务。

由于没有固定的车站，也没有固定的服务，实施的技术赋予了完全的灵活性。服务翼作为一个技术主干道，允许连接整个房间，它甚至允许提供和排水通过实验室。

The labs, implemented with flexible furniture and service wings overhanging, allowed us to achieve maximum capacities to develop programs and variable tasks in time. The technology that was implemented grants total flexibility given that there are no fixed stations nor fixed services. The service wing acts as a technological main road that allows connectivity throughout the rooms, it even allows to provide and also drain water through the laboratories.

在材料方面，尤里卡中心的提案通过采用学校中相同的主要材料--粘土，促进了该建筑与整个建筑群的衔接。

然而，该建筑的形式构成，不同于周围的正交建筑，通过实施锯齿砖的立面得到了加强。这使得明显的断裂以一种流畅的方式解决了曲线的物质性，同时在直角上实施了窗户，当拼图碎片连接起来时，解决了蜿蜒的建议曲线。

In terms of materiality, the proposal for the Eureka Centre facilitated the articulation of the building to the whole complex through the implementation of the same predominant material in the School, clay. However, the formal composition of the building, different from the orthogonal buildings of the surroundings was enhanced through the implementation of a fa?ade in serrated brick. This allows the marked breakages to solve, in a fluid way, the materiality of the curve and at the same time the implementation of the windows on right angles, which when the puzzle pieces are connected solve the sinuous proposed curve.

曲线的外表面，即建筑立面，通过将曲线分割成一系列较小的直线和角度来解决。凹槽(由锯齿砖表达)在地板之间也不对齐，作为机械系统的类比;它是通过体量和空隙(砖和玻璃)的序列来建造的，与学校主要的砖环境舒适地对话。

The external face of the curves, the building facade, was solved by fragmenting the curve onto a sequence of smaller straight lines and angles. The indents (expressed by the serrated bricks) were also misaligned between floors as an analogy to mechanical systems; and it was made constructible via the sequence of mass and void (brick and glass) which dialogues comfortable with the predominantly brick surroundings within the school.

最后，尤里卡中心是校园内建筑环境的主要表达者。它还设想通过建造露台来增加一个额外的楼层，这样学校就可以在不增加建筑占地面积的情况下增加建筑面积。

该中心还可以容纳来自不同体态条件的学生，这取决于学校年级、年龄和身高;这种考虑在家具设计中也扮演了重要的角色，因此它被认为是允许多样性的，保持灵活性的理念。

Finally, the Eureka Center acts as the main articulator of the built environment within the campus.; it is also envisioned to grow an additional floor by building up the terrace so that the school can increase their built area without the necessity of increasing the footprint of the building. The center can also accommodate students from varying anthropometric conditions, which depend on school grades, age, and therefore stature; this consideration took also an important part in the furniture design, and therefore it is thought to allow diversity, keeping on the idea of flexibility.