“在浙江义乌，我们设计了一所山谷学校，既是建筑群，也是自然景观。它有起伏的绿意，有依附的建筑，蜿蜒的路径塑造自然的肌理。学生们下课便能在校园山谷攀爬，嬉戏或漫行，尽情地释放自由的天性。”
"In Yiwu, Zhejiang Province, we designed a valley school that is both a building group and a natural landscape. It has undulating greenery, attached buildings, and winding paths that shape the texture of nature. After class, students can climb, play or walk in the campus valley, and let their free nature out."
△ 校园山谷
虽然成长路上需要厚积薄发，但我们更关注的是孩子们在前进驻足时的感受，能否攒足继续前行的勇气。所以我们以攀登为起点，把台阶做的较为陡峭，刻意营造一些小困难。走累时可以停留放松，看看风景，也看看走过的路。开放的绿色空间渗透于校园的各个角落，描绘出诗意的空间氛围。建筑或依山而立，或藏于山谷之下，学生们穿梭其中，去感受自然的空间趣味，追寻一种新的对话。
Although the growth of the road needs to accumulate, but we are more concerned about the children's feelings when they stop to move forward, whether they can save enough courage to continue moving forward. So we take climbing as the starting point, make the steps relatively steep, deliberately create some small difficulties. When walking tired, you can stay and relax, look at the scenery, and look at the road. Open green Spaces permeate all corners of the campus, depicting a poetic space atmosphere. The buildings either stand on a hill or are hidden under a valley, and the students move through them, searching for a campus valley, searching for a new dialogue.
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INTEGRATING WITH ENVIRONMENT
我们摒弃平地，摒弃仪式感强的阶梯，选择营造一片校园山谷。当孩子们攀到峰顶，视野豁然开朗，而后的人生，眼里有了更为广袤的风景，也有了更多座山。这便构成标志性的核心空间，也是校园内的山谷空间。
We chose to create a campus valley instead of the level ground, the ceremonial steps. When the children reach the top of the mountain, their vision is suddenly opened, and later in life, their eyes have more vast scenery, but also have more mountains. This constitutes the iconic core space and the valley space on campus.
△ Building Generation 建筑生成分析图?UAD
△ Central Axis 校园中央轴线?柯剑波
建筑在此基础上，依附山谷空间行列并置，以连廊串联起分散的功能体量，发展为完整的树状空间结构。山谷空间布置适宜的垂直景观，构成丰富的空间层次，营造一座具有流动公共性的艺术聚落。
On this basis, the building is attached to the valley space rows and rows, connecting the scattered functional volumes with corridors, and developing into a complete tree-like spatial structure. The valley space is arranged with suitable vertical landscape, forming a rich spatial level, creating an artistic settlement with flowing public character.
山谷空间以笔断意连之势，延绵的台阶依靠山势穿过校园。拾级而上，我们在两侧连续的建筑界面增设凸出的竖向平台，虚实结合，以白墙为载体，以竹木为点缀，形成强烈的材质对比，呈现空间可游可达的趣味感。课余时分，师生从各个建筑出入口来到“山谷”，嬉戏漫行，便捷可达，为山谷空间创造活力的温度。
The valley space breaks the sense of connection, and the steps run through the campus depending on the mountain. Climbing up the stairs, we add a protruding vertical platform on both sides of the continuous building interface, combining the virtual and real, with white walls as the carrier and bamboo and wood as the ornament, forming a strong material contrast, presenting a sense of fun that the space is accessible. In spare time, teachers and students come to the "Valley" from the entrances and exits of various buildings to play and roam, which is convenient to reach, creating a dynamic temperature for the valley space.
△ 校园中心轴线 ?UAD
硬地、灌木、树丛、滑梯与塑胶坡道有机结合，打破空间的单调沉闷，塑造校园内的独特风景。沿轴线的游行过程中，抬头极目瞭望，远山青翠，与周遭环境融为一体，空间尽而意无穷。艺术教育在此特定语境中，得到不同的诠释，就好像建筑生长于山谷，与山谷空间共生。
The organic combination of hard ground, bushes, bushes, slides and plastic ramps breaks the monotonicity of the space and shapes the unique landscape of the campus. In the process of the parade along the axis, you look up and look out, the distant mountains are green, and the surrounding environment is integrated, the space is exhausted and the meaning is infinite. In this particular context, art education gets different interpretations, just as architecture grows in the valley and coexists with the valley space.
△ 联系教学楼的架空平台 ?UAD
整个校区由山谷空间分为东西两部分，布局紧凑，东侧为小学部，西侧为初中部，300米运动场位于轴线尽端架空层顶部。特殊的环境改变校园生活的行为模式，不同于传统学校平地直达，课外活动时，学生们沿着山谷空间而下，陆续行至尽端运动场，产生新的空间现象。
The entire campus is divided into two parts by the valley space, the layout is compact, the east side is the primary school, the west side is the middle school, and the 300-meter sports field is located at the top of the aerial level at the end of the axis. The special environment changes the behavior pattern of campus life, different from the traditional school flat direct, extracurricular activities, students along the valley space down to the end of the playground, producing a new space phenomenon.
教学楼沿轴线折线式错层布置，逐层跌落，与地势巧妙结合。作为规划结构的主要线索，连廊像树干一样在地块内自然延展转折，联系起场地内不同的功能区域。为了鼓励学生艺术活动的交流，山谷空间之下设计足够的公共空间，成为各类艺术活动的聚合容器，让学生能在各学科教学楼间自由地接触与探索感兴趣的艺术形式。
The teaching building is arranged in split-level arrangement along the axis and falls down layer by layer, which is cleverly combined with the terrain. As the main clue of the planning structure, the corridor naturally extends and turns within the plot like a tree trunk, connecting the different functional areas within the site. In order to encourage the exchange of students' artistic activities, enough public space is designed under the valley space to become a gathering container for various artistic activities, so that students can freely contact and explore the art forms they are interested in between the teaching buildings of various disciplines.
不止于室内，设计同样思考多样化的户外空间营造策略。景观台地与室内空间相结合，构成多路径、多平台的交流场所。于高于低，于深于浅，户外活动空间调节着空间的节奏，形成移步换景，情景交融的空间氛围。将环境融入童趣和艺术的元素，营造具有多重意义的公共空间。所以我们的目标是无论在室内还是庭院，无论是校园还是周边，让孩子们享受攀登的过程，在眼里看到更多的风景。
Not only the interior, the design also considers a variety of outdoor space creation strategies. The combination of landscape platform and interior space constitutes a multi-path and multi-platform communication place. Higher than lower, deeper than shallow, outdoor activity space regulates the rhythm of space, forming a space atmosphere of changing scenery and blending scenes. Integrate the environment into the elements of children's interest and art to create a public space with multiple meanings. So our goal is to let the children enjoy the climbing process and see more scenery in their eyes, whether indoors or in the courtyard, whether in the campus or in the neighborhood.
△ 图书馆空间 ?柯剑波
△ 图书馆空间 ?柯剑波
在我们的设计构思中，以山谷聚落的方式创造多元化的活动内容，以一种简单的规则进行组织，为未来赋予更多的弹性。在学校投入使用后，我们欣喜的发现在校园的各个角落都遍布孩子们的踪迹，隐约听到来自远处的欢笑，他们沉浸在新的校园体验中。
In our design concept, we create a variety of activities in the form of valley settlements, organized by a simple rule, giving more flexibility for the future. After the school was put into use, we were delighted to find children everywhere on campus, faintly hearing laughter from afar as they immersed themselves in the new campus experience.
△ 共享空间 ?柯剑波 △ 架空平台 ?柯剑波 △ 庭院空间 ?柯剑波 △ 尽端运动场?UAD △ 校园山谷内的滑梯?UAD
“享受攀登的过程，欣赏沿途的风景”，这促使我们构想一个层次多样的校园山谷。在义乌市艺术学校新校区中，容纳了教学、畅想和创作等空间，各类空间遵从场地，围绕校园山谷非常自然地联结在一起，又赋予场所艺术创造的浪漫。与山谷共生，建筑与自然环境互动，校园新体验，学子在艺术氛围徜徉。建筑成为学习与互动的载体，构成一幅幅生动活力的图景，成为创想、灵感的诞生地。
‘Enjoy the climbing process and appreciate the scenery along the way’ prompted us to envision a multi-level campus valley. In the new campus of Yiwu Art School, there are Spaces for teaching, imagination and creation. All kinds of Spaces follow the site, connect together naturally around the campus valley, and give the place the romance of artistic creation. Symbiosis with the valley, interaction between architecture and natural environment, new campus experience, students wander in the artistic atmosphere. Architecture becomes the carrier of learning and interaction, forms a vivid picture, and becomes the birthplace of creativity and inspiration.
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