维尔达幼儿园——方与圆（by Rueda Pizarro Arquitectos）

**summer5un** · 拓邦元帅|**summer5un** 发表于 2013-4-17 19:31:27

本帖最后由 summer5un 于 2013-4-17 19:37 编辑

本文由E拓建筑网www.eeeetop.com的summer5un翻译，转载必须保留以上信息！

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Courtesy of Rueda Pizarro 由鲁埃达皮萨罗提供
Architects: Rueda Pizarro Arquitectos  建筑师：鲁埃达皮萨罗
Location: Leganés , Madrid 地点：莱加内斯，马德里
Architect In Charge: María José Pizarro, óscar Rueda  建筑师负责人：玛丽亚·何塞·皮萨罗，奥斯卡·鲁埃达
Collaborators: Alberto Galindo, Juan Navarro, Pablo Sáez, Laura Montero, Miguel Chillerón
合作者：阿尔贝托·加林多，胡安·纳瓦罗，巴勃罗·赛斯，劳拉蒙特罗，米格尔
Technical Architect: Alfonso Prieto  技术架构师：阿方索·普列托
Constructor: PEYBER  构造：PEYBER
Year: 2012 年份：2012年
Photographs: Courtesy of Rueda Pizarro, Miguel de Guzmán照片：鲁埃达皮萨罗，米格尔·古斯曼

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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.
考虑到幼儿园涉及呈现复杂的双重尺度同时需要创造一个不同观念的群体共同生活的空间：教师与幼儿有着不同的人体尺度和认知能力。因此，几个独立的容器塑造出原始空间。

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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.
与刘易斯卡罗尔的著名小说“爱丽丝梦游仙境”相似的的概念直观可感。它带我们一个感觉丰富的世界；一个想象与现实、工作和娱乐、趣味和责任相结合的世界；一个符合儿童感受与体验的尺度与色彩的世界；一个同时适用于成人所需的双重尺度的世界。需要考虑的不仅是双重的尺度，更是符合二者的不同空间体验。由此，我们考虑从建筑内部的空间为基础设计。首先，联系着每个教室的作为交通空间的中心公共空间是一个光滑的具有强烈的视觉和触觉的流线空间。然后，环形庭院联系内外，突出屋顶的高超过两米的天窗将将光变色引入室内。开放的隔墙与深窗形成可供儿童活动的单独空间，并通向教室。这些元素都加强了纯净视觉空间的可触性与互动性。

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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.
我们选择了圆形的平面形式早就循环的拓扑空间，也因此，建筑没有明显的正立面。这样的做法同时也适应了难以利用的三角形场地，并解决了建筑自身投影在操场上的不良朝向，将活动场地置于屋顶上。作为垂直交通的环形坡道围绕着辅助设备用房，慢慢上升引导孩子同时成为一种乐趣。

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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.
内部平面布局遵循流线与朝向的需求。教室坐落在最南边以取得良好光照。管理、办公、设备等辅助用房则布置与北边，且交通与活动独立。位于中央的核心大厅，提供交流儿童活动发生的场所，且作为交通空间可以联系各个教室。

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