意大利瓜斯塔拉幼儿园/Mario Cucinella Architects

发布于：2023-06-24 21:41:16

Italy Guastalla Nursery

设计方：Mario Cucinella Architects

位置：意大利瓜斯塔拉

分类：教育建筑

内容：实景照片

设计团队：Alberto Casarotto, Irene Sapenza, Alberto Bruno, Yuri Costantini (模型制造者)

建筑公司：Scisciani e Frascarelli Impresa Edile

图片：27张

摄影师：Moreno Maggi

这是由Mario Cucinella Architects设计的瓜斯塔拉幼儿园。建筑师于2014年2月赢得了建筑竞赛，获得了意大利瓜斯塔拉地区的新学校设计和建造权。新建筑将会取代因地震而受到损坏的两座建筑，可容纳120名0至3岁的儿童。该项目旨在通过滴水不漏的“教学”环境去刺激孩子们与周边环境的互动，从教育区域的分布到建筑材料的选择，均更好地融合了室内外的空间。幼儿园的建筑元素，包括室内形态、空间组织、材料选择，以及与光线、颜色、声音、触觉等相关的感知感官，都列入教育教学环境的考虑中。建筑使用了低环境影响的天然材料。特别是，支撑结构使用了木框架，一种提供建筑保温隔热的安全而理想的材料。

译者：筑龙网艾比

From the architect. MCA project won the Architectural Competition held in February 2014 for the design and build of the new School in Guastalla District (Reggio Emilia, Italy). The new building will replace two existed schools damaged by the earthquake which stuck the territory in May 2012 and will host up to 120 boys and girls between 0 and 3 years old.

MCA project is thought to stimulate the child's interaction with the surrounding space according to a vision of "teaching" in which nothing is left to chance, from the distribution of educational areas to the choice of materials of construction, up to the integration between indoor and outside space.Architectural elements of the new kindergarten by MCA - like the shape of the interior, their organization, the choice of materials, all the sensory perceptions related to the light, the colors, the sounds, the tactile suggestions - are designed taking into account of the pedagogical and educational related to the growth of the child.The structure involves the use of natural materials with low environmental impact. In particular, the supporting structure is made up of wooden frame: a safe and ideal material to keep the thermal insulation of the building.

The high insulation, the optimal distribution of transparent surfaces, the use of advanced systems for rainwater harvesting and insertion of a photovoltaic system on the roof, will allow the building to minimize the use of mechanical equipment to meet the energy needs of the school. So children are driven to discover places that are complex and at the same time familiar, where they can develop abilities through special features of each.

Even areas of connection between the classrooms and laboratories are designed to be lived with curiosity and pleasure: along the route there are widening, play and relationship areas, niches where you can stop, transparent elements to watch out or peek activities the other children.Starting from the internal signs, it also articulated the sensory journey outside the building, which integrates the existing trees and encompasses the structure creating protected areas for the activities of the children, educators and parents.