牛津布鲁克斯大学建筑/不详

发布于：2023-06-26 22:33:24

Oxford brookes university buildings

位置：英国

分类：教育建筑

内容：实景照片

图片来源：Nick Kane

图片：18张

学校要建造单独的学生中心，早在2007年就开始规划了，和现有的校区相连。学生中心的建造质量很好，符合整个大学的学术氛围。

建造方法
设计上，非常注重环保，结构十分紧凑，环境工程师和建筑师通力协作，整个设计团队合作紧密。

建造途径
建筑主要采用预制混凝土进行建造，比较环保，还使用了一些自制材料。室内的通风流畅，温度适宜，也很坚固。学生中心有不同的分区，可以拆分，灵活的几何设计也提供了多种教学环境.

采购材料
项目负责人经过两个阶段的招标，从两个承包商中选择了一个，采办建材。外观是透明的，在设计上非常独特，使用定制的玻璃幕墙，拓宽了视野。项目的规模大，施工的时候比较复杂。

设计与施工质量与管理
整个项目的审查非常严格，监察机构包括东南地区设计小组。此外，该项目也符合大学环保组织的要求。项目的设计组由专家和顾问组成。建筑的整体感很强，布局紧凑，尺寸精准，采用全尺寸的混凝土框架。现场还有顾问团队，主承包商和分包商紧密合作，共同设计。

之前，大学没有这种规模的建筑，施工时，特别注意节约成本，控制预算。新建的学生中心让学生、教职员工和公众受益，里面比较宽敞，提供了活动空间。2014年3月投入使用，建成后，建筑学院课程的申请人数明显增加，学校师生对新建筑表示接受，而且反响热烈。落成典礼上，校长Shami Chakrabarti发表了讲话，他表示，这是一座现代的学习殿堂。

译者： Odette

In the context of historic piecemeal development, the need to address the campus as a whole was recognised. This was then enabled by the production of a masterplan in 2007. Originating as a standalone student centre, the concept was developed to more fundamentally and visibly connect the existing campus, and in doing so provide a suite of internal and external spaces of the highest quality, as befits the University’s academic status.

Approach
The design approach was closely allied to this ambition, and one of environmental performance. Close coordination between environmental engineer and architect was undertaken from the outset to develop and test iterations of the design in a virtual environment. The integration of structure, services and architectural elements brought similarly close, collaborative working amongst the design team.

Construction method
The building is principally of a hybrid insitu and precast concrete construction. Structural materials, in particular concrete, are integral to the appearance and environmental performance of the building. These are placed alongside and in contrast with other, largely self-finished materials.

The exposed concrete provides thermal mass, which tempers heating and cooling loads in parallel with natural ventilation. Concrete’s robustness is appropriate, and its use allows partitions to be demountable, providing a flexibility of accommodation in anticipation of changing teaching patterns. Precast elements are largely used where benefit can be gained from repetition. In situ elements include geometrically and structurally more complex components.

Procurement
The project was subject of a two stage tender, with a ‘mini package’ process to select the final contractor from a shortlist of 2. Tender packages were reviewed in an open book forum for transparency and best value. Early contractor involvement enabled by the two-stage tender facilitated familiarisation with a large and complex construction project, development of construction methodologies and the bespoke facade systems. The project was undertaken under an NEC3 traditional contract.

Design & construction quality, management
Ambition for architectural quality derived from the brief. Rigorous review was undertaken, including by the South East Regional Design Panel as part of the Planning process. Functional quality was addressed similarly, a consultation and briefing process included meeting with the University’s Environmental Group. Close coordination among a design team incorporating specialist consultants addressed these ambitions.Off-site manufacturing was used where appropriate. A unitised facade system allowed dimensional accuracy, environmental performance, and speed of construction.

Full size mock-ups of concrete frame and facade elements allowed quality to be assessed and improved prior to fabrication. A full time on-site consultant team, the main contractor and specialist subcontractors worked closely to develop and coordinate subcontractor design. In conjunction with the NEC3 contract this organisation allowed timely identification and resolution of issues.

Value, Response
The project is of a scale not previously undertaken by the University. As such, it was subject to a process of tight cost control. Ultimate value perhaps derives from the realisation of an intervention on such a scale, in one step. As such, benefit to the experience of students, staff and public alike is greater than separate smaller buildings.

Since the opening of its new Abercrombie building in 2012, the School of Architecture has enjoyed an appreciable rise in applications to its courses, one indicator of the project’s success. Indications since the opening of the John Henry Brookes Building in March 2014 are of a student body at home in their new building from the outset, and of University staff responding with great enthusiasm.

‘…the beginning of a great modern cathedral of learning’ Shami Chakrabarti, Oxford Brookes Chancellor, speaking at the opening of the new Abercrombie building。