西班牙中小学校园/Alberto Amoros Martinez y Jose Amoros Martinez Project

发布于：2023-06-28 20:47:19

Elementary and Primary Public School in Roldán / Estudio Huma

设计方：Alberto Amoros Martinez y Jose Amoros Martinez Project

位置：西班牙

分类：教育建筑

内容：实景照片

合作人：Eduardo José Barcelo García, Alvaro Lorente Balibrea

委托人：Ayuntamiento de Torre Pacheco

结构师：Fielsan

图片：27张

摄影师：David Frutos

这是 Estudio Huma建筑事务所设计的西班牙中小学校园，是新式中小学校园项目中的一个，这所校园是为附近即将建立的住宅小区居民配备的。校园处于斜坡，因此新设计方案是将其改造成水平地形。校区拥有自己的人工生态系统，它是建筑与自然环境相互作用完美融合的结果。
学校建立在坎波德卡塔赫纳平原的一片荒地上，因此当地办公室的工作人员认为建筑应该高于水平井高，以防止暴雨引发积水。设计师选取了边角处作为儿童游乐场，这一举动减小了校园内孩子们的噪音。
学校用建筑本身充当围墙，并在校区内留下了足够的空间。校区看起来就像一个完全被人造草皮包裹的迷你高尔夫球场，没有丝毫压抑感。这些充满了了乐趣的草皮就像坚韧的常春藤一般从墙壁延伸到屋顶，覆盖着每一个角落。通过别出新裁的设计，游乐场连接着孩子们的内心世界，它经常被理解为课堂本身的延续。

图片来源： David Frutos

译者：砖头

This is a project on the outskirts of the town, where there is an intention to create a residential complex, equipped with the necessary facilities for the demands of the future population, including the Public School.
The site features various slopes, so it is necessary to fill in different areas of the site, to create a topography as horizontal as possible.
The project sets an artificial ecosystem in a place to be consolidated, the result of urban development based on generating a natural entity through architecture and giving it life through its use.
The school is built on virgin land, as this is the first building in the Partial Plan Los Cachimanes. For this reason, the architecture office Huma was concerned that the building should be well designed on the plot and always elevated above the level of the site, protected from the occasional but heavy rains that occur in the area.
The morphology of the site allows us to extend horizontally, designing the entire school on one level, keeping the building up against the edges to create a small void inside to serve as playground for children, isolating them from the noise.
The boundary of the school is the building itself. The building surrounds the perimeter of the site and acts as a boundary, as a permeable filter between the free exterior space and the interior playgrounds, creating controlled and defined spaces.
The school is built modeled by slanted levels, generating spatial tensions, breaking the monotony and giving it expression, fully wrapped by a green carpet of artificial turf that turns it into a natural entity in the place.
The playground is the child’s inner world, structured through the different ‘fingers’, as steps that configure the various entrances and well as spaces with much needed shade, without the need for additions, always understood as a continuation of the school itself.