垂直的合院：香港理工大學(xué)專上學(xué)院，香港，中國

2011-04-09 08:54王維仁WANGWeijen

世界建筑 2011年2期

王維仁/WANG Weijen

“他（王維仁）將他對合院作為一種普世空間理念的思考，體現(xiàn)到他一路的建筑實踐中，將合院空間賦予了適當(dāng)?shù)牡赜蛱卣鳎晒Φ亟Y(jié)合了南中國的海洋性氣候。更重要的是，從一個可再生的角度，他賦予‘合院’這種模數(shù)化的變換排列單元以新的生命，成功地通過多個向度反復(fù)地將這些組件排列組合、靈活調(diào)整以適應(yīng)不同的基地與設(shè)計內(nèi)容。這一系列建筑思想的演進(jìn)充分展現(xiàn)在他10余年以來的校園建筑設(shè)計中……

然后，到了2007年嶺南大學(xué)小區(qū)學(xué)院和2008年的香港理工大學(xué)專上學(xué)院，之前發(fā)展的開敞通風(fēng)而可再生的模數(shù)化合院，與相應(yīng)的圍合體量又回到了王維仁的設(shè)計中。這兩個作品特別值得稱道的是，在它們空間秩序的力量和彈性，以及在獨特的立面語法中，可以明顯感受到一種顯著的中國特質(zhì)……

同時，這種對合院模數(shù)在三維空間的變化和運用，讓王維仁的建筑能創(chuàng)造出一種相對獨立的小世界，像一個微觀的城市；即使是面對高難度的基地，如嶺南大學(xué)角落起伏的山坡或香港理工大學(xué)專上學(xué)院的狹小地塊，建筑仍以高層的形態(tài)出現(xiàn)，與香港高密度的城市肌理共生?！?/p>

—肯尼斯·弗蘭姆普敦《王維仁的建筑》

剖面的空中四合院

步步高升：垂直的校園步道

不同于一般以電梯為中心將教室圍繞排列的高層校園的配置，這個設(shè)計希望在高層的樓面創(chuàng)造出一系列的綠色戶外空間。設(shè)計以這些空中花園作為動線空間，安排戶外的樓梯或電扶梯的垂直步行系統(tǒng)，將人流引導(dǎo)而上。4個4層高的立方虛體空間由下而上地旋轉(zhuǎn)安排，與4層高、占25%樓面的立方實體模塊空間策略性地交錯；沿著花園平臺上的電扶梯步行而上，每兩層可以連接到下一個模塊的花園平臺，一路循環(huán)上升。

少乘電梯，走路上下

圖書館被策略性地安排在塔樓的中間層，除了可以作為校園學(xué)習(xí)的核心空間，也提供學(xué)生在地面和裙樓層之外一個新的高程點，是使用者新的空間參考坐標(biāo)，成為在高層上課的學(xué)生最重要的公共空間，因而重新分配教室上上下下的人流，減少電梯的負(fù)荷。為了鼓勵人們利用空中花園的樓梯或電扶梯上下，電梯刻意地安排每兩層只停一站，并以9層和10層的圖書館作為高層和低層電梯的轉(zhuǎn)換點。

逐步上升的裙樓

建筑裙樓共5層，除了地面的停車和卸貨服務(wù)，設(shè)計以一系列逐漸升高的廣場，將人流帶上2層的演講廳平臺，以及3層的體育館平臺，然后一路帶到5層屋頂?shù)膶W(xué)生咖啡廳和平臺。上課的人流可以一路沿著平臺步行而上，或有機(jī)性地從不同層的平臺進(jìn)入大廳和電梯間。對于必須采用高層模式校園的香港而言，這個設(shè)計避免了大多數(shù)情況下，大量學(xué)生在上下課時擠在首層大堂等電梯的瓶頸，鼓勵引導(dǎo)學(xué)生由不同的樓層平臺進(jìn)入校園建筑，也增加了學(xué)生對平臺戶外空間的使用機(jī)會。

預(yù)鑄混凝土與彈性模塊

建筑平面以9m的教室寬為設(shè)計模數(shù)，采用4×3的12宮格配置；建筑立面配合4層高的空中花園體量，以每4層16m為一個設(shè)計模塊。模塊化的平面不但提供合理的教室開窗模數(shù)和自然采光量，也提供了日后彈性變更教室大小和使用的基礎(chǔ)，以及立面設(shè)計清楚的構(gòu)造邏輯。模塊化的立面設(shè)計不但在外形上表現(xiàn)了內(nèi)部的空間關(guān)系，更使得在東莞制造的立面預(yù)鑄混凝土板成為有效的建構(gòu)方式。預(yù)鑄混凝土的梁和柱交錯地接合，幫助了水電空調(diào)管線方便地由走道天花進(jìn)出教室，提供未來維修和改變的彈性?！?/p>

“Socially committed and realistically modest to a fault, this is a man of ideas or, rather, one should say this is an architect with a universal spatial concept in mind, namely, the courtyard to which he has been able to impart an appropriate regional inflection,eminently suitable to the oceanic climate of Southern China. More importantly, from a generative standpoint, he has been able to endow the patio (as a modular, permutable unit) with a new generative life through which he has succeeded in iterating different combinatorial assemblies, ingeniously inflected in terms of both site and program. Thus, in the space of a little more than decade he has been able to create one remarkable academic complex…

The generative, modular courtyard, open to the air, and the enclosed volume of the corresponding counterform, return with Wang’s Lingnan University Community College of 2007 and his Hong Kong Polytechnic Community College of 2008. What is remarkable about both of these works is that the vigor and flexibility of the ordering concept and the specific syntax of the surface has a pre-eminently Chinese character in each instance; …At the same time, the alternation of a cubic, patio module enables Wang to create quasi-self contained worlds, cities in miniature,even on sites of exceptional difficulty; undulating leftover land in the case of Lingnan University and hemmed in high-rise form in the case of the Hong Kong Polytechnic University community college built within the dense urban fabric of Hong Kong.”

Kenneth Frampton, The Architecture of Weijen Wang

As the new campus for the Hong Kong community collage, this 20 stories-high urban campus located near the KCRC railway terminal at Hung Hum seeks for alternative ways to approach podium and tower typology.The podium is articulated into three levels of public terraces cascading along the main pedestrian path.

The tower design is an opposition against the typical model of vertical campus buildings dominated by vertical lift cores and the layout of classrooms around it. It looks into possibilities of creating a series of greenery void as sky gardens, and an alternative circulation system connecting these sky plazas all the way up. Four strategic voids are created vertically and each became activity centers for four levels of classrooms. The library is arranged at the center of the tower as the new datum level to redistribute the movement patterns. The facade articulation of the tower also reflects the pattern of the four-level module and solid-void rhythm.

It also branches out through the sky bridge connecting the surrounding campus buildings. □