項(xiàng)目名稱：北川中學(xué)校園規(guī)劃/江西吉安白塘言愛(ài)基金學(xué)校

項(xiàng)目地點(diǎn)：四川新北川市齊魯大道/江西吉安市白塘

建筑面積：73,000平方米/25,000平方米

項(xiàng)目時(shí)間：2008-2009(北川中學(xué))/2010-2011(白塘學(xué)校)

建筑設(shè)計(jì)：-香港大學(xué)小區(qū)工作坊/王維仁建筑研究室/吉安市設(shè)計(jì)院(白塘學(xué)校)-王維仁/朱濤/香港大學(xué)建筑系碩士課程;王維仁/張永和/麻省理工學(xué)院建筑碩士課程(北川中學(xué))

設(shè)計(jì)團(tuán)隊(duì):王維仁/謝菁//許壯聲/程驍/徐煑/譚詠雯(白塘學(xué)校)

Name:BeichuanMiddleSchool,Sichuan/YanaiBaitangSchool,Jian,Jiangxi

Location:Beichuan,SichuanProvince/Baitang,Jian,JiangxiProvince

FloorArea:73,000sm(BeichuanSchool)/25,000sm(YanaiBaitangSchool)

Completion:2008-2009(BeichuanSchool);2010-2011(BaitangSchool)

Design:CommunityProjectWorkshop,HKU/WangWeijen(YanaiBaitangSchool);WangWeijen/HKUMArchStudio/MITMArchStudio(BeichuanSchool);

Team:WangWeijen/XieJing/ThomasCheng/AndrewXu/MargieTam

北川中學(xué):四川災(zāi)后重建

北川中學(xué)地塊為典型的水稻田和魚(yú)塘的農(nóng)業(yè)地景,河川與規(guī)條灌溉渠道穿過(guò).山丘之間的谷地坡面由東北向西南下降成為平地。設(shè)計(jì)著重學(xué)生人性的學(xué)習(xí)尺度與生活經(jīng)驗(yàn),將5200名學(xué)生的空間分為六個(gè)尺度適當(dāng)?shù)慕M團(tuán)，由各個(gè)學(xué)院圍塑成的大綠地成為延續(xù)自然地景的生態(tài)空間,更是人本成長(zhǎng)具有象征意義的公民空間。如同衣服的尺碼,在學(xué)校，院落，年級(jí)，班級(jí)與自我之間，這個(gè)設(shè)計(jì)希望找到空間自主的關(guān)鍵尺度,適合學(xué)生們大中小的尺度需求,形成一個(gè)個(gè)以院落為中間尺度的生活與學(xué)習(xí)圈。

可惜原有的方案在施工圖階段作了大幅的修改,失去了一次災(zāi)后教育空間改革的機(jī)會(huì).兩年之后,言愛(ài)基金會(huì)捐贈(zèng)扶貧的吉安白塘學(xué)校,讓我們實(shí)現(xiàn)了這個(gè)地景院落的校園空間的理想.

關(guān)鍵的尺度

吉安學(xué)校設(shè)計(jì)面臨的挑戰(zhàn)和北川中學(xué)一樣：如何把一個(gè)中國(guó)典型的大尺度學(xué)校，配合著學(xué)生的年齡層，安排成幾個(gè)尺度適當(dāng)，具有空間認(rèn)同感的小小區(qū)？怎么樣的空間大小與組團(tuán)關(guān)系，是適合六歲的兒童至十五歲的青少年成長(zhǎng)的學(xué)習(xí)空間？如何在個(gè)體的價(jià)值與三千多個(gè)人的集體認(rèn)同之間，尋找并加入一種中間的尺度，作為適合的學(xué)習(xí)與生活場(chǎng)所？如何突破以管理思維出發(fā)的，制式的功能分區(qū)，在“教學(xué)大樓,宿舍大樓,實(shí)驗(yàn)大樓”的思維之外，探索一種全新的，以人本學(xué)習(xí)出發(fā)的空間配置關(guān)系？

校園規(guī)劃把一個(gè)大學(xué)校分成了三個(gè)學(xué)習(xí)組團(tuán)，每一個(gè)組團(tuán)形成三個(gè)相互聯(lián)系的院落空間。每一個(gè)院落二十個(gè)班級(jí)可以是現(xiàn)有體制下的三個(gè)年級(jí)段：小學(xué)低年級(jí)，高年級(jí)，以及中學(xué)部;也可能是三個(gè)相對(duì)自主的小學(xué)院，各別擁有自己的院落廣場(chǎng)。規(guī)劃也把其他教學(xué)相關(guān)功能：特殊教室，實(shí)驗(yàn)室，音樂(lè)與藝術(shù)教室，辦公室，都分散到這3組的學(xué)習(xí)空間里，成為院落之間的連接.生活空間的宿舍也分成三個(gè)與學(xué)習(xí)空間相對(duì)應(yīng)的院落,活動(dòng)交誼室,以及共享的大餐廳。學(xué)生們每天來(lái)往于各自的學(xué)習(xí)院落與生活院落之間，也經(jīng)由共享的教室穿梭于不同年級(jí)的院落。

樹(shù)林和地景

設(shè)計(jì)在校園中間保留了一條300米長(zhǎng)50米寬的大片綠地與大樹(shù)，貫穿校園由入口一路延伸到遠(yuǎn)方。想象原來(lái)這個(gè)地點(diǎn)的農(nóng)業(yè)地景：溪流與水文穿過(guò)這一大片綠地，田埂魚(yú)塘的痕跡轉(zhuǎn)化為學(xué)生穿越綠地的小徑，稻田的分割尺度成為校園活動(dòng)與綠地植栽的規(guī)劃模距：草地，樹(shù)林，花園，菜圃，球場(chǎng)，坐椅，表演。大綠地的兩側(cè)的分別是教室與宿舍建筑，學(xué)生們穿越過(guò)這片延續(xù)自然生態(tài)與文化地景的綠地上，在課室與宿舍之間穿梭來(lái)往，上課下課，日出日落。

美國(guó)建筑師杰弗遜設(shè)計(jì)劃的維吉尼亞大學(xué)中央的大綠地，將地景綠地提升為校園的空間象征,百年來(lái)成為無(wú)數(shù)校園規(guī)劃的經(jīng)典。學(xué)生在綠地樹(shù)蔭下上課討論，讀書(shū)休閑，運(yùn)動(dòng)，是校園最重要的文化公共空間。我們想象，言愛(ài)學(xué)校原有地塊上的小溪與農(nóng)田地景，都成為未來(lái)校園肌理的一部分，轉(zhuǎn)化為綠意盎然的樹(shù)林草地，學(xué)生們?cè)谶@片文化與自然肌理的上探索成長(zhǎng)，刻錄生活的旋律。自然生態(tài)水塘與綠色的山丘不但成為校園軸線的端景，樹(shù)林綠地的生態(tài)理念也成為學(xué)校的核心價(jià)值。

序列的合院

圍繞在核心綠地東西兩側(cè)，是系列院落組成的合院空間;東側(cè)是三個(gè)學(xué)習(xí)的教學(xué)院落，西側(cè)是三個(gè)生活的宿舍院落。每一個(gè)四層樓高的院落除了間隔保證充分間距的陽(yáng)光日照外，在量體設(shè)計(jì)上更以每?jī)蓪訛閱卧嗷ソ诲e(cuò)，在地面層或第三層形成挑空的開(kāi)口平臺(tái)。這些半戶外的穿廊與平臺(tái)成為在教室或?qū)嬍抑猓瑢W(xué)生重要的學(xué)習(xí)活空間。

教室與校舍之間的建筑空間，類似城市公共空間的街道廣場(chǎng)與連廊；方院的串聯(lián)與變化，連接院落之間的共享教室；南北向的自然綠地的延伸，穿過(guò)中央架空的圖書(shū)館，與行政樓和餐廳連結(jié)成的公共建筑序列；餐廳的天井小院引入自然光線和挑高的屋頂，由地景草坡轉(zhuǎn)化而成的餐廳大門；連接操場(chǎng)的弧形臺(tái)階與運(yùn)動(dòng)設(shè)施房。

在未來(lái)學(xué)校大小層次的公共空間之中，學(xué)生們穿梭來(lái)往于教室間的廊道，與學(xué)院的廣場(chǎng)之間，走入校園的綠地當(dāng)中，與四周的遠(yuǎn)山自然連成一體。幾年下來(lái)他們得到的是對(duì)社區(qū)公共空間與自然地景生態(tài)的尊重。學(xué)生們?cè)谧晕?，社群，與大自然的交織互動(dòng)中，學(xué)習(xí)體驗(yàn)一個(gè)公民在社區(qū)里與他人共享的人文的或自然的公共空間。

Post-earthquake Re-habitation

With agriculture landscape of mostly rice paddy field and fishponds, the site for New Beichuan School has a river and several irrigation channels running through it.Mountains and a valley to its north-eastern corner provide a visual backdrop to the landscape fabric of the relatively f at site. The design subdivided a large school over 5000 students into 6 smaller collages each with their courtyard complexes for learning and living. Surrounded by courtyard buildings, A large common green in the center of campus transformed from existing fabric of agriculture landscape become symbolic that extending the school to nature. From campus to courtyard to classes and self, the design looks for appropriate scales needed for different types of learning and living.

The design un-fortunately had been drastically changed during the final stage of working drawing in 2009 to meet the standardized management pattern in China. The opportunity for educational reform through formulating a new campus model did not come true in this exercise of post-earthquake design. Two years later, a new project on designing Baitang School in Jian for Yanai Foundation gave us the opportunity to further develop the concept and f nally to put the idea into reality in 2011.

The Critical Scale

Similar to the Beichuan school, facing China’s typical large school program of over 3000 students per school, the design begins by asking what is the appropriate scale for student to build up their identity of spaces for teaching and living? What is the intermediate scale between collective identity and individual spirit better for developing ideas of civic society for future China? How do we moderate the scale of the school so to provide a quality learning environment, and also facilitating the way it could be better managed and sustained? What is the alternative option for school layout in China that is not only based on functional zoning and conveniences for management?

The design of Baitang School moderates a large school into three clusters of space for classroom and three for dormitory. With around 20 classes of students for each building complex sharing a courtyard space, each courtyard works like a college accommodating teaching, dinning, and living facilities for around 900 students. Other than general classrooms arranged in each collage’s courtyard, it will also have shared facilities for science laboratory, art, sport, library and administration linking three collages. By arranging functional components with proper circulation and logistic clustering, a clear sense of place logic is achieved and will be easily sustained in time.

The Common Green

By arranging six courtyards around a large scale of common green, the central mall of greenery becomes a symbolized landscape extending the campus to nature.Through incorporating existing water system and agriculture landscape into the new plan, the campus will not only sustain the original landscape fabric, but also provides ecologically responsible environment for the future. Transformed from the classic model of campus green in Thomas Jefferson’s University of Virginia, the shared value on nature and democracy become parts of the daily rhythm for students. By walking in-between the classroom and dorm across the common green, students learn and think along with the nature of woods, ponds and lawn, and their pattern of everyday experiences is not only functional but also poetic.

Scaled Courtyard

Sequence of U-shaped courtyard is adopted as modular prototype for each academic and dormitory block. With large openings and decks arranged in the mid-level of each courtyard, they moderate the four-story building into the scale of a two-story one.Connected by shared facilities, dif ferent academic courtyards are linked up to form a larger campus complex that accommodate classrooms and dormitories, as well as plazas, gardens and woods in-between the buildings. the campus establishes a system of open spaces with rich texture and logic of spatial hierarchy.

The design focuses on creating quality spaces for student’s learning and living,providing a campus with rich texture of daily experiences as well as an environment of humanity. By establishing a system of open spaces with scaled courtyard and greenery, the design also sustain the culture identity of the place by adopting local architecture typology and fabrics of landscape.