埃坡卡社交中心及建筑系館，埃坡卡大學(xué)，地拉那，阿爾巴尼亞

2015-12-19 01:41尤爾丁哈伊羅讓蒂安基卡

世界建筑 2015年4期

關(guān)鍵詞：建筑系外景社交

尤爾丁·哈伊羅，讓蒂安·基卡/J

尤爾丁·哈伊羅，讓蒂安·基卡/J

1 建筑西南方向外景/Southwest view

設(shè)計(jì)文脈

埃坡卡社交中心及建筑系館（ESC+DA）坐落在埃坡卡大學(xué)的地拉那校區(qū)，其所在城市地拉那是阿爾巴尼亞的首都。這座建筑的設(shè)計(jì)以對(duì)校園中已經(jīng)建成的建筑進(jìn)行的分析為基礎(chǔ)，以求與這些建筑建立起一種空間上的對(duì)話關(guān)系，由此反映出整個(gè)大學(xué)校園的設(shè)計(jì)理念。

功能需求

這座建筑需要容納多種活動(dòng)，這就意味著它將需要融合多種多樣的空間關(guān)系。除了容納這座大學(xué)規(guī)模最為龐大的院系之外，這座建筑還需設(shè)置會(huì)議大廳、咖啡廳、小賣部、學(xué)生社交俱樂部以及圖書館這一系列滿足大學(xué)社交需求的空間。為了更好地容納這些功能并整合它們之間復(fù)雜的空間關(guān)系，這座建筑從對(duì)建筑元素的透明疊加為起點(diǎn)進(jìn)行了設(shè)計(jì)。

空間組織

建筑系的學(xué)生是這座建筑的使用者群體之一，ESC+DA希望能夠通過其空間組織和室內(nèi)設(shè)計(jì)上的創(chuàng)新為學(xué)生們的建筑學(xué)教育提供一個(gè)觸手可及的實(shí)例。在這座建筑中，每一個(gè)空間和體量都能夠清晰地體現(xiàn)自身特質(zhì)，而建筑中的實(shí)體結(jié)構(gòu)和材料則進(jìn)一步強(qiáng)調(diào)了這些特質(zhì)。這樣的設(shè)計(jì)手法使得學(xué)生們可以清楚地感知建筑物的建造過程，而使這座建筑本身也成為了建筑學(xué)習(xí)的一個(gè)對(duì)象。

用來定義空間的建筑元素和支撐建筑功能的設(shè)備系統(tǒng)都成為了一個(gè)透明網(wǎng)絡(luò)的一部分。構(gòu)成建筑實(shí)體的一系列部件的設(shè)計(jì)都采用了一種獨(dú)特的教學(xué)性手法來進(jìn)行。通過對(duì)相應(yīng)材料的精確運(yùn)用和對(duì)空間的精準(zhǔn)定義，柱子、墻體、窗戶、地板和天花板這些線狀或面狀的建筑元素逐漸在建筑中顯現(xiàn)出來。在這樣的設(shè)計(jì)原則下，材料的精髓得以在建筑中體現(xiàn)，進(jìn)而影響其所定義的空間。

這座建筑的目的在于通過多種建造手法來刺激學(xué)生對(duì)于空間的感知力。構(gòu)成展示墻體的磚塊，在具有三維視幻效果的地板制作中采用的大理石，通透空間中采用的玻璃，欄桿的框架所使用的鋼材，以及實(shí)現(xiàn)了建筑設(shè)備和電力系統(tǒng)在建筑空間內(nèi)呈半露出狀態(tài)的金屬板、石膏與木質(zhì)天花板，這些材料之間的和諧關(guān)系及在被使用過程中自身意義的顯現(xiàn)都是能夠激發(fā)學(xué)生靈感的。

從結(jié)果上來說，這座建筑通過同時(shí)整合多種功能、材料來從細(xì)節(jié)上對(duì)空間進(jìn)行表達(dá)，由此使其自身成為了一個(gè)永遠(yuǎn)開放的講座。

建筑作為一種將形態(tài)賦予物質(zhì)的工具，成為了一種觸手可及的教育媒介。（李璠譯）

2 建筑西北方向外景/Northwest view

3 三層平面/Floor 2 plan

4 二層平面/Floor 1 plan

5 首層平面/Floor 0 plan

6 剖面/Section

7 建筑東北方向外景/Northeast view

The Context

The Epoka Social Center and Department of Architecture (ESC+DA) building is part of the Epoka University Campus in Tirana, capital of Albania. The ESC+DA building is both a product of analysis derived from the spatial dialogue with the existing campus buildings and a reflection of its major design strategy.

The content

the building was commissioned to accommodate a variety of activities requiring an amalgam of spatial relations. While it hosts the university's most expansive department, other facilities such as the conference hall, the cafeteria and the canteen, the student clubs and the library respond to the university's social spatial needs. To better accommodate their complex functional relationships and reformulated program, the design was based on the transparent fabrication of the architectural idea.

The fabrication of space

Designed to serve the architecture students, among others, through spatial composition and interior design principles, ESC+DA aims to play a didactic role in their architectural education. Space and volume were given substantial emphasis so that each could express its character and present its typology. This approach allows the students to clearly perceive the building processe, and so was practically incorporated in their architectural curriculum.

the space-defining elements and the infrastructural system of the building become part of a transparent network. The components of what a building is made of are uniquely designed with a pedagogical approach. The composition of linear and planar elements like the columns, walls or windows, floors and ceilings is conveyed through the essential use of the materials they are made of, and through the particular space they define. In this framework, the essence of each material, together with the effects on the space it defines, is clearly expressed.

the aim is to stimulate the students’ perception through various architectural tools. The project aspired to achieve a harmony between the materialization of construction elements and the embodiment of their meanings, such as the brick in the exhibiting/exhibited walls, the marble in the illusive three-dimensional flooring, the glass in the penetrable depth of space, the steel in the framed linearity of the railings, the metal sheet, gypsum and wood ceiling that constitute the semi-presence of the mechanical and electrical infrastructure.

In this way the transparency of the structural, mechanical, and electrical engineering systems of the building acts as an educational instrument for all students.

Consequently, the whole ensemble manifests and produces details through the implementation of various projects and materials, making the building function as a permanent open lecture.

Architecture as a form-generating tool becomes a pedagogical agent for our environment, in the service of education.