西班牙,马德里,维利达幼儿学校 / Rueda Pizarro Arquitectos

建筑师:Rueda Pizarro Arquitectos

地点:西班牙马德里

总建筑师:María José Pizarro, Óscar Rueda

合作方:Alberto Galindo, Juan Navarro, Pablo Sáez, Laura Montero, Miguel Chillerón

技术建筑师:Alfonso Prieto

施工方:PEYBER

年份:2012

摄影: Courtesy of Rueda Pizarro, Miguel de Guzmán

本案建筑师希望设计一所在尺度上包含复杂的二元性的幼儿学校,创造一个能容纳多种感知的空间:教师和孩子们都能发展自身的认知能力。因而很少有建筑有能力塑造出这种将影响使用者个人发展的空间。

我们马上与路易斯·卡罗尔的那本著名童话故事《爱丽丝奇境漫游记》进行了对比。这个故事将我们带入一个喜忧参半的世界,其中融合了幻想与真实、工作与玩耍、乐趣与责任。在孩子们的眼中感知到的世界充满了各种感觉、体验、尺度以及色彩,如果这个世界还要与成人共处,就很有必要使用双重尺度,让每个人都能适应环境。然而,要适应的不仅有尺度,还有空间的感知特性。因此,我们从建筑的内部开始思考最基本的思维模式。首先,中央空间作为公共空间,你可以从这里通往各个教室。这是一个平坦光滑的空间,可在视觉和触觉上提升感知能力:圆形的庭院将户外引入室内;采光天窗深度超过了2米,将人带入一个色彩斑斓的世界;通往教室的通道带有可折叠的隔断和深深的窗口,这些地方也可以当成允许孩子们进入的个人空间。这些都是提升触觉空间的资源,从而避免设计出一个纯粹的视觉空间。

这样一来就省去了立面。我们选择圆形的图样,遍布整个空间。而空间设计充分考虑到了地貌。这一决定也可以解决三角形地块难以利用的难题。还促成了另一个关键资源的应用:解决糟糕的取向问题,避免学校建筑的阴影投射在操场上。因此,我们把操场设置在平台上。通道在引导孩子们缓缓上行到屋顶平台操场上时,带来了不少乐趣,坡道沿着包含学校设备的圆柱体周边而设。

学校内部各个功能区的平面布局考虑到了循环路线和取向标准。教室位于东南端,以求获得最多的自然光线。行政管理区、教职员工办公室和建筑设备位于西北端,这里的移动与访问方式都是独立的。主要空间就是宽阔的中央大厅,这里是带顶的儿童活动与聚会空间,从所有教室都能直接来到这里。


Architects: Rueda Pizarro Arquitectos

Location: , Madrid

Architect In Charge: María José Pizarro, Óscar Rueda

Collaborators: Alberto Galindo, Juan Navarro, Pablo Sáez, Laura Montero, Miguel Chillerón

Technical Architect: Alfonso Prieto

Constructor: PEYBER

Year: 2012

Photographs: Courtesy of Rueda Pizarro, Miguel de Guzmán

To think about a nursery school involves attending a complex duality of scales. And involves to create a space where live very different perceptions together: teachers and children who are developing their cognitive abilities. Therefore, few buildings have the capacity to be formative spaces.

Parallelism with the famous novel "Alice in Wonderland" by Lewis Carroll is immediate. It transports us to a world of mixed feelings where imagination and reality, work and play, fun and responsibility are combined. A world of sensations, experiences, sets of scales and color are perceived by the eyes of children, coexisting with adults, making necessary to use a dual scale adapted to each of them. But not only the scale must be adapted, also the space perception. Due to this reason, we consider essential thinking from inside the building. First of all, the central space works as a public space covered where you can access to all classrooms. It is a smooth space with items that enhance visual and tactile perception: the circular courtyard, that introduces outside to inside; the deep cover skylights larger than 2 meters of height that introduce a world of color; the access to the classrooms with partitions unfolded and deep windows that work as a individual spaces and allow to the children enter inside. These are resources that enhance haptic space against a purely visual space.

Therefore there is an absence of elevations and we choose the circular figure where prevailing a space conceived topologically. This decision also allowed to adapt the area required to a triangular plot very difficult to utilize. And this allowed another key resource: to resolve a bad orientation where the school itself cast shadow on the playground. Due to this, we placed the playground on the deck. The access becomes a play to introduce children in a vertical passage that ascends slowly, a ramp that runs along the perimeter of exempt cylinder that contains school facilities.

The layout of the program inside the school attends to circulation and orientation criteria. The classrooms are located in the southeast to get the most sunlight. The administration, offices and facilities are located in the northwest where movement and access are independent. The main space is the great central hall, a covered meeting space for children's events that allows direct access to all classrooms.