西班牙,阿利坎特卡略萨,幼儿园 / Rocamora Arquitectura

建筑师:Rocamora Arquitectura, Alexandre Marcos

地点:西班牙阿利坎特卡略萨

建筑师负责人:Ángel Luis Rocamora Ruiz y Alexandre Marcos Olivares

项目面积:1088.17 sqm

项目年份:2012

摄影: David Frutos

来自建筑师的描述。《爱丽丝梦游仙境》的作者刘易斯·卡罗尔将我们带入了成人与儿童的二元世界,并带给我们相互对立的感受:想象与现实,游戏与工作,玩乐与责任……本案幼儿园就变成了爱丽丝的世界,在这里,感觉、体验、游戏、丰富的色彩,所有这一切都是通过孩子们充满童真的双眼来感受的。建筑被设想为一个连续的统一体,内部空间沿着行走路线被分割为几个部分,使室内与室外两个世界产生横向的联系,更加模糊了二者的界限,孩子们一整天都可以在教室以外的地方愉快地玩耍。

学校入口是一个没有屋顶的室外空间,欢迎来访者从街道上进入,展现了建筑的布局方式。孩子们被直接引入到建筑内部,公共空间和私密空间之间的差异非常明显。

室内空间的划分是通过隔墙实现的,隔墙采用了儿童的身体尺度来界定室内空间,这样,成人在建筑内的所有地方都可以清楚地看到孩子并控制局面。每间教室内的家具都发挥了存储功能,长椅/更衣箱、有锁储物柜的高度也能保证成人看到孩子。所有的建筑设备区域都集中设置在一起,从而保证了建筑的有效利用。

建筑表皮是一个连续的褶皱,这样的设计解决了朝向、照明和空气流通的问题。有顶室外空间变成了新的延伸区域。大屋顶遮挡了所有的室内空间,为幼儿园所有不同的区域提供了光线与新鲜空气,教室正处在这个大屋顶的保护之下。孩子们在高度不同的室内外区域间穿梭,达到了增加视觉效果的目的。建筑内有一个很大的公共庭院,所有教室可以共用,可作为操场使用,还与建筑地块内的其他土地形成了互动。教室在外观上与大庭院相连,大庭院的设计展现了如何利用延伸结构给有顶走廊遮阳挡雨。因此,从外面看,这座建筑有着一个大型的漂浮屋顶,屋顶之下则充满了色彩与纹理,邀请着孩子们进入一个令人愉快的美好世界。


Architects: Rocamora Arquitectura, Alexandre Marcos

Location: Callosa, Alicante, Spain

Architect In Charge: Ángel Luis Rocamora Ruiz y Alexandre Marcos Olivares

Area: 1088.17 sqm

Year: 2012

Photographs: David Frutos

From the architect. Lewis Carrols, in “Alice in Wonderland”, take us the duality of the adult-child world and its opposite feelings: imagination-reality, game-work, fun-responsability, etc… The nursery school change into Alice’s world, where everything are feelings, experiences, scale games, color, all of them perceived through the innocent kids eyes. The building is conceived as a continuum made by pieces that dividing the space as it is walked, and making a transversal relationship between the two worlds, interior and exterior, enhancing the ambiguity between them, from where its played till where the education is required, so at the end they can enjoy happily all day long.

The school entrance is made through hancovered exterior space that welcomes the visitor from the street and shows the way of the building, the kids are introduced directly into the interior of the building, establishing at the same time a clear difference between public and private space.

The interior divisions are created as dividers that plays with children scales marking out the interior spaces, this way the adults are capable of having a whole vision and control from the allover the building. The furniture is arranged in this divisions as storage of every class room, bench/changer, locker also allows the visibility through the same. All service areas are focused together while ordering and prioritizing the use of the building.

The skin of the building is a continuous crease that solves questions as orientation, lighting and air circulation, the covered exterior spaces turn into a new extension. A big roof is unfolded, takes all the pieces creating in its upperpart a flat break down that make seasier getting the exact lighting and air right to all different areas of the nursery school being the only element underneath wich the class rooms are sheltered. The children, in theaim of activating the visual sensations, goth rough the different interior-exterior areas with height variations. This skingis completed with a bigcourtyardcommonto all class rooms and works as a play ground area that interacts with the rest of the topographicalland of the plot. Out wardly the classrooms are associated to the big garden that makes up there mainder of the plot that is showed as a signed of how thiskind of extention, shleterdfromthesun and the rain across the covered porch. Therefore, the building, is perceived from the surroundings as a big floating roof under which a whole word of colours and textures are shown in viting the children to dive into a entertaining world.