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班加羅爾EuroSchool Bannerghatta的設(shè)計打破了傳統(tǒng)的學(xué)校設(shè)計方式，創(chuàng)造了一個有機(jī)的建筑形態(tài)，將自然與人造、已建與未建交織在一起。
The design for EuroSchool Bannerghatta, Bengaluru breaks the conventional approach to schools by creating an organic built morphology that weaves in the natural with the manmade, the built with the unbuilt.
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將自然融入建筑形態(tài)——在今天的超級網(wǎng)絡(luò)時代，孩子們與自然環(huán)境的互動很少，花在屏幕上的時間比在戶外的時間要多。當(dāng)今世界面臨的問題——資源惡化和迫在眉睫的氣候危機(jī)威脅——要求年輕一代和子孫后代意識到它們對世界的影響。因此，一種可行的教育模式將兒童從封閉空間的限制中解放出來，并確保他們的全面發(fā)展值得探索，并且在培養(yǎng)對自然的理解和尊重方面具有巨大的潛力。
Imbibing Nature into the built morphology – In today's hyper-online age, children have meager interaction with the natural environment, spending more time on their screens than out in the open. The issues the world faces today – of deteriorating resources and the looming threat of the climate crisis demand that young and future generations be conscious of their impact on the world. A viable model for education, then, that liberates children from the confines of closed spaces and ensures their holistic development is worth exploring, and has immense potential for cultivating an understanding of and respect for nature.
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班內(nèi)加塔歐洲學(xué)校以郁郁蔥蔥的班內(nèi)加塔國家公園為背景，占地20,000平方米，為孩子們創(chuàng)造了一個自由活動、探索和互動的環(huán)境。該設(shè)計充分利用了場地的植被和自然特征，使樹木成為有機(jī)建筑輪廓中的焦點。該建筑的概念基礎(chǔ)探索了機(jī)構(gòu)架構(gòu)的巨大潛力，以培養(yǎng)兒童對自然的理解和尊重，從而幫助他們的整體發(fā)展。
Framed by the lush Bannerghatta National Park as its backdrop, the 20,000 sq mt site of Euro School Bannerghatta creates an environment for children to move around freely, explore and interact with each other and their surroundings. The design uses the vegetation and natural features of the site to its advantage, with trees becoming the focal points within the organic building profile. The architecture's conceptual underpinnings explore the immense potential institutional architecture has for cultivating an understanding of and respect for nature in children, thus aiding their holistic development.
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設(shè)計的建筑體量沿著場地的北部邊緣放置，一個大型的中央綠地將建筑塊連接成一個連貫的整體?，F(xiàn)有的樹木出現(xiàn)在過渡空間的網(wǎng)絡(luò)結(jié)構(gòu)中，在教室群之間的庭院中從建筑中生長出來，作為活動區(qū)的溢出空間，作為走道的綠色邊緣，以及作為集會空間的視覺喘息。
The built mass of the design has been placed along the northern periphery of the site, with a large central green space connecting the building blocks into one coherent whole. The existing trees emerge within the structure in a network of transitional spaces, growing out of the building in courtyards between classroom clusters, as spill-over spaces from activity zones, as green edges to walkways, and as visual respite for congregational spaces.
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自然與人造之間的對話——建筑結(jié)構(gòu)與中央綠地之間的聯(lián)系是在地面上構(gòu)造的，所有的活動空間都直接向這個區(qū)域開放。在上層，這種連接是視覺上的，建筑表皮上廣泛的玻璃提供了廣闊的景觀視野。這個綠色空間包括一個遵循場地輪廓的梯田草坪，有座位架和角落，還有其他游樂區(qū)、沙坑和菜園。這些干預(yù)措施在晴朗的天氣里兼作室外教室，從而顛覆了人們期望的或傳統(tǒng)的學(xué)習(xí)空間形態(tài)。
A dialogue between the natural and manmade – The connection between the built fabric and the central green space is tectonic at the ground level, with all the activity spaces opening directly into this area. At upper levels, this connection is visual, with extensive glazing across the built envelope providing expansive views of the landscape. This green space includes a terraced lawn that follows the site contours, with seating ledges and nooks, and other play areas, sand pits, and vegetable gardens. These interventions double as outdoor classrooms in fair weather, thus subverting the expected or traditional morphology of learning spaces.
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戶外空間是學(xué)校建筑的基本組成部分，鼓勵學(xué)生觀察、學(xué)習(xí)并與環(huán)境互動。為了進(jìn)一步強(qiáng)調(diào)這一理念，學(xué)校的自助餐廳旁邊有一個菜園，學(xué)生們可以通過幫助照顧花園的植物來了解他們所消費的食物來自哪里。修復(fù)的自然水道橫跨中央綠地，創(chuàng)造了與整體場地同步的流動性，成為學(xué)生自然世界的另一個有形元素。學(xué)術(shù)街區(qū)和中央綠地之間的這種關(guān)系使學(xué)生能夠作為相互依存的實體體驗他們的自然環(huán)境和建造的棲息地。該設(shè)計通過擴(kuò)大建筑與自然的聯(lián)系，鼓勵學(xué)生探索周圍環(huán)境，通過將教學(xué)模式轉(zhuǎn)變?yōu)樽匀活I(lǐng)域，獲得對自然的尊重。
The outdoor spaces are a fundamental part of the school's architecture, encouraging students to observe, learn, and interact with their environment. Further underscoring this idea, there is a gardening patch next to the school's cafeteria where students can understand where the food they consume comes from by helping to take care of the garden's plants. A restored natural water channel (swale) spans the central green space, creating a sense of fluidity in sync with the overall site and becomes another tangible element of the students' natural world. This relationship between the academic blocks and the central green space allows students to experience their natural environment and built habitat as interdependent entities. The design, by amplifying architecture's connection to nature, encourages students to explore their surroundings, gaining a sense of respect for nature by shifting the modes of pedagogy into the natural realm.
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對自然的含蓄理解——對自然圖案的意識延伸到室內(nèi)，斐波那契系列成為室內(nèi)設(shè)計的迭代主題。例如，該序列用于彩色鑲板的劃分，為混凝土和玻璃的柔和材料調(diào)色板增添了充滿活力的色調(diào)。其他幾何裝置和基于圖案的藝術(shù)品也為空間增添了活力。同樣，自然在教室中得到表達(dá)；蜂巢的六邊形單元被解釋為教室的架子，而晶體結(jié)構(gòu)中的分形則激發(fā)了三角形框架照明燈具的集群。在美學(xué)層面上，蒲公英芽和樹葉的抽象被用來為玻璃隔板創(chuàng)造覆蓋層，進(jìn)一步軟化室內(nèi)和室外之間的過渡。在室內(nèi)設(shè)計中使用自然圖案，強(qiáng)調(diào)了建筑與自然的相互依存關(guān)系，幫助學(xué)生通過設(shè)計與自然系統(tǒng)建立潛意識的聯(lián)系。
An implicit understanding of nature – The consciousness towards natural motifs extends itself to the interiors, with the Fibonacci series becoming an iterative motif in the interior design. For instance, the sequence is used in the divisions in the colourful panelling, which add a vibrant tone to the muted material palette of concrete and glass. Other geometric fixtures and motif-based artworks also add a sense of liveliness to the space. Similarly, the natural finds expression within the classrooms; hexagonal cells of beehives have been interpreted as classroom shelving, while fractals found in crystal formations inspire the clusters of triangular-framed lighting fixtures. On an aesthetic level, the abstraction of dandelion buds and tree foliage has been used to create overlays for glass partitions, further softening the transition between indoors and outdoors. This use of natural motifs in the interior design underscores the interdependence of the built with nature, helping students create a subliminal link to the systems of nature through design.
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解決人與環(huán)境之間日益脫節(jié)的問題——學(xué)校的設(shè)計超越了可持續(xù)發(fā)展的服務(wù)，試圖僅僅通過能源評級和材料選擇的嚴(yán)格參數(shù)提供解決方案。設(shè)計試圖通過固有的、務(wù)實的解決方案來迎合可持續(xù)的措施，而不是依靠技術(shù)來提高項目的生態(tài)效率。被動策略，如充足的遮陽設(shè)備和庭院，使建筑內(nèi)的交叉通風(fēng)，以保持舒適的室內(nèi)溫度。此外，教室沿著南北軸線朝向，以確保最小的熱量增益，進(jìn)一步消除了對空調(diào)的需求。學(xué)校的大型玻璃開口也確保了室內(nèi)完全采光，降低了運營成本。
Addressing the growing disconnect between man and the environment – The school's design goes beyond the service of sustainability that attempts to merely provide solutions through the rigid parameters of energy ratings and material picks. The design attempts to cater to sustainable measures through innate, pragmatic solutions, rather than relying on technology to enhance the project's ecological efficiency. Passive strategies such as adequate shading devices and courtyards, enable cross ventilation in the building so that comfortable interior temperatures are maintained. Moreover, the classrooms are oriented along the North-South axis to ensure there is minimal heat gain, further eliminating the need for air-conditioning. The large glazed openings of the school also ensure that the interiors are fully daylit, bringing down operational costs.
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歐洲學(xué)校是一個零排放校園，在規(guī)劃中采用了雨水收集工廠和污水處理系統(tǒng)等措施。此外，從場地流出的任何水都被排放到自然水域中，這確保了它總是得到補(bǔ)充。除了利用自然地形和植被，盡量減少對當(dāng)?shù)厣鷳B(tài)的干擾外，建筑中使用的材料也來自當(dāng)?shù)?，比如地板上使用的花崗巖。許多材料在施工過程中也被回收利用，如GRC翅片和混凝土混合物中的材料。
Euro School is a zero-discharge campus incorporating measures such as a rainwater harvesting plant and a sewage disposal system into its planning. Further, any water run-off from the site is discharged into the natural water swale, which ensures it is always replenished. Apart from working with the natural terrain and vegetation on site to minimally disturb the local ecology, the materials used in the building are locally sourced, such as the granite used in the flooring. Many materials have also been recycled during construction, such as the GRC fins and the materials in the concrete mixture.
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建筑不斷地調(diào)解著自然與人造之間的關(guān)系。然而，隨著自然在現(xiàn)代城市生活中的作用嚴(yán)重減弱，我們的建筑環(huán)境如何解決人與環(huán)境之間日益脫節(jié)的問題，與自然互動，培養(yǎng)有意識的共生關(guān)系？通過突出校園內(nèi)的自然過程，設(shè)計通過將可持續(xù)性嵌入學(xué)生的意識中來傳播可持續(xù)性，使其成為他們生活中隱含的一部分。通過構(gòu)思與自然和諧相處的建筑，它培養(yǎng)了兒童從小對周圍環(huán)境的同情心，否則在技術(shù)推動的城市生活中可能不會發(fā)生這種情況。
Architecture is constantly mediating a relationship between the natural and man-made. Yet, with the role of nature severely diminishing in our modern urban existence, how can our built environment address a growing disconnect between man and environment, engaging with the natural and fostering a consciously symbiotic relationship? By highlighting natural processes within the school campus, the design propagates sustainability by embedding it into the students' consciousness, making it an implicit part of their lives. By conceiving of the built in harmony with nature, it cultivates in children compassion for their surroundings from an early age, which may not otherwise happen within the technology-fuelled isolation of urban life.
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