It takes ten years to grow trees, but a hundred to cultivate people. In the face of the recent adjustment and transformation in the education industry, education architecture have gained a higher attention, and a greater challenge will also be imposed upon their design. A campus can not only reflect the spirit of running a school, but also exert a subtle influence on students inside and outside the classroom. Campus space is a companion or guide for the growth of teenagers, so it is urgent to break the stereotype of homogeneity and put the focus of design back on users, so as to inspire self-cognition, promote communication between groups, and establish a connection with nature.
Located in the Longxing area of Liangjiang New District, Chongqing, the project is close to the urban main road and light rail station, and faces the urban park across the river. The residential land is planned around the project. The project site is high in the northwest and low in the southeast. By taking advantage of height difference and the landscape, the designer connects the public space on the campus with the roof of the building to form an outdoor platform. This is the main place for students to exchange and interact after class, and also the path through all the teaching buildings.
The platform follows the terrain, and looks like a garden growing out of the ground, hiding the school in the landscape. It constructs an interesting world with the language of architecture, creates a free and harmonious space atmosphere, and opens a window for children to discover and explore the future.
Different from the single, closed traditional layout, the volume of the building is dissolved into the environment, developing a corner of nature for children in the city. In the north of the campus is the teaching area. Six buildings with different styles and colors in facades spread out along the edge of the base, and they are teaching buildings for grades 1-6, respectively. Six buildings are completed in six years, and children move to a new building every time they are promoted to a higher grade, to experience the sense of achievement of knowledge accumulation and upgrading in the dimension of time and space.
A learning environment in the forest is created in the sports, etiquette and comprehensive administrative areas in the middle of the campus in conjunction with the sunken square in the teaching area. The public space and the roof garden of the building form an outer platform, so that children can enjoy the roof garden after class; there is a farmland on the northeast and northwest sides of the campus, respectively, and each class needs to claim a piece of land, so that students nourish their healthy and brave vitality through play, labor and harvest.
Located in Chongqing Shuitu New City, the site is on the bank of Zhuxi River, close to Yunhan Avenue and connected with several secondary main roads. A number of parks and landscape belts along the river are planned to be built around the site, with highlands and valleys inside, and well-preserved terraced landscape. However, the base has a large terrain fluctuation, with a height difference of 47m; The campus area is about 120,000 m2, and the building area also exceeds 120,000 m2, so how to balance the site and volume is the primary challenge for the project.
Since junior and senior middle school sections are set in the campus, and there are 120 classes in total, the design team proposed a solution of “double school gates”. The junior high school section enters from the main entrance of the mountain on the north side and descends along the terrain; the senior high school section enters from the valley on the south side, and ascends along the mountain; Converging on shared functions such as library and canteen, a separable, combinable, convenient and linked traffic flow line is constituted. The fire lane is extended along the building with the height difference; the barrier-free ramp can also reach every single building along the terrain.
The design team broke the thinking of flat ground and spread a “magic carpet” from north to south, from high to low in the site with the architectural technique of mountain city. All teaching buildings were placed in the terrain in a flexible and staggered manner following the contours. In this way, a high-density campus is mysteriously hidden in the natural environment. At the same time, the space for plant growth is reserved in the site, so that the buildings change organically over time.
The teaching buildings are arranged in a U shape, with open areas facing the green belt along the river; The first floor is elevated along the terrain, integrating the original landform into the single building and forming a linkage with the internal space. The site is surrounded by gurgling stream, which is also a teaching noise. Therefore, the canteen is placed under the entrance square by the waterfall and valley, and wind is introduced through the atrium, forming a scene of “enjoying water landscape while eating”.
The library in the center of the site also follows the trend of the terrace and disappears in the sea of flowers. The free form and cascading ecological green valley not only minimize the volume and reduce the earthwork, but also coincide with the school style of “inheriting the beauty and mastering the truth of the universe”.
The Goer School in Weifang City, Shandong Province is a primary school with traditional Chinese culture as the design origin. In the design, the conventional function-oriented architectural strategy was abandoned, and the space was derived from the content. The architect also participated in the curriculum setting and assignment book writing, and deduced the organic architecture that leads students to explore the inner and self-growth by space in nearly one year.
Abstracted from the construction implication of Chinese classical gardens, the space is organized by means of strolling for the overall layout. It is combined with the elevated floor at the bottom of single building to enlarge the entrance and connects the second floor roof terrace with an outdoor staircase, forming a space atmosphere of indoor and outdoor permeation and interaction, and a moving line planning of “surrounded by outer corridor and connected by inner corridor”. In addition, the designer inherits and optimizes the traditional landscaping techniques such as opposite scenery and borrowed scenery, and introduces the green resources of the west scenic spot and the south reclaimed land. Moreover, through the landscape nodes such as gardens and lawns, the designer enriches the strolling levels and blurs the internal and external boundaries, creating a visual experience that is divided but not separated, limited but endless.
Primary school students prefer lively and diverse spatial forms, but the designer connects all functions through the north-south axis, instead of directly using symbolic children’s elements or concrete architectural techniques. On the west side is a theme courtyard for thinking and communication; on the east side are sports facilities such as playground and basketball court; The main building is injected with a large number of informal communication spaces such as corridors, platforms and stairs, where children can stroll, play, have fun and meet. The most shining memory of the human spiritual world is nourished by the growing pains in a free and harmonious atmosphere.
With the design principle of space education, the architect permeates aesthetics into every detail. The north main entrance reflects traditional Chinese architecture with pitched roof, and demonstrates the cultural architectural style with virtual-real alternated block relation. The warm facade of the teaching building and sufficient light allow the purest life interest to flow indoors and outdoors; Free and flexible monomer layout and flexible shared space...enable students to think about man and nature, man and man, man and the spiritual world in a limited physical space.
At present, the definition of education architecture is no longer to carry pure teaching needs, but is a life scene that enriches oneself, diverges thinking and creates value. The series of school projects developed by gad regain the humanistic care of the site and reproduce the aesthetic appeal of the space. It creates a compound space to broaden the dimension of life and explore self-growth with sustainable architectural techniques, and shapes the psychological and personality structure of students with natural education and aesthetic education as the origin.