来自专筑编辑邱媚的报道。潘普洛纳的幼儿园项目主要受限于场地价值，否则将难以了解本项目的设计思路。场地为回迁项目，位于潘普诺纳的城市边沿。场地几乎是三角形，其中两边分别以一道隔墙与后方的一排建筑隔开。剩下位于南面的一边长度最长，向入口广场开放。

From the architect. On the kindergarten project in Pamplona the value of the site is a main constraint, without it this project would not be easy to understand.  The plot, result of a reallocation project, is located on the edge of a suburb in Pamplona. The geometry of such plot had practically a triangular shape, where two of its sides had the nature of dividing walls corresponding to the rear of a row of buildings,  while the third side, and with the longest length, was orientated to the south, open to the square where the access is built.

© Pedro Pegenaute

由于严峻的场地限制，设计师认为本项目是首次将常识和逻辑与建筑额实用布局相结合的尝试。也是首次将阳光的利用优先于其他繁复的策略。

Due to the extreme conditions of the plot and the program we thought that it was an exercise where firstly the common sense and the logic should be imposed in relation with the lay-out of the uses of the building and the priority of exploiting the sunlight prior than any other approach of highest complexity or exuberance.

© Pedro Pegenaute

Floor Plan/平面图

考虑到这些原因，提案与要求独立施工的场地相悖；设计师把它设想成已有的建筑基底，因此项目应保留相应的价值并相因而陈。在此前提下，设计师把它设想为一个独立的单元，建立了混凝土外围，在隔墙上加入基柱。通过这样的设计和不一样的照明和通风架构体系形成集聚化。

For that reason, the proposal was not adjusted to an isolated construction in an aggressive location; we understood it as the plinth of the preexisting buildings. For that reason, we understood that the project should keep those values and to act as such. In that way was conformed, as an independent cell, which perimeter of changing concrete is placed and integrated on the plinth of this dividing wall. From this design, it was generated, with architectural mechanisms the different manners to light and to ventilate.

© Pedro Pegenaute

项目从场地和功能方面期望产生反向效应的设计程序被应用到两种情况中：一方面，外观像一个有序的分类模块化的抽象基座；另一方面，室内布局分布不均匀、相互渗透、友好而明亮。

The project from the site and the program expected to work from the contrast adapting to the two situations; In one side the outside treated as an abstract plinth, in an ordered manner, modular and categorical. And in other side, the inside of the section treated as uneven, permeable, friendly and luminous.

© Pedro Pegenaute

方案基本划分为五个教育模块，以上提到的空间布置在一片大的总区域内，当因气候条件不允许使用两个户外游乐场时能充当室内娱乐区，拱廊作为附属的室内行政空间以外也能提供服务和设施。

The program was basically adjusted to five educational modules, a big general space to organize the prior mentioned spaces and to allow to be used as entertainment space when the climatologic conditions prevent to enjoy the two outdoors playgrounds, with its arcades also requested, besides additional indoor spaces for administration, services and facilities.

© Pedro Pegenaute

根据组织逻辑，教育模块作为主空间，被布置在场地唯一的外侧，为了保证该区域仅有的价值——直接光照和面向公共区的景观。基于以上考虑，顺应场地限制发展余下的方案：教学模块首要考虑广场边缘的线性发展，释放周围场地并最终作为因地制宜的户外儿童游乐场，突出让儿童面向阳光的主题。

It was decided to place, from the organizational logic, the educational modules, understood as main spaces, at the only external side of the plot in order to ensure on those the direct sunlight and the views to the public space as the only values where the plot contribute with. From this decision it was developed the rest of the program in a natural way with the physical constraint of the plot: the educational modules were centered considerably on the lineal development of the square edge to release to its sides and at the ends the spaces planned to be used as outdoor playgrounds where the own geometry of the plot made difficult different uses and reinforce the idea that the spaces planned for children always have direct sunlight.

© Pedro Pegenaute

场地内部已规划好，两面承重墙之间作为服务空间，但在庭院周边不设置任何公共、行政空间和设施，仅提供最基本的设施、阳光和通风。被承重墙分隔的空间仍能联系彼此，作为建筑的分流、过渡、娱乐及多功能空间，同时直接联系游乐中心和户外游乐场。

At the internal part of the plot it is placed and space between two supporting walls planned as the spaces of service no public, administration and facilities organized around a courtyard which supply it primary necessities, sunlight and ventilation.  Between both spaces separating two supporting walls, communicating those, it is placed the central space real distributor of the building, space of transits, space to play, multi-uses space which at the same time is communicated directly with the arcades and playgrounds.

© Pedro Pegenaute

教学区包括一个教室，一个卧室，一个工作室和一个浴室，除了卧室因需要被独立间隔开，布局上有实际和视觉上的连续性，确保目标的实现。

Educational modules, comprised by a classroom, a bedroom, a workshop and the bathroom, are organized seeking the physical and visual continuity, except the bedroom which is isolated, to ensure the required objective.

© Pedro Pegenaute

在进深大的单一立面的场地上，这项方案通过庭院和天窗的架构机制表达出来，保证建筑基本的照明和通风设备。

In a plot with a big depth against a single façade, the proposal is articulated with architectural mechanisms of courtyards and skylights which ensure to the building the primary necessities of lighting and ventilation.

© Pedro Pegenaute

天窗作为采纳阳光直射的建筑结构经过了折叠和增高，其根据因分散阳光的需求而种植的植物高度而定，同时能增加内隔墙与空间平衡而带来的视觉冲击。

The skylights, as mechanisms to capture the direct sunlight, are overlap and increase in high according its arrangement in the depth of the plant with the mission of making the light penetrating at the same time than improving the visual impact of the dividing wall as it remains harmonized by those volumes. And the courtyards, diffuser of indirect light, reinforcing the lighting and generating an intimate atmosphere in each of the educational modules.

© Pedro Pegenaute

建筑有两个入口，主入口在立面正中，是格栅上唯一的空缺，连通室内到广场。通过该入口能去到游乐中心和户外游乐场。

The building shows two accesses, the main one, placed almost in the center of the façade, is the only point in the lattice which allows the access to the building from the square. This entry allows access to the arcade and the main outdoor playgrounds.

Detail/细节图

© Pedro Pegenaute

项目通过预制水泥构件组装表现出其施工特色。一方面，带棱纹的锻铁拉长空间跨度，用途广泛并压缩了建造时间；另一方面，立面的格栅也是由预制的水泥模块建成的，使建筑显得独特。这些作为学校和广场的保护方案相互联系，保证项目关注的四个方向：对自然光的恰当控制，提高立于地下的此建筑的隐私性，保证在公共场合的良好展示，确保这类建筑在‘混乱’之下和谐，并最终与条件更好的同类建筑保持一致，结合外部庭院的边界。

Constructively the project is characterized by the utilization of prefabricated components of concrete. In one side in the ribbed forged which allow spaces with long spans, versatile and with constructive speed. And in other side the lattice of the façade, built also with concrete and with a prefabricated shape of concrete which makes the building special. This, as protection mechanism of the school to the square which without isolating, ensures four aspects in which the projects is interested: a proper control of the sunlight, a higher privacy in a building of such features placed at the ground floor, ensuring a better presence of this in the public space, assuming and harmonizing the typical under controlled “chaos” of those kind of building and finally making it jointly with the limits of the external courtyards built in the same style of the building having a higher presence in the plot conditions.

© Pedro Pegenaute

最终，由于其设计，项目回到初始的强烈环境意识之上。毫无疑问，这样的方针一方面明显地利用了地热资源，另一方面，把地面建造成花园并提高了建筑的热能表现，由于其作为一座在众多高层建筑中的平房，而提高了视觉冲击力。

Finally the project since its design, and coming back to the beginning, was conceived under a strong environmental concern. And without any doubt, such orientation collaborates remarkably in one side using the geothermal resource, as renewable and clean energy. And in the other, making the upper deck as a garden area which besides improving the thermal behavior of the building improves the visual impact since is a single floor construction among higher buildings.

© Pedro Pegenaute

© Pedro Pegenaute

Diagram/图解

建筑设计：Pereda Pérez Arquitectos
地点：西班牙 纳瓦热省潘普洛纳
负责人：Carlos Pereda, Óscar Pérez
面积：1630.0 平方米
项目年份：2016年
摄影师：Pedro Pegenaute
协作方：Teresa Gridilla, Sara Andorinho
检测员：Marc Buxó y GLSL
建筑商：Construcciones Guillén

Architects: Pereda Pérez Arquitectos
Location: Pamplona, Navarre, Spain
Architects In Charge: Carlos Pereda, Óscar Pérez
Area: 1630.0 sqm
Project Year: 2016
Photographs: Pedro Pegenaute
Collaborators: Teresa Gridilla, Sara Andorinho
Surveyors: Marc Buxó y GLSL
Constructor: Construcciones Guillén

出处：本文译自www.archdaily.com/，转载请注明出处。