Rakafot School’s Grounds

由专筑网Brick，许航编译

来自建筑公司的描述。我们是Rakafot学校的景观设计师，建筑完成和学年开始大约两周后，我们接到一个令人吃惊的电话：“我想要听听你们对将青蛙放养到学校的“冬日池塘”的意见。我们收到抱怨说有蚊子，使用青蛙似乎是阻止它们的正确方法。此外，蛙叫伴随着孩子们响亮欢快的声音，听起来将会很美妙。”怀着难以置信的内心感觉，我们赶紧向她保证：“这是一个好主意。是的，那样可以。”

From the architect. About two weeks after construction was complete on the Rakafot School, for which we were the landscape architects, and the opening of the school year, we received a surprising phone call: “I wanted your opinion on adding frogs to the school’s ‘Winter Pond.’ It was the agriculture teacher “We received complaints about mosquitos, and it seems to be the right way to stop them is by using frogs. Besides, it will be wonderful to hear their croaks along with the children’s loud and cheerful voices.” “It’s a great idea,” we hastened to assure her, with a fantastic inner feeling, “yes, that works.”

© Amit Haas

我们为学校的教师和全体学生设计了平台，用来感觉、观察、发现和了解环境，促进建立一个丰富和变化的生态系统。

所谓的“池塘”是一处洼地，大约在学年开始时，第一场大雨之后，它就开始从周围收集雨水。池塘注满了水，还有各种各样的动植物群。除了用作景观的装饰元素，池塘也给学生上了实践课，不但收集径流水用于灌溉和园艺，而且提供机会观察多种多样的、享受丰富栖息地的生命形态。

The platform we designed for the school’s faculty and student body to sense, observe, discover and learn about the environment facilitates the creation of a rich and changing ecosystem.
The “pond” is a depression which gathers the runoff from its immediate environs after the plentiful first rains about the time of the beginning of the school year. The pool filled up with water and a variety of flora and fauna. Besides the water acting as a decorative element in the landscape, the reservoir presents a practical lesson in collecting runoff water for irrigation and gardening as well as an opportunity to observe the wide variety of life forms which enjoy the rich habitat.

© Amit Haas

© Amit Haas

在KRakafot小学操场设计中，“冬日池塘”只是一个综合绿色建筑的例子。小学有18间教室，是以色列环境部的一个试点项目，为了未来建设更多类似的生态型学校。这类学校的额外附加价值是多方面的，包括环境意识、环境保护、资源的有效利用、最佳学习条件和环境教育。

The “winter pond” is just one example of integrating the principles of green construction in designing the schoolyard of Kiryat Bialik’s Rakafot Elementary School. The elementary school, with its 18 classrooms, is a pilot project of Israel’s Ministry of the Environment, in advance of future construction of similar ecology-oriented schools. The extra added values accruing to this kind of school are manifold, including environmental awareness and preservation of the environment, efficient use of resources, optimum learning conditions, and environmental education.

© Amit Haas

通过创建能让雨水渗入土壤的区域、设计藤架荫蔽的区域以及种植当地节水植物，附加的绿色建筑原则吸收到场地的规划中。为了将当地的动植物群恢复到学校操场，我们创建了各种栖息地，例如正门处的蝴蝶园，这里种植了多品种植物，形成了各种各样当地蝴蝶的栖息地。

Additional principles of green construction were assimilated into the planning of the grounds by creating areas where the rainwater could infiltrate the soil, and designing areas shaded with pergolas and local water efficient plantings. To restore local flora and fauna to the school grounds, we created varied habitats, such as the butterfly garden at the main entrance, where we planted species of plants forming habitats for varieties of local butterflies.

© Amit Haas

学校主路和停车场用可回收石砖铺成，形成主要的空间，路两边坐落着独立的学校建筑：教学楼、图书馆、行政楼和体育馆。主路连接学校的不同区域。沿着主路，我们一路种植了杨树，它们很快会长高，进入藤架的开口，在道路上方提供绿荫。

Sections of the main school pathway and the parking area were paved with recycled stone tiles to form the main space, on both sides of which stand the separate school structures: the classrooms building, library, administration module and gymnasium. This main pathway links the divisions of the school. All along its length, we planted poplars, which will soon grow up into the openings in the pergolas providing shade above the pathway.

© Amit Haas

一些资源保护的原则应用于绿色建筑，这些原则通过使用绿色屋顶来实现，屋顶提供优良的隔热，同时防止阳光折射，也体现了视觉上有趣的学习空间。因此，通过让学生每天照顾植物，维护屋顶花园的草本和香料，绿色屋顶有助于体现环境价值。

Some of the principles of conservation of resources used in green construction will be implemented through the use of green roofs, which provide excellent insulation while preventing refraction of sunlight, as well as embodying a visually-interesting learning space. Thus the green roof helps assimilate the environmental values through having the students care daily for the plantings and maintain the herbs and spices in the roof garden.

© Amit Haas

© Amit Haas

我们设计了所谓的“冒险之路”，提供一种冒险感觉，并且取代中间的道路。尽管蜿蜒在各种建筑和庭院周围，但是它狭窄蜿蜒，比宽阔的中间道路更为有趣。“冒险之路”由沥青而不是石头建造，从停车场开始，经过长满小草的山包和植被，模糊了学校的界线，创造了一个有趣的三维空间。道路通过游戏场所，它们以圆圈装饰，用于各类游戏。实际上，我们认为道路本身就是非常有意义的游戏环境，能促进运动，挑战想象力。

We designed what we call the “adventure path” to provide a sense of adventure and replace the central pathway. Although it twines around the various buildings and the yard area, it is narrow, winding, and much more intriguing than the wider central pathway. It is made of asphalt, not stone, beginning from the parking lot and passing over grassy hills and vegetation which blur the school’s borderlines to create an interesting three-dimensional space. The path goes through the play spaces decorated with circles used for all types of games. In practice, we consider the pathway itself to be an extremely meaningful play environment facilitating movement and challenging the imagination.

© Amit Haas

在开放空间的设计中，我们努力和学校建筑的风格保持一致，比如它们的对角线，跳过空间的区域，操场上的圆形图案。直排植物和椭圆平台补充了表现学校建筑特征的线条。建筑和周围景观融为一体，创造了独特的整体环境。

In designing the open space, we strove to correspond with the architecture of the school buildings, with their diagonals, areas skipping over the space, and the circle patterns in the playground. The straight rows of the plantings and the elliptical platforms are complementary to the lines characterizing the school structures. The integration of the architecture and the surrounding landscape created a single, holistic environment.

© Amit Haas

和综合体绿色原则综合一起，将操场想象成多层次补充课堂领域的空间，我们认为这些对学校操场是至关重要的。学校操场必须是灵活的区域，能够用来游戏、运动、跑步和跳跃。这是一个形式柔和的变化空间，应该尽可能接近大自然。虽然这个开放空间可以认为是个学习空间，但我们首先把它看作逃离教室的场所，这里能密切观察研究，幸运的话，能观察到小蝌蚪一步步成长为青蛙的过程。

Along with the integration of green principles, what we consider of utmost importance for school grounds is to envision the school grounds as a space complementing the classroom areas on many levels. The school grounds must be a flexible zone enabling play, movement, running and jumping. It is a changing space with soft forms, and should be as close to nature as possible. Although the open space can be considered a learning space, we see it primarily as a refuge from the classroom, a place in which to observe study closely and, with a little luck, discover little tadpoles which began a new generation of frogs.

Floor Plan/楼层平面图

建筑设计: BO-Landscape事务所
项目位置: 以色列，比亚利克村
项目时间: 2015年
摄    影: Courtesy of BO-Landscape Architects
景观设计: Orna Ben-Ziony, Beeri Ben-Shalom
助理设计师: Idit Israel
建筑设计师: Knafo-Klimor Architects
开发人员: Kiryat Bialik Municipality, Engineering Head Department: Landscape Arch.
Noam Massad, Israel
开发承包商: Hisham Khmeisi, Hisham Group
项目管理和监督: Shirley Gazit and Gonen Pinhas, Nativ Engineering
and Management Ltd

Architects: BO-Landscape Architects
Location: Kiryat Bialik, Israel
Year: 2015
Photographs: Courtesy of BO-Landscape Architects
Landscape Architects: Orna Ben-Ziony, Beeri Ben-Shalom
Associate Designer: Idit Israel
Building Architects: Knafo-Klimor Architects
Developer: Kiryat Bialik Municipality, Engineering Head Department: Landscape Arch.
Noam Massad, Israel
Development Contractor: Hisham Khmeisi, Hisham Group
Project Management And Supervision: Shirley Gazit and Gonen Pinhas, Nativ Engineering
and Management Ltd

出处：本文译自www.archdaily.com/，转载请注明出处。