Cool School Design Competition

由专筑网逸希，刘庆新编译

场地中的建筑

用一种新的方式在蒙古建立新校园，这个新方法必须经济可行同时将蒙古文化与传统和现代生活方式结合起来。具体的来说，这给科布多省带来了相当大的挑战，因为它是一个偏远地区，由超过17个民族和不同种族的多样化人口组成。此外，建筑设计对于科布多地区区域性极端气候来说也是一项巨大的挑战，温度急剧波动，最高可达到40℃也可低至-30℃。科布多省也非常干燥，年均降水量仅相当于沙漠地区。因此，只适用于一个季节的设计方案并不是最有效的解决方案。同样，仅仅为了适应环境要求来进行设计也会忽略一些激发社会创新的机会。因此，我们的目的是：1）校园建筑设计的性能和空间排列既能适应寒冷干燥的季节，也能够在炎热的夏季和平季进行通风; 2）校园设计应考虑多方面的因素，不仅要考虑到当地气候条件也要考虑学校行政管理部门，学生以及当地居民对校园空间的多样化需求。

Building in Place
Identifying a new approach to school building in Mongolia necessitates an economic design approach that embodies a culture with strong ties to both a traditional and modern way of life. Specifically, the Khovd province poses considerable challenges because it is a remote region and a diverse population with over 17 nationalities and ethnicities. In addition, architecture is challenged by the unique regional climate in Khovd that has dramatic swings in temperature, reaching as high as 40 °C to as low as -30 °C. It is very dry, with an average annual rainfall equivalent to desert regions. Therefore, to design for only one season is not the most effective solution. Similarly to only let design be governed by environment performance is to overlook opportunities to inspire and innovate socially. Therefore it is our intent that 1) the performance of the architecture and the arrangement of spaces should accommodate very cold dry seasons, yet be able to ventilate in warmer summer and shoulder seasons; and 2) the design should be versatile not only for climate but for different uses by the school administration, students, and local residents.

当地校园设计提出扩建的要求，其中包括两个教室，一个健身房和小的管理设施。扩展提议包括季节性的回应“第三空间”，将校园社交活动与气候特征联系起来。

The current school requires a expansion including two classrooms, a gym, and small admin facilities. The expansion is proposed to include a seasonally responsive "third space" that supports the social life of the school as it relates to climate.

概念策略

为了应对这些挑战，我们的方案通过合理地空间布局和设计来体现北方人对严寒天气的适应性。该方案通过几种形式来回应变化与设计要求：空间、气候以及材料方面。教室被类似风车状排布于一个开阔的流动空间中，所有教室房间的门都是朝内开。每个房间都保留着属于自己的独立封闭的体量，然后通过栅格状木屋顶连成一个整体，形成流动空间。每个房间的天花板根据功能的需要采用不同的高度，朝向直接或者间接的光源。流动空间上部的栅格状木屋顶维持着2.7米的同一高度，栅格元素的木构架从天花板垂直延伸下来到砖墙表面额外形成了一面储藏墙，可以用来放各种书籍。

Massing Strategy
To address these challenges, our proposal offers a design and arrangement of spaces that embody the adaptive spirit of the northern people. The proposal responds to change through several means: spatially, climatically, and materially. Rooms are arranged in a pinwheel-like formation around a generous circulation space, with all room doors oriented toward the center. Each room remains an independent enclosed volume connected via a latticed roof circulation space. Rooms maintain a variable ceiling height that gestures toward either direct or indirect light, depending upon use. The latticed roof of the circulation space maintains a consistent height of 2.7 meters, with the ceiling lattice folding vertically to become a storage wall at the mud-brick wall entries of rooms.

流动空间被栅格状天花板所包围形成一面墙，栅格墙则可被学生用于储存杂物。门帘选用羊毛材质用来调节砖混墙房屋和栅格状“第三空间”之间的温度。

The circulation space is enveloped by a lattice ceiling grid that serves as storage for children when it is a wall. Thresholds use wool curtains to modulate temperature between the mud-brick rooms and the lattice "third space."

第三空间

此方案设计同时还考虑到知识的学习不仅仅是在课堂内同时也能够在课堂外，通过整合既可用作循环和其他非正式使用的“第三空间”，考虑到可能会出现学生和教师之间的互动交流学习模式，该方案将学校设计为“从外到内”的空间，它用自己的微观气候来反应当前季节。“第三空间”存在于教室，游憩空间和公共空间/洗手间的空间之间，将所有空间连接在一起形成一个类似于社会内部的街道。它可以在班级聚会时为孩子们提供一个积极的、充满活力的空间。或者，它也可以用作一个非正式的教学空间。根据不同的季节或所需的教育用途，“第三空间”则为内外空间的交互与延伸。通常，小学的走廊设计只需满足最小尺寸但并不能够进行非正式聚会或其他社会学习活动。在寒冷的气候中，这种用于社区到教室过渡的内部空间则更加有效。设计用颜色来强调开口的长度——门或窗——作为一个标识符来帮助孩子们在教学楼内定位。

这个设计是专门为托萨特•阿尔泰学校做的，为了尽快解决教室人满为患的问题和孩子们对公共活动空间建造的迫切需求。然而，新学校的设计方法和建筑元素被视为典型的，是能够在类似蒙古这种具有极端天气的区域进行复制的。原型的元素是（1）泥砖房（2）木栅格流动空间。这些元素能够被重复应用于外型的建造设计，或者，更好的是，可以根据当地的环境特征和学校要求进行重新设计。每间教室都是独立的，因此可以通过学校的利益相关者对“第三空间”设计的想象来进行平面结构设计。新的托萨特•阿尔泰学校扩张计划打算将此项目作为示范型工程为施工队，教育工作者和学生来讲述此项目设计的理念。第一幢建筑则是一个模型，从中学习，推动并完善其实施初期的想法。

A Third Space
The design recognizes that learning occurs inside as well as outside the classroom. By integrating a “third” space serving both as circulation and other informal uses, alternative modes of interaction between students and teachers can occur. This is designed as an “outside-in” space, which has its own micro-climate reflective of the current season. The third space is between the classrooms, recreation space, and utilities / washroom space and therefore ties them together as a social interior street. It can be an active, playful space for children between class meeting times. Or it can also serve as an informal teaching and study space. Depending on the season or the desired educational use, it is an extension of the outside coming in or the inside coming out. Typically primary schools only provide a corridor at a minimum dimension that does not support informal gathering or other social learning activities. In a cold-climate this kind of interior space is even more effective as a transition space from the community to the classroom. Color is used to accent the perimeter of any openings – doors or windows – and serve as an identifier for children to orient them within the building.
This design is specific to the Tsast Altai School site to provide immediate relief of classroom overcrowding and to introduce a much-needed recreation/ hall space. However, the approach and building elements of the new school are conceived of as prototypical and replicable at other extreme climate sites across Mongolia. The prototypical elements are 1) the mud-brick rooms and 2) the timber lattice circulation space. These elements can be repeated in their proposed configuration or, better yet, can be re-arranged to be site-specific to context characteristics and local school needs. Each of the rooms are independent within the total building assembly, and therefore could be built in any plan configuration depending on the vision for the “third” space by school stakeholders. The new Tsast Altai school expansion is also intended as a demonstration project for the construction team, educators, and students to transfer the knowledge of its making. The first building is a model from which to learn, refine, and advance the ideas gained from its initial implementation.

该项目采用地方建造知识和当地材料，如砖混和木栅格结构，对传统蒙古包进行传承。

The project employs local construction knowledge, such as mud bricks and lattice structures, without literal nostalgia for the yurt.

建造和材料

该项目主要采用两种基本的材料——土壤和木材。每种材料采用简单但具有独特当地传统的建造方法。砖墙被用于教室、活动室和洗手间这些一般校园空间的建造。木栅格结构被用于覆盖连接各房间的流动空间。这两种材料结合起来设计形成教室入口的栅格墙，用来帮助学生放置一部分书籍文具之类的东西。

砖泥结构和木结构的结合可以应对多种气候条件。木栅格覆盖的流动空间可以根据不同季节进行半调控，泥砖房的温度始终保持在18°C和23℃之间。分离这些空间，并创建两个材料体系，能量并未浪费在一直用来加热流动空间，而是通过太阳能对空间进行被动加热，利用砖墙，地面产生的热量以及人的聚集散发的热量。这有助于节省操作和维护成本，对于在极端气候条件下降低建造成本非常重要。

教室和静止的活动发生于砖墙包围的内部空间之中，同时使用当地的劳动力建造成具有当地特色的空间。然而流动空间则被木栅格和调节市内温度的亚克力板所界定，创造了一个光线进行漫反射的条件。

Construction and Materiality
The project is conceived of in two primary materials - earth and timber. Each material employs a simple, yet specific local tradition of construction. Mud bricks are used in the wall construction of the primary rooms – classrooms, recreation space, and washrooms. A timber lattice structure is used to cover the circulation spaces. The two material systems meet along the entry wall to rooms in order to provide storage for children’s school items.

Mud bricks and timber structure offer different climate performance values. The lattice-covered circulation space is semi-controlled and fluctuates according to season, while the mud-brick rooms are maintained consistently between 18°C and 23°C. The gain in separating these spaces, and creating two material systems, is that energy is not wasted on consistently heating of the circulation space. Instead the space is heated passively by a combination of solar exposure, the thermal mass of the brick walls and floor, and human presence. This helps conserve operations and maintenance costs, which are as important, if not more, as capital costs for construction in extreme climate conditions.

The rooms and static programs are enclosed in bricks, which can be made locally with local labor. The circulation space is defined by a wood lattice and weather protected by acrylic panels, creating a light-diffused condition.

材料和三维轴测图（左）;设计平面图和连接各房间的天花板格栅（右）。

Material and systems axonometric (left); project plan and reflected ceiling grid (right).

程序化的砖墙组件

辐射采暖和热能：主要房间均采用晒干的现场制作的泥砖建造而成。砖块则通过多个小时的慢慢的吸收和散发热量来提供热能; 墙壁上的砖块越多则越多的热量能够被吸收。砖或空心砖的两片叶子具有高的热能，满足BCA重质量的要求，允许在一个相对较低的水平面上添加绝缘层。该项目结合了混凝土和COB（土壤）技术形成地辐热和COB地板系统。COB技术是由当地的一些粘土，用于砖层的优质细沙和水所组成。沙子、水和粘土的比例应通过完成现场抽样检验来制定。用混凝土在3号地辐热管道下铺设，一旦混凝土凝固，一个2号COB地板则被放置在顶部，采用几层未经加工的亚麻籽油进行抹面处理。这样做的优点是耐用，同时也可以使用商用地板打蜡工艺进行打蜡，使地板具有更亮的光泽度。规范标准化的砖模块则被用于学校外部的活动推广和娱乐。

被动式设计：可调控的窗户设计适合儿童和成人从不同高度来观察教室外部的风景，同时也使整个室内空间能够自然通风。每个窗户和门的组件都完全对齐用来进行空气对流。教室内部利用南面角落的亚克力天灯进行日间照明，从而减少了人工照明的需要。

Programmatic Brick Volumes
Radiant Heating & Thermal Mass: The primary rooms are made of sun-dried mud bricks produced on site. The thermal mass provided by bricks absorbs and gives off heat slowly after many hours; the more brick there is in a wall the more heat that can be absorbed. Two leaves of brick or cavity brick offers high thermal mass, and meets the BCA heavy mass requirement allowing a significantly lower level of added insulation. The project has a floor heating/cob floor system that combines concrete and cob (earth). The composition of the cob is whatever local clay can be found, mixed with fine bricklayers sand and water. The ratios of sand and water to clay should be worked out with sample tests completed on site. In-floor heating pipes are laid under 3” of concrete. A 2” cob floor is placed on top once the concrete has set. The floor is finished with several coats of raw linseed oil. The finish is durable and can be waxed with a commercial flooring wax process, leaving a beautiful sheen. The standard corner brick module is used to promote activity and recreational use along the exterior edge of the school.

Passive Design: Operable windows allow for views out of the classrooms at various heights suitable to children and adults, while also enabling natural ventilation throughout the interior spaces. In each volume a window and door are aligned to ensure cross-ventilation. Day lighting is achieved through the use of an acrylic skylight angled south, reducing the need for artificial lighting.

间隙栅格结构

过渡区：建议设计间隙性的空间用来重新诠释传统的栅格空间结构，形成蒙古包的外壳，作为一个环环相扣的栅格结构系统; 这将创建一个宽广的多功能流通空间。间隙空间的温度随着外界温度波动，并作为室外气候和热封闭砖墙之间的中间空间。在冬季寒冷的月份中，空间通过亚克力面板系统进行热量流失保护和地辐热系统进行加热。在温暖的月份中，空间则通过木栅格系统的隔挡创建一个阴凉的内部空间。沿着任意一面垂直的墙，屋顶的木栅格构架向下折叠后形成一个搁板用于存储，或者用来悬挂冬季的衣物，从而减少教室内部空间的杂乱。

被动式设计：间隙空间由两条相互交叉的走廊组成通往室外。在每个走廊的尽头利用可活动的面板和门在整个流动空间中进行空气对流。日间照明则是通过半透明的亚克力板，允许漫反射光线照进间隙空间来实现的。

Interstitial Lattice Structure
Transition Zone: The interstitial space of the proposed design reinterprets the traditional lattice, used to form the enclosure of the Mongolian yurt, as an interlocking lattice system; which creates a generous multi-functional circulation zone. The temperature of the interstitial space fluctuates depending on the outside temperature, and acts as an intermediate space between the outdoor climate and the thermally enclosed brick volumes. During the winter months the space is protected from cold and wind by means of an acrylic panel system and heated through a radiant floor system. During the warmer months the depth of the lattice system creates a cool shaded interior space. Along any vertical interior walls the roof lattice folds down to form a shelving system which can be used as storage, or a place to hang winter clothing; eliminating clutter within the classrooms.
Passive Design: The interstitial space consists of two wide intersecting corridors leading to the outside. Operable panels and doors at the ends of each corridor allow for cross-ventilation throughout the circulation space. Day lighting is achieved through translucent acrylic panels allowing for diffused light with in the interstitial space.
  

健身房内（上）和教室内（中）显示有棱纹，漫反射天花板和来自砖墙包围的热量。分步图（下）显示，教室和体育馆可构建成独立的“第三空间”。

Gym interior (top) and classroom interior (middle) showing ribbed, light-diffusing ceiling and thermal mass from mud-brick enclosure. Phasing diagram (bottom) shows that classrooms and gym can be constructed independent of "third space" enclosure.

项目团队：
Lateral Office，罗拉•谢泼德，梅森•怀特，凯特•史密斯和杰克•利普森

The project team comprises of:
Lateral Office (Toronto, CAN) Lola Sheppard, Mason White, Kate Holbrook-Smith and Jack Lipson

出处：本文译自www.buildingtrustinternational.com/，转载请注明出处。