Eureka Center in Anglo Colombiano School / taller de arquitectura de bogotá

由专筑网沈17，小R编译

来自建筑事务所的描述。为Anglo哥伦比亚学校设计的Eureka中心大楼是研究、实验、思索和学习过程的共同土壤，学习的闭环将它们聚在一起，因此设计成环绕的同心结构。

Text description provided by the architects. The design of the Eureka Centre Building for the Anglo Colombian School performs as a common ground where research, experimentation, the search for ideas and learning processes, among others, come together in a cyclical system of learning; hence, the concentric construction that surrounds them.



建筑由面对面的两半组成，虽然尾端并不重合，但整体仍可被当作一个独立的元素。基于入口作为过渡空间的前提，绿色和公共活动将渗透到大楼内部。

La edificación propuesta, configurada por dos casquetes enfrentados, genera una composición de elementos independientes que se leen como un conjunto, aún cuando los extremos de los mismos no coinciden formalmente. La composición parte de la premisa de generar umbrales de acceso en dichos extremos y en simultáneo de permitir que el “verde” y en consecuencia las actividades públicas permeen la edificación.【注：原文为西班牙语】
{The proposed building, configured by two facing caps, generates a composition of independent elements that are read as a whole, even when the ends of the same do not formally coincide. The composition is based on the premise of generating access thresholds at these ends and simultaneously allowing the "green" and consequently public activities to permeate the building.}【注：谷歌翻译的英语】









两个半月形微微错开，形成一条纵轴，这条纵轴在地面层打造了建筑的入口。两处相对着的悬挑位于纵轴两端，形态醒目，起到强调入口的作用。突起的下方空间开放，是避雨的好地方，也与周边丰富的校园景观融为一体。

The two half-moons slightly separated from each other, define a longitudinal axis which at ground floor level generates access points to the building. These entrances are formally highlighted with a particular gesture through two large overhangs provided in opposite positions at each end of the longitudinal central axis. As a result, the areas planned under these protrusions act as open while also become protected spots from the rain, and attached to the abundant landscaping of the surrounding campus.



此外，两个半月形围合出如森林般的中心庭院，庭院的形状借鉴了树叶的椭圆形，这里汇聚了所有的庭院活动。天井的动态与学校里其他立方体的静态形成对比，为大楼内的科研活动增添色彩。

Furthermore, the two clay half-moons, embrace a central forest-like courtyard with an "oval" configuration in the form of a leaf; where you can see and mix all of the activities that come together at the perimeter of the oval courtyard. The kinetic form of the patio, in contrast to the static cubic blocks of the rest of the School, allowed us to give a special image to the research within the building complex.







除了建造正交实验室楼的基本想法，建筑师还决定探究椭圆形制，探究其在自然界中的形式，好比宇宙中的星系和星球。这种类比明确了基础的同心结构关系，即所有围绕中心的部分都是复合体的活跃组成，在这个项目中，不同领域的知识空间组成了建筑的实体。

Instead of the most basic idea of having an orthogonal laboratory building, we decided to work on an oval shape, such as the ones seen within nature itself; as an analogy to the galaxies and planets surrounding the universe. An analogy of this kind allowed us to define a concentric based relationship, where all the parts surrounding the center become an active part of the complex; where different fields of knowledge, in this case, become the entity of our building,



此外，同心结构系统让学生们自发地相遇，通过四处走动，他们见识到不同的知识领域，从而被吸引，甚至产生兴趣。建筑的形状和功能原则令其本身具有展览功能，材质的透明性令教学和活动可见，增加了看与被看的可能性，也增强了与他人分享成果的热情。

Furthermore, a concentric functional system achieves spontaneous encounters for the students, who by walking around endup facing different fields of knowledge, that can then attract them and also generate interest. The shape of the building and its functional principle performs as an exhibit itself, where the classrooms and events happening around are visible due to the transparency provided on the materials; this enhances the possibilities of seeing and be seen, of sharing the work and create enthusiasm on others with your results.







同心策略令中心空间扮演了非常基础的角色，不仅因为它承担着四周流线的功能，更是因为它促进了非正式的会面与信息交流。中心空间因而成为大楼的主要连结点，通过终点是顶层学生休息室的“螺旋”流线系统连通了不同楼层，也连通了大楼露台，露台作为补充的学术区域，学生们可以研究环境气候条件，并开展进一步的教育活动。

As a result of the concentric functional approach, the central space plays a fundamental role, not only because it carries the circulations along its perimeter, but also because it promotes informal areas along its course, where encounter and interchange happen as a result. The central space is, therefore, the main building articulator, connecting the different floor plans via a “helical” system of circulations ending at the student lounge at the top floor plan and afterward, connecting onto the building terrace which performs as an additional academic area, where students can research about climatic conditions of the surroundings and develop further educational activities.



另一方面，椭圆天井周边的教室通过螺旋系统串联起来。大楼涵盖了数学、化学、物理和其他知识领域的技术，可进行的研究种类繁多，因此引入了一种称为“非固定管道”的实验室技术。

实验室装配了灵活的家具和悬挂设备吊顶，留出了最大的空间进行各种项目和研究任务。空间具有完全的灵活性，没有固定的工作站或者设备，设备吊顶贯通了所有房间，甚至可以解决实验室内的给排水问题。

On the other hand, the classrooms foreseen in the perimeter of the "oval" patio, get interconnected via the “helical” system of circulations. The building contains areas for mathematics, chemistry, physics, and technology among other fields of knowledge; given the variety of the tasks to be developed within the building, a laboratory technological feature called “none-fixed pipe” was introduced.
The labs, implemented with flexible furniture and service wings overhanging, allowed us to achieve maximum capacities to develop programs and variable tasks in time. The technology that was implemented grants total flexibility given that there are no fixed stations nor fixed services. The service wing acts as a technological main road that allows connectivity throughout the rooms, it even allows to provide and also drain water through the laboratories.



在材质方面，Eureka中心采用了与校园一致的粘土材料，呈现了此建筑与建筑群的紧密联系。通过立面锯齿形砖材的使用，区别于周围建筑的构成感得以强调，醒目的割裂感得以解决。曲面的材质和以特定角度嵌入的窗户也是解决曲面碎片化的方法。

In terms of materiality, the proposal for the Eureka Centre facilitated the articulation of the building to the whole complex through the implementation of the same predominant material in the School, clay. However, the formal composition of the building, different from the orthogonal buildings of the surroundings was enhanced through the implementation of a façade in serrated brick. This allows the marked breakages to solve, in a fluid way, the materiality of the curve and at the same time the implementation of the windows on right angles, which when the puzzle pieces are connected solve the sinuous proposed curve.



曲面的外立面也是建筑的立面，设计采用了多段短线和角度来分割曲线。锯齿通过锯齿状的砖块表现，它于楼层间错开，类比机械系统，其构造是通过砖石和玻璃的虚实序列而实现，也是与以砖为主的校园环境的对话。

The external face of the curves, the building facade, was solved by fragmenting the curve onto a sequence of smaller straight lines and angles. The indents (expressed by the serrated bricks) were also misaligned between floors as an analogy to mechanical systems; and it was made constructible via the sequence of mass and void (brick and glass) which dialogues comfortable with the predominantly brick surroundings within the school.



最后，Eureka中心作为校园内建造环境的主要连接点，建筑师也设想过通过建造露台再增加一层，这样学校就可以在不增加占地面积的情况下额外再获得建筑面积。中心将容纳多元的学生，他们的学校成绩、年龄、身高都有所区别，考虑到这一点，家居设计就显得尤为重要，因而促进了设计的多样性和灵活性。

Finally, the Eureka Center acts as the main articulator of the built environment within the campus.; it is also envisioned to grow an additional floor by building up the terrace so that the school can increase their built area without the necessity of increasing the footprint of the building. The center can also accommodate students from varying anthropometric conditions, which depend on school grades, age, and therefore stature; this consideration took also an important part in the furniture design, and therefore it is thought to allow diversity, keeping on the idea of flexibility.



















建筑设计：taller de arquitectura de bogotá
类型：教学建筑
面积：4967 m2
年份：2017年
摄影：Rodrigo Dávila
主创建筑师：Daniel Bonilla, Marcela Albornoz
设计团队：Isabel Saffon, Julián Cortés, Christian Durango, Esteban Lozada, Andrea Mozzato, Iván Castro, Carolina Herrera, Santiago Ballen, Susana Garzón, Laura Zapata, Laura Santana
室内设计：Arquitectura e Interiores
项目经理：Exacta Proyecto Total SAS, Luis Guillermo Vallejo
预算：PAYC
结构：CNI Ingenieros, Nicolás Parra
建造：Obreval, Fernando Zarama
地板和结构：LFO Ingenieros, Luis Fernando Orozco
Hydrosanitary: Proyectos y Diseños Hidráulicos SA, Bernardo Rodríguez
声学：ADT Diseño y Tecnología, Daniel Duplat
安防：AGR, Jaime Andrés García
照明：Carmenza Henao Londoño
景观：taller de arquitectura de bogotá
城市：波哥大
国家：哥伦比亚

CLASSROOMS, BOGOTA, COLOMBIA
Architects: taller de arquitectura de bogotá
Area: 4967 m2
Year: 2017
Photographs: Rodrigo Dávila
Lead Architects: Daniel Bonilla, Marcela Albornoz
Design Team: Isabel Saffon, Julián Cortés, Christian Durango, Esteban Lozada, Andrea Mozzato, Iván Castro, Carolina Herrera, Santiago Ballen, Susana Garzón, Laura Zapata, Laura Santana
Interior Design: Arquitectura e Interiores
Project Managers: Exacta Proyecto Total SAS, Luis Guillermo Vallejo
Cost Budget: PAYC
Structure:CNI Ingenieros, Nicolás Parra
Construction: Obreval, Fernando Zarama
Flooring And Structural: LFO Ingenieros, Luis Fernando Orozco
Hydrosanitary: Proyectos y Diseños Hidráulicos SA, Bernardo Rodríguez
Acoustics: ADT Diseño y Tecnología, Daniel Duplat
Security: AGR, Jaime Andrés García
Lightning: Carmenza Henao Londoño
Landscape: taller de arquitectura de bogotá
City: Bogota
Country: Colombia