Basis International School Park Lane Harbour, China by ZHUBO-AAO

Campus on 58-meters height difference mountain by the sea

Project Specs

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“早上醒来听到鸟叫声,闻到青草的味道,心不会浮躁,别浪费了,加倍读书”——一位寄宿生妈妈转述其女儿的话语,正是这座山林学府的最精炼的概括。

“Waking up with bird chirping and the smell of grass, I stop being impetuous and work harder.” A mother retold what her boarding daughter said, which could concisely generalize experience of such mountain campus.

▼看向主入口角度,view towards the main entrance ©萧稳航

华润小径湾贝赛思国际学校是一所拥有1200个学位的寄宿制学校,建筑面积4.3万,校园占地7万平方米。其校址位于在惠州小径湾海滨的一座山林之中,林中植被茂密繁盛,场地最低点高程为24米, 最高处高程为82米,原始高差达58米。

▼设计概念图,conceptual diagram ©筑博设计-联合公设

Basis International School Park Lane Harbour is a boarding school with capacity of accommodating 1200 students. The construction area is 43,000 m² and the campus covers an area of 70,000 m². Campus site has been chosen in a mountain forest on the seaside of Park Lane Harbour. The site is densely vegetated with 58 meters height difference from lowest elevation of 24 meters to highest elevation of 82 meters.

▼校园鸟瞰,campus aerial view ©张超

得益于天赋的自然条件,与城市中的学校有着本质上的区别。概念的立意之初,建筑师力图创造一个与自然交融的校园,为学生营造一个山林中的求学经历。师生可拥抱自然的微风欢唱;于泛着清新草香的朝阳中晨读。

Benefiting from the natural environment, it is essentially different from schools in cities. In the beginning of the design concept, the architect tried to create a campus that blend in with the nature, offering students an experience of leaning inside the forest. Teachers and students can embrace the natural breeze and read in the morning with the smell of fresh grass.

▼教学楼外观,academic building ©张超

 

场所精神:三个平台
Spirit of site: three platforms

滨海有山,山高林密。场地内的58米的高差,建筑师局部修整了三个平台,其余未为触及之地尽量保持原有的自然状态。 具体修整的三个平台分别是:人行主入口及前广场、校主台阶广场和峰顶运动场。各高程间均具备多种交通联系,便捷师生在校内各处交通通达。

There are mountains on the seashore. The mountains are high and forests are dense. With a height difference of 58 meters in the site, the architect partially modified three platforms, and tried to maintain the original natural state of the remaining untouched areas. The three platforms are: the main pedestrian entrance and the front square, the main stairs square and the sports field on the summit. There are a variety of traffic connections between different elevations, convenient for teachers and students to travel at school.

▼场地高程分析,site elevation analysis ©筑博设计-联合公设

作为校园的人行主入口,前广场与道路平接,利用自然谷地的地貌,是进入校园的第一印象,视线通过山谷层次丰富的坡地公园向上,最后停留在悬挑于半山的环形景观餐厅,学生可以选择沿开放的谷地公园拾级而上,也可以选择在紧邻教学组团的架空层台阶雀跃聚首,更可以通过接待大厅的垂直交通便捷到达教学区或者校园的主台阶广场。

As main pedestrian entrance of the campus, the front square is connected flatly with the road. The natural valley landform is the first impression for entering the campus. The sight goes up through the hillside park with rich valley layers, and finally stays at the circular observation restaurant overhanging at half way of the hill. Students can choose to ascend along the open valley park, gather in the overhead stairs near the teaching section, or reach the teaching section and main stairs square through vertical transportation in the reception hall.

▼校园入口,main entrance ©张超

▼室外活动区,outdoor activity area ©张超

位于半山的主台阶广场上下是学生主要的日常活动范围。宿舍入口与主要的教学用房室内体育馆等均位于该高程附近,并充分利用场地地形设置多标高的链接方式,无需过多的来回上下攀爬,场地设计利用高差特征及周边建筑的围合,设计为一具备广泛用途的台阶广场,平日是师生喜闻乐见的户外活动场所,也是众多校园节庆颁奖活动的主会场。

Main stairs square in the middle of the mountain is the main area of daily activities for students. The entrance of dormitory, main teaching rooms and indoor gymnasium are all positioned near that elevation. Multi-elevation links are set up by making full use of the terrain of the site, reducing the need to climb up and down. The design of the site uses the characteristics of elevation difference and surrounding buildings to become a stairs square with a wide range of functions. It is a popular outdoor activity place for teachers and students, and it is also the main venue for festivals and ceremonies.

▼台阶广场,Stairs Square ©张超

鉴于国际学校的特殊需求,运动场仅作为课余师生体育锻炼的场所,不作为体育课的主要场所,以及山地地形的特殊性,室外运动场设于峰顶地形平缓处,与师生主要活动的高程相差较大,可经由登山石阶或后勤盘山道路抵达。如此反常规的设置,却使得它拥有常规学校操场所不可能拥有的:山林围捧之势,山海皆收眼底之态。

In view of the special needs of international schools, the outdoor sports field is only used as a place for teachers and students to exercise after school but not the main place for physical education classes, also due to the special mountain terrain, the outdoor sports field is located at the gentle part of the summit. It has quite an elevation difference with the main activities area of teachers and students, and can be reached by climbing stone steps or winding mountain roads for logistics. Such unconventional settings resulting it has what is impossible for a regular school playground to have: surrounded by mountains and forests with sea and mountains all in sight.

▼大台阶鸟瞰,aerial view of the grand stair ©萧稳航

 

规划概念:紧凑组团,分散布局
Planning Concept: Compact Group,decentralized Layout

聚散有度,适度建设 | Gather and disperse, moderate construction

华润小径湾贝赛思国际学校是由教学组团(含360度景观餐厅、室内体育馆)宿舍组团与峰顶球场组成。由于特殊的山地地貌特征,教学组团以板式建筑围合布置,相对集中并设有空中连廊以适应美式教育走班制的需求。建筑与山地间的人工挡土墙高度尽量控制在10M以内,节省土整造价,保证建筑内部的自然采光和通风。

Basis International School is composed of teaching group (including 360 degree observation restaurant, indoor gymnasium), dormitory group and sports field on the summit. Because of the special mountainous terrain, the teaching groups are enclosed with slab construction, relatively centralized and equipped with overhead corridors to meet the needs of class-selection system of the American style education. The height of the artificial retaining wall between the building and the mountain area should be controlled within 10 meters to save the cost of soil preparation and ensure the natural lighting and ventilation inside building.

▼总平面图,Master Plan ©筑博设计-联合公设

宿舍组团采用分散式点状塔楼布局,以吊脚楼的形式尽量减少建设对山地的破坏。宿舍组团临近学校的车行出入口,紧靠校巴停车位,方便寄宿学生每周的集散和行李搬运。

The dormitory groups adopt the dispersed points style layout for the towers, and minimize the damage of construction to the mountain areas by using suspended tower. The dormitory group is close to the entrance for cars and the parking space for the school bus enhance the convenient for the weekly commuting and baggage handling of boarding students.

▼通往生活区角度,view towards the living area ©张超

▼通往教学区角度,view towards the academic area ©张超

 

全天候的教学,全时空的学习
Teach and learn anytime anywhere

赋之于空,无即是全 | Given to emptiness, nothing is everything

国际教育机构BASIS负责整个学校的运营,采用纯美式教育体系。在建筑设计相应采用开放性、个性化、多元化式空间营造,在校园空间中极力塑造应对国际化教育诉求的复合型空间。

International educational institution BASIS is responsible for the operation of the whole school and adopts purely American education system. The architectural design adopts an open, individualized and diversified way to create space accordingly to design a complex space to meet the demands of international education.

▼教学楼中庭,atrium of the academic building ©萧稳航

▼宽阔的天窗照亮交通空间,the circulation area is illuminated by the large skylight ©张超

建筑师认为教育指导思想的变革带来教学方法的变革,并且教学方法的改变必然对教学空间提出新的、符合变革的要求;认为把校园设计的构成因素加以划分,可以大致划分为基本教学环境 (强调内部关系)和人际交流环境 (强调户外活动及人际交往)。这二者基本组成了校园的室内、外环境。 国际学校采用走班制的授课模式,学生并没有固定教室。各教室按年级与课程类别单独设置,科目老师授课和工作在固定课室之中。学生按照课表进行换班,各课程课室的外部设置有金属储物柜, 方便学生换班时暂存各自的私人物品。

Architects believe that the change of guiding ideology of education will bring the change of teaching methods, and the change of teaching methods will inevitably put forward new requirements of teaching space that conform with the change. They think that the elements of campus design can be roughly divided into basic teaching environment (emphasizing internal relations) and interpersonal communication environment (emphasizing outdoor activities and interpersonal communication). These two basically constitute the campus indoor and outdoor environment of the campus. International schools adopt a class-selection teaching model, and students do not have a fixed classroom. Each classroom is set up individually according to grade and course category. Teachers teach and work in each classroom. Students change classes according to the schedule. Metal lockers are set outside for students to temporarily store their personal belongings when they change classes.

▼走廊空间,corridor space ©张超

▼折跑楼梯,folding stairs ©张超

在功能布局上,我们将主要教学场所划分为G1-4(走读生)和G5-12(寄宿生)两大类别。G1-4的课室临近校人行主入口,主要位于教学楼的1-3层,方便学生从主入口达到。G5-12课室主要集中在校园阶梯主广场附近的,与宿舍位于近似高程。相同类别学生的教室相对集中,便捷走班。

In terms of functional layout, we divide the main teaching places into G1-4 (day-school students) and G5-12 (boarding students). The G1-4 classroom is near the main pedestrian entrance of the school. It is mainly located on the 1-3 floor of the teaching building. It is convenient for students to reach from the main entrance. Classroom G5-12 is mainly located near the main stairs square of the campus, which has similar elevation with the dormitory. The classrooms of the same category of students are relatively centralized, convenient for travelling from class to class.

▼中庭连接了不同楼层的教学场所,the main teaching places on different levels are linked by the central atrium ©张超

▼体育馆,Gymnasium ©张超

建筑师在校园内不同标高的地方特地布置了众多的室内或半室内的开放区或者可供停留,坐卧的场所作为空间的留白,目的是让那些最具创意的使用者去发掘它的潜力,让教师不安只偏居于教室,可以全天候地教学;学生也不局限与课室、餐厅和宿舍三点一线的校园生活,可在校园找到自己所喜爱的“角落”,一个属于他和她们的“角落”。原本单纯意义的交通空间被建筑师别具用心地以各种方式扩大和充实, 这些开放空间因为引入了交通功能,而不会担心变成没人去的消极空间。

Architects specially designed many indoor or semi-indoor open areas for staying in different elevations of the campus. The purpose of designing blank space for sitting and lying down is to enable the most creative users to explore its potential, so that teachers are not confined to the classroom and can teach anywhere anytime.While students are not limited their school life at classroom, canteen and dormitory. They can find their favorite corner in the campus, a corner belonging to him, her and them. Simple traffic space is expanded and enriched by architects by various ways. Because of the addition of traffic functions to the open space, we do not need to worry it will become a passive space that nobody goes to.

▼开放讨论区,open conference area ©张超

▼校园中的课堂,class in the campus ©贝赛思

自然光线和通风的引入使得空间的舒适性得到最大的保证,师生的学习场所进一步地延伸到各处,而非常规校园的三点一线的生活。师生可以抱着笔记 本在校园的相应“角落”学习、探讨。授业也不仅仅局限于课堂之中,课堂与学习可以延伸至整个校园。多种的课程,可应老师需求带领学生走出课室,在蓝天下,在台阶上,在树阴里……

▼通风分析示意,ventilation diagram ©筑博设计-联合公设

▼空间分析,space analysis ©筑博设计-联合公设

The introduction of natural light and ventilation guarantees the greatest comfort of the space. The learning space for teachers and students extends further to all places, instead of the three-point and one-line lifestyle of the conventional campus. Teachers and students can study and discuss in the corresponding corners of the campus with notebooks. Teaching is no longer only confined to the classroom, classroom and learning can extend to the entire campus. A variety of courses can be brought outside of the classroom according to the needs of teachers, under the blue sky, on the stairs, in the shade of trees…

▼教学区夜景,night view of the academic area ©张超

▼宿舍立面,dormitory building facade ©张超

  

▼广场整体鸟瞰,square overview ©张超

▼教学楼组团三层平面图,third floor plan of academic group ©筑博设计-联合公设

▼1#2#教学楼剖面 ,1#2# academic building section ©筑博设计-联合公设

▼6#宿舍剖面,6# dormitory building section ©筑博设计-联合公设

▼拉网板节点图,dragnet aluminium plate ©筑博设计-联合公设

项目名称:华润小径湾贝赛思国际学校
建筑师:筑博设计-联合公设/ZHUBO-AAO
公司网站:http://www.zhubo.com/
联系邮箱:dongbwecho@163.com
项目设计&完成年份 :2015/2018
总建筑师 :钟乔
主创建筑师 : 萧稳航, 黄昕
设计团队 :李骏达,钟晗露,吴玉华,曲羽,朱焕焕,曹泰铭,李壮威
项目地址:中国广东省惠州市惠阳区
建筑面积 :43355.95m²
摄影师:张超,萧稳航
合作方:
施工图设计:深圳大学建筑设计研究院
室内设计:Perkins Eastman
景观设计:法国埃尔萨景观设计事务所
客户:华润置地有限公司

Project name: Basis International School Park Lane Harbour
Architect or company: ZHUBO-AAO
Website: http://www.zhubo.com/
联系邮箱: dongbwecho@163.com
Design year & Completion Year: 2015/2018
Project Director :Zhong Qiao
Lead Architects :Huang Xin,John Siu
Design Team :Li Junda, Zhong Hanlu,Wu Yuhua, Qu Yu,Zhu Huanhuan, Cao Taiming, Li Zhuangwei
Project location: Huiyang Distric,Huizhou City,Guangdong Province,China
Gross Built Area: 43355.95m²
Photo credits: John Siu, Zhang Chao
Partners:
Construction Drawing Design: Institute of Architectural Design, Shenzhen University
Interior Design: Perkins Eastman
Landscape Design: Alain landscape Studio & Associates
Client: CR LAND

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