Topic: Haikou Huandao Middle School by Trace Architecture Office

gooood对一些机会和条件合适的项目推出深度报道，希望对项目进行更为立体地表达和展现。

gooood would dig into projects which are appropriate for deeper report, in order to present the project in a more comprehensive way.

本次专辑带来了 迹·建筑事务所 最新作品海口寰岛实验学校初中部，并就此项目的设计对主创设计师华黎进行了深入采访。更多关于他们，请至： TAO on gooood

Haikou Huandao Middle School is the latest project of Trace Architecture Office. We interviewed the leading architect of this project, Hua Li, about the design of the school. More: TAO on gooood

出品人：向玲。编辑：陈诺嘉，刘丹阳，武晨曦，历剑，徐馨羽 / Producer: Xiang Ling. Editors: Chen Nuojia, Liu Danyang, Wu Chenxi, Li Jian, Xu Xinyu

▼视频 ©是然建筑摄影，Schran Images

gooood十问华黎

gooood x Hua Li

1. 您先前在四川德阳设计过3个教育项目，包括两个小学和一个幼儿园；这次寰岛实验学校的受众主要是初中生，为不同年龄层的孩子设计学校，设计的出发点会有哪些变化？对此您做了哪些特殊的调研和考量？

TAO has now completed 3 educational projects in Deyang, Sichuan, including elementary school projects and one kindergarten project. Considering that the main user would be junior high school students who are from another age group, what kind of changes has happened to the starting point of the proposal? Did you conduct any specific investigation and examination for the proposal? How did you decide the site? How about the process and what is the reason of choosing this space? How does it prevent from the flooding?

初中生青春期了，有荷尔蒙，有叛逆心理，更好动、更社交、还有谈恋爱吧。我们在设计之前在北京四中初中针对100名学生老师展开了一个问卷调研，有许多有趣的回答，对设计很有启发。

摘录几位老师说的“初中生可是奇怪的动物，他们张口就喊，拔腿就跑！（叛逆呢）要是生源比较好就不会严重”；“ 他们（初中生）需要能吸引注意力的东西”；“大家会在楼道里聊天吗？那也聊，但基本在追跑打闹。那肯定打，男生女生都打。楼道里一塌糊涂！他们就不会小声说话。要是真要聊天，还是得设计其他地方”。

一位学生说：“我最喜欢走廊。当时我们是单侧教室、单侧走廊，一下课就涌到走廊上闹，七八个男生排排靠在栏杆上，饶有兴致地打量着要去端头上卫生间的女生，导致我们必须成群结队去，不然脸皮太薄……考完试大家会把椅子别在栏杆上坐，有种悬浮在三楼的刺激感。老师躲在走廊后面偷看大家上课，女生躲在窗外偷看别班暗恋的男生，大抵都是这样的事情……”；“有大大小小的小帮派聚会场所，有老师看不到的地方会比较好”。

这些回答很细节，很生动，正是这些细节，提示了这个群体的特点和空间需要去追寻的意义。从这些回答可以明显地感受到走廊这样的公共空间作为社交和课间活动的场所应该被重视，而且初中生好动好闹的特性应该被关照等等。

▼项目外观，external view of the project ©是然建筑摄影，Schran Images

Junior high students are in the age of adolescence, becoming rebellious, restless, sociable and starting to have a crush on someone due to hormonal changes. We conducted a pre-design survey with 100 students and teachers in Beijing No. 4 Middle School. There were many interesting responses which provide inspiration for the design.

Here are some excerpts of the teachers’ responses: “Junior high students are strange animals. They yell and run up and down (being rebellious). But it also depends on the sample”; “They (junior high students) need something that attracts their attention”; “Will they chat in the corridor? Maybe yes, but usually they are running and chasing each other, both boys and girls. The corridor is a mess! They shout loudly and there ought to be some spaces specially designed for chatting.”

One of the students said: “I like the corridor the most. We used to have single-loaded classrooms and we rushed to the corridors after class. A gang of boys would lean against the railing and look at the girls who were going to the restroom at the end of the corridor. We were too thin-skinned to go alone, that’s why we had to move in groups…After exams, we hung the chairs on railings and sat on them, having a sense of excitement of floating on the third floor. The teacher peeped through the backdoor window along the corridor to check the class in real time, girls hid behind the window to see her secret crush in another class. It’s all about such things…”; “I hope there are many gathering spaces in various scales. It’s better to have a place that the teachers can’t see.”

These detailed and vivid responses suggest characteristics of the group and purposes that the spaces need to achieve. From these responses, it can be clearly felt that public spaces like the corridors are a place for communication and extracurricular activities should be valued, and that we should pay attention and take care of the active nature of junior high students.

▼中心庭院，central courtyard ©是然建筑摄影，Schran Images

2. 该项目场地最打动你的地方是什么？设计是如何开始的？
What do you think was the most touching thing about the site of this project? How did your initiate the design?

这项目场地也没什么特别打动人的地方，如果一定说有，可能就是它的难度，一个是用地很局促，容积率比较高；再一个场地是个异形，旁边的路是斜的。当然在城市中心区的学校项目用地局促是个普遍问题。所以如何解决密度问题，解放更多的地面空间服务于户外活动，成为设计的关键因素，并由此产生架空、大台阶、地面连续等等想法。

There is nothing particularly impressive about the site. If there must be one, it may be its difficulty. On the one hand, the size of the site is constrained and the Floor Area Ratio is relatively high. On the other hand, the shape of the site is irregular and next to an oblique angled road. Of course, site constraint is a common issue in designing school buildings in downtown area. Therefore, how to solve the density problem and free up more ground floor spaces for outdoor activities has become the key factors of the design. As a result, the ideas of elevated building, grand staircase, continuous ground spaces, etc. have come up.

▼鸟瞰图，场地容积率高，道路不规则，aerial view of the project in a high density site ©是然建筑摄影，Schran Images

3. 为什么选择为建筑赋予全白的外观？您希望建筑在使用多年以后呈现出怎样的状态？
Why did you choose to give the building an all-white appearance? What do you expect the building to be like after years of use?

选择白色，是因为我并没有找到用其它颜色或材料的强烈理由，因此白色成为纯粹表达抽象形体与空间的自然选择。在多雨的海南，白色会随着时间长出包浆，它将具有时间的痕迹，设计欢迎这样的状态出现。

I chose white because there were no convincing reasons to use other colors or materials. As a result, white becomes a natural choice to purely express abstract forms and spaces. In Hainan, where there is heavy annual rainfall, white material will grow patina over time, and thus, having traces of time. The occurrence of such condition is favored in the design.

▼全白色建筑外观，white appearance of the building ©是然建筑摄影，Schran Images

4. 为什么在项目里设置大量架空空间？
What are the considerations for the arrangement of the large amount of elevated spaces?

架空一是为了获得更多的地面空间，因为场地太小；二是架空可以形成遮阴通风的空间，很适合海南炎热的气候。隔震层是为了确保地震时学校的安全性。

The buildings are elevated on pilotis to open up the ground floor space as the site is too small. Moreover, it provides shading and facilitates natural ventilation, which actively responses to the tropical climate of Hainan. The seismic base isolation system is adopted due to safety requirement.

▼架空空间，elevated space ©是然建筑摄影，Schran Images

5. 围绕中庭的白色柱廊空间从某些角度看近似宗教性的纯粹而具有永恒感。为何会考虑在中学校园设置一个这样的公共空间？
The colonnade surrounding the central courtyard is finished in white, which looks pure and even sacred from some perspectives. What was the reason to create such a place for a senior high school?

学校应该有一个精神性空间，令人有敬畏之心。初中也一样，闹的时候尽情闹，该静的时候就得静下来，团结紧张，严肃活泼嘛。教学楼的中心庭院就是这样一个让人能静下来的空间。它是一个殿堂，或者神庙，以天为顶，十四米高的柱廊赋予了这个空间一定的纪念性。沿着纵向，位于尽端的塔的白墙，成为视线的汇集点。我设想这个空间可以举行典礼、户外演出、放电影等具有仪式感的活动。最初还在顶上设计了可伸缩的遮光膜，这样它可以变成一个可遮阴的半室内空间，但是因为预算问题后来没有实现。

Schools should have a spiritual space that inspires awe. Junior high schools are no excpetion. Play hard when it’s time to play, and be quiet when it’s time to calm down. The central courtyard in the teaching block acts like this type of space to allow people to calm down. It’s a palace, or a temple, with the sky as its ceiling. The fourteen-meter high colonnade endows the space with commemorative and monumental characteristics. Along the longitudinal direction, the white façade of a tower at the end becomes the focal point of sight. I envision that this space can hold some ceremonial events such as ceremonies, outdoor performances, movies, etc. A retractable shading membrane was designed above at the beginning, making the central courtyard a shaded semi-indoor space. However, it was not realized because of the budget.

▼白色柱廊围绕的中庭空间，courtyard enclosed by white colonnade ©是然建筑摄影，Schran Images

▼从走廊上可以看到中庭空间，the courtyard could be seen from the corridors ©是然建筑摄影，Schran Images

6. “光”在项目中扮演着怎样的角色？
What is the role of “light” in this project?

光为建筑刻划形体、诉说情绪，这里因为柱廊和后面的空间层次，光在这里演出很多不同的时刻，阴天时的弥漫，阳光下的冷暖交替，它丰富了空间的表情。

Light sculpts the form and expresses the emotions of a building. Because of the spatial hierarchy, which is created by the colonnade and the spaces behind, light performs in different ways. It diffuses on cloudy days, while its color alternates under the sun, enriching the spatial expression.

▼光帮助塑造建筑形体，light sculpts the form of the building ©华黎

7. 学校里没有明确界定功能的空间是根据哪些因素形成并链接的？水平方向上的布局和垂直方向上的层级划分是根据怎样的方法和准则来完成的？
For the spaces of which the functions are not clearly defined, what was the initial idea to create them and connected them to the other parts of the project? What were the method and criteria for defining the layout and hierarchical division in both horizontal and vertical level?

学校建筑如何设计是和学校的教育方式、学生的活动模式密切相关的。学生的主要活动就是上课及课外两种。我们研究过学生一天的作息表，几乎是军事化的日程，课外时间很少。课内主要就是教室，课外则是交通、公共空间等非教室部分。在目前这种应试教育体系下，教室的设计往往都是常规的，反倒是那些非教室部分成为设计的重点。这些课外空间最主要的意义就是去接纳学生的天性，例如逗留、交往、观望、嬉戏、游走、奔跑等等，所以走廊不仅仅是通过性的线性空间，而可以是附着有一个个节点，例如那些出挑的阳台，我们叫它“帮派空间”，可以容纳小群体的社交，而且通过立面上的错动，可以在不同楼层之间交流，这样就多一些机会认识其他年级的同学，在阳台上还可以观望中心庭院里的活动，犹如看台。

平面布局上从外到内分别是教室、走廊与活动空间、庭院，从规则向自由过渡，这样围绕庭院形成一个互相观望的关系。在剖面上，从14米高的柱廊的到两层通高的层间联系再到单层尺度的私密空间，对应于集体活动和个人活动的不同尺度，我希望多种尺度的空间可以很好地平衡集体与个体之间的关系。

▼学生一天的作息，activity patterns of the students

▼设计草图，design sketches

School design is closely related to the school’s teaching methodology and students’ activity patterns. Students have two main activities: having classes and extracurricular activities. We have studied the students’ daily schedule, which is almost militarized with little extracurricular time (Figure 1). Students take classes mainly in academic classrooms, and participate in extracurricular activities outside classrooms in circulation and public spaces. Under such an examination-oriented education system, classrooms are usually designed in the conventional ways. As a result, those spaces outside classrooms become the focus of design. The core of these non-academic spaces is to embrace students’ nature, as they love pondering, socializing, observing, playing, wandering, running, and so on. Therefore, the corridors are not only linear spaces for people to pass through, but also with nodes attached to them. For example, the interlaced cantilevered balconies, which we called as “gathering dens”, can accommodate social activities of small groups and allow visual connections in different floors, offering opportunities for social interaction between students of different grades. Furthermore, the balconies also serve as a place to spectate activities in the central courtyard.

From outside to inside of the plan layout, there are classrooms, corridors and leisure spaces, and courtyard respectively, transiting from “rules” to “freedom” and forming a mutual observation relationship around the central courtyard. In the section, from the fourteen-meter high colonnade to a double height connective space and single-floor private space, it corresponds to different scales of group and individual activities. I hope the multi-scaled spaces can help balance the relationship between the collective and individuals.

▼走廊旁的“帮派空间”，“gathering dens” along the corridors ©是然建筑摄影，Schran Images

▼开放自由的公共空间，open public space with freedom ©是然建筑摄影，Schran Images

8. 中心庭院东侧的“塔形空间”是整个校园中唯一色彩丰富的空间，您希望通过该空间为学生们营造一个怎样的场所？
The“tower space” on the east side seems to be the only space in the campus with rich colors. What kind of place do you expect to provide for the students here?

这个塔我们叫它“秘密之塔”，青春期有秘密，学校也应该有个秘密的地方。这个塔的色彩都在里面，外面想不到，进去有个惊喜。塔内部很幽暗，光从顶部以一种特殊的方式进入，与色彩共同作用营造出神秘的、戏剧性的甚至具有宗教性的氛围。我觉得学校应该有一个能够直击心灵、让人铭记的场所，成为这个学校的学生独特的记忆。

We call it “Secret Tower”. Adolescents have secrets, and schools also need to contain a place for secrets. The colors of the tower are only inside and can’t be seen from outside. One will be surprised upon entering. The interior of the tower is dark, and light enters from the top in a special way, creating a mysterious, dramatic or even religious atmosphere through the colorful interior walls. In my opinion, there should be a striking and memorable place as the students’ unique memory of the school.

▼彩色塔形空间与其他白色空间形成对比，the colorful tower contrast with the white spaces ©是然建筑摄影，Schran Images

▼色彩丰富的“秘密之塔”，”Secret Tower” with rich colors ©是然建筑摄影，Schran Images

9. 学校犹如一个属于孩子的微型城市。对于学生群体而言，建筑对他们有什么影响？一个有助于学生心灵成长、学会自我构建的理想校园应该具备哪些条件？在设计教育建筑方面，您还有哪些想分享的心得？

Schools are a micro-city that belongs to young persons. In which way do you think Architecture can influence the students? What are the primary requirements to build an ideal school campus that contributes to the growth and self-construction of students? Do you want to share some other experiences about educational project design?

在一个学校里日复一日地呆几年，度过一段青春期，建筑对人的影响是潜移默化的。一个理想的学校建筑应该有这么一些特点：一是足够大，大并不是规模要多大，而是足够丰富、足够复杂，足够包容人性的需要，有不同尺度、不同氛围的空间，有聚集的广场、私密的角落，有严肃紧张的、也有轻松快乐的场所。这也如同城市带给我们的意义，它应该包罗万象，在学校学习本来就是认识世界认识自己嘛。书本里是一个虚拟和想象的世界，校园则是身体所在的物质世界，如果它太贫瘠太规范，那它是不利于心灵成长的。二是足够自由，学校的公共空间应该是开放而连续的，而不是被墙和楼板这些壁垒分割的。所谓自由就是学生能感受到学校是属于他们的场所，他不是被控制和监管的、可以释放自己，也可以自我管理。例如教室走廊梅花状布置的阳台使得不同楼层之间（也即不同年级之间的）课间交往成为可能，而不是被传统楼层完全隔开。又例如坡道联系上下楼层使空间更为连续、使更多地视线交流和奔跑成为可能。三是足够有趣，空间应该是带给人想象力的、惊喜的，而不是循规蹈矩的。

▼连续的交通空间创造更多视线交流，continuous circulation space provides more visual connections ©是然建筑摄影，Schran Images

设计教育建筑更重要的，其实应该是与学校共同研究教育方式与建筑的关系，甚至是结合建筑去设计教育方式的可能性。例如教室的大小、可组合性、布局等等都与如何上课有关，只不过今天这一点很难触及。所以我认为设计一个好的学校不仅仅是个建筑问题，应该与一位好校长，与真正对教育用心的老师群体去合作研究。

▼教室设计草图，空间与教学方式结合，sketches of classrooms, corresponding with teaching methodology

As students spend years at school, including the period of adolescence, the architecture of the school has a long-term influence on them. An ideal school building should have the following characteristics: First, it should be large enough. It doesn’t mean the scale, but the content and variety to meet the users’ needs. It may have spaces in different scales and atmospheres, such as gathering squares or private corners, serious places or room for fun and relaxation. Just like a city, it should be all-inclusive. School is a place that helps you know the world and yourself better. Books contain a virtual and imaginary world, while the school is the real world that relates to students’ mental growth. Second, it should be free enough. Communal spaces in the school should be open and continuous, rather than being divided by walls and floor slabs. What I mean by free is that students can consider the school as their own territories where they are not controlled or monitored, they can release the real nature and be self- disciplined. For example, the plum blossom-shaped balconies along corridors allow social interaction between different floors (or different grades); the zigzag ramps serve as vertical circulation to ensure visual and physical continuity, making it possible for running and having more eye contacts. Third, it should be interesting enough. The spaces should stimulate imagination and surprise, instead of simply following the rules and regulations.

What is more important in designing educational buildings is to investigate the relationship between teaching methodology and architecture in collaboration with the school, or even to develop teaching methodology in combination with architectural design. For example, sizes of the classrooms, flexibility, layout, etc. are all related to teaching methodology. However, it is still hard to achieve nowadays. Therefore, to design a good school, I think it’s not only about architectural design, but also a collaborative work with the principal and teachers who are dedicated to education.

▼舞蹈教室，dance classroom ©是然建筑摄影，Schran Images

▼音乐教室，music classroom ©是然建筑摄影，Schran Images

▼美术教室，art classroom ©是然建筑摄影，Schran Images

10. 学校目前投入使用的状况如何？校方和学生的反馈如何？有哪些在您意料之外或者让您感到惊喜的反馈？
What is the current state of the school since it came into use? How did the students like their new school?Have you received any unexpected or surprising feedback?

学校从去年九月开始已投入使用一年多了。最近，我们对校内学生和老师展开了一个问卷调查，了解他们对学校建筑的感受，在回答中学生有这样一些描述——“魔幻……像迷宫一样，有很多意想不到的小空间”；“给人许多幻想，也给人强大的空间感”；“柱子交错，楼梯纵横，初一时还迷了次路呢”；“新奇，因为每天都可以发现一些偏僻的小道和隐蔽的建筑”；“楼道曲折，可以轻轻松松爬上三四楼，不像以前的学校，爬上三四楼已经很累了”，“不时刻被老师盯着”等等。关于秘密之塔——“心情不好时喜欢在塔形空间里站一会”；“在这可以思考人生”；最逗的是一个学生说：“建筑简洁干净的如同人们的心一样纯白，而那多彩塔形空间代表了纯白内心中的‘鬼点子’，乐趣十足”。从这些生动的描述里可以真切感受到空间与内心的对话，那些大台阶、阳台、坡道、外廊、塔等从不会出现在任务书里的空间成为了最受学生欢迎的场所，这个建筑在未来如果能够多培养一些心里的“鬼点子”，会变得更有意义。

The school has now been in use for more than one year since last September. Recently, we conducted a survey with the students and teachers of Haikou Huandao Middle school to find out how they feel about the school buildings. The students gave us the following descriptions: “Magical…like a maze, there are lots of unexpected spaces”; “It’s a place full of imaginations and also has a strong sense of space”; “The colonnade and staircases are staggered. I even got lost when I was a fresher”; “Novel, because you can find some side pathways and hidden buildings everyday”; “The zigzag ramps allow me to climb up to the third or fourth floor easily without effort. Unlike my previous school, which always made me feel exhausted to get to the upper floors”; “We are not getting stared by the teachers any more”, and so on. For the secret tower——“I prefer to stand inside the tower for a while when I’m in a bad mood”; “You can think about life here”. One of the most interesting answers is that one student said: “The building is as pure as people’s heart, and the colorful tower spaces represent the ‘tricks’ in the heart, which full of fun.” From these vivid descriptions, we can feel the dialogue between the spaces and the students’ mind. Programs that are not specified in design brief have become the most popular spaces for students, such as the grand staircase, balconies, ramps, verandah, tower, etc. It will be more meaningful if the school can cultivate more “tricks” in the heart in the future.

▼宿舍楼，dormitory building ©是然建筑摄影，Schran Images

▼食堂下沉广场，sunken square in front of the canteen ©是然建筑摄影，Schran Images

更多关于海口寰岛实验学校初中部

More about Haikou Huandao Middle School

海口寰岛实验学校初中部位于海南省海口市，设计需要容纳1200多名学生，并包括24个班级的教学教室、兴趣活动室、学生宿舍和食堂等。项目起始于思考学校如何成为学生心灵成长的场所，而非应试教育制度的机器。

由于场地位于市区内，周边的高层住宅建筑对场地形成了较强的包围感和压迫感。因此在平面布局上强调建筑的向内性，操场位于场地中心，教学楼与宿舍楼各位于场地南北两侧集中布置。教学楼内通过建筑体量对空间的划分，进而创造出一大一小两个庭院，形成丰富的校园空间层次与视线联系。

▼顶视图，top view of the project ©是然建筑摄影，Schran Images

Located in Haikou, Hainan, China, Haikou Huandao Middle school is designed to accommodate teaching classrooms, function classrooms, students’ dormitory and dining hall for more than 1200 students, 24 classes. The design initiated from thinking about how to create a nurturing environment that celebrates creativity and interaction rather than examination-oriented learning cultures.

As the site is situated in the city center, where surrounding high-rise residential buildings heighten a sense of encirclement and compression, the overall layout of the school emphasizes on an introverted nature of architecture. Playground is placed centrally, while the teaching block and dormitory building are located at South and North sides of the site respectively. Two courtyards within the teaching block, one big and one small, are formed through a complex interplay of different volumes, enriching spatial hierarchy and visual connections.

▼总平面图，site plan

基于场地局促的条件，教学楼与宿舍楼均底层架空以释放出更多的地面空间并使之连续。抬升至二层的教学楼中心庭院通过大台阶与操场相联系，既是休憩交流之所，又成为面向操场的看台。教学楼的常规教室分布于教学楼的东、南两侧，形成严肃有序的对外界面，兴趣教室则分别以独立体块面向庭院展开。其中美术教室利用弧形屋顶创造均匀稳定的用光环境，音乐和舞蹈教室采用了拱形吊顶以达到良好的声学效果。建筑形态同时又是对热带气候的积极回应：架空以遮风挡雨，柱廊强化自然通风。屋顶活动平台为学生提供了额外活动空间的同时，减少吸热并降低室内温度。

▼设计草图，底层架空并使地面空间连续，design sketches, elevated buildings create open up ground floor space

▼1比100教学楼剖面模型，1 to 100 teaching block section model

Due to site constraints, the teaching block and the dormitory building are elevated on pilotis to open up the ground floor spaces, which allows visual and physical continuity. The central courtyard of the teaching block is raised up to the second floor and is connected with the playground through a grand staircase. The grand staircase serves not only as a place for relaxation and communication, but also a grandstand for spectators. Classrooms face outward and are distributed orderly in the east and south part of the teaching block, whereas function classrooms are more inward-facing and act as independent volumes. Among the function classrooms, art classroom adopts a curved roof to ensure even and stable ambient lighting, while music and dance classrooms are under arched roofs that help to enhance acoustics. The architecture also actively responses to the local tropical climate: stilt floor provides shading and protection against wind and rain; colonnade facilitates natural ventilation; rooftop platform offers additional activity spaces for students, and at the same time, reduces heat absorption and lowers indoor temperature.

学生对校园空间的使用绝非仅仅在于教学场所，更在于那些没有明确界定功能的空间。从这个意义而言，学校即是一座城市，需要提供除上课外的多重日常体验。建筑因此寻求空间组织的丰富性，以期包容自发的活动和激发多样的事件，成为滋润自由的场所——中心庭院形成了具有内聚性的场地，成为集体活动的舞台；扩大的走廊形成了一系列突出、错动的半室外阳台，三两好友可在此互相张望；曲折多变的坡道与楼梯创造出富于变化的交流机会，联系竖向各层，青春的身影流连其间。

The ways students utilize campus are not only confined to the use of traditional classrooms, but also the inhabitation of undefined public spaces, which contributes to a huge part of education. In this sense, school is a miniature city, bringing various everyday experience to the students apart from attending classes. The design therefore seeks to create diversified and integrated spaces that promote active and spontaneous learning: the central courtyard acts as a cohesive area for outdoor group activities; widened corridor forms a series of interlaced semi-open balconies that allow small groups of friends to observe and contemplate; the zigzag ramps and stairs create more spaces for social interaction and also serve as vertical circulation.

▼错动的半室外空间草图，sketches of the interlaced semi-open balconies

此外，考虑到“体验”与“探索”也是青少年认知成长过程中的重要环节，设计在中心庭院东侧的尽端创造了一个充满趣味的塔形空间，抽象的白色高塔外部被水景环绕，内部以鲜明的色彩、竖向的空间尺度和奇妙的光线共同营造出充满想象力的体验。

Furthermore, a colorful tower-shaped space is placed at the eastern end of the central courtyard. The tower’s white and abstract façade is dramatically contrasted with the multiple scales of vertical geometry, colorful interiors and fascinating lighting variations, all of which create experience that embraces imagination and art.

▼1比100教学楼剖面模型，1 to 100 teaching block section model

结构上，由于寰岛特殊的地质条件，项目采用了特殊的隔震结构，教学楼建筑整体坐落于由数个隔震器支撑起的空腔上。发生地震时，隔震层底部的阻尼桩可以通过自身变形有效吸收地震能，使建筑主体结构形变量降至最小，充分保证结构的安全性。

Structurally, seismic base isolation system is adopted for earthquake resistance due to the special seismic geological conditions in Huandao. The teaching block is supported by a series of seismic isolators which are placed between the building and foundation. During earthquake, the damper underneath absorbs the vibration through elastic deformation, improving the seismic performance of structures and thus providing the building with strength and stiffness.

▼剖透视图，采用隔震结构，perspective section, the building was built with earthquake resistance structure

▼一层平面图，first floor plan

▼二层平面图，second floor plan

▼剖面图，sections

项目名称：海口寰岛实验学校初中部
业主：海南寰岛实业发展有限公司
项目地点：海南省海口市
项目功能：教学楼、多功能厅、办公室、学生宿舍、食堂等
设计单位：迹·建筑事务所（TAO）
主持建筑师：华黎
项目建筑师：沈丽君
设计团队：李若星、闫亚东、张晓骁、张锋、Luca Ronchi、郭聪、金龙强、田涛、梁卓嘉、谭笑、刘舟行、曹鹏飞、秦铭煊、盛智棋、魏鸣宇、梁国培、尹谦谦、曲悦、许钰、高兆佳
项目建筑师（后期服务）：闫亚东、陈瑗
结构工程师：马智刚、孙凯、赵晓雷
机电工程师：吕建军及kcalin卡林机电：李伟、周勇、李鑫、张安锋
施工单位：甘肃省第八建设集团有限责任公司
基地面积：14108平方米
建筑面积：19020平方米
结构形式：钢筋混凝土框架
设计时间：2014-2016
施工时间：2016-2018
摄影：是然建筑设计（除标注外）

Project title: Huandao Middle School, Haikou
Client: Hainan Huandao Industrial Development CO. Ltd.
Location: Haikou, Hainan, China
Program: classroom, multi-purpose rooms, office, student dormitory, dining hall, etc.
Architect: HUA Li / TAO (Trace Architecture Office)
Design team: SHEN Lijun, LI Ruoxing, YAN Yadong, ZHANG Xiaoxiao, ZHANG Feng, Luca Ronchi, GUO Cong, JIN Longqiang, TIAN Tao, LIANG Zhuojia, TAN Xiao, LIU Zhouxing, CAO Pengfei, QIN Mingxuan, SHENG Zhiqi, WEI Mingyu, LIANG Guopei, YIN Qianqian, QU Yue, XU Yu, GAO Zhaojia, CHEN Yuan
Structural engineer: MA Zhigang, SUN Kai, ZHAO Xiaolei
MEP engineer: LV Jianjun and Kcalin design group MEP engineer: LI Wei, ZHOU Yong, LI Xin, ZHANG Anfeng
General contractor: Gansu Eighth Construction Group Co., Ltd.
Site area: 14108 sq. m.
Floor area: 19020 sq. m.
Structural system: Reinforced concrete frame structure
Design: 2014-2016
Construction: 2016-2018
Photographer: Schran Images (except as otherwise noted)