This newly built campus is situated in the new urban area of Jining, the hometown of Confucius and Mencius. It is built for a super-large-scale boarding school which accommodates 9,000 children from kindergarten to high school—a neighborhood completely composed of children. From the very beginning, the design team has to face the challenges both of dealing with a life-style campus in the context of traditional ethics culture, and creating a friendly environment full of imagination in the large-scale texture of a new urban area.
▼学校整体鸟瞰，campus aerial view
容纳多样化行为模式的巨大容器 | Container for diverse behavior
The site is divided into two blocks, north and south, by two T-shaped roads. According to the stage of youth’s development and age identity, the larger block on the north is planned to settle a secondary school, while a primary school and a kindergarten are placed on the southern block. The entrances of both blocks are oriented towards the branch road in planning to avoid the adverse effects of urban expressways. Then, according to the physical conditions such as lighting and ventilation, each teaching unit is laid out reasonably and systematic efficiently.
▼初中部教学综合楼，middle school complex
▼高中部教学楼，senior high school department
▼小学综合楼，primary school complex
The ideal community campus should respond to the spatial needs of both the city and the user. According to the design, the campus should be in dialogue with the urban built environment in different aspects such as form and scale, and share the public facilities with the city. For the user, children’s daily activities such as reading, thinking, running, quarreling, fantasy, etc., can appeal to the open, complex, and multi-dimensional space experience.
“类型化”的核心校园空间序列 | Typological design of the core spatial sequence
The care of children’s diverse behaviors is ultimately reflected in the typological design of the campus spatial sequence. The various spatial activities are processed as three types: necessity activities, spontaneous activities, and social activities, while the latter two are the focus of design. The three theme of ceremony, poetry, and wilding constitute the central spatial cues of the campus spatial sequence.
▼小学部与中学部鸟瞰，aerial view of the primary school and middle school department
The teaching building of the secondary school is designed based on an asymmetric volume which encloses the framework of the “ceremony” space at the entrance square. The neat array of ginkgo trees is used to explain the traditional ethics in a “softer” way rather than a straightforward preaching. A transitional space that retreats from the floor is contained in the building, leading the children, with a peaceful attitude, to experience spontaneously. And then, the various public activities occurring here are also given different meanings.
▼初中部主入口，main entrance of middle school department
▼初中部综合教学楼，teaching building of middle school
▼初中部教学综合楼室内空间，interior view of middle school teaching building
▼艺体中心鸟瞰，aerial view of art and sports centre
▼体育馆内部，gym interior view
The theme of space between the teaching buildings is defined as “poetry.” The continuous volume of the building corresponding to the city scale is digested here. Several boxes are freely scattered on the waterside, maintaining the necessary functional association with the main body of the building through the overhead corridors and platforms. The “empty” composed of natural elements and the “substance” which is not absolutely apparent stimulate the children’s imagination of life on both the physical and conscious level.
▼两个教学区之间的叙事空间，the narrative space between two teaching buildings
▼从景观庭院望向高中部，view from the landscaped courtyard
▼在校园里奔跑、玩耍的学生们，students running and playing in the campus
The theme of the last space is wilding. It is the way in which life and the environment are initially intertwined. The grass, the tree, the flower, the leaf, the insect and the fish all play the role of a narrator on the path of the children going to school. The two parts of living and teaching areas are silently integrated. The form of “rules” is concealed and replaced by childhood memories that can be perceived.
▼“野趣”的生活区景观，the natural landscape of the living area
多维度的弹性成长空间 | Growth space of multi-dimensional
In order to make the buildings more intimate and comfortable, so that children are more likely to experience the space spontaneously, the architect embed a large number of platforms, corridors and bridges into the campus. The huge campus neighborhood is linked as a system potentially, where children’s daily walks can be kept away from the effects of bad weather. Some large building volumes that are beyond the physical and mental dimensions of children are also being subdivided .
▼设计中加入了大量的室外平台、廊道以及桥等元素，a large number of platforms, corridors and bridges were integrated to the campus
The cultural symbols of the hometown of Confucius and Mencius and the physical scale of the new urban area define the initial boundary conditions of the design. Fortunately, the interpretation of the views on education of child-orientation leads the designers to the starting of dealing with the contradictions— that positive care for people is always a basic path to solving complex problems.
▼门廊光影，light and shadow of the porch
▼1#楼一层平面图，plan level 1 of building 1#
▼2#楼一层平面图，plan level 1 of building 2#
▼1#楼立面图和剖面图，elevation and section of building 1#