Luther College Middle School by Cox Architecture

The infinite possibilities of education spaces

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非常感谢 Cox Architecture 予gooood分享以下内容。更多关于他们:Cox Architecture on gooood.
Appreciations towards Cox Architecture for providing the following description:

路德学院中学部的改建项目在设计中贯彻了该学校现代的教学方法。多样化的教育环境改善了学生们的学习体验,让他们将关注的重点放在学习的内容、方式、时间、地点和对象上。改建后的空间和全新的景观不仅可以满足多种教育形式的需求,更能确保学生在教育活动里的核心地位。通过改造现有的学校环境,将学生们的学习过程和学习成果完全展现在人们的视野之中。这不仅是对学生们的学习态度和成果的认可和赞扬,更能激发整个学生群体对学习的兴趣,从而参与进各种教育活动中。

建筑师通过材料,在新设计和原空间之间实现了一种互补的平衡。在坚固的混凝土地板、定制的木制座椅和醒目的板条元素的辅助下,色彩和材料限定出一系列教育空间。设计优化了各空间在功能上的联系,创造出一种通透性和连续性,从而不仅形成了一系列自由的交通流线,更为各种活动提供了适应性空间。本项目是当代学习环境的典范,它通过设置各种类型和规模大小的空间环境,一方面能够激励学生们更好地学习,另一方面也有助于培养学生们健康的社会行为。值得一提的是,本项目最近荣获了2019年澳大利亚木材设计奖——最佳胶合板类木制空间奖(2019 Australian Timber Design Awards – Excellence in Timber Products, Veneer Category)。

The redevelopment of Luther College’s Middle School has been designed to support the school’s approach to contemporary pedagogy. The diverse range of educational environments enhance student education processes; addressing what, how, when, where and with whom they learn. The refurbished spaces and new learning landscapes invite varied forms of use where individual students are placed at the centre of learning. This re-imagining of the existing school environment has allowed the process and outcomes of education to be ‘on show,’ celebrating effort and achievement whilst simultaneously provoking interest and participation among the entire student cohort.

The project’s materiality achieves a complementary balance between the new design and the original building. Selective interventions of colour and material denote a variety of pedagogical spaces, while being complemented by robust concrete flooring, bespoke timber seating and striking batten elements. The design optimises functional connections between spaces, and creates transparency, enabling various types of activity and freedom of movement. The project exemplifies contemporary learning environments, comprising a rich palette of spatial settings across a range of type and size, specifically designed to aid learning and support healthy social behaviour. The project recently won the 2019 Australian Timber Design Awards – Excellence in Timber Products, Veneer Category.

▼室内空间一览,overview of the interior school

 

教室的设置和学习环境的构建 | Explain the Classroom and Learning Types

在教室的设置上,路德学院通过更加活跃的协作式空间,创造出一系列能够适应各种教学模式的、极具参与感的教育环境。通过这种设计方法,教室不再是传统意义上按部就班地进行授课的地方了,而是一个灵活的空间。老师和学生们可以根据当下乃至是未来的需求来合理使用教室空间。

具体来讲,教室可以通过以下这些具体的方式来增强其流动性和互动性:
• 个体的差异导致每个人对空间的需求和喜好都各不相同。因此教室必须具有较强的适应性,这样才能最大程度地激发每个学生的学习热情,并为他们提供合适的学习空间。
• 教室必须具有较强的灵活性,以便于老师和学生根据实际需求来改变空间的布局,从而创造出更多能够适应不同教学模式和学习方法的教育空间。这些空间包含但不局限于:演讲汇报空间、研讨空间、个人学习空间、小组学习空间、以解决问题为目标的互动式学习讨论空间、以及一系列与技术相关的学习空间等。
• 各教育空间之间必须具有良好的视觉通透性和连续性,从而激发学生们在学习活动上的好奇心。
• 增加教室与其他非正式活动空间之间在功能上的连续性,尽量模糊空间的边界,从而扩大学生的活动空间,并为其他教育活动的开展和其他教学方式的提出提供可能性。

Luther College’s suite of enhanced classroom types support an expanding range of teaching and learning modes by enabling more active, collaborative, and engaged approaches to be readily implemented. In this manner, the “classroom” is conceived as a technology or device to be utilised according to the demands of a developing and expanding curriculum program, the requirements of a particular teacher, or the needs of students, rather than as a passive, neutral setting for scheduled classes.

In particular the classrooms enable increased physical movement and interaction by spaces:
• Engage and stimulate students through a design approach that acknowledges the need for a variety of spatial types to address individual differences and personal preferences amongst student cohorts.
• Vary in their configuration and functionality to provide a greater range of possible teaching modes and learning approaches. These spaces can collectively support presentations, seminars, individual and small-group tasks, active, collaborative and problem based approaches, and technology enabled learning.
• Promote transparency into and between spaces to generate curiosity about student learning activity.
• Provide functional links to adjacent informal settings, extending the physical boundaries within which students can operate and provide complementary opportunities for other ways of working.

▼室内空间,具有良好的通透性和连续性,interior view of the middle school with good transparency and continuity

 

想象空间 | What’s the ‘Imagination Space’

无论是上课期间内、还是课后活动或自习期间内,学生们都可以在位于二层的信息共享区活动。在这里,他们既可以读书,也可以自我探索,既可以进行创造,也可以彼此交流。更为重要的是,通过这些活动他们可以学到一些课堂书本之外的东西。这个信息共享区通过提供各种空间和技术来鼓励学生之间的协作和互动,从而不仅增强了学生们对校园的归属感并为潜在活动的开展提供了可能性,更有助于学习成果的取得。

A visit to level 1’s information commons during a class or non-class time on any day will reveal it as the place where students can spend time learning outside the classroom by reading, exploring, creating, and communicating. It is a space that develops community ownership, nurturing potential activities above by providing content in a variety of formats, technologies, and spaces (physical and virtual) built to encourage collaboration and interaction within a support structure that enhances learning outcomes.

 

辅助学习空间 | Explain the Additional Learning Spaces

建筑中央位置的共享空间成为了中学的新社交中心。该中心与原有的中庭空间和其他扩展区一道,打造出一个极具动态感的、充满活力的社交场所。这个全新的公共空间贯穿了整个学校建筑,不仅丰富了学生的学习体验,同时也反映了设计者对社区空间和非正式社交环境的思考。

A centralised community hub space generates a new social heart for the middle school. This provides a dynamic and socially vibrant collection of places and settings with the building’s existing atrium area and extended areas beyond. This constructed public realm defines, enhances and begins to bind and orient the student experience and journey through the building’s interior. The design concept reflects ideas about community space as well as informal social environments.

▼空间局部,建筑中央位置的共享空间成为了中学的新社交中心,partial interior view, a centralised community hub space generates a new social heart for the middle school

▼新社交中心与原有的中庭空间和其他扩展区一道,打造出一个极具动态感的、充满活力的社交场所,the new social heart provides a dynamic and socially vibrant collection of places and settings with the building’s existing atrium area and extended areas beyond

 

主要材料 | Key products used:

本项目在材料的选择和使用位置分布上围绕着以下两条设计策略:
• 在保证新老空间中新旧材料的平衡的前提下,突出新材料。
• 利用颜色和材料来限定或表示不同的教学环境。设计团队认为,适当的材料和颜色可以提供一种景观式的学习环境,从而改善学生们的学习体验。

此外,本项目中还使用了橡胶地板和木制座椅。通透的立面提高了空间在视觉上的联系性和渗透性,从而将学习过程展现在人们的视野中。木板条构成的虚实有致的隔墙则定义了全新的学习空间。

The design strategy for material selection and distribution within the Middle School Enhancement Project revolved around:
• Balancing the contrast of the new design intervention whilst remaining complementary and sympathetic to the existing material conditions.
• Selective interventions of colour and material denote different pedagogy conditions. Incorporating appropriate materials and colours enhances the experience of the new ‘Learning Landscape’.

Rubber flooring. Timber Seating. Glazed Working Environments to increase transparency and showcase learning. Timber Batten Soffit and Screening (Used to define the new ‘learning terrain’).

▼空间局部,木板条构成的虚实有致的隔墙提高了空间在视觉上的联系性和渗透性,partial interior view, the timber batten soffit and screening increase transparency and showcase learning

Project size: 5000 m2
Project Budget: $8000000
Completion date: 2018
Project team: Cox Architecture

More: Cox Architecture        更多关于他们:Cox Architecture on gooood.

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