Ted Ankara College by Uygur Architects

Interpretation and projection of city simulation in a campus plan

Project Specs

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Appreciation towards Uygur Architects for providing the following description:

TED安卡拉学院拥有70年的悠久历史,每年为国家培养6000多名优秀人才。尽管场地内的开放空间较为紧张,但其所处的得天独厚的地理位置使学院与城市紧密相连。1998年,Uygur Architects事务所以杰出的规划设计策略从TED安卡拉学院全国竞赛中脱颖而出,并成为最终的赢家。

Ted Ankara College, giving education to 6000 students per year for 70 years, used to have a strong relation with the city thanks to its location, though with a lack of open spaces. In 1998 a national competition was held and the first prize winner project stood out with its prominent strategy for this large scale organization.

▼园区远眺,viewing the campus from distance © Cemal Emden

▼俯瞰校园,aerial view of the college © Cemal Emden

项目旨在为校园营造出更多的开放空间,同时加强社会生活与教育的联系。设计的核心原则之一,即,通过丰富的室内与室外公共空间的结合,使校园迎合当代教育理念。在本项目中,学校成为城市的缩影,城市生活则成为教育系统的框架,大量的公共场所将教育与实践相结合。

The project aims to increase the amount of open spaces while intensifying the social life-education relation. As a significant design principle, contemporary education is adopted by composing various indoor and outdoor common spaces. The main theme is interpretation and projection of city simulation in a campus plan. City life is considered as the main educational framework by providing numerous common places where education comes into the practice.

▼建筑概览,overall of the architecture © Cemal Emden

▼简洁有力的建筑形式,Simple and powerful architectural form © Cemal Emden

▼砖材、玻璃与混凝土的结合,Combination of brick, glass and concrete © Cemal Emden

▼建筑外立面细部,details of the appearance © Cemal Emden

传统的教室不再是一个个被分隔的房间,而是变身为“工作室”,而周围的环境则被称为“城市”,建筑群与环境共同组成了全新的TED安卡拉学院校园。校园拥有街道、广场和社会设施,宛如一个小型城市,模拟出城市生活系统。在这些公共空间中,除了传统式的书本教育外,更是引入了先进的互动式教育模式。混乱的“城市”生活,错综复杂的功能,流动的人群与活动,创造了一种共同作用的校园“城市”文化。

The classrooms are defined as “ateliers” instead of being compartmented rooms, while the surrounding environment is called “city” .Thus the whole compound is called campus. The campus, with its streets, squares and social facilities, builds and composes the simulation of a city. The literal education is performed in these common spaces and an interactive educational place is constructed hereby. The chaotic city life, the intertangled functions and the fluidity and dynamism of human movement create a coaction resulted in the city culture.

▼校园北侧入口广场,Campus north entrance square © Cemal Emden

▼震撼的尺度与雕塑感,impressive scale and sculptural feeling © Cemal Emden

在整个设计过程中,建筑师十分注重空间的流动性和动态性,旨在模拟出城市关系的框架与文化系统。因此,建筑单元之间有机组合,自然形成丰富的内部联系,进而发展出独特的文化生活。另一个角度来说,建筑群即城市中的社区,而开放空间则如同广场。在这里封闭或开放的空间中,学生们自发组织起聚会与交流,相互理解互助学习,尽情抒发他们对当代教育的理解。

During the whole design process, the aim is to generate spatial fluidity and dynamism to simulate urban relations’ framework and culture. There are opportunities provided for and among building units to shape their own internal relations and culture. The building groups act as neighbourhoods of the city while the open spaces are the squares. The open and enclosed spaces are the gathering and meeting zones that help learning from each other with the understanding of contemporary

education.

▼建筑构造延伸成广场上的城市家具,The structure extends into the urban furniture of the square © Cemal Emden

▼多种多样的室外公共活动空间,A variety of outdoor public activity space © Cemal Emden

▼庭院使建筑单元之间形成独特的内部联系,The courtyard creates a unique internal connection between the building units © Cemal Emden

▼过道,path © Cemal Emden

校园的步行系统围绕一条内街组织起来,内街四周分支出通往不同功能单元的水平以及垂直交通空间。内街中设有食品、体育、办公、实验、教育、会议,表演等多种不同功能的空间单元。此外,在小学一年级和五年级教室之间,内街的尺寸产生变化,形成中庭,为学生们提供了更过活动空间。

The pedestrian level of the campus consists of inner streets that leads to the vertical and horizontal walking routes. The inner streets are equipped with the food, sports, office, laboratory, education, conference and performing units. In the primary school section between 1st and 5th grade classrooms, these streets appear to be atriums.

▼内街概览,overall of the inner streets © Cemal Emden

▼步行系统围绕内街组织起来, inner streets that leads to the vertical and horizontal walking routes © Cemal Emden

▼由二层看内街,viewing the inner street from upper floor © Cemal Emden

建筑不是校园的全部,而是教育的辅助元素,因此,采用了原始天然的材料,并以简约的姿态呈现在人们眼前。在建筑设计中,空间体验排在首位,旨在保持空间中的活力与想象力。活力源泉之一来自时间与光线的变化,穿过窗口的光线在室内柔和地扩散开来,在墙面上形成投影与反射,宛如一场神秘的光影游戏。在自然界中,光甚至可以调节生命的过程,对人类的精神状态有着深远的影响。

As an education-supporting element of the campus, all the materials used in the construction are used raw, therefore exhibited in a simple format. The conception that claims the feelings always come first in architecture, keeps the imagination alive. The light and time relation creates a dynamism that keeps the penetrating light’s mysterious diffusion inside with its effect on surfaces as a play of reflection and shadows. Since light regulates even the processes of life, it has a profound effect on our state of mind.

▼与内街相连的食堂,The canteen adjoining the inner street © Cemal Emden

▼与内街相连的游泳馆,The swimming pool connected to the inner street © Cemal Emden

▼打破了传统的教室模式,It breaks the traditional classroom model © Cemal Emden

▼开放且富有艺术活力的教学空间,Open and full of artistic vitality of the teaching space © Cemal Emden

▼墙壁上的光影游戏,
game of light and shadow on the wall © Cemal Emden

所有的砖块、木材、管道和电缆都裸露在外,作为教育元素之一,引导学生去感知不同空间之间的区别。建筑主体采用了原始的混凝土材质,这种材质不仅与其他材质肌理相互兼容,同时具有良好的可塑性、耐用性,良好的老化性以及经得起时间考验的坚固性与耐用性。

All the bricks, woods, pipes, cables are left naked and kept on the front as elements of the education. This nakedness provides an opportunity for the users to perceive the distinction between different spaces. The predominantly used raw concrete plays a significant role with its dignified compatibility with other materials, while it is also shapeable, durable, well-ageing and stands against time with its robustness.

▼建筑主体采用了原始的混凝土材质,The predominantly used raw concrete plays a significant role © Cemal Emden

▼混凝土天花板与天窗细部,Concrete ceiling and skylight details © Cemal Emden

▼平面图,plan © Uygur Architects

Project size:140000 m2
Completion date:2005
Building levels:3
Architect:Uygur Architects
Photo credit:Cemal Emden

More: Uygur Architects     更多关于他们:Uygur Architects on gooood

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