打開www.RENEWAL-ZONE.com了解更多

雷吉奧學(xué)校的設(shè)計理念基于建筑環(huán)境對兒童探索鉆研的渴望的激發(fā)作用。通過這種方式，建筑被構(gòu)思為一個復(fù)雜的生態(tài)體系，讓學(xué)生們能夠通過自我驅(qū)動的集體實驗來主導(dǎo)適合自身的教育模式，這遵循了意大利雷吉奧內(nèi)爾艾米利亞市的Loris Malaguzzi及一些父母提出的教育理念，致力于增強(qiáng)兒童應(yīng)對變化和挑戰(zhàn)的能力與潛力。

建筑的設(shè)計、建造和使用旨在超越可持續(xù)性的范式，將生態(tài)學(xué)作為設(shè)計方法，環(huán)境的影響、多物種的集合、材料的調(diào)動、集體管理和教學(xué)理念均貫穿其中。

Photography: José Hevia

為了避免同質(zhì)化和統(tǒng)一教條，學(xué)校建筑致力于成為一個多重宇宙，在這里多層次的復(fù)合教育環(huán)境都可被閱讀和體驗。建筑成為了多樣化的氣候、生態(tài)系統(tǒng)、建筑傳統(tǒng)和法規(guī)的集合體。建筑在垂直方向展開，地面層與地形結(jié)合設(shè)計，用于低年級教室。上方樓層里是中年級的學(xué)生空間，這里還設(shè)置了回收水源和土壤池，在溫室結(jié)構(gòu)中灌溉供養(yǎng)的室內(nèi)花園一直延伸至最高層。高年級教室環(huán)繞這座室內(nèi)花園展開，仿佛一座小型村落。這種分布形式意味著一個持續(xù)成長的過程，可以轉(zhuǎn)譯為學(xué)生與同齡人在自行探索學(xué)校生態(tài)系統(tǒng)的能力的不斷增強(qiáng)。

Photography: José Hevia

Photography: José Hevia

二層作為正式化的大型空間，通過景觀拱門向周圍的生態(tài)系統(tǒng)開放，這里也是學(xué)校主要的聚會廣場。在這里，建筑鼓勵師生參與到學(xué)校的管理之中，并與周圍的景觀和地域展開互動。這處5000平方英尺的中心區(qū)域，高度超26英尺，被視為一個世界性的集會；空氣在鄰近鄉(xiāng)村的圣櫟樹調(diào)節(jié)下，流動穿梭于這處半封閉空間。專供昆蟲、蝴蝶、鳥類和蝙蝠等生物棲息的小花園，由生態(tài)學(xué)家和土壤學(xué)家共同設(shè)計。在這里，既可以開展鍛煉等日?；顒?，也可以探討學(xué)校作為社區(qū)的運作方式以及與臨近的溪流和田地如何建立連接。最終，這層空間成為了超出人類種群的峰會運作空間，師生可以于此感受并適應(yīng)所在的生態(tài)系統(tǒng)。

Photography: José Hevia

建筑通常將機(jī)電暖通系統(tǒng)隱藏起來，這一項目采取另一種方案，將所有的設(shè)備展現(xiàn)出來，為學(xué)生們提供了解建筑如何運轉(zhuǎn)的機(jī)會，探詢他們的身體和社交活動如何依賴于水、能源和空氣的循環(huán)流通。這座建筑坦率地讓管道、導(dǎo)管、電線和格柵成為了視覺和材料生態(tài)系統(tǒng)的一部分。

Photography: José Hevia

在南歐的背景下，只有預(yù)算高的企業(yè)或政府推廣建筑采用高科技的可持續(xù)解決方案。為了減少環(huán)境足跡，項目的低預(yù)算策略基于以下設(shè)計原則制定：

一、豎向開發(fā)減少占地面積：雷吉奧學(xué)校沒有像90%的學(xué)校設(shè)計一樣采取平鋪的建造布局，是一座緊湊的豎向建筑。這一設(shè)計決策最大限度地減少了建筑占地面積，優(yōu)化了建筑對于地基的整體需求，并從根本上降低了立面比例。

Photography: José Hevia

二、減少建設(shè)工程量：這座建筑沒有覆層、吊頂、抬升的技術(shù)樓層、墻襯以及通風(fēng)立面，僅采用簡單的策略或以隔熱和機(jī)械系統(tǒng)的分布來替換大部分的結(jié)構(gòu)，從而將使用材料總量減少了48%，最終呈現(xiàn)出這座裸露的建筑。運行系統(tǒng)未經(jīng)修飾的視覺效果，定義出了獨特的建筑美學(xué)。

三、鮮活的厚圍護(hù)保溫結(jié)構(gòu)：軟木圍護(hù)結(jié)構(gòu)既能夠達(dá)到保溫效果，也支撐了人類以外的物種生存。80%的圍護(hù)結(jié)構(gòu)外部均覆蓋著14.2厘米厚、密度約9700千克/立方米的厚實軟木。這種自然化的解決方案由OFFPOLINN為項目度身打造，用在建筑外部垂直和傾斜的部分，保溫效果遠(yuǎn)超馬德里當(dāng)?shù)氐囊?guī)定標(biāo)準(zhǔn)，甚至達(dá)到了指標(biāo)的兩倍，即R-23.52。這種被動方式減少了內(nèi)部供暖所需的50%能耗。除此之外，軟木的不規(guī)則表面能夠積聚有機(jī)物質(zhì)，最終建筑的圍護(hù)結(jié)構(gòu)將成為多種微生物真菌、植物和動物的棲息地。

Photography: José Hevia

四、更多思考，更少材料：在研究者兼結(jié)構(gòu)工程師Iago González Quelle的主導(dǎo)下，設(shè)計團(tuán)隊確立了建筑結(jié)構(gòu)的造型、分析和尺寸，從而讓承重墻的厚度平均減少了150毫米以上。總體而言，這意味著建筑結(jié)構(gòu)的隱含能耗減少了33%。

Photography: José Hevia

Andrés Jaque / Office for Political Innovation作為一家國際性的建筑事務(wù)所，從事設(shè)計、研究和重要的身體—環(huán)境實踐的融合性工作，在紐約和馬德里設(shè)有辦公室。事務(wù)所曾獲得弗雷德里克基斯勒建筑與藝術(shù)獎、第14屆威尼斯雙年展——最佳研究項目銀獅獎，以及迪奧尼西奧埃爾南德斯吉爾獎。OFFPOLINN的作品被當(dāng)代藝術(shù)博物館、芝加哥藝術(shù)學(xué)院等眾多機(jī)構(gòu)收藏。

Andrés Jaque是哥倫比亞大學(xué)建筑、規(guī)劃和保護(hù)研究生院的院長及教授，并一直在普林斯頓大學(xué)和庫珀聯(lián)盟擔(dān)任客座教授。他的著作包括 Superpowers of Scale (2020)、Mies y la gata Niebla：Ensayos sobre arquitectura y cosmopolítica (2019)、More-Than-Human（與 Marina Otero 和 Lucia Pietroiusti 合作）(2020)、Transmaterial Politics (2017)、Calculable (2016) 和 PHANTOM，Mies as Rendered Society (2013) 等。

Photography: José Hevia

The design of Reggio School is based on the idea that architectural environments can arouse in children a desire for exploration and inquiry. In this way the building is thought of as a complex ecosystem that makes it possible for students to direct their own education through a process of self-driven collective experimentation— following pedagogical ideas that Loris Malaguzzi and parents in the Italian city of Reggio nell’Emilia developed to empwer children’s capacity to deal with unpredictable challenges and potentials.

The design, construction and use of this building is intended to exceed the paradigm of sustainability to engage with ecology as an approach where environmental impact, more-than-human alliances, material mobilization, collective governance and pedagogies intersect through architecture.

Photography: José Hevia

Avoiding homogenization and unified standards, the architecture of the school aims to become a multiverse where the layered complexity of the environment becomes readable and experiential. It operates as an assemblage of different climates, ecosystems, architectural traditions, and regulations. Its vertical progression begins with a ground floor engaged with the terrain, where classrooms for younger students are placed. Stacked on top of this, the higher levels are where students in intermediate classes coexist with reclaimed water and soil tanks that nourish an indoor garden reaching the uppermost levels under a greenhouse structure.

Classrooms for older students are organized around this inner garden, as in a small village. This distribution of uses implies an ongoing maturity process that is translated into the growing capacity of students to explore the school ecosystem on their own and with their peers.

Photography: José Hevia

The second floor, formalized as a large void opened through landscape-scale arches to the surrounding ecosystems, is conceived as the school's main social plaza. Here the architecture encourages teachers and students to participate in school government and to interact with the surrounding landscapes and territories. This 5,000 square-feet central area is over 26-feet high and conceived of as a cosmopolitical agora; a semi-enclosed space crisscrossed by the air tempered by the holm oak trees from the neighboring countryside. A network of ecologists and edaphologists designed small gardens specifically made to host and nurture communities of insects, butterflies, birds and bats. Here, mundane activities like exercising coexist with discussions about how the school is run as a community and what is the way to relate to the neighboring streams and fields. Ultimately, this floor operates as a more-than-human summiting chamber where students and teachers can sense and attune to the ecosystems they are part of.

Photography: José Hevia

As an alternative to architecture's common efforts to hide mechanical systems, here all services are kept visible, so that the flows that keep the building active become an opportunity for students to interrogate how their bodies and social interactions depend on water, energy, and air exchanges and circulations. The building unapologetically allows pipes, conduits, wires and grilles to become part of its visual and material ecosystem.

Photography: José Hevia

In the context of Southern Europe, where high-tech sustainable solutions are only available to high-budgeted, corporate or state-promoted buildings, this building

develops a low budget strategy to reduce its environmental footprint based on the following design principles:

?

1. Verticality to reduce land occupation.?Instead of opting for a horizontally- expanding land-occupation – as is the case for 90% of school designs – Reggio School is a compact vertical building. This design decision minimizes the building's footprint, optimizes the overall need for foundations, and radically reduces its fa?ade rate.

2. Radical reduction of the construction.?No claddings, no drop ceilings, no raised technical floors, no wall lining, no ventilated fa?ades are used in this building. The overall amount of material used in the facades, roofs and interior partitions of the building has been reduced by 48% just by replacing a big part of the construction by simple strategies or thermal insulation and mechanical systems distribution. The result presents a naked building where the non-edited visibility of its operating components defines its aesthetics.

3. A thick wrapping of living isolation.?Cork wrapping as both thermal isolation and support to more-than-human life. 80% of the envelope of the building is externally covered by a 14.2 cm of projected 9,700 Kg/m3 dense cork. This natural solution, specifically developed by the Office for Political Innovation for this project, is used both in vertical and pitch parts of the building's external volume to provide a thermal isolation of R-23.52, double that what Madrid's regulations require. This adds to the passive 50% reduction of consumed energy when heating of the school's interiors. Beyond this, the irregular surface of the cork projection is designed to allow organic material to accumulate, so that the envelope of the building will eventually become the habitat of numerous forms of microbiological fungi, vegetal and animal life.

4. More thinking, less material.?Led by researcher and structural engineer Iago González Quelle, the team has shaped, analyzed and dimensioned the building's structure so that the thickness of loading walls can be reduced an average of more than 150 mm compared to conventional reinforced concrete structures. Overall, this implied a 33% reduction in the embedded energy of the building's structure.

Andrés Jaque / Office for Political Innovation?(OFFPOLINN) is an international architectural practice, based in New York and Madrid, working at the intersection of design, research, and critical body-environmental practices. They have been awarded with the Frederick Kiesler Prize for the Architecture and the Arts, the SILVER LION for Best Research Project at the 14th Venice Biennale, and the Dionisio Hernández Gil Award. OFFPOLINN's work is part of the collections of MoMA and the Art Institute of Chicago, among many others.

Andrés Jaque?is Dean and Professor of Columbia University Graduate School of Architecture, Planning and Preservation. He has been visiting professor at Princeton University and the Cooper Union. His books include Superpowers of Scale (2020), Mies y la gata Niebla: Ensayos sobre arquitectura y cosmopolítica (2019), More- Than-Human (with Marina Otero and Lucia Pietroiusti) (2020), Transmaterial Politics (2017), Calculable (2016), and PHANTOM, Mies as Rendered Society (2013), among others.

Reggio School

Calle San Enrique de Ossó, 48. El Encinar de los Reyes, 28055 Madrid 59,158.45 sq. ft.

Architects

Andrés Jaque / Office for Political Innovation

Team

Roberto González García, Luis González Cabrera, Alberto Heras, Ismael Medina Manzano, Jesús Meseguer Cortés, Paola Pardo-Castillo, Rajvi Anandpara, Juan David Barreto, Inês Barros, Ludovica Battista, Shubhankar Bhajekar, Elise Durand, Drishti Gandhi, Maria Karagianni, Bansi Mehta, Alessandro Peja, Meeerati Rana, Mishti Shah, Saumil Shanghavi

Structural Engineering

Iago González Quelle, Víctor García Rabadán (Qube Ingeniería de Estructuras)

Services Engineering

Juan Antonio Posadas (JG Ingenieros)

Quantity Survey (Project)

Javier González Nieto, Javier Mach Cestero (Dirtec Arquitectos Técnicos)

Ecology and Edaphology

Jorge Basarrate, álvaro Mingo (Mingobasarrate)

Project Management

ángel David Moreno Casero, Carlos Pe?alver álvarez, Almudena Antón Vélez

Photography

José Hevia

·? END? ·