彼得豪斯中学梅格黑学习资源中心
Megahey Learning Resource Centre, Peterhouse (PH) School
2018-07-03 18:09:48    | keywords: 教育  建筑  传统  现代  图书馆 
彼得豪斯中学梅格黑学习资源中心
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Courtesy of Architectural and Planning Studio (APS). Photo by: Chris Scott-Scotty Photography. 感谢Architectural and Planning Studio (APS)的投稿,90degree版权所有,不得转载。


彼得豪斯中学位于津巴布韦马龙德拉,是著名的彼得豪斯教育集团旗下学校之一。校方委托APS建筑设计团队为其设计建造“梅格黑学习资源中心”,该中心由匿名人士向彼得豪斯教育集团捐资兴建。建筑以前任校长艾伦·梅格黑的名字命名,以表彰其对学校付出的辛劳及贡献,尤其在文化、才智和创新领域所作出的卓越贡献。
 
依据捐资者的设想,该学习资源中心应当是传统“图书馆”与现代“信息技术中心”相融合的建筑综合体,同时也应兼具收藏功能,收藏艾伦·梅格黑校长及彼得豪斯教育集团曾经收集的宝贵资料档案与学校大事记档案。
 
建筑布局参照教育集团旗下男子中学内“大中庭”的设计概念,以其作为补充性设计元素,并结合校园整体布局,将建筑北面一处老旧石质露天剧场场地作为附属绿化带纳入设计。同时,建筑本体北面砌花岗岩幕墙,在视觉上与周边环境融为一体,而其南面则以玻璃幕墙呈现,以期与校园的未来建设相融合,并为建筑本体获取充足的自然光和理想的观景视野。
 
基于充分利用建筑毗连外围空间这一理念,项目团队将建筑有效外围扩增三倍,提升其绿化价值的同时,也令整个建筑周边呈现一派生机;庞大的建筑外围空间可容纳相当的人流量,为学生营造出宽敞的理想学习休憩环境,也迎合了学校生源扩招的硬件需求。景观花园和绿化露台的增设,呈现出更为休闲的户外环境,使建筑本体更具功能性与视觉美感。
 
这种建筑形式旨在打破传统图书馆在人们心目中的固有形象,并将媒体与技术相结合的当代元素巧妙地融入建筑布局之中,让师生们对各类信息触手可得,感受前所未有的信息速达体验。
 
建筑室内由一系列个体和集体活动空间组合而成,内设多样化的学习资源和多媒体设备,可以供师生们共同使用、分享和娱乐——建筑底层更趋于开放式设计,是较大型群体活动的理想场所,而二层空间则相对私密,适合较为安静的小群体活动以及个人学习活动。
 
传统的图书馆设计元素自然地融入并充实到该建筑的室内设计之中,而一系列的IT装置(WIFI、互联网、内联网、笔记本和台式机等)以多种形式遍布室内外空间,让师生们可以尽情享受用网便利。毕竟在当今,书籍与IT还是具备着同等的重要性与可及性。然而,随着IT的不断普及,其作用将随之更为突显,传统纸媒也将随之日渐黯然失色,图书将作为一种象征性元素收藏于馆中,以向后来者呈现历史足迹。
 
楼内提供多样化的固定和可移动桌椅等设施,便于师生们更为舒适地阅览图书、上网冲浪,根据团体规模和活动性质的不同,楼内桌椅等设施的布局可灵活改变。充足数量的嵌入式地板插座安装,适应着空间布局的随时变化,也迎合了师生们对电子设备充电的持续性需求。不论未来IT如何发展,这样可观的插座安装数量都能满足各类需求。全新的服务器机房设于底层楼梯间,透明玻璃门的设计便于安全门禁管控,使室内机器运作状态一目了然。
 
建筑外部的设计建造充分迎合学校的历史和名望,并与周边环境相融合,整体风格大方、庄重、得体,而其室内布局就略显活泼,设计旨在激发学生的想象力与好奇心。双重天窗式采光开放空间的设计折射出师生们对先进、创新学习工作环境的渴求,打破了传统的等级制度化,在这里不存在老师与学生、高年级与低年级、男生与女生的区别,有的只是对知识的探索和相互间的协作探讨,轻松和谐的求知氛围得以营造。
 
目前,由于预算限制,图书、设备及人员的调配和管控暂时无法实现电子化,依然只能依靠手动操作。但相应的准备工作已就序,未来出入门禁系统将实现电子化,同时,将实现综合电子图书馆管理,并配备相应追踪系统。对学生行为的监控将通过“前台”和“行为监管终端”得以巧妙管理:每个楼层都具备开阔的视野,闭路电视的安装记录下师生们对书籍和室内设备的安全使用情况。
 
建筑体两侧以渗透式垂直墙体支撑,同时支撑底层和二层空间——依其所处位置和预期的功能性,这些墙面可能会因室内装潢的需求而有些许变化,也可能一直保持着现有的平整洁白状态,作为监控设置的挂靠点,亦或是幻灯片的播放点,形成建筑整体动态变化的感官视觉效果。
 
在渗透式垂直墙体和悬臂梁共同支撑作用下,天花板和地板等水平建筑元素得以稳固于厚实的砖石地基之上。结构梁、柱元素在建筑艺术手法的强化中,兼具结构功能性与美学观赏性。当地开采的花岗岩石材所砌筑的建筑外墙,将整个建筑体从视觉上和谐地融入到其周边环境中,同时也折射着彼得豪斯教育集团的悠久历史。室内外粗纹混凝土砌板的呼应式应用,为建筑体未来的延续性建造提供了可能性,例如,钢筋混凝土和大量层压玻璃的使用等。轻薄金属饰边的楼层板、固久性铝质镶边通道,以及拉丝不锈钢玻璃栏杆,这些细节处材料的应用都从视觉上烘托出底层弧形休憩区与其上方相呼应的弧形廊道所呈现的艺术美感。
 
图书收藏区采用LED荧光灯管照明,以突显区域功能性。同时,整个室内空间以鲜亮色调为主导,赋予视觉刺激,使人身处其中,精神倍增,并在潜意识里将注意力集中到学校藏书区。在需要依靠空调取暖的冬季,室内外可实现自然通风;呈5度微倾的单斜面薄板屋顶设计有效避免了屋顶的雨水沉积,屋顶上的雨水通过一条隐形排水沟输送到地面,并经由一系列的铰接式落水管流入建筑南面的绿化带中。
 
在二度审视建筑类型的过程中,项目团队对人与人之间的有效互动、自发性媒体探索、协同性网络交流、建设性知识传递及信息无缝交换等方面的建筑辅助功能性问题进行了考量,得出结论:任何有效使用中的学习空间,无论是其预期的概念性成功使用效果,亦或是正式投入使用后的成功效果,都取决于对“教学法”,“信息技术”和“建筑设计”相关新兴理念的综合性理解。无论在其间的角色或专业如何,设计工作本身都需要跟上这些相关学科迅速迭代演变的步伐,并努力将对每个领域的最佳理解融入到设计之中,使各个部分设计细节的综合呈现能够达到预期的完美效果。
 
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Architectural and Planning Studio (APS), was recently commissioned to design the “Megahey Learning Resource Centre” (LRC), which was funded by anonymous donation to the Peterhouse (PH) Group of Schools, in Marondera, Zimbabwe. The LRC was built in the name of “Alan Megahey” a former Rector/Headmaster, and is intended to honour his considerable ability and contribution to the School, specifically in the fields of culture, intellect and innovation.
 
The building was envisioned by the Donor, as a synthesis between traditional “library” and modern “IT centre” - as well as housing an archive of information and memorabilia collected by both Alan Megahey & Peterhouse School.
 
The building placement within the Schools campus complements the notional “Great Court” at the Boys School, and re-activates an old stone amphitheatre to the North, where open-air theatrical productions were once performed. Whilst the granite cladding to the North, anchors the new building to its contextual surrounds, the glazed facade to the South, connects the building to its projected future and opens up, to the ambient light and distant views beyond.
 
The building is intended to enhance and activate adjacent external spaces - thereby multiplying the buildings effective footprint threefold and increasing its extended student capacity. With this in mind the envelope opens up to landscaped gardens, and terraces, allowing the exploration of mixed media in a more casual outdoor environment.
 
The architectural approach aims to de-institutionalise the traditional library and weave contemporary forms of media and technology into the fabric of the building - making information of all kinds, more accessible to students and teachers than ever before, in an environment that is both stimulating and engaging. 
 
The LRC is realised as a series of individual and collective gathering spaces under one roof - Where a spectrum of learning resources and multi media, in all its forms can be consumed, shared and enjoyed by pupils and staff. To this end the ground floor is more public, and geared to larger group activities, whilst the first floor is more private and geared to quieter, smaller groups of people and individual isolation and concentration.
 
The library of books have been intentionally saturated, within the building framework, whilst the array of IT options (wifi, internet, intranet, portable and fixed devices) are seamlessly available to the students and staff in a multitude of forms, internally and externally. Currently, equal importance and accessibility is given to both books and IT - However, as IT becomes more prominent and pervasive, and the printed media becomes less so, the books are intended to be retained as a feature element of the building and showed off for contextual posterity. 
 
Within the building, books and computers are accessed from various fixed and movable furniture, allowing for both static and flexible arrangements, depending on group size and activity. Numerous recessed floor boxes have been located around the floor plates, to allow for adaptable spatial layouts, and the constant need to recharge power, or hardwire data, regardless of any future unknown IT advances. A new server room is located beneath the stairs with a transparent door allowing for secure access control, as well as a visual connection to the blinking engine room beyond.
 
Whilst the outside of the building is politely respectful of the schools history, reputation and context, the interior of the building is more playful and designed to activate imagination and curiosity. The double volumes and light/bright open-plan spaces are intended to reflect the quest for a more progressive and innovative workspace, where collaboration is encouraged and hierarchies between staff & students, juniors & seniors, and boys & girls are broken down, within a relaxed, neutral space.
 
Access control of books, devices and people, is currently undertaken manually due to budgetary constraints, however provision has been made for future connection to an electronic sentinel system at each entry/exit, as well as an integrated electronic library management and tracking system. Surveillance of student behaviour is managed subtly at the “reception” and “career guidance” hubs, which have broad views of each floor and CCTV is in place to record the responsible use and security of books and devices.
 
Vertical wall elements rise internally on both sides of the building, spanning the ground and first floors - Depending on their location and intended function, these are either punctured with feature shelving, or remain blank and flat faced, with the intended possibility of hosting pictures, monitors, or projected images that will form a collective and constantly evolving display within the building.
 
Thanks to the internalised columns and cantilevering beams, the horizontal planes of the roof and floor appear at times to float over the heavier masonry bases of the building. Structural beam and column elements are architecturally emphasised so that aesthetic form, follows structural function. Locally quarried granite stone, connects the building to its geographic surrounds and the schools historic past. Whilst rough cut concrete blocks (used both externally and internally) offer continuity to its projected future, as represented by the use of steel and concrete and generous quantities of laminated glazing. The curved seating terraces and gallery above, are emphasised by the thinned edges of floor plates, the permanent formwork of aluminium edge channels, and a brushed stainless steel & glass balustrade. 
 
LED strip lighting is used internally to emphasise the library collection, whilst zesty and vibrant colours, are used throughout to bring visual stimulation and excitement to the internal facades and bring focus to the schools valuable books. Natural ventilation, is supported during the winter months, by tempered A/C, and water runoff from the 5 degree mono pitch IBR roof, is channelled to the ground via a hidden gutter, and a collection of articulated downpipes to the South.
 
In re-imagining the building typology, we considered the need for meaningful human interactions, spontaneous media exploration, collaborative networking, constructive knowledge transfer and seamless information exchange. We believe that the intended conceptual and operational success of any (active and engaged) learning environment, depends on a wholistic and collective understanding of emerging ideas relating to “Teaching Pedagogy”, “Information Technology” , and “Architectural Design”. Regardless of role or profession, we all need to keep up with the swift and iterative evolution of these associated disciplines, and endeavour to bring together the best of each - so that the end result is more than the sum of its individual parts.
 
 
项目信息:
项目名称:彼得豪斯中学梅格黑学习资源中心
建筑设计:Architectural and Planning Studio (APS)
项目位置:津巴布韦  马龙德拉  彼得豪斯中学
竣工时间:2017年11月
总建筑面积:674平方米
主建筑师:杰弗里·福克斯(APS),助手:格雷厄姆·科克拉内(APS)、塔皮瓦·马腾加(APS)
专家顾问:IT硬件与软件:尼尔·帕德莫尔·弗兰波尔;职业心理学家:费莉西蒂·凡·德·伊特(Realise Africa)
校方教务:萨拉·休斯密史、安德鲁·休斯密史
校方学生:各年级学生
校务管理:负责人:霍华德·布莱克特;财务:马克·惠特克;图书馆:金姆·赫利
设计与项目管理顾问:项目经理:詹森·德里斯科尔(校方);质量监督:Matt Dove-Matt Dove Associates;等等
承包商:David&Richard Pereria-Rio Douro
分包商:电子:L-electron;机械:Thermacool;玻璃窗:Gryfox;室内装潢:Woodfactory;钢结构:Neeves Ironcraft;天花板与栏杆:MacWood;指示牌:Copperwares;家具:Only Italian;闭路电视:Cadline;空调:Cold Fusion
玻璃材料:SOLARVUE夹层安全玻璃,厚度为6.38毫米
屋顶薄板:Chromadeck
粗纹混凝土砌板:Homestyle-'CHARCOAL GRAY'
地毯供应:Belgotex Carpets
保温材料:Africa Thermal Insulations (ATI)
油漆材料:Plascon Paints
 
Project Credits:       
Project Name: Megahey Learning Resource Centre, Peterhouse (PH) School
Architecture: Architectural and Planning Studio (APS)
Project Location: Peterhouse School, Marondera, Zimbabwe
Completion Year: Nov 2017
Gross Built Area (square meters or square foot): 674m2 
Lead Architects:  Geoffrey Fox, Architectural Planning Studio (APS), with support from Graham Cochrane (APS) and Tapiwa Mativenga (APS)
Specialist Consultants: IT Hardware & Software: Neil Padmore-Frampol, Occupational Psychologist: Felicity Van de Ruit-Realise Africa
School Teaching Staff: Sarah & Andrew Shoesmith-PH 
School Students: Various-PH 
School Administrators : Head: Howard Blackett-PH, Finance: Mark Whitaker-PH, Library: Kim Hulley-PH
Design and Project Management Consultants: PM: Jason Driscoll-PH, QS: Matt Dove-Matt Dove Associates, S&C Eng: Cyprian Kunaka-Dickie & Kunaka, M&E Eng: Mike Mawire & Jackson Taivavashe-ASMEC, Mobile Furnishings: Michelle Wilkins-MAIA, Arch. & Int. Design: Geoff Fox, Graham Cochrane & Tapiwa Mativenga-APS
Contractors: David & Richard Pereria-Rio Douro Construction) 
Subcontractors: Elec: L-electron, Mech: Thermacool, Glazing: Gryfox, Shopfitting: Woodfactory, Steel-work: Neeves Ironcraft, Ceilings & Balustrades: MacWood, Signage: Copperwares, Furniture: Only Italian, CCTV: Cadline, AV: Cold Fusion
PG Glass: Laminated safety glass, 6.38mm thick ’SOLARVUE’
Chromadeck: IBR sheeting profile ‘DOVE GREY’
Homestyle: Concrete rough cut, face blocks ‘CHARCOAL GREY’
Odenwald Faserplattenwerk (OWA): Acoustic (drop in) Ceiling Tiles, Futura, 14mm mineral fibre tile
Belgotex Carpets: Carpet tiles ‘Nexus Range, BERBER POINT 920gm, NexBac Carpet Tile, 50x50cm, Colour Storm Grey
Africa Thermal Insulations (ATI):  “ALUTHERM” Insulation, (100mm mineral fibre wool, sandwiched between 2 Layers of aluminium foil and “Alububble”
Plascon Paints: Internal and External Paint “various colours & product ranges”
 
英文编辑:林预曦
English Editor: Jessie Lin
 

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