Scolaire Claudie Haigneré集团

Scolaire Claudie Haigneré集团
Groupe Scolaire Claudie Haigneré / ValletdeMartinis Architectes

建筑布局与自然融合：该项目的学校建筑群巧妙地融入周边环境，如同拼图般与周边的自然景观和建筑相呼应。整体呈梳形布局，围绕操场、食堂等设施，将不同功能区域划分清晰。幼儿园和小学的独立设置又保证了各自的自主性，同时利用天然材料的外墙设计，不仅展现了建筑的结构逻辑，还能根据不同时间对自然光进行处理，营造出温暖、平静的氛围。

空间设计与功能结合：内部空间的组织充分考虑了学生的需求和学习环境。每个孩子都能拥有自己的学习场所和户外空间，幼儿园的回廊设计和小学的森林景观各有特色。卫生间的设计也别具匠心，小型观赏花园成为植物过滤器。走廊宽敞，形成城市与学校的界面，教室入口的门厅设计促进了孩子的归属感和方向感，同时保证了教室内外的互动和采光。

生态理念的体现：项目注重生态环保，使用天然材料降低了对环境的影响。小学的种植梯田和教育花园不仅美观，还能减少城市热岛效应，成为一种生态资产。这种对自然环境的充分利用和生态理念的融入，为学生提供了一个亲近自然、可持续发展的学习环境，也为其他学校建筑项目提供了良好的借鉴。

建筑师提供的文字描述学校建筑群就像一块拼图，由一所幼儿园、一所小学、一个餐饮中心和一个日托中心组成，建在一块被Joncs Marins、Jardin de Traverse、一栋小房子和几个多户住宅项目环绕的土地上。为了融入这个整体，我们必须了解为这部分生态社区规划的城市项目，以提取其精髓：学校群体是同质的，但每个立面都是独立处理的，同时考虑到建筑面向的方向。其结果是，整个场地呈现出分层、立体的景观，杰奎琳·德·罗米利大道的主立面上出现了三个体量，代表了学校集团的三个实体。
Text description provided by the architects. Like a piece of a puzzle, the school complex, comprising a nursery school, an elementary school, a catering center, and a day-care center, is built on a plot of land surrounded by the Joncs Marins, the Jardin de Traverse, a fabric of small houses and several multi-family housing projects. To fit in with this ensemble, we had to understand the urban project planned for this part of the eco-neighborhood to extract its essence: the school group is homogeneous, but each facade is treated independently, taking into account the direction in which the building faces. The result is a layered, volumetric landscape across the entire site, with three volumes emerging on the main façade on Avenue Jacqueline de Romilly, representing the three entities of the school group.

Site Plan

外墙采用木框架立面，混凝土基座上有一个木制脊梁网格，以揭示建筑的结构逻辑。使用天然材料，特别是砖的不同用途，旨在根据一天中的位置和时间实现对自然光的不同处理，反映出封套的厚度。整个学校建筑群呈梳形，围绕着两个操场、食堂、公共区域和ALSH，位于地块中心，将幼儿园和小学分开。幼儿园仅位于一楼，而小学位于两层：一楼为公共区域，一楼+1为所有教室和成人设施。通过这种方式，这三个实体变得自主且易于定位，每个大厅都直接与外部相连：两个游乐场和一个110平方米的中央露台。第二个较小的露台将初级餐厅与大量种植的外部相连。
The exterior envelope features a timber-framed façade, with a wooden spine grid on a concrete base, to reveal the building's structural logic. The use of natural materials, in particular the different uses of brick, is intended to achieve a different treatment of natural light depending on location and time of day, reflecting the thickness of the envelope. The entire school complex is organized in a comb shape around the two playgrounds, the canteen, the communal areas, and the ALSH, in the center of the plot, separating the kindergarten from the elementary school. The kindergarten is on the first floor only, while the elementary school is on two levels: the first floor for common areas and the ground floor + 1 for all classrooms and adult facilities. In this way, the three entities are rendered autonomous and easy to orientate, with each hall linked directly to an exterior: the two playgrounds and a 110 m² central patio. A second, smaller patio opens the elementary dining room onto an abundantly planted exterior.

Ground Floor Plan

这种组织和体积的相互作用使每个孩子都能创造自己的学习场所和户外空间。因此，游乐场的处理与内部组织相结合，为每所学校创造不同的氛围：幼儿园有一个回廊，有外围流通，小学面向森林。一楼（R+1）仅包括小学，可以进入宽阔的种植梯田，以及带菜园和苗圃的名副其实的教育花园，通过减少城市热岛效应，这些花园代表了一种生态资产。
This organization and the interplay of volumes enable each child to make his or her own place of learning and outdoor space. The treatment of the playgrounds was therefore thought out in conjunction with the interior organization, to create different atmospheres for each school: a cloister for the kindergarten, with peripheral circulation, and the elementary school facing the forest. The ground floor level (R+1), which includes only the elementary school, gives access to wide planted terraces, and veritable educational gardens with a vegetable garden and nursery, which represent an ecological asset by reducing the urban heat island effect.

幼儿园卫生间的表面积比教室小，遵循相同的空间组织模式，但也包含一个小型观赏花园，在特拉弗斯花园和儿童休息区之间形成了一个植物过滤器。为了充分利用自然环境，我们选择将运动室和休息室直接设在特拉弗斯花园上，让孩子们可以欣赏到外面的世界，并在一天中漫射阳光。
The kindergarten restrooms, which have a smaller surface area than the classrooms, follow the same pattern of spatial organization but also incorporate a small ornamental garden, which creates a plant filter between the Jardin de Traverse and the children's rest area. To make the most of the natural surroundings, we opted to orientate the exercise and rest rooms directly on the Jardin de Traverse, giving the children views of the outside world and diffusing the sun's rays throughout the day.

内外都使用了天然材料。这些材料包括泥砖、木材和木纤维隔音材料。目的是为学生的发展创造一个温暖、平静的氛围。使用天然材料，如经过大规模处理的木材，可以保证单板所没有的耐用性。走廊是学生和成年人在学校都能感到宾至如归的方式：每个大厅都很宽敞，形成了城市和学校之间的界面；他们标志着学生可以向父母展示他们作品的时刻。为了进入教室，通道会扩大，在泥砖墙的中空部分形成一个门厅。这个空间有一个木凳和衣架，可以让孩子们添加他们的名字，促进所有权和方向。然后，储物柜成为教室内外互动的空间。我们在衣钩上方安装了大型玻璃框架，这样成年人、教师和教育团队成员就可以随时看到教室里发生了什么。教室全天都受益于更漫射的第二天自然光。
Both inside and out, natural materials were used. These include mud brick, wood, and wood fiber acoustic insulation. The aim is to create a warm, calm atmosphere for the students' development. The use of natural materials, such as mass-treated wood, provides a guarantee of durability not found with veneers. The corridors are the means by which students and adults alike can feel at home in the school: each hall is generous and forms an interface between the city and the school; they mark a time when students can show their work to their parents. For access to the classrooms, the circulation dilates to create a vestibule in the hollow of the mud-brick walls. With a wooden bench and coat racks, this space allows children to add their first names, promoting ownership and orientation. The locker then becomes a space of interaction between the inside and outside of the classroom. We installed large glass frames above the coat hooks so that adults, teachers, and members of the educational team can always see what's going on inside the classroom. Classrooms then benefit from more diffused, second-day natural light throughout the day.