小学推广/ARP工作室

小学推广/ARP工作室
Primary School Extension / ARP studio

功能布局与空间优化：维奇小学的设计巧妙地解决了随着城市人口增长所带来的空间压力问题。学校通过在未完成的东部空间进行扩建，为低年级学生提供了两间新教室和小衣帽间。这一扩建不仅满足了基本的教学需求，还通过合理的空间规划，保持了学校整体功能的清晰性和连贯性。扩建部分与原有建筑结构的分离处理，确保了新建筑在结构和消防安全方面的独立性，体现了设计者对建筑安全的高度重视。

立面设计与视觉融合：新扩建部分的立面设计采用了垂直板条的形式，巧妙地延伸至两侧的基本体积之外，有效地软化了新旧建筑之间的过渡，使整个东立面呈现出统一和谐的视觉效果。这种设计不仅增强了建筑的美观性，还为学校创造了一个更加开放和包容的外部形象，使其更好地融入周围环境，成为城市景观的一部分。

材料选择与环境互动：教室内部大量使用了天然材料，如木材和软木，这些材料不仅为学生提供了一个温馨舒适的学习环境，还具有良好的声学性能和环保特性。墙壁上的软木板被设计为具有无限可能性的展示表面，为学生和老师提供了一个自由表达和互动的空间。此外，教室的大窗户设计使得学生能够直接与学校旁边的绿地进行互动，从教室中观赏树木的生长和变化，激发他们的想象力和创造力，体现了设计者对教育环境与自然环境融合的深刻理解。

建筑师提供的文字描述Vič小学是卢布尔雅那学生人数最多的学校。随着城市的发展和人口密集，学生人数继续增加。尽管学生人数不断增加，但学校管理层也致力于保持学校空间的质量，为每个学生提供合适的教育环境。优先空间要求包括足够的教室。班级的学生人数是标准化的，教室的大小也是如此。因此，学校管理的首要任务是提供同等的教室空间。
Text description provided by the architects. Vič Primary School has the largest number of pupils in Ljubljana. As the city develops and densifies, the number of pupils continues to increase. Despite the increasing number of pupils, the school management is also committed to maintaining the quality of the school's space, which provides a suitable educational environment for each pupil. Priority space requirements include sufficient classrooms. The number of pupils in classes is standardised, as is the size of classrooms. Therefore, the priority of the school management is to provide equivalent classroom space.

维奇小学建于1976年。学校的功能布局清晰。它分为两部分，有教室和上下年级的橱柜。在这两个部分之间，在中轴线上，有供所有儿童使用的公共区域（餐厅、健身房、会议室）。西部为上层阶级提供了教室，按照原计划完工，而东部为下层阶级提供的教室没有按照计划完工，在部分立面上留下了一个未完成的壁龛。未建成的空间为解决学校空间限制的新干预提供了机会，为最年幼的学生提供了两间新教室和小衣帽间。由于建筑法律法规，新的干预措施必须在结构和消防安全方面具有自主性。因此，新结构不与现有结构接触，扩建部分还包括消防通道，以便从两个新教室直接通往室外。
The Vič Primary School was built in 1976. The school has a clear functional layout. It is divided into two parts, with classrooms and cabinets for upper and lower grades. Between the two parts, in the central axis, there are common areas for all children (dining room, gym, assembly room). The western part, with classrooms for the upper classes, was completed according to the original plans, while the eastern part, with the lower classes, was not completed according to the plans, leaving an unfinished niche on part of the façade. The unbuilt space offered the opportunity for a new intervention to solve the school's space constraints, providing two new classrooms and small cloakrooms for the youngest pupils. Due to building laws and regulations, the new intervention had to be structurally and firesafe autonomous. The new structure is therefore not in contact with the existing structure, and the extension also includes fire escapes to allow direct access from the two new classrooms to the outside.

该干预措施旨在插入在施工期间翻新的两个现有侧立面之间。因此，整个东立面被视为一个单一的立面。新元素被明显添加，并延伸到现有的立面平面之外。因此，增加了垂直板条的立面，延伸到两侧的基本体积之外，软化了新旧部分之间的过渡。教室是用天然材料做的。除了木头，墙壁上还覆盖着软木，被学生和老师用作具有无限可能性的展示表面。教室的大窗户俯瞰着学校旁边的绿地，那里种了更多的树。孩子们将能够在树林中狩猎、躲藏和玩耍，从一楼的教室里，他们将能够看到散落的树干和树梢的阴影，在楼上，他们会觉得至少有一部分课程是在树梢上进行的。他们的视野和黑板的视野一样重要。做梦也是学习的一部分。
The intervention is designed as an insertion between the two existing side façades, which were renovated during the construction. The whole eastern façade is thus treated as a single façade. The new element is visibly added and extends beyond the existing façade plane. A façade of vertical slats is therefore added, extending beyond the basic volume on both sides and softening the transition between the new and the old part. The classrooms are made from natural materials. In addition to wood, the walls are covered with cork, which is used by pupils and teachers as a display surface with unlimited possibilities. The large windows in the classrooms overlook the green area next to the school, where additional trees have been planted. Children will be able to hunt, hide and play among the trees, from the ground floor classrooms they will be able to see the scattered trunks and the shade of the treetops, and upstairs they will have the feeling that at least part of their lessons are taking place in the treetops. The view of them is just as important as the view of the blackboard. Being dreamy is also part of learning.