東北大學文科2樓，沈陽，中國

Liberal Arts Building #2, Northeastern University, Shenyang, China, 2015

東北大學渾南校區(qū)一期建設工程位于渾南新城，距離東北大學總校區(qū)（南湖校區(qū)）約16km，距離沈陽市中心約18km。渾南校區(qū)總用地面積約90.5hm2。文科2樓位于渾南校區(qū)西北角，場地北側為校區(qū)東西主干道和風雨操場，東側為圖書館和校園北廣場，西側為校區(qū)南北主干道和室外操場，南側為校區(qū)東西軸線綠化帶和文科1樓，均屬一期工程建設內(nèi)容。本項目區(qū)四周均為校園道路，距離校園東門和北門較近，交通便利。

項目堅持“以人為本”“可持續(xù)發(fā)展”和發(fā)揚地域特色的原則。體現(xiàn)在建筑設計的理念上，即：從人的角度出發(fā)、考慮人的行為模式，以人的視點進行設計，創(chuàng)造宜人的工作學習環(huán)境。合理的空間布局、混合功能和流線設計都能給建筑的持續(xù)發(fā)展創(chuàng)造條件。環(huán)境的優(yōu)化治理、建筑新技術和新材料的合理選擇等都能給建筑帶來顯著的生態(tài)效益。在建筑設計中，綜合考慮地域在氣候、人文、自然環(huán)境等方面的特色。同時從東北大學深厚的歷史文化底蘊出發(fā)，力求使歷史與現(xiàn)代呼應，形成完美契合。

文科2樓處于校園核心教學區(qū)，是東北大學渾南校區(qū)四大學院之一，處于東北大學渾南校區(qū)的核心教學區(qū)域西北角，與其他三大學院對稱布置在校園主軸線和次軸線兩側。校園規(guī)劃對四大學院有較為嚴格的控制，合院式平面和立面貼線率，保證四大學院具有相似性，如何在與其他學院融合的情況下突出文科2設計類學院的特色是本設計的關鍵點。

文科2樓所包含的3個學院屬于設計類學院，展示和交流是教學的重要環(huán)節(jié)?？臻g的設計應契合設計類學院的日常教學活動，突顯學院特質，促進學院文化的形成。同時，文科2樓對東北大學渾南校區(qū)的文化氛圍具有重要的影響，應作為校園的藝術館服務于全校師生。

文科2樓項目分為A座（4層）和B座（6層）；A座為建筑學院辦公及教學用房；B座為文化創(chuàng)意學院及國際交流學院辦公及教學用房。文科2樓組團一期由兩個回字形建筑組成，在保證相對獨立的情況下以廊道相連。兩個回字形建筑內(nèi)部為環(huán)廊式交通。在南側、西側和東側設置人行入口，方便師生從北門廣場和西南宿舍區(qū)方向進入建筑。主要車行流線置于校園道路外環(huán)道，本方案在建筑組團的西北角設置停車場，方便教師車輛和后勤車輛到達文科2樓。

本設計在規(guī)劃嚴格控制的東北立面采用紅磚，再現(xiàn)歷史片段，與校園整體氛圍調(diào)和。在西南立面以混凝土和紅磚搭配，增加視覺的豐富性。東北面窗戶以自由分布的凸窗為主，體現(xiàn)文科設計類學院的特色。西南面窗戶以規(guī)律性開窗為主，局部的變化與建筑內(nèi)部的空間功能相匹配。楔形的穿行道路是此方案的重點空間，兩側以建筑形體和色彩的搭配突顯空間的張力和動感，為校園增添活潑的氣氛?！?/p>

1 總平面/Site plan

2 內(nèi)景/Interior view

3 草圖/Sketch

4 東立面/East facade

Northeast University Hunnan campus phase one is located at Hunnan new town, 16 km from the old campus and 18km from Shenyang downtown. Its site area is approximately 90.5hm2. Located in the campus's northwest corner, the site is bordered by the east-west campus road to the north, the library and plaza to the east, the north-south campus road and playground to the west, and the east-west axial green belt to the south, all of which belonging to phase one. The project is conveniently sited with easy accesses to campus roads and to the east and north gates.

The project adheres to the principles of humanism, sustainability, and regionalism, which are embodied in the design concepts as perspectives on and from human needs and behaviors, so as to create a pleasant environment for work and study. Its reasonable layout, mixeduse program and circulation design can all provide favorable conditions for the building's sustainable development. In addition, the optimization of environment management, reasonable selection of new technology and materials can bring outstanding ecological benefit to the building. The design comprehensively takes into account climatic, human and natural characteristics. Meanwhile, rooted in the rich cultural heritage of Northeastern University, the design aims to present a perfectly integrated image of past and present.

Located at the very heart of the teaching zone, Liberal Arts Building #2 is one of the four schools that constitute the Hunnan campus, disposed symmetrically alongside both main and auxiliary axes. The campus's master plan guidelines have strict control over these schools, aiming to maintain a stylistic similarity through courtyard layout and facade alignment. How to highlight the building's design character while integrating it into the context thus becomes a critical point of the design.

According to the design-oriented nature of the three schools, exhibition and communication form the main units of teaching. Spatial layout should serve these needs and facilitate academic culture. Meanwhile, the building bears strongly on the cultural atmosphere of the Hunnan campus, and therefore should also serve the whole campus community as an art gallery.

the project is divided into two zones: the 4-level zone A consists of architectural school offices and classrooms, and the 6-level zone B belongs to the schools of cultural innovation and international communication. The complex is composed of two rectangular buildings with inner courtyards, connected by galleries while each maintaining its relative independence. Pedestrian entrances are located on the south, west and east sides for easy accesses from the north campus gate and the southwest dorm area. The main driveway is on the outer ring of the campus, while parking lot is conveniently located at the northeast corner of the building complex, providing easy access for faculty and staff.

Due to master plan restrictions, the northeast facade uses red brick so as to re-present historic fragments and adapt to the overall campus atmosphere, while the southwest facade combines red brick with concrete to generate visual diversity. Bay windows are freely disposed on the northeast facade to embody characteristics of a design school. Window openings on the southwest facade follow a general pattern, with local changes to match interior functions. Wedge-shaped paths constitute the crucial space of the design, whose tension and movement is highlighted by the arrangement of building forms and colors. All this adds vitality to the campus.□

項目信息/Credits and Data

項目負責人/Principal in Charge: 莊惟敏/ZHUANG Weimin設計團隊/Design Team: 莊惟敏，張維，張紅等/ZHUANG Weimin, ZHANG Wei, ZHANG Hong, et al.

場地面積/Site Area: 31,305m2

總建筑面積/Total Floor Area: 28,377m2

建筑高度/Height: 23.98m

設計時間/Design Period: 2011.11-2012.11

竣工時間/Completion: 2015.2

攝影/Photos: 陳堯/CHEN Yao

5 首層平面/Floor 0 plan

6 二層平面/Floor 1 plan

7 三層平面/Floor 2 plan

9 東側立面圖/East elevation

10.11 B座剖面/Sections of zone B

評論

崔彤：東北大學文科2號樓的設計，在尊重總體規(guī)劃承襲校園空間秩序的同時，以縝密的思維、婉轉的手法，

實現(xiàn)了一種突破性變革，重塑了設計類學院所應有的場所精神?；狻俺翋灲┚帧钡年P鍵在于“轉折”，既在原有正交軸線網(wǎng)格中B樓順時針的轉動，形成的楔形空間激活了場地，由此生發(fā)出3個空間節(jié)點：（1）楔形空間本身作為交往空間整合了A樓和B樓；（2）向南延伸的廣場溝通了文科1樓構成開放體系；（3）楔形空間的北盡端，以一種蒙太奇似的轉化，暗示出行為路徑所引導的“漫步空間”，而耐人尋味的是兩個“有頂?shù)奶菪卧郝洹迸cA、B兩樓的方形院子（無頂?shù)闹型ィ┑目臻g嵌套構成一組結構明晰但又生動有趣的公共空間。由此，單體建筑轉化為一個學院園區(qū)或一個微型城市：一系列的廣場、街道、院落、庭園所構成的敘事性空間包容著各種展覽、交流、研究活動，教學樓拓展為“博覽式教學空間”，從而實現(xiàn)了設計學院的躍遷。在這個看似簡約的建筑背后充滿著嚴謹邏輯與復雜經(jīng)驗的辯證統(tǒng)一，在二元對峙中，巧妙地建構了一種動態(tài)平衡關系：諸如正交與轉軸的邏輯、紅磚與混凝土的對比和協(xié)調(diào)、內(nèi)院的靜謐與邊庭的自由開放。更深刻的意義在于：單體建筑獲得了類城市群落的品質和趣味；東、西界面深厚莊重的外墻轉化為典雅輕盈的空腔；經(jīng)典的學院形態(tài)以中間態(tài)影像生成雕切式的語言并依然呈現(xiàn)出古典氣質……這一切來自于限制中的突圍，源于深思熟慮的駕馭。

Comments

CUI Tong: The design of Northeastern University Liberal Arts Building #2 gives due respect to the principle that its master plan should follow the overall spatial order of the campus. At the same time, with meticulous thoughts and tactful approaches, the design brought about groundbreaking transformation in re-shaping the genius loci that design schools should have. the key point of resolving the "dull impasse" consists in "twists and turns", i.e. the clockwise turn of Building B within its original orthogonal grid system, which forms a stimulating wedge-shaped space with three spatial nodes: 1) the wedge-shaped space itself serves as a communicational space to integrate Buildings A and B; 2) the southward extending square connects to Liberal Arts Building #1 to form an open system; 3) with a montage-like transition, the north end of the wedge-shaped space suggests the "wandering space" guided by behavioral paths; it is intriguing to see the two "roofed trapezoidal courtyards" nesting with the roofless central square courts of Buildings A and B to constitute a series of structurally clear, lively and interesting public spaces.

Individual buildings, therefore, are transformed into a campus park or a micro-urban area: various exhibition, communication and research activities are accommodated in a series of narrative spaces composed of squares, streets and courtyards, while the school building is expanded as an "Expo space" for teaching and learning, thus realizing the design school's transition. Behind this seemingly simple building is the full embodiment of dialectical unity between rigorous logic and complex experience, whose binary confrontation is used skillfully by the designer to create certain dynamic equilibrium, such as the orthogonal and rotational axial logics, the contrast and harmony between red bricks and concrete, the tranquility of inner courts and the openness of side yards, etc. More profoundly, the individual buildings have acquired quasi-urban community tastes and characteristics; the thick, solemn walls of the east and west interfaces are transformed into light, elegant cavities; classic school forms adopt an intermediate imagery to generate an ornate vocabulary while still presenting classical disposition...All these come from breaking through restrictions and are rooted in careful consideration. (English translation by LIU Chen)

12 報告廳/Lecture hall

13 東側外景/East side view

14 流通空間/Flowing space

15 B座內(nèi)院/Inner courtyard of zone B

16 西北入口/Northwest entrance

17 交通空間/Area of circulation