建筑設(shè)計(jì)：丹尼爾·約瑟夫·費(fèi)爾德曼·莫爾曼，伊萬(wàn)·達(dá)里奧·基尼奧內(nèi)斯·桑切斯Architects: Daniel Joseph Feldman Mowerman， Iván Dario Qui?ones Sanchez

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瓜達(dá)爾幼兒成長(zhǎng)中心，富村，考卡，哥倫比亞

建筑設(shè)計(jì)：丹尼爾·約瑟夫·費(fèi)爾德曼·莫爾曼，伊萬(wàn)·達(dá)里奧·基尼奧內(nèi)斯·桑切斯
Architects: Daniel Joseph Feldman Mowerman， Iván Dario Qui?ones Sanchez

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1 內(nèi)院中玩耍的兒童/Children in the inner courtyard

哥倫比亞考卡省富村的瓜達(dá)爾幼兒成長(zhǎng)中心作為哥倫比亞幼兒全關(guān)懷計(jì)劃“從出生到百歲”的重要組成，為300名0～5歲的嬰幼兒、100位孕婦和200個(gè)新生兒提供飲食、教育和娛樂(lè)服務(wù)。中心包括10間教室、餐廳、室內(nèi)外娛樂(lè)空間、半私密藝術(shù)空間、急救室、行政辦公室、菜園、水景、公共露天劇場(chǎng)和活動(dòng)廣場(chǎng)。

該中心于2013年10月落成，標(biāo)志著為期3年的參與式設(shè)計(jì)和施工的成功，這種努力從一開(kāi)始就為人們帶來(lái)了自豪和歸屬感。設(shè)計(jì)在空間、材料、尺寸以及與城市關(guān)系上，以同本地幼兒、青少年、年輕從業(yè)者以及領(lǐng)導(dǎo)人的手勢(shì)游戲作為出發(fā)點(diǎn)。施工持續(xù)了9個(gè)月，項(xiàng)目總成本為160萬(wàn)美元。建設(shè)資金來(lái)自國(guó)際合作、私人捐助、公共資源和實(shí)物捐贈(zèng)。施工過(guò)程中雇傭了60多位具備施工技術(shù)資格的本地建筑工人。除了施工還對(duì)30名本地婦女進(jìn)行了嬰幼兒教育培訓(xùn)，隨后授予資格并聘為中心的日常工作人員。

瓜達(dá)爾幼兒成長(zhǎng)中心為城市帶來(lái)了可觀的影響，因?yàn)樗o公眾提供了優(yōu)美的人行道和景觀、公共露天電影院、公共廣場(chǎng)，以及在夜晚和周末向社區(qū)開(kāi)放的半私密藝術(shù)演出廳。豐富多彩的公共娛樂(lè)活動(dòng)使幼兒中心成為里卡鎮(zhèn)新的活動(dòng)焦點(diǎn)。

10間教室是按照瑞吉?dú)W教學(xué)體系設(shè)計(jì)的，其中包括開(kāi)放空間、障礙物和多種變化。這一切讓穿行在中心有如探險(xiǎn)之旅，既是一種挑戰(zhàn)又是一種游戲，使教育成為一種娛樂(lè)。許許多多的出入口通過(guò)小山、小橋、樓梯和滑梯與成對(duì)的教室連在一起，讓建筑成為培養(yǎng)決策和個(gè)人成長(zhǎng)的環(huán)境。每間教室都有獨(dú)立的衛(wèi)生間，孩子們隨時(shí)可以使用。教師不必再帶孩子們?nèi)バl(wèi)生間，可以專心教學(xué)。

這個(gè)項(xiàng)目是低技環(huán)保建筑的典范。它在選材、用水和能耗以及材料耐久性上都給予了環(huán)保考慮。所有的空間在白天都是自然采光和通風(fēng)，使中心的運(yùn)行達(dá)到零能耗。有紋理的混凝土墻會(huì)吸收熱量，保持空間涼爽。多層的屋頂控制著日照對(duì)房間的影響。竹子是當(dāng)代對(duì)本地傳統(tǒng)的一種新認(rèn)識(shí)，體現(xiàn)出使用本地材料和保護(hù)河床的需求。每間教室都能收集雨水，用于園藝和養(yǎng)護(hù)。收集和利用的過(guò)程還特意能讓孩子和游客看到。中央的水景會(huì)循環(huán)用水，孩子們也可以把它當(dāng)做游樂(lè)的場(chǎng)所。

有紋理的墻體是用本地技術(shù)加工的劈竹模具建成的。頂著回收瓶子的柵欄是由教師收集和安裝的，如今他們的工作是照顧中心里的孩子。

最后，瓜達(dá)爾逐漸變成了新的城市中心。這里不但有教育和藝術(shù)活動(dòng)，還能讓幾代人聚在一起，使護(hù)理市內(nèi)嬰幼兒成為社區(qū)的責(zé)任?！酰ㄉ袝x 譯）

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2 首層平面/Floor 0 plan

3 入口/Entrance

4 鳥(niǎo)瞰/Aerial view

1-入口/Access

2-食堂/Canteen

3-廚房/Kitchen

4-護(hù)理室/Nursing room

5-儲(chǔ)藏室/Storage

6-梯形劇場(chǎng)/Teater terrace

7-衛(wèi)生間/Toilets

8-游戲室/Play room

9-多功能廳/Multifunction hall

10-舞臺(tái)/Stage

11-幼兒室/Nursery

12-教室（3～23人）/ Classroom for 3～23 desks

13-教室（24～35人）/ Classroom for 24～35 desks

14-教室（36～60人）/ Classroom for 36～60 desks

15-果園/Orchard

16-兒童嬉戲場(chǎng)/ Children's playground

17-小型公共廣場(chǎng)/ Small public square

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5 從內(nèi)院看梯形劇場(chǎng)/View of the theater， from inner courtyard

6 竹墻/Bamboo wall

項(xiàng)目信息/Credits and Data

客戶/Client: 哥倫比亞家庭福利研究所/Instituto Colombiano de Bienestar Familiar （ICBF）

建筑設(shè)計(jì)/Architectural Design: 贊助計(jì)劃/Plan Padrino， 總統(tǒng)幼兒顧問(wèn)/Presidential Counseling for Early Childhood，哥倫比亞共和國(guó)總統(tǒng)府/Presidency of the Republic of Colombia.

總顧問(wèn)/Presidential Counselor: María Cristina Trujillo de Mu?oz

建筑師/Architects designers: Daniel Joseph Feldman Mowerman， Iván Dario Qui?ones Sanchez

建造商/Constructor: 共享基金會(huì)/Fundación Compartir

用地面積/Land area: 4805m2

建筑面積/Construction: 1823m2

開(kāi)工時(shí)間/Beginning Time: 2012.10

竣工時(shí)間/Completion: 2013.09

鳴謝/Contributors: Gabriel Cano， Andrés Ortega， Eugenio Ortiz， Sandra Pineda

攝影/Photos: Iván Dario Qui?ones Sanchez

Composed of 10 classrooms， dining hall， indoor and outdoor recreation， semi-private arts spaces，first aid room， administration， vegetable garden，water feature， public outdoor theater， and a civic plaza， El Guadual Early Youth Development Center in Villa Rica， Cauca provides food， education， and recreation services to 300 kids arranging from 0 to 5 years old， 100 pregnant mothers， and 200 newborns as part of the national integral early youth attention strategy "de Cero a Siempre".

The Center's inauguration in October 2013 marked the end of a three-year-long participatory design and construction effort that has strived to generate pride and ownership since the beginning of the process. Design charades with local kids，teenagers， early youth workers， and leaders were the starting point of the design in terms of spaces，materials， dimensions， and relations with the city. Te construction lasted 9 months and the total cost of the project was US$1.6 Million. Te funds to build the project came form international cooperation，private donations， public resources， and in kind donations. During the construction process more than 60 local builders were employed and certifed in construction techniques. Additional to the construction jobs， 30 local women were trained in early youth educator before being certifed and hired to become the daily workforce of the center.

El Guadual has generated a notable urban impact for it offers generous sidewalks and landscape to the public， an open public outdoor movie theater，a semi-private arts and performing room open to the community at night and weekends， and a civic square. Te wide array of public amenities has made El Guadual a new pole of activity within Villa Rica.

Te 10 classrooms following the Reggio Emilia pedagogic system in design offer open spaces，obstacles， and multiple variables to navigate the center making the process of discovering the center itself both a challenge and a game making education a recreational experience. Numerous entrances and exits connecting paired up classrooms through mountains， bridges， stairs， and slides foster an environment of decision taking and individual development through architecture. Each classroom has its own bathroom allowing kids to use it whenever they feel like it， not when the teacher can take them allowing educators to focus on pedagogical activities.

The project is an example of low tech environmental construction. It is responsible to the environment in terms of the materials used， the water and energy it consumes， and the durability of the materials. Te spaces all receive natural light throughout the days and are ventilated naturally allowing the center to work without the need of energy. The textured concrete walls absorb heat keeping the spaces cool， and the multi-layered roof controls the impact of the sun inside the rooms. Te use of bamboo as a way of re-valuing local traditions in a contemporary way that speaks of the need to use local materials as well as preserve the riverbeds. Each classroom collects rain water used for gardening and maintenance， but makes the process of collection and utilization evident for the kids and visitors. The central water feature recirculates the water it uses and allows kids to interact with water as a recreational element.

The textured walls were made using local techniques of split bamboo form work. The fence capped with recycled bottles were collected and installed by the educators who now take care of the kids in the center.

Finally， El Guadual is slowly transforming a new city center where education， arts， and multigenerational gatherings are taking place making the care of the municipalities early youth a communal responsibility.

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7.8 剖面/Sections

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9 內(nèi)院/Inner courtyard

10 教室/Classroom

11 游戲室/Play room

12 教室平面/Plan of classroom

13.14 教室剖面/Sections of classroom

評(píng)論

布魯諾·斯塔尼奧：這個(gè)項(xiàng)目多次強(qiáng)調(diào)了作為主材的竹子。對(duì)于竹子廣泛而多樣的應(yīng)用成為該設(shè)計(jì)的主導(dǎo)。廣闊的空間有利于教學(xué)活動(dòng)的進(jìn)行，兒童可以在學(xué)校里自由、適度地活動(dòng)。教室里的吊頂和花架中用到的竹子元素與澆筑混凝土墻之間產(chǎn)生了對(duì)比。被動(dòng)設(shè)計(jì)則體現(xiàn)了該項(xiàng)目對(duì)于熱帶地區(qū)、發(fā)展中國(guó)家的社會(huì)經(jīng)濟(jì)學(xué)情況和環(huán)境多元性下的可持續(xù)建筑的踐行。（王欣欣 譯）

Comments

Bruno Stagno: Te project emphasizes the use of bamboo as a primary material that is used in multiple applications. Te wide variety in the use of bamboo becomes the main conductor of its design. Te wide spaces are an attraction for pedagogy and children move freely and appropriately in the school. In the classrooms， the bamboo elements in ceilings and pergolas provide a contrast with the monolithic concrete walls. The passive design reflects the commitment to sustainable architecture for tropical latitude， socioeconomic conditions of developing countries and environmental variables.

LIU Chen: Arranged in slightly offset pairs and enclosing a courtyard， the classrooms have a formal yet lively ambience， offering endless joys and surprises from interior to exterior， bottom to top， all for the children to create and discover. Te childhood development center thus realizes a double value as a place for cultivating human characters in both social and natural terms. Through learning and practicing，the children gradually acquire socializing skills while at the same time develop a compassion for nature. Te ultimate concept of this low-tech environmental project is revealed in its emphasis on childhood education. Compared to those who grow up in the "concrete forest"， a childhood spent in a green education base like this would be much more rewarding and meaningful for the future.

劉晨：教室成雙成對(duì)，既規(guī)矩又調(diào)皮，里面、外面、上面、下面，都有無(wú)窮的樂(lè)趣和驚喜，等著小朋友去創(chuàng)造和發(fā)現(xiàn)。這是一個(gè)有雙重意義的成長(zhǎng)中心，人的社會(huì)屬性和自然屬性均得到培養(yǎng)，孩子們不但學(xué)習(xí)與同伴相處，還學(xué)著與自然相處，他們認(rèn)識(shí)自己的同類，也認(rèn)識(shí)其他生物，慢慢懂得愛(ài)護(hù)自己和他人、愛(ài)護(hù)所有的生命。低技環(huán)保最終體現(xiàn)的是“綠色從幼兒開(kāi)始”的理念，由此可見(jiàn)設(shè)計(jì)者的良苦用心。孩子們?cè)谶@個(gè)綠色教育基地茁壯成長(zhǎng)，比起水泥森林中長(zhǎng)大的同伴，他們?cè)撌嵌嗝葱腋：统鋵?shí)。

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15.17 圓形窗/Round window

16 竹墻/Bamboo wall

18 果園/Orchard

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El Guadual Early Childhood Development Center， Villa Rica， Cauca， Columbia， 2013