設(shè)計(jì)：SEduard Balcells、IgnasiRius、Daniel Tigges

攝影：Adrià Goula

改建5 座建筑與1 座花園：El Til·ler -Linden Tree-學(xué)校位于西班牙Bellaterra 郊區(qū)的一片廢棄大型私人花園之中，毗鄰巴塞羅那。整個(gè)建筑群沿著現(xiàn)有主路排布，道路現(xiàn)在是商業(yè)街，其一側(cè)是面向景觀開放的廣場。6座建筑中的5 座由現(xiàn)有的模塊化體量木材與鋼材建造，材料來源于2 座學(xué)校的原有建筑。這些建筑運(yùn)來新場地進(jìn)行重新組裝，以適應(yīng)新地形、植被、光線和周邊環(huán)境?，F(xiàn)有的第六座建筑是幼兒園和公共空間。

序列、橫向空間、光影關(guān)系。城市設(shè)計(jì)是教育另一種表達(dá)方式：這座學(xué)校有著Waldorf-Steiner 當(dāng)代教育空間特征表達(dá)方式，能夠很好地適應(yīng)地中海氣候。建筑中沒有走廊，學(xué)生們進(jìn)入教室會(huì)首先通過外部空間序列：即核心區(qū)、院落、門廊、接待大廳，再到達(dá)教室。隨著年級的升高，教室體量的視線也逐漸變得開闊，教室隨著地形的變化帶來了不同強(qiáng)度、色彩的光線效果。每間教室都有著序列、橫向空間、光影關(guān)系之間的獨(dú)特特征，伴隨著孩子們一路成長。

壁龕與框架。建筑在這里也代表著教學(xué)方式：新建筑包含有幼兒園與公共空間，建筑師將平面從柱列中釋放出來，并將它們集中于厚重墻體形態(tài)的立面之中，幼兒園教室便位于多功能無柱空間之上。扶壁之間的空間成為了壁龕，能夠根據(jù)不同教學(xué)空間的需求進(jìn)行改造。外部，壁龕包含在框架之中，這些框架使立面井然有序，并從視覺上縮小建筑，給孩子們親切的尺度感。

全木材立面：立面由全木材和半預(yù)制性的混凝土結(jié)構(gòu)形成。緊湊輕捷的建筑體量由內(nèi)部三層松木面板支撐并配有保溫的木纖維面板。外表采用固定在通風(fēng)室上的保溫松木板條。這種木纖維面板得以優(yōu)化預(yù)算。

被動(dòng)式氣候舒適性。沒有暖氣的學(xué)校：原位柱和周邊梁組成的大體積混凝土結(jié)構(gòu)和預(yù)制混凝土面板帶來充足的熱惰性，既吸收了教室高度產(chǎn)生的熱量，同時(shí)防止夏季過熱。

因此，沒有熱橋的保溫材料加上大型熱惰性混凝土結(jié)構(gòu)幾乎避免了冬季供暖的需求，最寒冷的時(shí)候教室里也只需要一個(gè)小的電散熱器。通風(fēng)立面、外部鋁制百葉、自然交叉通風(fēng)保證了除冬季外的熱舒適性。

建筑立面由普通的形態(tài)轉(zhuǎn)變成充滿生氣的空間，教室成為了一個(gè)一個(gè)小房間，整座學(xué)校也構(gòu)成了沿街的一座小村落。

Recycling five buildings and a garden:The El Til?ler -Linden Tree-School is carefully inserted into a large,mature and abandoned private gardenclose to Barcelona.The complex is articulated along the existing main access path,which becomes a“rambla”-the Mediterranean name for high street-that ends at a square which opens to the landscape.Five of the six buildings which make up the school are existing modular pavilions of wood and steel which come from two other sites previously occupied by the school.These buildings are disassembled,transported and precisely reconfigured at the new site,adapting to the topography,existing vegetation,sun exposure and views.The sixth building,which is presented here,houses the kindergarten and the common spaces.

Sequences,horizons,light.Urban design as an expression of pedagogy:The school proposes a contemporary spatial expression of the Waldorf-Steiner pedagogy adapted to a Mediterranean climate.Thus,there are no interior corridors,and access to the classroom follows a gradual exterior spatial sequence:rambla–courtyard–porch -receiving hall -classroom.The horizons -the views-expand as the child grows,and the rotation of the classrooms on the topography gives them varying light qualities,both in intensity and color.Sequences,horizons and light personalize each classroom,emphasizing and accompanying the experience of growing up and learning.

Alcoves and frames.Architectureas an expression of pedagogy:The new building,which houses the kindergarten and common spaces,frees the plan from columns and concentrates them at the facades in the shape of thick buttresses,making it possible to place the kindergarten classrooms on top of a necessarily column-free multi-purpose hall.The spaces between the buttresses become alcoves,which are shaped according to the functional and pedagogical needs of each space.On the outside,the alcoves are contained within frames which order the facade and visually reduce the size of the building,bringing it closer to that of children.

All-wood facades:The facades are entirely made of wood and are formed by large format prefabricated elements.The“balloon frame”elementshave a threelayered pine panel finishing inside,and thermal insulation of wood-fibre panels.The covering is made of thermally-modified pine wood slats,which are fixed on a ventilated chamber.This so called thermowood will no longer require any subsequent maintenance.

Passive climatic comfort.A school without heating:The massive concrete structure,consisting of in situ columns and perimetral beams,with prefabricated concrete plates,provides a large thermal inertia,storing the heat generated by the high occupation of the classrooms and,at the same time,preventing excessive heating in summer.

Thus,the combination of the thermal insulation without thermal bridges,together with the large thermal inertia of the concrete structure,almost eliminate the need for heating in winter,where only a small electric radiator is used for each classroom in moments of cold peaks.Comfort during the rest of the year is achieved through cross ventilation,ventilated facades and external Venetian blinds.

The facade evolves from a flat surface into an inhabited space,the classroom turns into a house and the school becomes a small village along a rambla.