VEGA landskab事務(wù)所

斯科平校園的奇妙森林項(xiàng)目重新設(shè)計(jì)了校園的操場(chǎng)，并將周圍的樹林也納入了設(shè)計(jì)范圍。改造前，操場(chǎng)布局較為傳統(tǒng)，除了位于中心的多功能球場(chǎng)和2個(gè)籃球架以外，再?zèng)]有其他的活動(dòng)場(chǎng)地。新的設(shè)計(jì)方案由一條450 m長(zhǎng)的大型環(huán)狀路徑構(gòu)成，路徑在校園和樹林之間蜿蜒進(jìn)出。這個(gè)大型的木質(zhì)結(jié)構(gòu)路徑不僅僅是一條穿過樹林的游線，而且還成為了界定空間的元素。傳統(tǒng)式操場(chǎng)的中央運(yùn)動(dòng)場(chǎng)更有利于那些社交能力和身體素質(zhì)較強(qiáng)的孩子使用，而新的設(shè)計(jì)打破了常規(guī)，引入了各種小型活動(dòng)設(shè)施和各類游戲場(chǎng)地（包括咖啡館、球類游戲、跳房子、樹屋和用于玩“舞力全開”的戶外顯示器等）代替?zhèn)鹘y(tǒng)布局，參與這些活動(dòng)既不需要很強(qiáng)的力量，也不需要太快的速度。軌道串聯(lián)起所有不同的場(chǎng)地，它既是看臺(tái)，又是攀爬架、平衡木和秋千架，在通往觀察站和小徑的路上，引導(dǎo)使用者一邊積極觀察周圍的事物，一邊享受其中的樂趣。校園周圍的樹林屬于Rold Skov國(guó)家森林的一部分，植被為葉闊混交林，包含成熟林和小片的幼齡林。樹林構(gòu)成了操場(chǎng)的第4面墻，它和學(xué)校之間曾經(jīng)是相互割裂的。由于經(jīng)常有人在樹林和學(xué)校間的過渡地帶活動(dòng)，所以在新版方案中，設(shè)計(jì)師將這一區(qū)域的部分現(xiàn)狀樹砍掉，補(bǔ)植了新的樹種，如白蠟樹（Fraxinus chinensis）、五角槭（Acer pictumsubsp.mono）、挪威械（Acer platanoides）、海棠花（Malus spectabilis）等，新的植物群落可以起到一定的過渡和修飾作用。

2 軸測(cè)圖Axonometric drawings

3 游戲場(chǎng)地Playground

方案的靈感來源于藝術(shù)家Gunnar Aagard Andersen和Christo的作品，其風(fēng)格體現(xiàn)在環(huán)形構(gòu)筑物的形態(tài)和布局上。

學(xué)校和開發(fā)商的目的是引導(dǎo)那些不活躍的學(xué)生積極參加校園活動(dòng)，這些學(xué)生大多為12～16歲的弱勢(shì)群體，具有社交障礙或者是行動(dòng)不便；同時(shí)也為了吸引訪問者和路過這片森林的人們，開發(fā)商從一開始就相信這個(gè)項(xiàng)目經(jīng)過風(fēng)景園林設(shè)計(jì)之后會(huì)產(chǎn)生更好的效果，合作者之間互相信任也是促使項(xiàng)目獲得巨大成功的原因之一。

學(xué)校的教師們（包括幼兒園教師）分享了大量教育經(jīng)驗(yàn)以及觀察記錄，從而使設(shè)計(jì)師獲得了很多有關(guān)兒童日常行為模式的信息。根據(jù)這些信息，設(shè)計(jì)師提出了5條設(shè)計(jì)準(zhǔn)則，用于指導(dǎo)風(fēng)景園林設(shè)計(jì)。

1）由一到多。新的設(shè)計(jì)沒有采用傳統(tǒng)式的多功能球場(chǎng)，因?yàn)檫@種球場(chǎng)的受眾總是那些較為活躍的學(xué)生。相反，設(shè)計(jì)師引入了一系列較小的活動(dòng)場(chǎng)地，引導(dǎo)孩子們進(jìn)行機(jī)動(dòng)性更強(qiáng)、更有趣味的小游戲，他們可以隨時(shí)參與或退出這些游戲。

2）打破邊界。設(shè)計(jì)沒有采用高大的障礙板，因?yàn)槿绻麖耐獠靠?，高大的障礙板會(huì)給人一種不可跨越的感覺，似乎是要將一切隔離在外。相反，設(shè)計(jì)采用的是較低的障礙板，這樣不僅可以提升游戲的技巧性，還不會(huì)耗費(fèi)參與者太多體力，同時(shí)也方便其他人從外面觀看游戲。

3）由觀察者到參與者。當(dāng)大家都在玩耍的時(shí)候，如果有孩子被大家忽視，無法參與到游戲中，他會(huì)感到很沮喪。設(shè)計(jì)師在所有活動(dòng)設(shè)施附近放置了戶外家具，給站在操場(chǎng)邊上的旁觀者制造了更多參與游戲的機(jī)會(huì)，從而引導(dǎo)孩子們從觀察者轉(zhuǎn)變?yōu)閰⑴c者?，F(xiàn)如今，每個(gè)人都可以在合適的時(shí)機(jī)加入游戲中。

4）由邊緣到區(qū)域。學(xué)校操場(chǎng)和樹林的中間地帶是一個(gè)很適合進(jìn)行開放式游戲的區(qū)域。開放式游戲指的是那些沒有被規(guī)則化的、具有想象空間的游戲。如今這一區(qū)域成為連接樹林和學(xué)校操場(chǎng)的過渡地帶，使學(xué)生們擁有了更多的游戲空間。

5）由線到環(huán)。新的設(shè)計(jì)沒有采用單向的“斷頭路”，而是由一條環(huán)形路徑貫穿整個(gè)校園，這樣能更好地調(diào)動(dòng)訪問者的積極性。雖然行走在這條環(huán)形路徑上要耗費(fèi)訪問者更多的體力，但他們可以邊散步邊旁觀孩子們游戲，從而獲得一定的參與感。

（編輯 / 邊紫琳）

項(xiàng)目地點(diǎn)：丹麥雷比爾市，斯科爾平校園

建設(shè)時(shí)間：2013—2016年（一期）

委托方：Realdania基金會(huì)、雷比爾市政府

景觀設(shè)計(jì)：VEGA landskab事務(wù)所

項(xiàng)目面積：20 000 m2

職能：全面服務(wù)顧問/管理承包商

項(xiàng)目狀態(tài)：一期工程于2016年投入使用

圖片來源：Simon Jeppesen、Leif Tuxen

景觀園藝承包商：Sk?lsk?r Anl?gspartnere A/S

木工承包商：KK Kvalitetsbyg ApS

翻譯：黃新悅

校對(duì)：吳丹子

4 可攀爬木棧道Climbable wooden walkway

5 樹屋The tree house

Wonder Wood by Sk?rping School rethinks an existing schoolyard and extends it into the surrounding woods.Before the renovation, the classic schoolyard used to be centred around a multi-purposed pitch and two basketball hoops,with no other activities to offer.The solution proved to be at large “l(fā)oop” with a 450-metre-long mobility track, which meanders in and out between the school and the woods.This large wooden structure not only offers at route through the woods, but also functions as a space-defining element that offers an alternative to the traditional schoolyard, whose central playing field favours kids who are socially and physically strong.Instead, the project introduces a variety of smaller activities and playing fields (café, ball games, hopscotch,treehouse and an outdoor TV monitor for activities like “just dance”), none of which requires a great amount of strength or speed to be enjoyed.The mobility track links and borders on all the different fields, serving as part grandstand, part climbing frame, balancing beam and swinging bars on the way towards observation post and path, so that you always have a reason for joining the fun as an active observer.The woods around the schoolyard are part of Rold Skov.The vegetation is a blend of deciduous and coniferous trees with old mature specimens and an area of smaller saplings.The wood and the school used to be separate entities,with the wood making up the fourth wall in the schoolyard.The most popular part was clearly the transition between the two.Which is why certain trees have been cut down, while new ones, such as ash (Fraxinus chinensis), maple (Acer pictumsubsp.mono), Norway maple (Acer platanoides) and crab apple (Malus spectabilis), have been added to provide cohesion.

The loop is inspired by the works of artists Gunnar Aagard Andersen and Christo.This is seen in the way the loop consistently folds the wood and the way it rests in the landscape.

The ambition from the school and the developer was to activate those students that are normally not easily activated.These could be the socially challenged and mobile dependent children in the age 12 - 16 years.The project is also mean to attract visitor and people passing by through the woods.The developer was from the beginning very ambitious, but trusted that the project would be taken good care of in the hands of the landscape architect, and was therefor a very good developer,which lead to a huge part of the projects success.

Through an educational process with teachers(and nursery teachers) generously sharing their experiences and observations, the landscape architect gained a lot of knowledge and an insight into the everyday behavioural patterns of the children.Through the knowledge 5 dogmas were created to guide the design process.

1) From one to many.Instead of the classic multi-purposed pitch dedicated the few privileges students, a series of smaller fields for the straightforward motoric stimulating games was introduced.As these games are easier for everyone to both join and leave.

2) From boarder to (edge-kant).Instead of using the tall barrier boards, which from the outside seems excluding and as a backside, new lower ones will enhance more technical and less physical demanding games, while these also allow others to watch from the outside.

6 林中秋千Swings in the forest

7 森林與游戲場(chǎng)地之間的過渡地帶Transitional zone between forest and playground

3) From observer to participant.It can be difficult to be the one who is left out while others are playing.The transition from observer to participant is to be made easier by placing outdoor furniture close to all the new activities and thereby offer an opportunity to participate even from the sideline, now everyone can join the games when the chance arrives.

4) From wall to zone.The edge between the schoolyard and the woods is clearly an area filled with open game, by this is meant games that are not programmed social and fanciful.The edge becomes a spatial transition connecting the woods with the schoolyard, with more room for play.

5) From line to loop.Instead of having a path that only leads one way, where the only option is to turn around at go back the same way you came from, the loop offers a more giving journey through the schoolyard.Here you become an active observer to others playing.The loop is designed in a way that one must make a physical effort to complete a lap.

(Editor / BIAN Zilin)

Place:Sk?rping School, Municipality of Rebild

Carried Out:2013-2016 (Phase 1)

Client:Realdania, LOA, Municipality of Rebild

Landscape Architect:VEGA landskab

Area: 20,000 m2

Role: Full service consultant/management contractor

Status:Phase 1 initiated 2016

Photo:Simon Jeppesen, Leif Tuxen

Contractors Landscape Gardener:Sk?lsk?r Anl?gspartnere A/S

Contractors Carpentry:KK Kvalitetsbyg ApS

Translator:HUANG Xinyue

Proofreader:WU Danzi