奧斯陸國(guó)際學(xué)校，拜魯姆，挪威

建筑設(shè)計(jì)：雅蒙德/維斯奈斯建筑事務(wù)所

1.2 外景/Exterior view

奧斯陸國(guó)際學(xué)校是一所私立學(xué)校，擁有來(lái)自50多個(gè)不同國(guó)家的500名學(xué)生，包括幼兒園、接待處、小學(xué)和中學(xué)。學(xué)校以傳統(tǒng)的教室授課為主，同時(shí)也有為進(jìn)修所準(zhǔn)備的特殊設(shè)施。

該項(xiàng)目的主要目的是改善現(xiàn)有的區(qū)域，取代臨時(shí)建筑，還要為特殊需求建立新的教學(xué)區(qū)。整個(gè)工程分3期，這是為了確保在施工期間學(xué)?？梢哉粘Ｊ褂谩?/p>

現(xiàn)有的建筑建于1960年代，有些破舊，但是明顯保持著一定的建造質(zhì)量。建筑平面在組織上具有簡(jiǎn)單的導(dǎo)向性，有良好的自然光線，并保持與室外密切的聯(lián)系。單元模塊結(jié)構(gòu)非常靈活，適于功能的變化。新的結(jié)構(gòu)會(huì)在有限的預(yù)算下稍稍改變過(guò)于簡(jiǎn)單的內(nèi)部組織，并且保持其固有屬性。屋頂將安裝新的機(jī)械系統(tǒng)。

3 庭院/Courtyard

1期工程是在現(xiàn)有的中庭內(nèi)建造一些新館。其中包括科學(xué)實(shí)驗(yàn)室、圖書(shū)館和一個(gè)主要的“廣場(chǎng)”。新添加的主入口被移到了建筑的西側(cè)。建筑形成了一套柔軟而有機(jī)的建筑詞匯，可以軟化新舊建筑之間緊張的空間關(guān)系。與此同時(shí)，那些包含特殊功能的新建區(qū)域也被原有的直線輪廓所限制。從狹縫照進(jìn)室內(nèi)的日光，結(jié)合了圓形吸頂燈，把室內(nèi)從頂棚到地面都照亮了。

2期工程是給最小的孩子們建造一棟獨(dú)立的建筑。其中有10間教室以及辦公室。公共區(qū)域可以獲得從中庭照進(jìn)來(lái)的陽(yáng)光。教室的大小是可變的，可以根據(jù)不同年級(jí)學(xué)生的數(shù)量來(lái)改變教室的大小。

3期工程還在規(guī)劃當(dāng)中，新建區(qū)域?qū)⒃O(shè)有培養(yǎng)兒童戲劇、音樂(lè)和體育的場(chǎng)所。部分區(qū)域?qū)?huì)在夜間開(kāi)放。

材料

形態(tài)有機(jī)的墻面由特別處理的木制板材所包裹，具有凹凸的形狀，表面經(jīng)過(guò)清漆處理。室內(nèi)木質(zhì)墻面都被刷成白色。2期工程的外墻由10種顏色不同的纖維水泥板覆蓋。外部材料也被用于外墻的內(nèi)側(cè)。

根據(jù)原有結(jié)構(gòu)的質(zhì)量，新加建的部分圍繞著3個(gè)新的庭院組織，每個(gè)庭院適于不同年齡的孩子游戲和娛樂(lè)?，F(xiàn)有的中庭用白色的礫石、長(zhǎng)椅和綠色植物裝飾成安靜的花園，非常適合一些安靜的游戲和交談。其中有兩棵大橡樹(shù)被保留下來(lái)。在2期工程里，中庭采用橡膠地板，適合那些最小的孩子們?cè)谄渲型嫠?。學(xué)校西側(cè)的開(kāi)放式庭院被規(guī)劃為球場(chǎng)?！酰◤垥岳?譯）

4 外景/Exterior view

5 入口/Entrance

6 外景/Exterior view

Oslo International School is a private school with about 500 children from more than 50 different nations,divided into kindergarten, reception, primary and secondary school. The school is based on a traditional use of classrooms combined with special facilities for advanced studies.

The primary goal of the building project is to upgrade existing areas, replace temporary structures and establish new educational areas for specific needs. The project is divided into 3 phases to make possible continuous use of the school during the construction period.

The existing structure from the 1960-ies was worn down, but had obvious architectonic qual ities. The organization on one level gives easy orientation, good natural lighting and a close contact to the outdoors.The modular st ructure is f lexible to programmatic changes. The new st ructure gent ly t ransforms the easy organization within a limited budget, and tries to keep the inherent qual ities. The new mechanical systems are placed on the roof.

Phase 1 is established as pavilions within existing atrium. They include science laboratories, library and a main “square”. The main entrance, as a resul t of the addition, is moved to the west side of the building.The architecture is developed as a new vocabulary of sof t and organic forms, sof tening dense spatial relationships between new and old areas. At the same time these new areas contain special programs f ramed by the rectilinear structure of the old. Daylight fil ls the rooms f rom nar row sl its f rom f loor to cei l ing combined with circular roof lights.

Phase 2 is a separate pavi lion for the smal lest children. It houses 10 classrooms in addition to offices.The common areas get daylight from the at rium. Sizes of rooms are f lexible, and can be changed according to number of children on each level.

Phase 3, under planning, wi l l house new areas for drama, music and physical education. Parts of the areas wil l be open at night.

Mater ials

Organical ly shaped wal ls are clad with special ly mil led wooden paneling in convex and concave shape,treated with clear tar. Inside, the wooden wal ls are whitewashed. Phase 2 has a facade covered with fiber cement boards in 10 different colors. Outside materials are also used on the inside of outside wal ls.

With reference to the qual i t ies of the old st ructure, the new bui ldings are organized around three new atria suited for play and recreation for the di f ferent groups of children. The existing atrium is establ ished as the quiet garden with white gravel,benches and greenery sui ted for quiet play and conversations. Two large existing oaks are preserved.The atrium in phase two has a rubber f loor suited for play for the smal lest chi ldren. The open school yard towards the west is planned for bal l play. □

7 庭院/Courtyard

項(xiàng)目時(shí)間/Project Date: 2006－2009

業(yè)主/Client: Oslo International School

設(shè)計(jì)團(tuán)隊(duì)/Design Team: Einar Jarmund, H。 ak on

Vigsnaes, Alessandra Kosberg

景觀建筑師/Landscape Architect: Grindaker AS

結(jié)構(gòu)顧問(wèn)/St ructural Consultants: AS Frederiksen

設(shè)備顧問(wèn)/Mechanical Consultants: Ingén ia AS /Ing.

Per Rasmussen AS /Heiberg& Tveter AS

消防顧問(wèn)/Fire Consul tants: NEAS Brannconsul t AS

聲學(xué)顧問(wèn)/Acoustics Consultants: Norconsul t AS

承建商/Cont ractor: Oslo Byggentrepre nr AS

面積/Size: 3 900m（2新建/new st ructure）, 3 300m2（翻新/refurbishment）

攝影/Photography: Ivan Brodey

8 平面/Floor plan