納德·特拉尼訪談

納德·特拉尼訪談

Interview with Nader Tehrani

就墨爾本大學(xué)設(shè)計(jì)學(xué)院的相關(guān)情況，本刊采訪了NADAAA建筑事務(wù)所主持建筑師納德·特拉尼。

WA：哪些因素決定了現(xiàn)在使用中的建筑形式？

納德·特拉尼（NT）：墨爾本設(shè)計(jì)學(xué)院（MSD）的形式在很大程度上是由它在墨爾本大學(xué)校園的中心位置決定的。它地處中心，西側(cè)是“混凝土草坪”，東側(cè)是伊麗莎白·默多克大樓；馬森路從南邊繞過，墨爾本心理科學(xué)院圍著它的北院。MSD實(shí)際上是沒有背面的，對于不同的活動每一面都是正面。因此它的底部具有一種通透性，使它的公共功能與整個校園相連。圖書館、制造車間、展廳和一系列講堂，所有這些基本功能都是為學(xué)院服務(wù)的，同時(shí)也向校園的其他院系開放。

二層作為新的首層，是“主樓層”，是為設(shè)計(jì)學(xué)院服務(wù)的平臺。作為新的室內(nèi)公共空間的底面，這個空間上方是天井，使整個建筑融為一體。這個天井空間是學(xué)院的功能核心，包括了工作室用桌、評圖空間及聯(lián)合工作臺，并在垂直方向上與每條上升走廊構(gòu)成關(guān)系。事實(shí)上，每層的走道都加寬了，使它不再只是通道，而是可以使用的。這樣，空間里的桌臺等設(shè)施就要采用“輪用制”，供學(xué)生24小時(shí)使用。專教、研究室和其他功能在這個室內(nèi)空間兩側(cè)。

若干座側(cè)樓以離心形從建筑的核心伸展出來，呈現(xiàn)出回歸校園的姿態(tài)，更突出了這座建筑的造型。其天井看似一條章魚，核心部位就是它的頭，側(cè)樓就像許許多多觸手伸向周圍，融入環(huán)境之中。

WA：現(xiàn)有平面的構(gòu)成原因是什么？

NT：在南側(cè)，靠近天井層的工作室空間兼作展廳和評圖室。在它上面的第二三層也是工作室。第四五層是碩博試驗(yàn)室。所有這些空間都以不同的方式向?qū)?yīng)的走廊敞開，實(shí)現(xiàn)共享功能，并形成跨學(xué)科的聯(lián)系，讓建筑、景觀、城市和建造相互融合。

建筑北側(cè)的上層以教師辦公室為主，前面是開放研究區(qū)，師生可以在這里暢談。天井周圍還有用于非正式課程、集體活動和交流的區(qū)域。

13 教室/Classroom

WA：建筑空間與教學(xué)的關(guān)系是什么？這種空間/建筑如何提升教學(xué)質(zhì)量？

NT：這座建筑的“大思路”是表達(dá)堅(jiān)實(shí)，而構(gòu)成上又是古典的。但整個形體中有許多小插曲，給教學(xué)空間帶來了不同程度的隨意性，以此呼應(yīng)學(xué)院的文化。這座學(xué)院雖大，卻也包含了許多小群體、研究組和不同的學(xué)科。如此一來，這些空間在建筑上通過正式與隨意的矛盾體現(xiàn)出一種二重性。

我們希望這種二重性能創(chuàng)造出更好的教學(xué)環(huán)境，不僅理順自上而下的師生教學(xué)關(guān)系，更讓同學(xué)們能在建筑空間里隨時(shí)隨地相互學(xué)習(xí)。

這個方案的設(shè)計(jì)和建造在同一階段完成。空間圍繞東西軸線分布，將東邊的伊麗莎白·默多克大樓和西邊的約瑟夫·里德立面聯(lián)系在一起。中庭、主樓梯和非正式集會空間從里德立面上凸起，作為建筑的主要空間形成序列。

最受歡迎的空間是學(xué)生主樓?！酰ㄉ袝x 譯）

In relation to the background of the Melbourne School of Design,World Architectureinterviewed the principal architect of NADAAA, professor Nader Tehrani.

WA:Which factors determined the form of building currently in use?

Nader Tehrani (NT):The form of the Melbourne School of Design (MSD) project is determined, in great part, by its central location on the Melbourne University campus. By being so central, it is anchored on the west by the "Concrete Lawn", and on the east by the Elizabeth Murdoch Court; Masson Road frames its southern edge and a northern courtyard is framed by the Melbourne School of the Psychological Sciences. In essence, the MSD project has no back, and thus all its edges need to serve as fronts for a variety of activities. For this reason, its base is characterised by a porosity such that its public programmes can communicate with the campus at large. With a library, fabrication shop, gallery and a series of lecture halls, all these base programmes serve the school, while also welcoming the other disciplines on campus.

A new ground plane on its second floor, a "piano nobile" serves as a platform for the school of design itself. The ground of a new public interior, capped by an atrium, this space brings the entire project into cohesion. The atrium space serves as the core function of the school, housing the studio desks, critique spaces, and collaborative tables together vertically in relation to each ascending corridor. In effect, the circulation on each floor is widened to become more than just a conduit, and instead a destination. The furnishings of this space, thus, are "hot desks" and serve the students on a 24 hour basis, while dedicated classrooms, research spaces and other programmes flank this inner space.

The form of the building is further amplified by a series of wings that extend out of the building's core in a centrifugal fashion, reaching back out to the campus. Visually, akin to an octopus, the atrium in its core serves as a head, with the tentacles reaching out to negotiate with the context.

WA:How about the forming reasons for the existing plan?

NT:On the south edge, next to the atrium floor, there are studio spaces that double as exhibit and critique rooms. On top of that there are more studios on the second and third floors. On the fourth and fifth floors, there are the masters and PhD labs. All these spaces open up in some fashion to their corresponding corridors, to share programmatic functions and to build disciplinary connections across fields: bringing architecture, landscape, urbanism and construction into conversation with each other.

On the upper levels the north edge of the building is mainly composed of faculty offices with open research areas in front of them, bringing students and faculty into a broader dialogue. Around the atrium, there are also other allocated areas for informal classes, collective gatherings and dialogue.

WA:What is the connection of the architectural space and teaching? How does this space/building improve the quality of the teaching?

NT:While the general "parti" of the building is resolute, and classical in its composition, much of the diagram is broken down by episodic insertions, bringing a different scale of informality into the spaces of learning. This is an acknowledgment of the culture of the school. While it functions as a larger school, it is also composed of many smaller communities, research groups and varied disciplinary terrains. As such, the architecture of its spaces embody this duality through a formal-informal dichotomy.

It is hoped that this duality can bring a better teaching environment by addressing not only the top down instruction of faculty to student relationships, but also the peer to peer learning that happens on all odd hours of the day in the nooks and crannies of the building spaces.

This project was conceived and built in one phase. As such the spatial distribution engages the main East-West axis, linking the Elizabeth Murdoch building on the east and the Joseph Reed Facade on the west. The atrium, a main stair and an informal space of gathering projected from the Reed facade, all align as the main spaces of the building.

The most popular space is the main student hall. □

14 走廊/Gallery

15 實(shí)驗(yàn)室/Fab lab

16 圖書館/Research library