墨爾本大學(xué)設(shè)計(jì)學(xué)校澳大利亞墨爾本

項(xiàng)目負(fù)責(zé)人：Nader Tehrani

項(xiàng)目經(jīng)理：John Chow

設(shè)計(jì)協(xié)調(diào)：Arthur Chang

設(shè)計(jì)團(tuán)隊(duì)：Katie Faulkner, Daniel Gallagher, James Juricevich, Parke MacDowell, Marta Guerra Pastrián,Tim Wong, Ryan Murphy, Rich Lee, Kevin Lee,

Ellee Lee, Amin Tadj

合作建筑師：John Wardle建筑師事務(wù)所

Principal in Charge: Nader Tehrani

Project Manager: John Chow

Design Coordinator: Arthur Chang, RA

Project Team: Katie Faulkner, AIA; Daniel Gallagher, AIA; James Juricevich,

Parke MacDowell, Marta Guerra Pastrián, Tim Wong, Ryan Murphy, Rich Lee,Kevin Lee, Ellee Lee, Amin Tadj

John Wardle Architects and NADAAA in Collaboration

2009年舉辦的國(guó)際競(jìng)賽成就了墨爾本大學(xué)的項(xiàng)目。除了墨爾本大學(xué)建筑系及其相關(guān)學(xué)科的新設(shè)施外，此次競(jìng)賽的項(xiàng)目是重新思考建筑教育所面臨的整個(gè)挑戰(zhàn)，把“學(xué)術(shù)環(huán)境”、“懸空工作室”、“生活建筑”和“建筑教育學(xué)”四個(gè)主題放在優(yōu)先地位，所有這些主題都涵蓋了當(dāng)時(shí)的某些迫切需要，同時(shí)也展望了未來(lái)的各種愿望。在提供這四個(gè)主題的過(guò)程中，此次競(jìng)賽也預(yù)見(jiàn)了跨學(xué)科工作導(dǎo)致的建筑教育的一些關(guān)鍵變化，以及教學(xué)空間如何響應(yīng)和提供一個(gè)平臺(tái)，讓各個(gè)領(lǐng)域的人聚集在一起，形成1+1大于2的效果。此次競(jìng)賽還確認(rèn)，隨著新技術(shù)和在線教育的迅速興起，不僅需要重新界定空間，以優(yōu)化個(gè)人空間，而且還需要重新界定集體互動(dòng)空間、共享媒體和互動(dòng)技術(shù)。此外，在經(jīng)濟(jì)危機(jī)和生態(tài)脆弱并存時(shí)期，建筑將需要解決資源的使用問(wèn)題，挑戰(zhàn)傳統(tǒng)的項(xiàng)目交付手段和方法，同時(shí)也需預(yù)測(cè)和了解對(duì)這種風(fēng)險(xiǎn)投資生命周期中各種可能存在的問(wèn)題。最后，該項(xiàng)目還將作為一種教學(xué)模式，不僅提供新的學(xué)習(xí)創(chuàng)新空間，而且還作為一種已建成的藝術(shù)品，作為一種教學(xué)工具——以身作則，成為與其合作的媒體爭(zhēng)相討論的話題。

The Melbourne University project is the result of an international competition, organized in 2009. The focus of the competition, beyond housing the new facilities of the Melbourne University architecture department –and its related disciplines—was to rethink the entire challenge of architectural education to give priority to four themes: the ‘a(chǎn)cademic environment’, the ‘suspended studio’, the ‘living building’,and ‘built pedagogy’, all themes that cover certain urgencies of this time, while projecting forward various ambitions for the future. In offering these four themes, the competition foresaw some critical changes in architectural education that are the result of inter-disciplinary work, and how spaces of pedagogy can react to and accommodate a platform for various fields to come together and form something larger than the sum of their parts. The competition also acknowledged that with the rapid rise of new technologies and online education, that spatial needs need to be redefined not only to optimize personal spaces, but also collective spaces of interaction, shared media and interactive technologies. Further to this, in a time of both economic crisis and ecological vulnerability, the building would need to address the use of resources, challenging conventional means and methods of project delivery, while also projecting forth an understanding of the life cycle implications of such a venture.Finally, the project is also to serve as a pedagogical model, not only offering new and innovative spaces for learning, but also as a built artifact, to serve as a pedagogical instrument—to teach by example and radicalize the media with which it is working.

二層平面：走廊工作臺(tái)LEVEL 02: CORRIDOR WORK TABLES

三層平面：走廊工作柜LEVEL 03: CORRIDOR WORK COUNTERS

四層平面：走廊工作座LEVEL 04: CORRIDOR WORK SEATING

Y型樓梯：在每一個(gè)直道的中間著陸處，樓梯會(huì)分開(kāi)成兩段，然后作為一個(gè)轉(zhuǎn)身樓梯返回，這樣就可以讓用戶選擇不同的路線，縮短他們到達(dá)目的地的路線，從而形成一個(gè)皮拉內(nèi)西式的帶狀路徑。

Y-STAIR At each mid landing of each straight run the stair splits and turns back as a return stair thus allowing the user to choose alternate routes to shorten their path to their given destination resulting in a Piranesian lacing of pathways.

JREED MASK：一個(gè)多世紀(jì)前，約瑟夫?里德（Joseph Reed）設(shè)計(jì)了位于墨爾本市中心的柯林斯大街新南威爾士銀行的正立面。1938年，銀行正立面重新設(shè)置于校園中心，與它所依附的建筑沒(méi)有什么特別的關(guān)系。最新?lián)芸钸M(jìn)行的立面改建不設(shè)樓板，背面采用塑料且另設(shè)了出口，與第2層的西橋相接。

JREED MASK Joseph Reed designed the facade of the Bank of New South Wales to stand on Collins Street in downtown Melbourne over a century ago. The facade was re-located in 1938 on the center of campus with no particular relationship with the building it was attached to.The latest appropriation leaves the facade free of floor plates allowing the back to become plastic and morph it’s openings to meet the western bridge at level 02.

生活建筑：墨爾本大學(xué)設(shè)計(jì)學(xué)院建筑正立面考慮了場(chǎng)所細(xì)節(jié)和性能細(xì)節(jié)，分為兩個(gè)部分。第一部分是提供隔熱作用的防風(fēng)雨外圍結(jié)構(gòu)和用于視覺(jué)和通風(fēng)的開(kāi)口。第二部分是控制日光照射的幕墻。建筑外圍結(jié)構(gòu)在太陽(yáng)和氣候條件相互協(xié)調(diào)方面，可成為教學(xué)示范。

THE LIVING BUILDING The MSD building facade makes a distinct response to the specifics of place and the particulars of performance, in two parts. The first part is a weatherproof envelope that provides thermal insulation and punctuated apertures for vision and ventilation. The second part is a screen that controls solar access. The building envelope is a didactic demonstration of the mediation of solar and climatic conditions.