重講校園故事
——北大附中本校及朝陽未來學(xué)校校園景觀改造

吳船 董灝

回想少年時(shí)光，多少人記憶當(dāng)中最難忘的經(jīng)歷、最精彩的一瞬、最知心的對話，都發(fā)生在校園里的某個(gè)角落。去年，Crossboundaries在為北大附中本校及其朝陽未來學(xué)校分校改造校園景觀的過程中，重溫了校園的青春飛揚(yáng)，也重新思考了設(shè)計(jì)對于教育的意義。

如今在很多創(chuàng)新教學(xué)空間，自由布局的教室和走廊正成為“標(biāo)配”，其背后的理念是將對空間的支配權(quán)更多地還給學(xué)習(xí)者，激發(fā)他們的主動(dòng)性。那么校園該如何設(shè)計(jì)呢？作為全校師生通行、活動(dòng)、駐留的綜合場所，具有豐富層次的校園能夠更加接近真實(shí)社會(huì)，這比很多功能空間蘊(yùn)含更多跨界、多元的教育和交流機(jī)會(huì)。所以，校園同樣——甚至更需要一個(gè)寬松、友善的語境，讓孩子們在一生當(dāng)中最富生機(jī)、充滿可能的年華，有機(jī)會(huì)在這座“舞臺”上反復(fù)彩排自己的人生未來。

于是在此次兩校改造過程中，我們確定的設(shè)計(jì)原則就是圍繞學(xué)生的真實(shí)需求和體驗(yàn)，將傳統(tǒng)高度分割而封閉的“刻板空間”，化解成更加開放而連續(xù)的“自由空間”。

1 校園故事一：北大附中本?！窂阶杂桑臻g打開

在國內(nèi)略有些年頭的校園或單位大院里，總能見到教學(xué)樓、運(yùn)動(dòng)場、綠化區(qū)等功能區(qū)規(guī)矩排布，其間以車行干道串連的空間格局。始建于20世紀(jì)60年代初的北大附中本校也不例外。半個(gè)多世紀(jì)以來，該校校園面貌雖幾經(jīng)更迭，卻仍保留了很多歷史的痕跡。

時(shí)值今日，北大附中提出“以學(xué)生為中心”的全新教育理念，鼓勵(lì)學(xué)生釋放天性、自主決策。校方繼2016年委托Crossboundaries對其教學(xué)空間、體育館和藝術(shù)中心進(jìn)行改造后，又計(jì)劃調(diào)整這座老校園核心區(qū)的景觀。

1.1 還路于人

我們發(fā)現(xiàn)，傳統(tǒng)校園里的交通動(dòng)線基本是以車行干道為主導(dǎo)，人行動(dòng)線依附于兩側(cè)。雖然人員在校園內(nèi)通行與活動(dòng)的頻率、范圍遠(yuǎn)遠(yuǎn)大于車輛，其優(yōu)先級卻被排在車輛之后。當(dāng)“車行”邏輯凌駕了“人行”邏輯，一方面，靈活的雙腳總要跟在車輪后面“繞遠(yuǎn)路”，降低了行人通行的效率和可達(dá)性，而隨時(shí)可能發(fā)生的人車混行又會(huì)降低校園的舒適度和安全感。另一方面——更重要的是，師生們在校園里除了基本通行，還需要進(jìn)行各種休閑和交流活動(dòng)，而在被車道切割的校園里，這些空間又在哪里？顯然，這座校園需要一輪人車優(yōu)先級的調(diào)換。于是我們同校方協(xié)商，把校園核心區(qū)的一條主要機(jī)動(dòng)車道徹底取消，把更多路權(quán)和活動(dòng)/停留的自由還給師生。

1.2 消滅“孤島”

路的問題解決后，為將整個(gè)校園連綴成更完整的自由區(qū)域，我們又逐個(gè)優(yōu)化了若干封閉空間和功能單一的“孤島”。

校園中央原有一座四周高聳著鐵絲網(wǎng)的封閉籃球訓(xùn)練場。校方在向全校師生征求校園改造意見時(shí)，呼聲最高的就是“保留老球場”，因?yàn)槟抢锍休d了許多校友和在校生最美好的校園記憶：課間十分鐘也要沖下樓打會(huì)兒球，烈日下或大雪天都不在乎，切磋出的友誼、帥氣的中場三分、集體榮譽(yù)的巔峰、怦然心動(dòng)的時(shí)刻……

1 北大附中本校景觀改造鳥瞰

2 北大附中本校景觀改造前后對比示意圖

3 北大附中本校景觀改造前后對比示意圖

業(yè)主：北京大學(xué)附屬中學(xué)（本校）

建設(shè)地點(diǎn)：北京

景觀設(shè)計(jì)：Crossboundaries

項(xiàng)目負(fù)責(zé)人：Binke Lenhardt（藍(lán)冰可）、董灝

設(shè)計(jì)團(tuán)隊(duì)：于兆雄、侯京慧、胡冰煜、高旸、郝洪漪、Irene Sola、湯佳音、王旭東

聯(lián)合設(shè)計(jì)：北京市建筑設(shè)計(jì)研究院-元景景觀建筑規(guī)劃工作室、北京市建筑設(shè)計(jì)研究院-第五建筑設(shè)計(jì)院

場地總面積：51 560m2

設(shè)計(jì)時(shí)間：2018.03～2018.05

建設(shè)時(shí)間：2018.07～2018.09

攝影：楊超英、郝洪漪

4 北大附中本校觀賽席也是休息處

5 北大附中本校改造前后對比

6 北大附中本校改造前后對比

7 北大附中本校改造前后對比

8 北大附中本校校園中心的機(jī)動(dòng)車道取消后

9 北大附中本校自由布局的坐具

10 北大附中本校通道嵌入功能插件

11，12 北大附中暗走廊改造前后對比示意圖

當(dāng)學(xué)校的新體育館建成后，我們綜合考慮了空間利用效率，將其改造為一處四通八達(dá)的“下沉式活動(dòng)場”——拆掉“鐵籠”，把兩片練習(xí)場合并為一個(gè)標(biāo)準(zhǔn)的籃球比賽場，并于四周添加了看臺和一些自由形狀的坐凳。于是，這片場地被充分打開，自然而然地融入了行人通行的路徑，強(qiáng)化了校園實(shí)體空間和視覺上的聯(lián)系?，F(xiàn)在，全校師生不僅仍有機(jī)會(huì)在戶外熱烈地為籃球賽吶喊助威，還能更加輕松愜意地在這里通行或休息。

雖然學(xué)校允許大家進(jìn)入校園核心區(qū)的大草坪，然而學(xué)生們并不習(xí)慣直接坐在草坪上，也沒人愿意在這空蕩蕩的地方久留，使得這片區(qū)域成為一處面積很大、利用率卻很低的場所。為了讓所有“看的綠化”都轉(zhuǎn)化為“人的空間”，我們在草坪內(nèi)部及道旁樹周邊添加了各種戶外座椅，使之搖身一變成為“露天教室/客廳”，讓愜意的交流隨時(shí)隨地發(fā)生。

我們還在一條原先光線昏暗、功能模糊、利用低效的樓間消防通道地面鋪設(shè)了跑道，墻體間嵌入功能件，將其升級為一處集跑道、休息區(qū)、宣傳欄于一體的復(fù)合功能空間。其中，百米跑道是學(xué)校利用率最高的體育訓(xùn)練場地之一。

13 朝陽未來學(xué)校黃色跑道及校園步行路

2 校園故事二：朝陽未來學(xué)?！w設(shè)計(jì)，讓教育彌散在校園

朝陽未來學(xué)校是一個(gè)改造項(xiàng)目，改造前的校園里充斥著20世紀(jì)80年代建成的懷舊教學(xué)樓，原有的6棟建筑布局緊湊，教室走廊千篇一律。大樓隨處可見褪色脫落的墻面、雜亂生長的爬山虎，不同時(shí)期的改建加建隨意而不協(xié)調(diào)，電網(wǎng)線路雜亂外露——整座校園全然沒有學(xué)校應(yīng)有的蓬勃朝氣和陽光活力。該校教育者相信，“教育無處不在”。所以在進(jìn)行整體設(shè)計(jì)時(shí)，團(tuán)隊(duì)特別注重將校園作為室內(nèi)教學(xué)空間的延續(xù)，以保證二者價(jià)值觀的一致性。于是我們基于“從建筑到標(biāo)識”的整體設(shè)計(jì)方法，從一開始就將景觀納入考量范圍內(nèi)。

2.1 不止跑道

改造前，朝陽未來學(xué)校的整體室外活動(dòng)空間僅為一條60m的直線跑道和一塊7人足球場。顯而易見，這遠(yuǎn)遠(yuǎn)無法滿足新招收的1 200名師生的使用需求。校園四周建筑密集林立，很難單純地通過增加校園面積來延伸跑道或擴(kuò)大運(yùn)動(dòng)場規(guī)模。為此，一條穿梭于整個(gè)校園的不規(guī)則400m環(huán)形慢跑道，就這樣應(yīng)運(yùn)而生了。同時(shí)，原來60m跑道的位置被重新布置成了兩塊籃球場地，這一布局不僅滿足了師生的日常需求，更集中體現(xiàn)了景觀語言與教育理念的一致性。這條跑道不僅為師生提供了必要的運(yùn)動(dòng)空間，還是一條高效利用場地的校內(nèi)步行主路。它以自由形狀連綴起校園各空間，與沿途的建筑、場地分別形成尺度適宜的關(guān)系；“環(huán)形”路徑均等的可達(dá)性宣示了校內(nèi)所有空間的平等地位?！疤依畈谎?，下自成蹊”，跑道在潛移默化間成為鼓勵(lì)學(xué)生自在、自主決策路線與行動(dòng)的“教育者”。

2.2 積極邊緣

通常，校園圍墻這類所謂的“次要”元素由于不受重視，缺乏設(shè)計(jì)投入，最終只能成為極少與人產(chǎn)生互動(dòng)的消極空間。在很多人的印象中，校園圍墻無非是一堵高墻，亦或是重復(fù)無聊排列的欄桿。我們認(rèn)為，一所面向未來的學(xué)校應(yīng)該與社區(qū)產(chǎn)生更多的互動(dòng)，在本身校區(qū)面積不寬裕的情況下，采用傳統(tǒng)方式無法給它賦予更加積極、開放的功能。所以，改造后的朝陽未來學(xué)校邊緣并沒有圍墻，取而代之的是一段內(nèi)置了屋頂和座椅、最大程度增加了通透性的“游廊圍墻”。增加的屋檐和座椅將校園圍墻轉(zhuǎn)化為江南園林中的游廊。無論是酣暢淋漓運(yùn)動(dòng)后的休憩，還是同學(xué)、師生在學(xué)習(xí)間隙的討論，蜿蜒的游廊為大家提供了一處非正式的社交空間。同時(shí)，通透材料的使用讓鄰里路人能夠了解校園內(nèi)發(fā)生的點(diǎn)點(diǎn)滴滴，強(qiáng)化著校區(qū)與社區(qū)的聯(lián)系，鼓勵(lì)學(xué)生接觸真實(shí)世界。

14 朝陽未來學(xué)?？偲綀D

業(yè)主：北京大學(xué)附屬中學(xué)（朝陽未來學(xué)校）

建設(shè)地點(diǎn)：北京

景觀設(shè)計(jì)：Crossboundaries

項(xiàng)目負(fù)責(zé)人：Binke Lenhardt（藍(lán)冰可）、董灝

設(shè)計(jì)團(tuán)隊(duì)：高旸、Andra Ciocoiu、Natalie Bennett、郝洪漪、王旭東

聯(lián)合設(shè)計(jì)：北京市建筑設(shè)計(jì)研究院-元景景觀建筑規(guī)劃工作室、北京市建筑設(shè)計(jì)研究院-第五建筑設(shè)計(jì)院

場地總面積：25 916m2

設(shè)計(jì)時(shí)間：2015.10～2018.03

建設(shè)實(shí)踐：2017.09～2018.05

攝影：楊超英、郝洪漪、董灝

15 朝陽未來學(xué)校建筑色彩搭配說明

16 朝陽未來學(xué)校跑道優(yōu)化方案說明

17 朝陽未來學(xué)校藝術(shù)中心前的休閑座椅及景觀

18 朝陽未來學(xué)校多功能運(yùn)動(dòng)場

19 朝陽未來學(xué)校游廊圍墻的休息座椅

20 朝陽未來學(xué)校貫穿校園的慢跑道

21 朝陽未來學(xué)校內(nèi)院景觀

22 朝陽未來學(xué)校景觀游廊概念示意圖

23 朝陽未來學(xué)校通透的圍欄

3 反思：校園需要景觀設(shè)計(jì)嗎？

提起景觀，很多人覺得就是小事一樁。確實(shí)，對于包括學(xué)校在內(nèi)的很多公共建筑項(xiàng)目，景觀通常都屬于較次要的環(huán)節(jié)，往往在項(xiàng)目主體完成后，根據(jù)經(jīng)費(fèi)、工期等現(xiàn)實(shí)條件“填個(gè)空”。尤其學(xué)校，很多時(shí)候更是侈談“景觀”，只能在滿足了教學(xué)必需的核心功能后，依照綠化率要求布置些植被，再點(diǎn)綴幾處校園小品。但校園景觀真的等于可有可無的裝飾嗎？

今天，個(gè)人與物理空間及人文環(huán)境間的關(guān)系、學(xué)生如何獲得自我認(rèn)知和充盈的內(nèi)心，都日益成為現(xiàn)代教育探索的范疇，也是我們設(shè)計(jì)的起點(diǎn)。兩座經(jīng)過改造的校園將之前一直被需要、卻受傳統(tǒng)布局約束的自由空間一步步釋放了出來，以各種形式和尺度相互融為一體，使得校園空間的總體利用效率得以提升。這令我們愈發(fā)體會(huì)到教育的迷人之處——美好的效果往往取決于細(xì)節(jié)上的匠心。

Last year,Crossboundaries injected brand new landscapes into two existing campuses,the Affiliated High School of Peking University and its branch school,Chaoyang Future School,and during the process,rethought about the meaning of campus design for education.

The free layout for indoor learning spaces has become ubiquitous in innovative education.The idea is to stimulate learners’ initiative by returning more ownership of space to its users.A campus,with a variety of activities taking place within and between different groups,is with its complexity similar to the real world beyond the boundary fence and thus contains even more diverse opportunities for learning beyond the formal learning spaces.Continuing the same idea of design to promote self-learning campus landscapes should be equally relaxed,friendly and inviting.

When intervening with a campus landscape,we put focus on the needs and experiences of students,to resolve the utilitarian“rigid space”into a more open and continuous“free space”.

1 Story One:the Affiliated High School of PKU,Free Passage,Free Space

In traditional campuses in China,you can always see a similar layout of buildings and sports fields connected by roads for vehicular traffic and filled in with lawns.The Affiliated High School of Peking University,dating back to the early 1960s,was no exception.Over more than half a century,the campus experienced several shifts but still kept many of its original characteristics.

Today,based on the school's new concept of studentcentered education,Crossboundaries adjusted this bygone campus’ landscape,liberating its spacial constraints,complimenting the 2016 transformation of indoor learning space,sports and art center.

1.1 Returning Roads to Pedestrians

We found in these traditional campuses,pedestrian flow is usually pushed to the sides of the road,people prioritized after vehicles,despite the frequency and volume of people’s traffic surpassing any vehicular activity.The perceived presence of cars reduces the sense to move around the campus comfortably and maintains an underlying sense of unsafety.People don’t only walk to pass from one point to another,they also have the appetite to spend time in the outdoor spaces to rest or shake off excess energy.So where is the space for these activities?To shift in the priority of spaces for pedestrians and cars,a main road in the central area was canceled,leaving more space for students and teachers.

1.2 Diminishing the“Isolated Islands”

Removing the road,we also reinvented several previously enclosed,single-functioned spaces on the campus,giving way to more consistent free space to meander,rest or play.

In the center of the campus,there was a closed basketball training ground surrounded by barbed wire.When the school asked the teachers and students of the whole school for their opinions on campus reconstruction,the most appealing one was "keep the old stadium",because it carried many of the best memories of the alumni and the students in the school.Ten minutes after class,you have to rush downstairs to play basketball,even in the hot sun or snowy days.The friendship,the handsome midfield three points,the peak of collective honor,the moment of heartbeat,etc.are unforgettable.

Flipping a“caged”basketball court into an open sunken activity ground,its boundary fence was entirely removed and seating added to form a new edge.Now entirely open,the area is transformed giving both simplified visual and physical connections,offering alternative space in the campus for communication,exchange,and interaction.

In the center of the campus,there is a large lawn,a formerly underused place for no one would enjoy such a large empty space,especially in a context where it is not customary to sit on the grass.Converting this uninviting lawn into a functional and useful space for students and teachers,we added a variety of benches on and near the lawn,creating an“outdoor classroom”or“l(fā)iving room”for all kinds of gatherings.

Hidden just around the corner is another outdoor space that served only to allow firetrucks to pass in the event of an emergency,severing two active parts of the same building.Ultimately its greatest asset now is adding purpose and appeal to a former dead space,serving as a complex set of functions,featuring a 100-meter running track,display walls and some seating.

2 Story Two:Chaoyang Future School,Education Diffused in a Campus

Chaoyang Future School is a renovation project.The existing old campus was built in the ’80s,and there are six buildings with small distances,and they all have compact interior layouts with uniform classrooms and corridors.Faded walls and randomly growing plants can be seen everywhere in the existing buildings.Uncoordinated reconstruction and open walls and ceilings with exposed cables make the whole campus loose energy.The educators of this school believe that education should be everywhere,resulting in a need for the campus to be a continuation of the indoor and outdoor learning space under the same educational idea.From the outset,this project was considered across the scales of architecture to signage and from inside to outside.

2.1 Beyond a Running Track

Before the renovation,the whole outside activity space for students was a 60-meter running track and a small football field,obviously,the current outside space can not accommodate 1200 students and teachers.However,a high-density neighborhood surrounds the campus and therefore limits the expansion of track and field.Considering this situation,an unregular shaped 400 meters loop track crosses the campus,at the same time,the former site of the 60 meters track was transformed into two basketball fields.This new design and layout not only meet the daily needs of students and staff but also illustrates the consistency of the landscaping and educational model.This running track doesn’t only provide the basic function for sport,but is also a pedestrian route in this small enclosed area and with its free shape,links every corner in the campus.The open accessibility of this circular path encourages students to make decisions on their routes and actions and presents a message of integration and equal weighing of choice of how to move and where to move to.

2.2 The Positive Fence

A campus fence is usually limited to delineating property limits,often downplayed and lacking in design,rarely interacting with people.Generally,the campus boundary to the existing,sometimes very urban neighborhood is neglected,and a fence as a visual boundary is separating the two clearly and allows for no interaction.Chaoyang Future School instead has an interactive boundary,a living fence,projecting inwards and bending,introducing areas to stay,with benches covered by roofs and maximum transparency to the neighborhood,an informal social space for students and teachers to rest,observe and communicate.This“active”fence strengthens the connection between campus and community and exposes students to the real world outside– simultaneously passersby understand everything that happens on campus.

3 Rethinking Campus Landscaping

Many view landscapes as a minor topic.Indeed,in many publicly funded architectural projects,landscapes are usually considered as a secondary element,fulfilled to meet the basic necessities.For schools especially,it usually means grassing over areas to meet the required campus standards,with maybe several funky highlights,rather than sophisticated-designed landscapes.Why is landscaping in school campuses often only a dispensable decoration?

The relationship and interaction between individual learners and the environment have become an important consideration of modern education,as well as a starting point of Crossboundaries’ design.In the two projects above,freedom of space,previously constrained by former rigid approaches,now are integrated into various forms,scales and functions with the whole school campus.Meanwhile,the overall efficiency of campus space has been improved.Crossboundaries believe that the fascinating element about education is that excellent results often lie in the detail of less significant things.