水槽屋---蒂梅阿布幼兒園設計

主持設計：王劍峰

設計團隊：李飛 | 蘇銳 | 張城蘭 | 王婧（蘇黎世高工）| 潘躍那

項目地點：蒂梅阿布村 | 加納，非洲

設計時間：2019年

建筑面積：309 m2

用地面積：1,290 m2

Chief Architect / Wang Jianfeng

Design Team / Li Fei , Su Rui , Zhang Chenglan, Wang Jing（ETH) , Pang Yuena

Location / Africa Ghana

Time / 2019

Building Area / 309 m2

Land Area / 1,290 m2

非政府組織 Radefoundation 和 Madanfo 宣布舉辦 “蒂梅阿布幼兒園”建筑競賽，比賽目的是創造一個讓蒂梅阿布的孩子上課的地方。

該項目位于加納農村，一個叫蒂梅阿布的小村莊。蒂梅阿布位于加納中部的阿散蒂地區。阿散蒂地區的居民是阿散蒂民族，一個自十三世紀以來就生活在該地區的民族。2016年，這個地區的人口數量是250萬，其中一半來自農村。蒂梅阿布是一個有1000多居民的農村村莊，但人口集中度很低，蒂梅阿布的大部分人口是農民，他們的收入非常低。蒂梅阿布有一所小學（在谷歌地圖中為6°37'35.4“N 1°24'59.1”W），從幼兒園到中學都有課程，沒有適合所有不同層次的教室。現在有100名來自底層的學生只能在樹底下上課。

Radefoundation and Madanfo Project announces the architecture competition “Timeabu Kindergarten”. The competition aims to create a place where the youngest children of Timeabu can take classes. Timeabu is in the Ashanti Region, in the centre of Ghana. The inhabitants of the Ashanti Region are Ashanti, an ethnic group that lives in the territory since XIII century. In 2016 the population of the region was 2,5 millions, half of it rural.

Timeabu is a rural village with more than 1000 inhabitants but with a low concentration of the population, Most of the population of Timeabu works as farmers and they have a very low income. Timeabu has a primary school (in google maps 6°37'35.4"N 1°24'59.1"W), and it has classes from Kindergarten to secondary school. There are no classrooms for all the different levels. Nowadays there are 100 students from the lower levels that attend school under a tree.

訴求 | 模式 APPEALS | MODE

① 場地 LOCATION

考慮到施工場地的問題和施工的成本效益，我們選擇使用場地西側的區域來放置建筑，而不是覆蓋整個場地，從而留下開放空間。一方面，這塊空地是臨時的建筑工地。另一方面，它與周圍的樹林形成了一個靈活的自然活動場所。同時，新建筑與原學校建筑形成了一個半圍合庭院，用于不同年級的學生交流和聚會。

Considering the problem of construction site and the cost-effectiveness of construction, we chose to use the area on the west side of the site to place the building instead of covering the entire site, thereby leaving open space. On the one hand, this vacant lot is a temporary construction site. On the other hand, it forms a flexible natural activity site with the surrounding woods. At the same time, the new building forms a square courtyard for communication and gathering with the original school building.

② 聚落 SETTLEMENT

三個教學空間具備一定的獨立性，三個獨立的體量形成了地域性聚落。同時，這種模式為不同的設計團隊提供了自由發揮的空間，從而為不同的團隊共同建設學校提供了可能性，以此滿足組委會的需求。

The three teaching Spaces have a certain independence and their three independent volumes form the local settlement.At the same time, this mode provides free play for different design teams and creates the possibility for different teams to build schools together to meet the needs of the organizing committee

③ 串聯 INTEGRATION

在雨水收集方面，我們打破了傳統坡屋頂的雨水收集方式，設計了更寬的排水槽來引導雨水。但最重要的是，這個排水槽實際上是另一個層面的線性屋頂，它將三個獨立的教學空間串聯起來，并將它們整合在一起。同時，線性的排水槽的傾斜度和尺度影響三個教育空間的高度，以滿足不同年齡段學生的空間感知，從而創造更人性化的空間尺度。而它也在采光、通風和遮陽方面發揮著巨大的作用。

For rainwater collection, we got rid of the collection mode of the sloping roof and designed a wider drainage channel to guide the rainwater. But the most important thing is that it is actually another level of linear roof, which connects three independent teaching spaces in series and integrates them. At the same time, the inclination and scale of the drainage affect the height of the three educational spaces to meet the spatial perception of students of different ages. It will also play a great role in lighting, ventilation and shading.

④ 打開 OPEN

由于線性的排水槽，充當了另一個層面的屋頂作用，因此，我們可以將最外層的斜屋頂從屋脊處打開。開放的屋頂使建筑能夠更有效地收集雨水，在為教學空間提供更好的采光和通風的同時，也可以減少熱輻射，促進空氣對流。并且為室內空間提供漫反射光。從總圖的角度來觀察，開放的屋頂削減了建筑的體量，并形成了與周邊村莊尺度相似的小聚落。

The linear drainage channel, as another level of roof, offers us the possibility to open the pitched roof of three teaching spaces from the ridge. The open roof allows us to collect rainwater more effectively, and at the same time provides better lighting and ventilation for the room, reduces heat radiation, facilitates air convection, and provides diffuse reflected light for indoor spaces. From the overall perspective, the open roof reduces the volume of the building and forms small settlements with similar dimensions to the surrounding villages.

⑤ 共享 SHARING

洗手站和戶外活動的開放空間不僅是為幼兒園服務的，也同樣服務于原來的學校和整個村落。而室外場地上可以靈活設置趣味性的裝置藝術以形成豐富多變的活動空間。比如，可以利用當地的彩色帆布等形成遮陽性的灰空間。

The handwashing station and the open space for outdoor activities are not only for the kindergarten, but also for the original schools and villagers. And cheap devices in the site can be very flexible and interesting.

轉換 | 空間 TRANSFORMATION | SPACE

學校空間 | SCHOOL SPACE

村民活動中心（7-8月） | VILLAGERS ACTIVITY CENTER ( JULY TO AUGUST )

臨時裝置 | TEMPORARY INSTALLATION

設計提供了一個可以轉換和演變的空間模式。當南北兩側的百葉門關閉時，幼兒園被劃分為三個獨立的教學空間;當南北兩側的百葉門打開時，整個幼兒園也可以變成一個大型的聚會場所。同時，穿過三個教室的排水槽將室外庭院與室內空間進行了統一聯系。

當孩子們不上課時，學校空間可以直接轉變為鄉村活動中心。南北兩側預留的出入口將成為村民活動中心的出入口。沿著排水槽形成的中央通道，將三個教室空間劃分為六個不同的村民活動空間。與此同時，其它入口也演變成了疏散通道。

戶外場所可設置臨時裝置。它們應具備多樣化和經濟性的特征。我們可以用竹子、彩色帆布等當地材料來搭建一個遮陽、實用的戶外活動空間。這個空間不僅為學生服務，也為村民服務。它們是室內空間的延續。

We prefer to provide a flexible spatial model. When the north-south divider louver door is closed, the kindergarten is divided into three independent teaching spaces; when the north-south divider louver door is opened, the entire kindergarten can also be transformed into a large gathering place. The drainage channels passing through the three classrooms blend outdoor courtyards with interior spaces.

When children are not in class, the school space can be directly transformed into a village activity center. The entrances and exits we reserved on the north and south sides will become the entrances and exits of the villagers' activity center. A central aisle is formed along the drainage channel, which divides three classroom spaces into six diverse activity spaces. At the same time, other entrances have evolved into evacuation routes.

Temporary installation art can be set up in outdoor venues. They are very varied and economical. We can use bamboo, colorful canvas and other materials to build a sunshade and practical outdoor activity space. This space serves not only students but also villagers. They are a continuation of the interior space.

排水的傾斜度和尺度影響三個教育空間的高度，以滿足不同年齡段學生的空間感知。

The inclination and scale of the drainage affect the height of the three educational spaces to meet the spatial perception of students of different ages.

排水 | 收集 DRAINAGE | COLLECTION

采光 | 通風 LIGHTING | VENTILATION

構造 | 施工 CONSTRUCTION | PROGRAM

施工計劃

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水槽屋---蒂梅阿布幼兒園設計