加载中…自然环境中教与学的典范
(2012-08-28 23:23:10)
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分类： 商业空间 |
“这个小学项目与地区公园系统紧密连。其传达出自然也是玩乐场所这一信息，无疑是在自然环境
中学习的典范。景观设计师为儿童量身定做景观细部和场所尺度。这让他们直接与自然生态系统接
触，并避免落入一般儿童游乐场的陈词滥调。”
2011专业奖评委会
“This project connects the school to the regional parks system, not only
intellectually, but physically. The message is that nature is a place to play. It’s a
great example of a center for environmental learning. The landscape architect tailored
the level of detail to the scale of the children. It gives them a direct connection to
the natural systems and avoids all clichés about playgrounds.”
—2011 Professional Awards Jury
研究证明，学校学生的表现与健康清新的空气，自然采光以及室内外的联系有关。MPES小学致力实
现这些优点，承担起对学生，教室，家长的社会管家责任。这个典范式可持续性的学校当之无愧的
获得了LEED金奖。就像Maurice Sendak的《野兽家园》那样，MPES小学激发出人类社会和周边林
地，流域间关于生活的想象，探索还有惊奇。
小小的马纳萨斯公园位于弗吉尼亚州华盛顿郊区一个富裕的社区，这里在最初建立时运用了大量的
预置系统建筑。10年前，该区域决心用不多的财政收入来改善城市的所有公立学校。
学校靠着成片住宅区，林地还有历史上军队营地。MPES小学主要为移民家庭的孩子提供教育，收费
低廉还提供免费午餐，在丰富多样的背景之下学校成功的适应这一现状。建设之前，可选的场地有
两块，最后选中的这块有便利的基础设施和交通条件。位于居民区的学校能够实现“步行站点”和
“自行车站点”的社区儿童系统。内部空间中的共用设施里最突出的是改建是以前的营地，能被交
替用于教育、运动、娱乐和旅游。开放的设计让学校和营地过去封闭的形象一去不返。
学校也充分利用紧邻的树林资源。一些树木被移植到现场，在种植多种乡土植物。引入适合孩子们
观赏的暖地型草坪花和野花，也呼应当地特有的稀树草原景观。设计师尽可能在教学方式和场地设
计中通入当地的生态系统。学校分成三个“houses”，每个houses都有对应的林木主题，每个教室
都以物种命名，学生联想起学校就会想到植物和动物，而不是数字的编号房。设计从整体到细部都
参照和利用场地内的自然文化环境。学校建筑和场地均成为森林生态系统的延伸，同时融入水资源
优化管理整体系统。两个户外森林教室和消防通道在学校和森林之间创造出一个活跃的户外走廊，
一端是雨水教室，还有上学放学的日常途径区域。校园的设计结构优化了室内外、学校、社区、生
态、文化间的关系和挑战，让每一位居住在场地和这个星球成员有好奇心，责任感，和创造性。
森林中倒下的树木为学校提供了铺地材料还有原木长椅。多孔的渗水铺地与原生林地种植交叉，在
未来随着时间的推移，这里将于临近的森林融为一体。雨水花园和公交车站栽植了当地的湿生物
种，并安置了露天座位。座椅和平台由回收的钢材和当地木材制成。
MPES小学不会一味的保护儿童保存和隔绝他们未知的东西，整个学校都成为一个开放的可持续的教
育工具。这里的室内空间能让学生身临其境的观察森林，庭院中的苔藓和蕨类植物，腐烂的树叶，
阔叶林地板等等也能让孩子们学习，此外还有大量的室外空间供他们探索。主要的生物保留区有户
外教室，表演舞台，和家长接送队列区。同时这里也很快的成为一个热门的非正式聚会地点。
绿色建筑，可持续性生态系统，融入教育中的自然环境一同建立起一个全面的品牌。
Here’s some more information:
The campus sits tightly surrounded by tract housing, private forest, and the historic
landmark Camp Carondelet—forested winter quarters of the Confederacy's Louisiana
Brigade between the first and second Manassas campaigns.
MPES serves a diverse population of students—many from immigrant families. The 2009-
2010 enrollment includes sixty-eight percent non-white and twenty-six percent Limited-
English-Proficient children. Forty-four percent receive free or reduced cost lunches.
In the context of this rich diversity, the successful transformation of the school
culture testifies to the vision and leadership of the Manassas Park City Schools
administration.
Land Use & Community
Prior to design, the team evaluated two potential sites for the school. A site next to
the existing lower elementary school site was selected, in part, because of the many
infrastructure, site development, and transportation efficiencies it offered. In
addition, the campus site was embedded within a residential neighborhood, enabling the
school system to implement a system of “walking stops” and “bike trains” for
neighborhood children.
All gathering spaces were designed for flexible use that accommodates public meetings
and other community functions. Atypical for an elementary school, the gymnasium was
built with a full-size basketball court to serve the community. To further support the
community recreation programs, the gym also houses an office and storage for the Parks
and Recreation Department.
At MPES, the most prominent of the shared-use facilities is Camp Carondelet—used
alternately for education, exercise, recreation, and tourism. School parking lots serve
as visitor parking for the camp, and the site was designed to invite camp visitors past
the school courtyards on their approach to the camp entrance. This public porosity has
proven uniquely refreshing, in an era when schools and schoolyards have become
increasingly off-limits.
Site Description
The three-story school was built on an existing parking lot, and pushed tightly against
the camp forest to preserve existing open space and create a suburban “school in the
woods.” All existing trees were protected and moved with tree spades to the perimeter
of the playfields, extending the benefits of the urban tree canopy to neighboring
homes.
Ecological diversity is enhanced by a broad planting palette of native species, which
shapes low-impact educational spaces. Hydric landscapes, previously absent, are
featured in a manner giving children a new appreciation for water’s vital role in
their lives. Broader disturbed areas were re-vegetated with native warm season grasses
and wildflowers, echoing the savanna landscapes created by eastern woodland Native
Americans.
The design team used the local ecosystem in a didactic manner whenever possible, both
in the building and on the site. The school is organized into three “houses”—each
house extensively themed around a season and each floor representing a corresponding
level of the forest. Each classroom is named after a species commonly found in that
season and place. In this way, children associate their homerooms with plants and
animals rather than numbers.
From the broadest strokes to the smallest details this project is designed in reference
to and in celebration of the natural and cultural environment within which it is
located. Both the school building and the site are designed to be an expansion and
expression of the forest ecosystem while integrating holistic systems for optimal
management of water resources. This structure frames two outdoor forest classrooms that
are built and planted to emulate the mixed deciduous woodland. The fire lane creates a
seam between school and forest and an active outdoor hallway for changing classes that
is punctuated at one end by the stormwater classroom and pick-up/ drop-off area that
marks the daily threshold to and from the school. The design structure of the campus
optimizes the relationships between indoors and outdoors, school and community, ecology
and culture and challenges each member to be knowledgeable, responsible and creative in
the ways that they inhabit the site and the planet.
Site Design
The mixed oak, poplar and maple woods of Camp Carondelet are marked by a continuous
shady canopy and an intricate network of groundplane plants and decaying logs of fallen
trees that continue to nourish the forest floor. This condition provided the basis for
the design of the forest courtyards that are girded by an infrastructure of white oak
wood plank paving and log benches that were salvaged from a nearby construction site.
This initial structure is combined with additional porous pavings and native woodland
plantings to structure outdoor learning habitats that will over time become contiguous
with the adjacent forest. The stormwater garden and bus stop are also planted with
native hydric species and are framed by amphitheater seating, a wood stage and a bench
made from recycled steel and regionally harvested black locust. These spaces are
designed to have small carbon footprints and require little to no gas-powered
maintenance. They will eventually provide additional passive interior cooling through
shading of building facades that will increase energy efficiency s the trees mature.
These operate as outdoor labs for studying and cultivating native plants, studying
climate and weather, telling stories and for exploring native flora and fauna. Within
the first year of operations students discovered numerous toads, skinks and turtles
taking up residence in the courtyards.
Cultivating Stewardship
MPES is fundamentally designed around the premise that people, especially children,
cannot be expected to preserve or protect something they do not understand. As such,
the school is conceived throughout as a teaching tool that shepherds children along a
path of environmental stewardship. Inside and out, sustainable design is integrated
with the elementary curriculum. Design decisions were made with the expressed goal of
showcasing as many teachable moments as possible.
Interior extended learning spaces offer dramatic and surprisingly intimate views of the
neighboring mixed oak forest, while elementary classrooms face shady moss- and fern-
covered learning courtyards featuring "fallen" trees and other particularities of an
eastern deciduous forest floor.
At MPES, not only are children offered exceptional views of the forest, they are
invited to use the numerous exterior break-out spaces and to explore the piedmont
landscape directly. The principal bio-retention area, for example, is detailed to serve
as outdoor classroom, performance stage, and parent pick-up queue. In addition, this
area has quickly become a popular location for informal gathering.
A comprehensive signage program reinforces each teachable moment by highlighting green
building facts, demystifying sustainable building systems, and describing flora and
fauna found in the adjacent forest.
中学习的典范。景观设计师为儿童量身定做景观细部和场所尺度。这让他们直接与自然生态系统接
触，并避免落入一般儿童游乐场的陈词滥调。”
2011专业奖评委会
“This project connects the school to the regional parks system, not only
intellectually, but physically. The message is that nature is a place to play. It’s a
great example of a center for environmental learning. The landscape architect tailored
the level of detail to the scale of the children. It gives them a direct connection to
the natural systems and avoids all clichés about playgrounds.”
—2011 Professional Awards Jury
Detail Site Plan 总平
研究证明，学校学生的表现与健康清新的空气，自然采光以及室内外的联系有关。MPES小学致力实
现这些优点，承担起对学生，教室，家长的社会管家责任。这个典范式可持续性的学校当之无愧的
获得了LEED金奖。就像Maurice Sendak的《野兽家园》那样，MPES小学激发出人类社会和周边林
地，流域间关于生活的想象，探索还有惊奇。
小小的马纳萨斯公园位于弗吉尼亚州华盛顿郊区一个富裕的社区，这里在最初建立时运用了大量的
预置系统建筑。10年前，该区域决心用不多的财政收入来改善城市的所有公立学校。
学校靠着成片住宅区，林地还有历史上军队营地。MPES小学主要为移民家庭的孩子提供教育，收费
低廉还提供免费午餐，在丰富多样的背景之下学校成功的适应这一现状。建设之前，可选的场地有
两块，最后选中的这块有便利的基础设施和交通条件。位于居民区的学校能够实现“步行站点”和
“自行车站点”的社区儿童系统。内部空间中的共用设施里最突出的是改建是以前的营地，能被交
替用于教育、运动、娱乐和旅游。开放的设计让学校和营地过去封闭的形象一去不返。
学校也充分利用紧邻的树林资源。一些树木被移植到现场，在种植多种乡土植物。引入适合孩子们
观赏的暖地型草坪花和野花，也呼应当地特有的稀树草原景观。设计师尽可能在教学方式和场地设
计中通入当地的生态系统。学校分成三个“houses”，每个houses都有对应的林木主题，每个教室
都以物种命名，学生联想起学校就会想到植物和动物，而不是数字的编号房。设计从整体到细部都
参照和利用场地内的自然文化环境。学校建筑和场地均成为森林生态系统的延伸，同时融入水资源
优化管理整体系统。两个户外森林教室和消防通道在学校和森林之间创造出一个活跃的户外走廊，
一端是雨水教室，还有上学放学的日常途径区域。校园的设计结构优化了室内外、学校、社区、生
态、文化间的关系和挑战，让每一位居住在场地和这个星球成员有好奇心，责任感，和创造性。
森林中倒下的树木为学校提供了铺地材料还有原木长椅。多孔的渗水铺地与原生林地种植交叉，在
未来随着时间的推移，这里将于临近的森林融为一体。雨水花园和公交车站栽植了当地的湿生物
种，并安置了露天座位。座椅和平台由回收的钢材和当地木材制成。
MPES小学不会一味的保护儿童保存和隔绝他们未知的东西，整个学校都成为一个开放的可持续的教
育工具。这里的室内空间能让学生身临其境的观察森林，庭院中的苔藓和蕨类植物，腐烂的树叶，
阔叶林地板等等也能让孩子们学习，此外还有大量的室外空间供他们探索。主要的生物保留区有户
外教室，表演舞台，和家长接送队列区。同时这里也很快的成为一个热门的非正式聚会地点。
绿色建筑，可持续性生态系统，融入教育中的自然环境一同建立起一个全面的品牌。
Studies have shown for years the benefits to student
performance and health when
schools are designed with fresh air, natural daylight and connections to the outdoors.
MPES achieves those benefits while assuming the added responsibility of cultivating
environmental stewards in their community of teachers, learners and parents. This LEED™
Gold certified project goes beyond sustainability checklists to create a school that
challenges accepted paradigms in teaching and learning by actively involving the entire
community in the design and ongoing operations of their school campus. Like Maurice
Sendak’s Where the Wild Things Are, MPES elicits a sense of imagination, discovery and
wonder through the relationship it creates between a human community and the
surrounding woodlands and watersheds within which it lives.
schools are designed with fresh air, natural daylight and connections to the outdoors.
MPES achieves those benefits while assuming the added responsibility of cultivating
environmental stewards in their community of teachers, learners and parents. This LEED™
Gold certified project goes beyond sustainability checklists to create a school that
challenges accepted paradigms in teaching and learning by actively involving the entire
community in the design and ongoing operations of their school campus.
Sendak’s Where the Wild Things Are, MPES elicits a sense of imagination, discovery and
wonder through the relationship it creates between a human community and the
surrounding woodlands and watersheds within which it lives.
Hydrology and Context Diagrams 水文和场地环境背景图示
Forest Court Under Construction. Project under
constructions showing the infrastructure
of White Oak log benches and plank paving. This groundplane infrastructure abstractly
mimics the condition of the forest floor in the adjacent Camp Carondelet Preserve.
正在建造中的森林庭院。运用附近林地中的可回收材料来制作木板铺装和实木段长椅。
of White Oak log benches and plank paving. This groundplane infrastructure abstractly
mimics the condition of the forest floor in the adjacent Camp Carondelet Preserve.
正在建造中的森林庭院。运用附近林地中的可回收材料来制作木板铺装和实木段长椅。
Forest Court. Autumn After First full Growing
Season. 森林花园，完工后的第一个秋后生长季
Bioretention Garden with Black Locust Bench Wall
生态滞留花园和黑刺槐围椅
Bioretention Garden with Black Locust Bench Wall
生态滞留花园和黑刺槐围椅
Bioretention Garden with Black Locust Bench Wall
生态滞留花园和黑刺槐围椅
Bioretention Garden View from Wood Stage
从雨水滞留花园的木质平台看出去的视野
Bioretention Garden with
Wood Stage生态滞留花园及其木质平台
Forest Court at Installation
施工中的森林花园
Forest Court at Installation
施工中的森林花园
Forest Court. Autumn After First
Full Growing Season. 森林花园，完工后的第一个秋后生长季
Forest Court. Autumn After First
Full Growing Season
森林花园，完工后的第一个秋后生长季
（left）Bioretention Garden.
Autumn. 生态滞留花园秋天（right）Spring Planting Day with
the Fifth Grade Classes. May 2010 五年级学生参与的5月份的植树日。
the Fifth Grade Classes. May 2010 五年级学生参与的5月份的植树日。
Cistern Pumphouse and Integrated
Watershed Diagrams-by Architects 泵房外围安装的流域图
Here’s some more information:
Manassas Park, Virginia, is a small, independent city
surrounded by the affluent
northern Virginia suburbs of Washington, D.C. Incorporated in 1975, the city cobbled
together a series of pre-manufactured mobile buildings to create its first generation
of school facilities from scratch. Ten years ago, the city began rebuilding all of its
public schools—an enormous challenge in a city with an extremely low tax base.
northern Virginia suburbs of Washington, D.C. Incorporated in 1975, the city cobbled
together a series of pre-manufactured mobile buildings to create its first generation
of school facilities from scratch. Ten years ago, the city began rebuilding all of its
public schools—an enormous challenge in a city with an extremely low tax base.
The campus sits tightly surrounded by tract housing, private forest, and the historic
landmark Camp Carondelet—forested winter quarters of the Confederacy's Louisiana
Brigade between the first and second Manassas campaigns.
MPES serves a diverse population of students—many from immigrant families. The 2009-
2010 enrollment includes sixty-eight percent non-white and twenty-six percent Limited-
English-Proficient children. Forty-four percent receive free or reduced cost lunches.
In the context of this rich diversity, the successful transformation of the school
culture testifies to the vision and leadership of the Manassas Park City Schools
administration.
Land Use & Community
Prior to design, the team evaluated two potential sites for the school. A site next to
the existing lower elementary school site was selected, in part, because of the many
infrastructure, site development, and transportation efficiencies it offered. In
addition, the campus site was embedded within a residential neighborhood, enabling the
school system to implement a system of “walking stops” and “bike trains” for
neighborhood children.
All gathering spaces were designed for flexible use that accommodates public meetings
and other community functions. Atypical for an elementary school, the gymnasium was
built with a full-size basketball court to serve the community. To further support the
community recreation programs, the gym also houses an office and storage for the Parks
and Recreation Department.
At MPES, the most prominent of the shared-use facilities is Camp Carondelet—used
alternately for education, exercise, recreation, and tourism. School parking lots serve
as visitor parking for the camp, and the site was designed to invite camp visitors past
the school courtyards on their approach to the camp entrance. This public porosity has
proven uniquely refreshing, in an era when schools and schoolyards have become
increasingly off-limits.
Site Description
The three-story school was built on an existing parking lot, and pushed tightly against
the camp forest to preserve existing open space and create a suburban “school in the
woods.” All existing trees were protected and moved with tree spades to the perimeter
of the playfields, extending the benefits of the urban tree canopy to neighboring
homes.
Ecological diversity is enhanced by a broad planting palette of native species, which
shapes low-impact educational spaces. Hydric landscapes, previously absent, are
featured in a manner giving children a new appreciation for water’s vital role in
their lives. Broader disturbed areas were re-vegetated with native warm season grasses
and wildflowers, echoing the savanna landscapes created by eastern woodland Native
Americans.
The design team used the local ecosystem in a didactic manner whenever possible, both
in the building and on the site. The school is organized into three “houses”—each
house extensively themed around a season and each floor representing a corresponding
level of the forest. Each classroom is named after a species commonly found in that
season and place. In this way, children associate their homerooms with plants and
animals rather than numbers.
From the broadest strokes to the smallest details this project is designed in reference
to and in celebration of the natural and cultural environment within which it is
located. Both the school building and the site are designed to be an expansion and
expression of the forest ecosystem while integrating holistic systems for optimal
management of water resources. This structure frames two outdoor forest classrooms that
are built and planted to emulate the mixed deciduous woodland. The fire lane creates a
seam between school and forest and an active outdoor hallway for changing classes that
is punctuated at one end by the stormwater classroom and pick-up/ drop-off area that
marks the daily threshold to and from the school. The design structure of the campus
optimizes the relationships between indoors and outdoors, school and community, ecology
and culture and challenges each member to be knowledgeable, responsible and creative in
the ways that they inhabit the site and the planet.
Site Design
The mixed oak, poplar and maple woods of Camp Carondelet are marked by a continuous
shady canopy and an intricate network of groundplane plants and decaying logs of fallen
trees that continue to nourish the forest floor. This condition provided the basis for
the design of the forest courtyards that are girded by an infrastructure of white oak
wood plank paving and log benches that were salvaged from a nearby construction site.
This initial structure is combined with additional porous pavings and native woodland
plantings to structure outdoor learning habitats that will over time become contiguous
with the adjacent forest. The stormwater garden and bus stop are also planted with
native hydric species and are framed by amphitheater seating, a wood stage and a bench
made from recycled steel and regionally harvested black locust. These spaces are
designed to have small carbon footprints and require little to no gas-powered
maintenance. They will eventually provide additional passive interior cooling through
shading of building facades that will increase energy efficiency s the trees mature.
These operate as outdoor labs for studying and cultivating native plants, studying
climate and weather, telling stories and for exploring native flora and fauna. Within
the first year of operations students discovered numerous toads, skinks and turtles
taking up residence in the courtyards.
Cultivating Stewardship
MPES is fundamentally designed around the premise that people, especially children,
cannot be expected to preserve or protect something they do not understand. As such,
the school is conceived throughout as a teaching tool that shepherds children along a
path of environmental stewardship. Inside and out, sustainable design is integrated
with the elementary curriculum. Design decisions were made with the expressed goal of
showcasing as many teachable moments as possible.
Interior extended learning spaces offer dramatic and surprisingly intimate views of the
neighboring mixed oak forest, while elementary classrooms face shady moss- and fern-
covered learning courtyards featuring "fallen" trees and other particularities of an
eastern deciduous forest floor.
At MPES, not only are children offered exceptional views of the forest, they are
invited to use the numerous exterior break-out spaces and to explore the piedmont
landscape directly. The principal bio-retention area, for example, is detailed to serve
as outdoor classroom, performance stage, and parent pick-up queue. In addition, this
area has quickly become a popular location for informal gathering.
A comprehensive signage program reinforces each teachable moment by highlighting green
building facts, demystifying sustainable building systems, and describing flora and
fauna found in the adjacent forest.
In an ongoing effort to remain involved in the life of
the school, the design team has
committed to a yearly lecture on environmental issues in conjunction with a service
day undertaken with the students, faculty and administration of the school. In May
2010, the lead Landscape Architect delivered a lecture to the entire fifth grade on the
importance of forests to the planet which was followed by the planting of over 2000
plants by the fifth graders, their teachers and the design and construction team for
the project.
committed to a yearly lecture on environmental issues in conjunction with
day undertaken with the students, faculty and administration of the school. In May
2010, the lead Landscape Architect delivered a lecture to the entire fifth grade on the
importance of forests to the planet which was followed by the planting of over 2000
plants by the fifth graders, their teachers and the design and construction team for
the project.
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