埃坡卡社交中心及建筑系館，埃坡卡大學，地拉那，阿爾巴尼亞

尤爾丁·哈伊羅，讓蒂安·基卡/J

埃坡卡社交中心及建筑系館，埃坡卡大學，地拉那，阿爾巴尼亞

尤爾丁·哈伊羅，讓蒂安·基卡/J

1 建筑西南方向外景/Southwest view

設(shè)計文脈

埃坡卡社交中心及建筑系館（ESC+DA）坐落在埃坡卡大學的地拉那校區(qū)，其所在城市地拉那是阿爾巴尼亞的首都。這座建筑的設(shè)計以對校園中已經(jīng)建成的建筑進行的分析為基礎(chǔ)，以求與這些建筑建立起一種空間上的對話關(guān)系，由此反映出整個大學校園的設(shè)計理念。

功能需求

這座建筑需要容納多種活動，這就意味著它將需要融合多種多樣的空間關(guān)系。除了容納這座大學規(guī)模最為龐大的院系之外，這座建筑還需設(shè)置會議大廳、咖啡廳、小賣部、學生社交俱樂部以及圖書館這一系列滿足大學社交需求的空間。為了更好地容納這些功能并整合它們之間復雜的空間關(guān)系，這座建筑從對建筑元素的透明疊加為起點進行了設(shè)計。

空間組織

建筑系的學生是這座建筑的使用者群體之一，ESC+DA希望能夠通過其空間組織和室內(nèi)設(shè)計上的創(chuàng)新為學生們的建筑學教育提供一個觸手可及的實例。在這座建筑中，每一個空間和體量都能夠清晰地體現(xiàn)自身特質(zhì)，而建筑中的實體結(jié)構(gòu)和材料則進一步強調(diào)了這些特質(zhì)。這樣的設(shè)計手法使得學生們可以清楚地感知建筑物的建造過程，而使這座建筑本身也成為了建筑學習的一個對象。

用來定義空間的建筑元素和支撐建筑功能的設(shè)備系統(tǒng)都成為了一個透明網(wǎng)絡(luò)的一部分。構(gòu)成建筑實體的一系列部件的設(shè)計都采用了一種獨特的教學性手法來進行。通過對相應(yīng)材料的精確運用和對空間的精準定義，柱子、墻體、窗戶、地板和天花板這些線狀或面狀的建筑元素逐漸在建筑中顯現(xiàn)出來。在這樣的設(shè)計原則下，材料的精髓得以在建筑中體現(xiàn)，進而影響其所定義的空間。

這座建筑的目的在于通過多種建造手法來刺激學生對于空間的感知力。構(gòu)成展示墻體的磚塊，在具有三維視幻效果的地板制作中采用的大理石，通透空間中采用的玻璃，欄桿的框架所使用的鋼材，以及實現(xiàn)了建筑設(shè)備和電力系統(tǒng)在建筑空間內(nèi)呈半露出狀態(tài)的金屬板、石膏與木質(zhì)天花板，這些材料之間的和諧關(guān)系及在被使用過程中自身意義的顯現(xiàn)都是能夠激發(fā)學生靈感的。

從結(jié)果上來說，這座建筑通過同時整合多種功能、材料來從細節(jié)上對空間進行表達，由此使其自身成為了一個永遠開放的講座。

建筑作為一種將形態(tài)賦予物質(zhì)的工具，成為了一種觸手可及的教育媒介。（李璠 譯）

2 建筑西北方向外景/Northwest view

3 三層平面/Floor 2 plan

4 二層平面/Floor 1 plan

5 首層平面/Floor 0 plan

6 剖面/Section

7 建筑東北方向外景/Northeast view

The Context

The Epoka Social Center and Department of Architecture (ESC+DA) building is part of the Epoka University Campus in Tirana, capital of Albania. The ESC+DA building is both a product of analysis derived from the spatial dialogue with the existing campus buildings and a reflection of its major design strategy.

The content

the building was commissioned to accommodate a variety of activities requiring an amalgam of spatial relations. While it hosts the university's most expansive department, other facilities such as the conference hall, the cafeteria and the canteen, the student clubs and the library respond to the university's social spatial needs. To better accommodate their complex functional relationships and reformulated program, the design was based on the transparent fabrication of the architectural idea.

The fabrication of space

Designed to serve the architecture students, among others, through spatial composition and interior design principles, ESC+DA aims to play a didactic role in their architectural education. Space and volume were given substantial emphasis so that each could express its character and present its typology. This approach allows the students to clearly perceive the building processe, and so was practically incorporated in their architectural curriculum.

the space-defining elements and the infrastructural system of the building become part of a transparent network. The components of what a building is made of are uniquely designed with a pedagogical approach. The composition of linear and planar elements like the columns, walls or windows, floors and ceilings is conveyed through the essential use of the materials they are made of, and through the particular space they define. In this framework, the essence of each material, together with the effects on the space it defines, is clearly expressed.

the aim is to stimulate the students’ perception through various architectural tools. The project aspired to achieve a harmony between the materialization of construction elements and the embodiment of their meanings, such as the brick in the exhibiting/exhibited walls, the marble in the illusive three-dimensional flooring, the glass in the penetrable depth of space, the steel in the framed linearity of the railings, the metal sheet, gypsum and wood ceiling that constitute the semi-presence of the mechanical and electrical infrastructure.

In this way the transparency of the structural, mechanical, and electrical engineering systems of the building acts as an educational instrument for all students.

Consequently, the whole ensemble manifests and produces details through the implementation of various projects and materials, making the building function as a permanent open lecture.

Architecture as a form-generating tool becomes a pedagogical agent for our environment, in the service of education.

8 教室墻壁/Classroom wall

9 教室墻壁大樣/Classroom walls

10 辦公室/Office wall

11 辦公室墻壁大樣/Office walls

12 建筑工作室內(nèi)景/Interior of arch studio

13 工作室墻壁大樣/Studio walls

項目信息/Credits and Data

概念與建筑設(shè)計/Concept and Building Design

建筑事務(wù)所/Architecture Studio: Zambak建筑事務(wù)所/ Zambak Architects, Istanbul

建筑團隊/Design Team: Jurtin Hajro, Kadir Karako?, Mesut Dural

設(shè)計時間/Design Period: 2012.05–2012.09

室內(nèi)設(shè)計/Interior Design

建筑事務(wù)所/Architecture Studio: 埃坡卡大學建筑研究設(shè)計中心/Center of Research and Design in Architecture, Epoka University (CoRDA), Tirana

設(shè)計團隊/Design Team: Jurtin Hajro, Gentian Kica

設(shè)計時間/Design Period: 2013.01–2013.08

致謝/Acknowledgement: José Ramon Fermin, Emre Can Y1lmaz, Kamil Gürbüz, Artan Hysa, Valbona Ko?i and Sokol Dervishi

建造時間/Construction Period: 2012.09-2013.10

建筑面積/Floor Area: 6987m2

攝影/Photos: Eduard Pagria (Fig 1,15), CoRDA (Fig 2,7,10, 14,16,17), Elis Vathi (Fig 8)

Epoka Social Center and Department of Architecture Building, Epoka University, Tirana, Albania, 2013

urtin Hajro, Gentian Kica

14 展廊/Gallery

15 首層樓梯及大廳/Ground floor staircase and hall

16 展廊/Gallery

17 辦公室/Offices