以色列卡如也特 · 比利克綠色小學(xué)—如卡弗特學(xué)校校園設(shè)計(jì)

奧納·本棕納 比瑞·本沙巴（BO-Landscape事務(wù)所）

在學(xué)年伊始、如卡弗特學(xué)校（Rakafot School）建設(shè)完工的2周后，作為這個(gè)學(xué)校的風(fēng)景園林設(shè)計(jì)師，我們接到了一個(gè)意外的電話?！拔蚁肼?tīng)聽(tīng)你們對(duì)于在學(xué)?！粘靥痢硼B(yǎng)青蛙的意見(jiàn)?！眮?lái)電話的是我們的農(nóng)學(xué)老師，“我們聽(tīng)到了學(xué)生們對(duì)于蚊子的抱怨，因此我想，用青蛙來(lái)治理這些蚊子似乎是個(gè)不錯(cuò)的主意，而且青蛙的呱呱聲伴隨著孩子們的歡聲笑語(yǔ)將會(huì)聽(tīng)起來(lái)很美妙。 ” “這聽(tīng)起來(lái)不錯(cuò)，”我們都非常認(rèn)同這個(gè)想法，于是迫不及待地答應(yīng)了她“這個(gè)方法一定會(huì)有效！”

我們的設(shè)計(jì)是為全校師生提供可以用來(lái)感知、觀察、發(fā)現(xiàn)、了解環(huán)境，并有助于創(chuàng)建一個(gè)豐富而不斷變化的生態(tài)系統(tǒng)的平臺(tái)。

這里的“池塘”其實(shí)指的是一處洼地，自新學(xué)年開(kāi)始時(shí)下的一場(chǎng)大雨過(guò)后，這里就匯集了周圍的雨水形成了池塘。池塘里不僅匯聚了充沛的水，也逐漸生長(zhǎng)出多種動(dòng)植物。因此，這個(gè)蓄水池塘除了作為一個(gè)景觀裝飾元素外，還將收集到的雨水徑流用于花園灌溉。而這個(gè)過(guò)程也為學(xué)生們提供了一節(jié)生動(dòng)的實(shí)踐課，讓他們有機(jī)會(huì)去觀察在豐富的生長(zhǎng)環(huán)境中不同生物的生存模式。

“冬日池塘”只是卡如也特·比利克的如卡弗特小學(xué)校園綠色建設(shè)理念中的其中一個(gè)例子。這座擁有18個(gè)教室的小學(xué)是以色列環(huán)境部的一個(gè)試點(diǎn)項(xiàng)目，是未來(lái)生態(tài)導(dǎo)向型學(xué)校的一個(gè)先例。這類學(xué)校也具有多方面的附加價(jià)值，包括提升環(huán)境意識(shí)、促進(jìn)環(huán)境保護(hù)、有效利用資源、提供最佳學(xué)習(xí)條件和環(huán)境教育。

1 場(chǎng)地平面圖Site plan

2 冬日池塘The winter pond

3 室外教室The outdoor classroom

4 圓凳The round bench

為了提高學(xué)校場(chǎng)地規(guī)劃中的綠色建造標(biāo)準(zhǔn)，我們建造了可以讓雨水滲入土壤的區(qū)域和利用藤蔓植物、節(jié)水植物來(lái)遮陰的區(qū)域。我們還為恢復(fù)學(xué)校場(chǎng)地中的本土動(dòng)植物而營(yíng)造了多樣化的生態(tài)環(huán)境，如位于主入口處的蝴蝶園。在那里，我們?yōu)楫?dāng)?shù)氐暮峁┝烁黝愔参飦?lái)營(yíng)造它們所適合的生境。

通過(guò)在學(xué)校主路和停車場(chǎng)的地面鋪設(shè)再生石磚構(gòu)成了學(xué)校的主體空間，而在主空間的兩側(cè)分別是學(xué)校的各類建筑，包括：教學(xué)樓、圖書(shū)館、行政樓和體育館。主路將學(xué)校劃分為不同的區(qū)域。在為這條道路提供隱蔽的藤蔓植物之間一些空出的土地上，我們沿著主路種植了許多白楊樹(shù)。

屋頂綠化體現(xiàn)了在綠色建造標(biāo)準(zhǔn)中所使用的一些資源保護(hù)方面的原則。綠化后的屋頂不僅有效地隔絕了陽(yáng)光的折射，而且創(chuàng)造了富有視覺(jué)趣味的學(xué)習(xí)空間。學(xué)生們對(duì)屋頂花園上花草的日常養(yǎng)護(hù)，豐富了這里的植物種類也美化了環(huán)境，也因此體現(xiàn)出了這個(gè)屋頂花園的環(huán)境價(jià)值。

我們還設(shè)計(jì)了名為“探險(xiǎn)之路”的道路取代了中央道路，為學(xué)生提供一種探索的感覺(jué)。盡管它蜿蜒曲折地繞過(guò)各種建筑和庭院，但是狹窄、蜿蜒的道路卻比寬闊的中央道路增加了許多趣味。道路由瀝青鋪就，而非石頭。從停車場(chǎng)開(kāi)始，道路穿過(guò)各樣的草丘和植被，模糊了學(xué)校的邊界線，創(chuàng)造出一個(gè)有趣的三維空間。沿著道路設(shè)置了一些用圓圈裝飾的游戲空間。這些圓圈在裝飾場(chǎng)地的同時(shí)，也用于形成各種游樂(lè)設(shè)施。在這個(gè)項(xiàng)目中，我們把道路本身作為一個(gè)非常有意義的游戲設(shè)施，挑戰(zhàn)學(xué)生們的想象力。

在設(shè)計(jì)開(kāi)放空間時(shí)，我們根據(jù)學(xué)校建筑的排列方式，通過(guò)分析它們對(duì)角線的相互關(guān)系，將空間用道路串聯(lián)起來(lái)，并用圓圈對(duì)游戲場(chǎng)地進(jìn)行裝飾。成排筆直的植物和橢圓形的平臺(tái)對(duì)學(xué)校的結(jié)構(gòu)線進(jìn)行了補(bǔ)充。建筑與周圍景觀共同創(chuàng)造了一個(gè)統(tǒng)一而完整的環(huán)境。

通過(guò)將這些綠化原則整合到一起，我們認(rèn)為從各個(gè)層面上將學(xué)校外部場(chǎng)地設(shè)置為課堂的補(bǔ)充空間至關(guān)重要。學(xué)校的場(chǎng)地必須是可以靈活使用的，讓孩子們?cè)谶@里可以玩耍、活動(dòng)、奔跑和跳躍，是一個(gè)通過(guò)柔和的形式展現(xiàn)的不斷變化的空間，并且能盡可能地接近自然。盡管開(kāi)放空間也可以作為學(xué)習(xí)場(chǎng)地，但是我們從一開(kāi)始就將它定義為逃離教室的庇護(hù)所，在這個(gè)地方能近距離地觀察探索，幸運(yùn)的話，還能發(fā)現(xiàn)小蝌蚪變成了青蛙。

（編輯/魏丹檸）

開(kāi)發(fā)商：比亞利克市工程部門

設(shè)計(jì)和規(guī)劃團(tuán)隊(duì)：卡納佛·卡里莫建筑

風(fēng)景園林設(shè)計(jì)：BO-Landscape事務(wù)所

結(jié)構(gòu)工程師：熱米克斯

電氣工程師：泰爾

綠色建筑：AES

服務(wù)工程師：AES

水景和排水：SS·埃格諾及其合作伙伴

安全顧問(wèn)：納佛塔利·羅南

道路設(shè)計(jì)與規(guī)劃： 斯維卡·奈夫

開(kāi)發(fā)承包商：珂美思·希沙姆希沙姆集團(tuán)

項(xiàng)目管理和監(jiān)督：納提夫工程管理有限公司

項(xiàng)目面積：12 000m2

項(xiàng)目位置：卡如也特·比利克，以色列

竣工時(shí)間：2014年

圖片來(lái)源：圖1、12～15 ? BO-Landscape事務(wù)所；圖2～11? Amit Haas阿密特·哈斯

翻譯：孫雪榕

校對(duì)：孫越 魏丹檸

5 主室外大廳The main outdoor hall

6 形式的呼應(yīng)Dialogue between forms

7 多功能樹(shù)池坐凳The tree multi-functional bench

8多功能操場(chǎng)The multi-functional playground

9 圖書(shū)館前場(chǎng)地The library court

10 主入口大廳The mail entrance hall

About two weeks after construction was complete on the Rakafot School, for which we were the landscape architects, and the opening of the school year, we received a surprising phone call: “I wanted your opinion on adding frogs to the school’s ‘Winter Pond’.” It was the agriculture teacher, “We received complaints about mosquitos,and it seems to be the right way to stop them is by using frogs. Besides, it will be wonderful to hear their croaks along with the children’s loud and cheerful voices.” “It’s a great idea,” we hastened to assure her, with a fantastic inner feeling, “yes, that works.”

The platform we designed for the school’s faculty and student body to sense, observe, discover and learn about the environment facilitates, the creation of a rich and changing ecosystem.

The “pond” is a depression which gathers the runoff from its immediate environs after the plentiful f i rst rains about the time of the beginning of the school year. The pool filled up with water and a variety of f l ora and fauna. Besides the water acting as a decorative element in the landscape, the reservoir presents a practical lesson in collecting runoff water for irrigation and gardening as well as an opportunity to observe the wide variety of life forms which enjoy the rich habitat.

11 綠色農(nóng)業(yè)屋頂The green agricultural roof

12 冬日池塘平面圖Winter pond plan

13 冬日池塘剖面詳圖Winter pond section detail

The “winter pond” is just one example of integrating the principles of green construction in designing the schoolyard of Kiryat Bialik’s Rakafot Elementary School. The elementary school, with its 18 classrooms, is a pilot project of Israel’s Ministry of the Environment, in advance of future construction of similar ecology-oriented schools.The extra added values accruing to this kind of school are manifold, including environmental awareness and preservation of the environment,efficient use of resources, optimum learning conditions and environmental education.

Additional principles of green construction were assimilated into the planning of the grounds by creating areas where the rainwater could inf i ltrate the soil, and designing areas shaded with pergolas and local water efficient plantings. To restore local f l ora and fauna to the school grounds,we created varied habitats, such as the butterfly garden at the main entrance, where we planted species of plants forming habitats for varieties of local butterf l ies.

Sections of the main school pathway and the parking area were paved with recycled stone tiles to form the main space, on both sides of which stand the separate school structures: the classrooms building, library, administration module and gymnasium. This main pathway links the divisions of the school. All along its length, we planted poplars, which will soon grow up into the openings in the pergolas providing shade above the pathway.

Some of the principles of conservation of resources used in green construction will be implemented through the use of green roofs,which provide excellent insulation while preventing refraction of sunlight, as well as embodying a visually-interesting learning space. Thus the green roof helps assimilate the environmental values through having the students care daily for the plantings and maintain the herbs and spices in the roof garden.

14 圓凳The round bench

15 木質(zhì)階梯剖面詳圖The stepping logs detail

We designed what we call the “adventure path” to provide a sense of adventure and replace the central pathway. Although it twines around the various buildings and the yard area, it is narrow,winding, and much more intriguing than the wider central pathway. It is made of asphalt, not stone,beginning from the parking lot and passing over grassy hills and vegetation which blur the school’s borderlines to create an interesting three-dimensional space. The path goes through the play spaces decorated with circles used for all types of games.In practice, we consider the pathway itself to be an extremely meaningful play environment facilitating movement and challenging the imagination.

In designing the open space, we strove to correspond with the architecture of the school buildings, with their diagonals, areas skipping over the space, and the circle patterns in the playground.The straight rows of the plantings and the elliptical platforms are complementary to the lines characterizing the school structures. The integration of the architecture and the surrounding landscape created a single, holistic environment.

Along with the integration of green principles,what we consider of utmost importance for school grounds is to envision the school grounds as a space complementing the classroom areas on many levels. The school grounds must be a f l exible zone enabling play, movement, running and jumping. It is a changing space with soft forms, and should be as close to nature as possible. Although the open space can be considered a learning space, we see it primarily as a refuge from the classroom, a place in which to observe study closely and, with a little luck, discover little tadpoles which began a new generation of frogs.

Developer: Kiryat Bialik Municipality, Engineering Head Department

Architect: Knafo Klimor Architects

Landscape Architecture: BO-Landscape Architects

Structural Engineer: Remix-Consultants, Planning &Engineering

Electrical Engineer: Tel-Electric Engineering

Green Construction: AES-Advanced Energy Systems

Service Engineer: AES-Advanced Energy Systems

Water & Drainage: S. Agnon and Partners

Safety consultant: Naftaly Ronen Architects

Roads Design & Planning: Zvika Nave

Development contractor: Hisham Khmeisi, Hisham Group

Project management & supervision: Nativ Engineering &Management Ltd.

Size: 12,000 m2

Location: Kiryat Bialik, Israel

Year of completion: 2014

Photography Credits: Fig.1,12～15?BO-Landscape Architects; Fig. 2～11?Amit Haas

Translator: SUN Xue-rong

Proofreader: SUN Yue, WEI Dan-ning