© Rodrigo Dávila

罗德里戈·达维拉

架构师提供的文本描述。罗切斯特学校大约有16000平方米的建筑和21000平方米的外观和景观设计，其总体计划旨在制定一项反映自己的学术界概念的战略。因此，作为一个前提，集团化系统应运而生，寻找一种整合教师和学生的教育模式，使传统的学校形成层次逐渐淡出。

Text description provided by the architects. With approximately 16000m² of buildings and 21000m² of exteriors and landscape design, the Rochester School’s Master Plan aimed for a strategy which reflected its own concept of academic community. Thus, as a premise, the HUBS (grouping system) appeared, looking for an educational model that integrate teachers and students disregarding grades and therefore fading out the traditional hierarchy of school formation.

 Master Plan

每个中心都通过一组教室来配置，这些教室围绕着一个称为“扩展学习区”(ELA)的中心空间，作为每个教室内活动的支持区域。ELA和教室被折叠的外壳隔开，使教室的内部和外部完全整合。通过实施这一策略，我们能够为学习环境提供不同的选择(布局)，因此，传统的学习过程发生在课堂内部，然后学生能够在社会空间(ELA)分享他们的经验，在不同的环境下他们也可以互动，并提升教师和学生之间的团队合作。

Each HUB is configured trough a group of classrooms surrounding a central space known as an “Extended Learning Area” (ELA) which serves as a support area for activities happening inside each classroom. The ELA’s and the classrooms are divided by a folding enclosure that allows a full integration among classroom’s interior and exterior. Through the implementation of this strategy, we were able to provide different alternatives (layouts) for the learning environment to happen. Hence, the traditional learning process occurs inside the classroom, and afterwards students are able to share their experiences in the social space (ELA); where they can also interact in a different setting, and upgrade their group work between teachers and students.

 © Rodrigo Dávila

罗德里戈·达维拉

因此，中心的几何组成就像一朵花(一个由周边元素包围的核)，并作为一个模块在整个场地复制，让位给分配教室的一般建筑物；位于总体规划的中轴线上。此外，为了在声学上隔离学者区，并提供最大程度的服务可及性，“总体规划”是按照以下五个引人注目的操作边缘组织起来的：1。带环形电路的总线边缘。2.结合性空间边缘，行政和体育领域的位置。3.集线器或教室的建筑。4.幼儿园和足球场。5.水处理系统也起到环境控制的作用。

Thus a geometrical composition for the HUB´s shaped like a flower (a nucleus surrounded by elements at the perimeter) was developed, and it was replicated throughout the site as a module, giving place to the general masses of buildings allocating classrooms; located on the central axis of the master plan. In addition, in order to isolate acoustically the scholar zone, and offer the greatest accessibility to services, the Master Plan was organized following five noticeable operating fringes: 1. Bus fringe with a circular circuit. 2. Colective Spaces fringe, where administration and sport areas are located. 3. HUB’s or Classrooms buildings. 4. Preschool Garden and a football field. 5. Water treatment system that also work as environmental control.

 Grouping System

最后，罗切斯特学校设想了一个“绿色学校校园”，因此实施了环境项目，以实现最高标准颁发的LEED-黄金认证。有了目标设定，每一章(从设计阶段就开始思考施工过程)都必须追求材料的巧妙使用和清洁生产过程，对环境造成的影响微乎其微。同样，还包括一个水处理系统、可再生能源和新的一般技术，这不仅是为了满足学校日常使用的需要，而且也是为了批准游泳池的运作。这些行动结合每一栋建筑考虑的生物气候战略，使学校成为一个有意识、创新和负责任的教育中心的榜样。

Finally, the Rochester School envisioned a “Green School Campus”, consequently environmental projects were implemented in order to achieve a LEED - GOLD certification, the highest standard awarded. With the objective set, each chapter (from design stage thought the construction process) had to pursue a smart use of materials and clean production processes, creating a minimal impact for the environment. In the same way, a water treatment system, renewable energy sources and new general technologies were included, not only to supply the School´s requirements for everyday use, but also to grant the operation of the swimming pool. These actions, in conjunction with the bioclimatic strategies considered for every building, set the School as an example of a conscious, innovative and responsible education centre.

 © Rodrigo Dávila

罗德里戈·达维拉

Architects Daniel Bonilla Arquitectos

Location Puente Del Comun, Chía, Cundinamarca, Colombia

Category Schools

Author Architects Daniel Bonilla, Marcela Albornoz.

Design Team Juan Felipe Herrera, Mauricio Méndez, Alexander Roa, María Paula Gonzales, Cesar Grisales

Area 16093.0 m2

Project Year 2012

Photographs Rodrigo Dávila

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