© Argun Tanriverdi

阿贡·坦里维迪

架构师提供的文本描述。总部设在伦敦的非洲开发银行刚刚在土耳其伊兹密尔完成了一所大学教室的建设，这是他们持续致力于该地区研究和开发项目的一部分。土耳其的学术部门是一个快速增长的领域，重点是创新和质量。在过去的十年里，土耳其非常重视高等教育，2012至2014年间，土耳其的大学生增长率达到121%，与金砖四国相一致。2014年达到550万。高等教育的持续增长也对教育质量产生了积极影响，世界排名持续上升。这一增长的关键是在过去30年中建立的私立基金会大学。

Text description provided by the architects. The London based office AUDB has just completed a university classroom building in Izmir Turkey as a part of their ongoing commitment to research and development projects in the region. The academic sector in Turkey is a fast growing field focused on innovation and quality. Over the last decade Turkey has put a large emphasis on higher education with university student growth of 121% between 2012 and 2014 in line with the BRIC countries. Reaching 5.5 million in 2014. This ongoing growth in higher education is also having a positive affect on the quality of education with a sustained increase in world ranking. The key to this growth has been the private Foundation Universities that have been established over the last 30 years.

 © Argun Tanriverdi

阿贡·坦里维迪

伊兹密尔市位于土耳其爱琴海海岸，位于伊兹密尔湾的底部。伊兹密尔是土耳其第三大城市，有着宏大而戏剧性的历史。这座城市在1923年土耳其共和国成立之前一直被称为“斯迈尔纳”(Smyrna)。在第一次世界大战之前，斯麦纳是一个多元文化的城市，可以说是世界上最具国际大都市色彩的城市之一。希腊、亚美尼亚、欧洲和土耳其的混合物，到处都是来自巴尔干、高加索、阿拉伯和非洲的商人和移民。1922年，这座城市在格列科-土耳其战争结束时被大火摧毁。战后，这座城市按照现代主义原则重建。

The City of Izmir lies on the Aegean Coast of Turkey at the bottom of the Bay of Izmir. The 3rd largest city of Turkey, Izmir has a grand and dramatic history. The city was called Smyrna until the founding of the Turkish republic in 1923. Before the First World War Smyrna was a multi cultural city and arguably one of the most Cosmopolitan metropolitan areas in the world. A mixture of Greek, Armenian, European and Turkish, peppered with traders and immigrants from the Balkans, Caucasus, Arabia and Africa. In 1922 the city was devastated by fire at the end of the Greco-Turkish War. After the war the city was rebuilt according to Modernist principles.

 © Argun Tanriverdi

阿贡·坦里维迪

伊兹密尔经济大学是伊兹密尔商会于2003年成立的一所基础大学。它在巴尔科瓦地区的一个校园里有7500名学生，计划从2016年开始扩展到一个新的校园。

Izmir University of Economics was established as a foundation university in 2003 by the Izmir Chamber of Commerce. It has 7500 students in a single campus in the Balcova district, with plans to expand to a new campus starting in 2016.

 © Argun Tanriverdi

阿贡·坦里维迪

伊兹密尔经济大学新外国语大楼的设计给建筑师们带来了各种各样的挑战。第一个是有限的分配空间所需的功能数量。博科瓦校区是一所建筑密集的校园，有7个学院，新建筑将使允许的建筑空间达到最大容量。

The design of the new Foreign Language Building at Izmir University of Economics offered a variety of challenges to the Architects. The first one being the amount of functions needed for a limited allocated space. The Balcova Campus is a densely built campus with 7 Faculties and the new building would fill the allowable built space to full capacity.

该建筑的主要功能是一座教学楼，并有额外的辅助功能，如办公室、公共空间和社会空间。教室建筑是非常严格的原型，对任何空间或组织操纵的变化都是有挑战性的。通常情况下，这是一个由走廊组成的计划，两边都有教室。

The main function of the building is a classroom building, with additional support functions such as offices, common- and social spaces. Classroom buildings are very strict archetypes that are challenging to any variation of spatial or organisational manipulation. Normally this is a plan consisting of a corridor with classrooms on either side.

 © Argun Tanriverdi

阿贡·坦里维迪

该大楼的简介是与客户一起编写的，目的是为最先进的现代技术提供设施，提供灵活和无纸化的办公室和教室。这导致了对最优空间几何学的研究，以便同时考虑到数字技术和家具布局的自由。

The brief for the building was developed with the client with the aim to provide facilities for the most advanced contemporary technologies with flexible and paperless offices and classrooms. This lead to a research into the optimal spatial geometry to allow for this both the digital technology and freedom of furniture layouts.

建筑的概念与语言的历史演变、关系和学习、汇合性和联系密切相关。这些职能分为两大类：教室和支助空间。在底层，这两个功能被组织成方向空间，在垂直环流位置交叉和汇合。教室的要求远远超过了支撑空间。这些目标是合并在建筑物的顶部，作为一个传统的走廊/教室的原型。这加强了在建筑部分转换的想法，因为计划从一个变成另一个。

The concept for the building is closely related to the historical evolution, relation and learning of languages; Convergence and connections. The functions are split into two main groups; the classrooms and the support spaces. On the ground floor these two functions are organised as directional spaces that cross over and converge at the vertical circulation location. The classroom requirements are significantly more than support spaces. These aim to merge at the top of the building as a traditional corridor/classroom archetype. This reinforces the idea of conversion in the building section, as the plan morphs from one to the other.

 © Argun Tanriverdi

阿贡·坦里维迪

这座建筑位于大学场地上下层之间的一个水平交界处。会聚/连接概念用于连接站点的不同层次以及上下楼。

The building is at a level junction between upper and lower levels of the university site. The convergent/connection concept is used to connect various different levels of the site as well as upper and lower buildings.

 © Argun Tanriverdi

阿贡·坦里维迪

建筑物的每一层都有自己的颜色。这些都与各国的国旗有关，这些国家的语言在大学教授，是继土耳其语和英语之后的第二种外语。

Each floor of the building is identified with it’s own colour. These are related to the flags of the various countries which language is taught at the University as the second foreign language after Turkish and English.

 © Argun Tanriverdi

阿贡·坦里维迪

该建筑为开放式办公环境中的教师提供了灵活的无纸化工作空间。100名教师的办公室环境为他们的工作风格提供了多种方式和机会，为教师提供了他们喜欢的工作方式和方式。

The building provides flexible paperless work spaces for the teachers in open office environments. The office environment for a population of 100 teachers provides multiple ways and opportunities for working styles, giving teachers ways of working when and how they prefer.

从结构上讲，这座建筑试图避免现代办公建筑的玻璃/钢结构。这些解决方案往往会在建筑物的环境控制方面造成很大问题。相反，体系结构可以追溯到传统的和上下文相关的解决方案。实心墙是用强调渗透来表示的。这些窗孔是基于内部功能和太阳分析。建筑中的阳光和日光随着白天和季节的变化而变化，教学空间提供了各种光照和阴影条件，以适应不同的教学风格。

Tectonically the building tries to avoid the glass/steel typology of modernist office buildings. These solutions tend to create large problems with environmental controls of buildings. Rather the architecture goes back to traditional and contextual solutions. Solid walls are expressed a with emphasised penetration for fenestration. These window punctures are based on internal functions as well as solar analysis. Sun and daylight in the building changes through they day and the season, and the teaching spaces offer a variety of light and shade conditions to suit different teaching styles.

 © Argun Tanriverdi

阿贡·坦里维迪

建筑物的坚固性是作为自然、重量、景观和模式的元素来发挥的。建筑物的两个主要部分聚集在较低的入口空间上，在入口附近形成了强大的缝隙，让人联想到天然洞穴。同样的方法可以在非常开放的底层咖啡厅或封闭的内部庭院上看到“沉重”的弥撒。

The solidity of the building is played with as elements of nature, weight, scape and patterns. The two main masses of the building converge over the lower entrance space, creating a powerful gap adjacency over the entrance, reminiscence of natural caves. The same approach can be seen in the “heavy” mass sitting over the very open ground floor café, or the enclosed inner courtyard.

 © Argun Tanriverdi

阿贡·坦里维迪

该设计试图将空间、多样性、色彩和身份感带给严格原型的密集职业。技术是一个驱动因素，但并不能以任何方式支配设计美学。

The design attempts to bring a sense of space, variety, colour and identity to a dense occupation of a strict archetype. Technology is a driving factor, but is not made to dominate the design aesthetic in any way.

 © Argun Tanriverdi

阿贡·坦里维迪

Architects AUDB Architects

Location Izmir, İzmir, Turkey

Category University

Architect in Charge Gudjon Thor Erlendsson (AUDB), Özlem Akın, Michael Young

Design Team Yağmur Arıcı, Mehtap Altuğ

Area 8000.0 m2

Project Year 2016

Photographs Argun Tanriverdi