© Peter Clarke

彼得·克拉克

架构师提供的文本描述。该项目体现了巴尔达索·科蒂斯十年的教学思考和学习，汇集了当代学习、社区参与、可持续性和技术方面的最新思想，为儿童创建了一所21世纪学校，即“社区中心”。我们的目标是创造一个有趣、吸引人的学习环境，让学生们每天都能到这里来。

Text description provided by the architects. This project embodies a decade of pedagogical thinking and learning at Baldasso Cortese, bringing together current ideas in contemporary learning, community engagement, sustainability and technology to create a 21 century school for children that is a “Community Hub”. Our goal was to create a fun engaging learning environment that students would want to come to everyday.

 © Peter Clarke

彼得·克拉克

这所新学校是2012年制定的总体计划中的第一步，开创了建筑和教学方面的先例。与天主教教育办公室、教区和学校社区合作的包容性设计过程，创造了一个与专业空间和户外学习区域相互关联的大型学习环境。

This new school represents the 1st step in a master plan developed in 2012 and sets an architectural and pedagogical precedent. An inclusive design process with the Catholic Education Office; Parish and School community has led to the creation of a large learning environment interconnected with specialist spaces and outdoor learning areas.

 © Peter Clarke

彼得·克拉克

创造一个容纳250名学生的大型现代学习环境在创造适当规模的空间、成本效益和高效建筑方面提供了挑战。在一个合理的门户框架结构中，实现了一个有意不规则的平面图，提供了各种内部空间，其特点是提供了一个大的开口，以实现一个高度多孔的学习环境，同时又不失去亲密感和乐趣。空间之间的整体透明性连接了学习者，并创造了一种很好的社区感。每个学习空间都可以直接访问5个共享活动空间。多个连接将内部连接到包含外部学习空间的各个方向。

The creation of a large Modern Learning Environment accommodating 250 students provides challenges in creating appropriately scaled spaces, cost effective and efficient construction. An intentionally irregular floor plan has been achieved within a rational portal frame structure providing a variety of spaces internally that features large openings to achieve a highly porous learning environment without losing the sense of intimacy and fun. The overall transparency between spaces connects learners and creates a great sense of community. Each learning space has direct access to the 5 shared activity spaces. Multiple connections link interior to contained exterior learning spaces in all directions.

 Floor Plan

从一开始，我们的整体设计方法就是让学校及其设施进入新社区的心灵，并让他们有归属感和认同感。我们在设计建筑和室内空间时，使用了水(菲利普湾港)和市场花园的比喻，让他们产生了归属感和认同感。

Our holistic design approach from the start was to ground the school and its facilities into the psyche of the new community and give them a sense of belonging and identity we have done this through the use of metaphors of water (Port Philip Bay) and market gardens in the design of the building and spaces within.

 © Peter Clarke

彼得·克拉克

学校欢迎和温暖的材料调色板，提供了一个安静的背景，为活泼的色彩学生的作品和家具；更深的色彩，加上广阔的玻璃，通过设施提高透明度。广泛的引脚板在广泛的声学处理中起着关键作用，适用于墙壁、地板和天花板，在混合学习空间中是必不可少的。

School is welcoming and warm with a material palette that provides a serene backdrop to vibrantly coloured student works and furniture; deeper hues in combination with expansive glazing enhance transparency through the facility. The extensive pin-boards play a key role in the widespread acoustic treatment, applied to walls, floors and ceilings, which is essential in blended learning spaces.

“蜂巢”是两个学习领域的重点，为工作人员在蜂巢内和蜂巢周围教学创造了机会，或选择派遣学生分组或单独工作。“蜂巢”的透明度保持了与学习社区其他成员的连通性。同时也允许学生展示他们的作品。高容量的信通技术基础设施和无线能力允许学生的笔记本电脑和多媒体设备的便携性，确保完全连接。这些结构是好玩的，并使规模，否则，庞大的学习环境。

The “Bee Hives” are a focus within the 2 learning areas, creating opportunity for staff to teach in and around the bee hive or choose to send students to work in groups and or individually. The transparency of the “Bee Hives” maintains connectivity with rest of the learning community. Whilst also allowing students to display their work. High-capacity ICT infrastructure and wireless capability allows portability of student’s laptops and multimedia devices ensuring total connectivity. The structures are playful and give scale to an otherwise large voluminous learning environment.

 © Peter Clarke

彼得·克拉克

这两个“蜂巢”为许多不同的活动提供了一个枢纽。老师们在蜂巢(办公桌区)周围组织活动，孩子们在那里工作。它们通常用于数学或写作活动。在某些情况下，孩子们可以在课堂上设置一套笔记本电脑供孩子使用，因此蜜蜂蜂巢成为了一个写作中心。

The two “Bee Hives” provide a hub for many different activities. Teachers set up activities around the Bee Hives (the desk area) and children work there. They are usually used for mathematics or writing activities. There are occasions where class sets of laptops are set up for children to use, and so the Bee Hive becomes a writing centre.

蜂巢也提供了一个机会或交谈空间。里面的座位为孩子们提供了一个“隐秘的空间”，让他们进行讨论，玩一场游戏，或者只是在空间里工作。在蜜蜂蜂巢的顶部有一个圆形的荧光灯，照明非常好。不同颜色的地毯也为蜂巢划定了一个“特殊”区域。

The Bee Hives also provide an opportunity or a conversation space. The seating on the inside provides a ‘secluded space’ for children to conduct a discussion, play a quite game, or just work in the space. Lighting is excellent with a round fluorescent light at the top opening of the Bee Hive. The different coloured carpet also delineates a ‘special’ area for the Bee Hive.

 © Peter Clarke

彼得·克拉克

蜂巢的最终好处是提供了额外的存储空间。书架空间用于存储读写材料，经常用于定期使用的材料-这些存放在上层架子上。在大多数学校里，储存材料等占据了大量的空间，而蜂巢的设计，使得工作空间、休闲空间和存储空间的融合都在同一个创新的夹具中。

The final benefit of the Bee Hive has been the additional storage that has been provided. The shelving spaces are used for the storage of reading and writing materials, and often for materials that are used periodically – these are kept on the upper shelf units. In most schools, the storage of materials etc takes up a great deal of space, but the design of the Bee Hives, enable the merge of work space, leisure space and storage space all within the same innovative fixture.

 © Peter Clarke

彼得·克拉克

蜂巢建造所用的材料非常坚固，经过9个月的运行，结构看起来和安装时一样。

The Materials used in the construction of the Bee Hives is very solid, and after nine months of operation, the structures look the same as they did when they were installed.

 © Peter Clarke

彼得·克拉克

我们的目标是进一步发展“蜂巢”细木工，使之成为指导和定义未来学习空间的要素。重要的是要创造适合儿童的、有趣的、有吸引力的学习环境。

Our goal is to further develop the “Bee hive” joinery into elements that inform and define future learning spaces. It is important to create learning environments which are appropriate, fun, playful and engaging for children.

Architects Baldasso Cortese Architects

Location Point Cook VIC, Australia

Category Schools

Design Team Steven Cortese, Devkrishna Mistry, Chris Le Page, Chris Le Page, Nic Lymn, Konrad Schaller, Anastasia Malishev, Lauren Martin, Gabriella Muto

Project Year 2013

Photographs Peter Clarke

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