架构师提供的文本描述。克莱顿公园学校(ClaytonPark School)的董事会和校长希望建立一座建筑，欢迎人们来到这里，让学生、教职员工和社区都对他们所在的学校感到自豪。其任务是用单一的建筑取代现有的大厅和行政大楼，把这两座建筑都安置在一个可以俯瞰附近游乐场和池塘的场地上，而且可以方便地从街道进入。

Text description provided by the architects. The Board of Trustees and Principal at Clayton Park School wanted to create a building that would welcome people to the site and give students, staff and the community alike, a sense of pride in their local school. The task was to replace the existing hall and administration blocks with a single building, housing both functions on a site that overlooks the nearby playing fields and ponds, and has easy access from the street.

大楼的北端是学校的行政管理机构。它包括一个阁楼空间，向北的广阔前景，由一棵土生土长的波胡塔瓦树和建筑独特的门廊开放，灵感来自传统毛利人建筑。

The northern end of the building houses the administration functions for the school. It includes a mezzanine space with an expansive outlook to the north, framed by a native Pohutakawa tree and the building’s distinctive portico opening, inspired by traditional Maori architecture.

 © Paul McCredie

保罗·麦克里迪

大楼的南端有一个宽敞的大厅。大厅向西开放，为田野和东部提供视野，与学校的其他部分直接相连。这也提供交叉通风的大厅空间。

The southern end of the building houses a spacious hall. The hall opens to the west providing outlook over the fields and to the east for a direct connection the rest of the school. This also provides cross ventilation to the hall space.

 © Paul McCredie

保罗·麦克里迪

从街道上看，走廊内充满乐趣和活泼的绿色结束与对比木炭轮廓的金属，迎接游客的学校。免费的对比和流行强调色彩本身的活力和空间中的活动。

From the street, the fun and lively green finish within the portico with the contrasting charcoal-profiled metal, greets visitors to the school. Complimentary levels of contrast and pop emphasise the vibrancy of the colours themselves and the activities in the spaces.

 © Paul McCredie

保罗·麦克里迪

大胆的颜色也创造了建筑周围的地标。这使儿童能够非正式地识别空间。老师可以安排学生在教室的“紫色墙”见面，然后再去学校露营，或者学生们可以在“橙色墙”见面，然后再去买午餐。

The bold colours also create landmarks around the building. This allows children to informally identify spaces. Teachers can arrange to meet students at the ‘purple wall’ in the foyer before heading off to school camp or students can plan to meet at the ‘orange wall’ before going to buy their lunch.

 © Paul McCredie

保罗·麦克里迪

“2014年1月，一个寒冷的清晨仪式：我们新码头大厅的黎明祝福庆祝了一个真正反映学校和更广泛社区的文化特征的共享空间的创建。

“A chilly early-morning ceremony in January 2014: the dawn blessing of our new wharenui hall celebrated the creation of a shared space that truly reflects the cultural identity of the school whanau and the wider community.

 Floor Plan

作为协作、简单、功能和轻巧的证明，这座新建筑满足了各种复杂的学校和社区需求。它是我们需要它的温暖或凉爽，轻，安静，声学效率，与奇妙的‘交通流量’进出大楼为大批学生。它为我们的学校社区提供了一流的表演场地、运动场、接待、会议空间和行政管理，经常容纳500名或更多的学生和他们的老师及其家人。

A testament to collaboration, simplicity, function and light, the new building meets a wide range of complex school and community needs. It is as warm or cool as we need it to be, light, quiet, acoustically efficient, with fantastic ‘traffic flows’ in and out of the building for large groups of students. It offers a superb performance venue, sports hall, reception, meeting space andadministration for our school community, regularly accommodating five hundred students or more, with their teachers and their families.

 © Paul McCredie

保罗·麦克里迪

从火星影响的屋顶的第一天开始显现，社区的兴奋开始建立，以回应这种真正的，尊重的对文化特性的承认。然而，现在人们越来越认识到，文化上合适的形式并没有限制建筑的功能，而是为创造现代、高效、灵活和令人兴奋的学习空间提供了一个框架。兴奋和惊奇已经成熟为所有人的主人翁感、自豪感和归属感-这是包容的、通常是精神上的、创造性的过程的顶点。“-保罗·赖特，校长。

From the first day the marae-influenced roofline became apparent, community excitement began to build in response to this genuine, respectful acknowledgement of cultural identity. Now, though, there is growing realisation that the culturally-appropriate form has not limited the function of the building, but instead provided a framework for the creation of modern, efficient, flexible and exciting learning spaces. Excitement and wonder has matured into a sense of ownership, pride and belonging for all - the culmination of an inclusive, often spiritual, creative process.” – Paul Wright, Principal.

从毛利人建筑中提取的线索，大胆色彩的选择，建筑物内的广泛活动，建筑本身与其他更广泛背景之间的关系，使项目和处于社区核心地位的学校融为一体。包括董事会和校长在内的这一合作进程取得了很好的成果，使学生、教职员工和家长为他们当地的学校感到自豪。

The cues taken from Maori architecture, the selection of bold colours, the wide range of activities housed within the building, the relationships between the building itself and the rest of the wider context, ensconce the project and the school at the heart of the community. This collaborative process including the Board of Trustees and Principal has delivered a wonderful outcome that has the students, staff and parents proud of their local school.