架构师提供的文本描述。“小”的大小

Text description provided by the architects. The size of the “smaller”

保护那些“小维度”的疯子，会是什么样的空间呢？毫无疑问，对于那些想要从80厘米的地面上“看到”我们的人来说，这是一个令人兴奋的、明智的空间。因此，我们提出了一个空间，旨在创造一个有明确界定的儿童世界：一个儿童的触觉极限，比如说，1米15厘米高。这个奇怪的世界将由材料、门、窗户和为主要用户的“小尺寸”创建的物体建造。其余的空间应该属于老师们那无趣的世界.

What kind of space would it be the one to protect those crazy people of the “smaller dimension”? No doubt for us, an stimulating sensible space for those who stare at us  wanting “to see” from eighty centimetres above ground level.So we proposed an space intended to create an alternative children´s world whith a well defined territory: the tactile reacheable limit of a children, let´s say, one meter fifteen centimeters high. That strange world would be constructed with materials, doors, windows and objects created for that “small size” of the main users. The rest of the space should belong to the unreacheable boring world of the teachers...

 © César Sanmillán

(C)行政长官́sar Sanmillán

袋类二元性

Marsupial duality

有袋，在自然界中的独特位置有两个非常特殊的特征：可能考虑“外部”从一个特权的保护位置和能力隐藏在一个“内部”，在那里的外部热和光是通过脆弱的保护皮肤。这样的话，教室被认为是孩子们通过一堵连续透明的玻璃墙凝视着风景的地方，并被砂质的、透明的或镜面玻璃移动隔膜隔开，直到孩子们的高度；让室内空间根据日常需要以最合适的方式被改变。它就在这里，在教室里，清晨的阳光会使第一次玩耍的时间变热。教室之间，共用一堵玻璃墙，我们放置洗手间，也从与风景的密切接触中获益。

The marsupial bag, that unique place in Nature whith  two very special features: the possibility to contemplate the “outside” from a privileged protected position and the capacity to hide on an “inside” where the outer heat and light are felt through a fragile protecting skin. In that way, the classrooms were thought of being the area where kids would stare at the landscape through a continous transparent glass wall, and would be separated from each other by sanded, transparent or mirrored glass mobile diaphragms, up to the kids height; allowing the interior space to be transformed on the most suitable way according to everyday needs. It would be here, in the classrooms, where the early morning sun would heat up the first playing hours.Between the classrooms, sharing the outside glass wall, we placed the washrooms, also profiting from a close contact with the landscape.

 © César Sanmillán

(C)行政长官́sar Sanmillán

厕所和教室之间的通道构成了第二个内部循环，将平行器滑动到透明的玻璃墙上。同时，这些洗手间是孩子们从外面的操场通过小门进入大楼的入口，只是为了提醒他们，建筑物的规模不是他们的，而是他们的。在相反的方向，它会被放置在所提到的保护空间，在某个地方，感觉外面，甚至没有被看到。一个大面积的区域，独立于节目的其余部分，通过一个长的玻璃墙隔膜来吸收不同的休息、营养和运动活动。一个连续的半透明结构玻璃墙将空间与外部隔开。就在这里，在午休的宁静和午后的疲劳中，可以看到夕阳的剧烈变化。

The access between toilets and classrooms configurated a second inner circulation that slided paralell to the transparent glass wall. These washrooms, at the same time, were the children´s entrances to the building from the outside playing ground through small sized doors just to remind them that the scale of the building was no other than theirs. On the opposite orientation, it would be placed the mentioned protecting space, somewhere to feel the outside without even being seen. A big dimensioned area, independent from the rest of the programme by means of a long glass wall diaphragm which would absorb the different resting, nutritional and sport activities.  A continous translucent structural glass wall would separate the space from the outside. It would be here where, in the siesta tranquility and the afternoon tireness, the vibrant changes of the sunset woul be perceived. 

 © César Sanmillán

(C)行政长官́sar Sanmillán

对领土的思考

Reflections on the territory

为了掩盖这种混乱的内部关系和各种各样的感觉，我们把这个空间组织转变成一个多面几何学，直截了当地比喻了每天早晨都会留在孩子们记忆中的山丘景观。这样，每个空间都会有不同的体积和不同的天花板，孩子们可以将其视为自己的空间。闪闪发亮的钢完成了屋顶，日复一日地反射在景观上的变化会指出，在这种模糊的背景下，会发生一些奇怪的事情.

To cover this mess of internal relationships and multiplicity of sensations, we translated the space organization to the roof as a multifaced geometry, straight metaphore of the sorrounding hilly landscape which would stay every morning on the children´s memory. In this way, each space would have a different volume and a diverse ceiling which kids could recognize as their own. The shiny steel finished of the roof, with changing reflections on the landscape through the day would point out that something strange would be happening under that blur... 

 Floor Plan