© David Frutos

(C)戴维·弗鲁托斯

这所学校的地点属于洛德兰镇(托尔-帕切科)的部分计划洛斯卡奇马恩斯。这是一个位于该镇郊区的项目，打算在那里建造一个住宅综合体，配备必要的设施，满足包括公立学校在内的未来人口的需求。

The site for the school belongs to the Partial Plan Los Cachimanes, in the town of Roldán (Torre-Pacheco). This is a project on the outskirts of the town, where there is an intention to create a residential complex, equipped with the necessary facilities for the demands of the future population, including the Public School.

该网站具有不同的斜坡，因此有必要填补不同的地区，以创造一个尽可能水平的地形。

The site features various slopes, so it is necessary to fill in different areas of the site, to create a topography as horizontal as possible.

 © David Frutos

(C)戴维·弗鲁托斯

该项目在一个有待巩固的地方建立了一个人工生态系统，这是城市发展的结果，其基础是通过建筑产生一个自然实体，并通过它的使用赋予其生命。

The project sets an artificial ecosystem in a place to be consolidated, the result of urban development based on generating a natural entity through architecture and giving it life through its use.

这所学校是在处女地上建造的，因为这是洛杉矶部分计划中的第一座建筑。出于这一原因，建筑办公室Huma担心，该建筑应在地块上设计得很好，并始终高于场地的水平，防止该地区偶尔发生暴雨。由于这个原因，这座建筑矗立在一堵近两米高的围墙上，形成了一个地下室，里面有学校的存储空间。

The school is built on virgin land, as this is the first building in the Partial Plan Los Cachimanes. For this reason, the architecture office Huma was concerned that the building should be well designed on the plot and always elevated above the level of the site, protected from the occasional but heavy rains that occur in the area. For this reason, the building stands on a perimeter wall almost two meters high, creating a basement that contains storage space for the school.

 © David Frutos

(C)戴维·弗鲁托斯

网站的形态让我们可以水平延伸，把整个学校设计在一层，让建筑靠在边缘，在里面创造一个小空隙，作为孩子们的游乐场，把他们与噪音隔离开来。

The morphology of the site allows us to extend horizontally, designing the entire school on one level, keeping the building up against the edges to create a small void inside to serve as playground for children, isolating them from the noise.

因此，该网站在计划中设定了项目的实际布局，将小学和小学的两个不同地区通过一个共同的汇合点连接在一起。

Thus, the site sets the physical layout of the project in plan, with two distinct areas of elementary and primary school united by a common meeting point at the access.

学校的边界是建筑物本身。建筑围绕着场地的周界，充当边界，在自由的外部空间和室内游乐场之间充当一个可渗透的过滤器，创造出受控和定义的空间。

The boundary of the school is the building itself. The building surrounds the perimeter of the site and acts as a boundary, as a permeable filter between the free exterior space and the interior playgrounds, creating controlled and defined spaces.

 © David Frutos

(C)戴维·弗鲁托斯

这所学校是以倾斜的水平建造的，产生了空间张力，打破了单调，给出了它的表达方式，用一层绿色的人造草皮包裹着，把它变成了当地的一个自然实体。立面在一个空间连续体中变成屋顶，绿色草皮随着不同的坡度上升和下降，创造了一个变化的外部轮廓，与众不同和丰富。对学生来说是一条可辨认的天际线，是记忆中的一个重要点。

The school is built modeled by slanted levels, generating spatial tensions, breaking the monotony and giving it expression, fully wrapped by a green carpet of artificial turf that turns it into a natural entity in the place. The facade turns into roof in a spatial continuum, the green turf rises and descends with different slopes, creating a changing profile outside, distinctive and rich. A recognizable skyline for the student, a significant point in the memory of the place.

从外面到室内操场，不同的处理方法被设计，校准为从最公开到最私人的过滤器。

From the outside to the interior playgrounds, different treatments are designed, calibrated as filters from the most public to the most private.

 © David Frutos

(C)戴维·弗鲁托斯

第一个皮肤，设计成一个镀锌网眼，定义了建筑形式。第二层皮肤是由教室块和学校的其他区域定义的。两者之间是一个连续的外部空间，一个周边声缓冲和绿色屏障，那里的自然教室。这些是教学空间以外的儿童与自然的互动得到加强。第三层皮肤将主多功能块与室内操场隔开。

The first skin, designed as a galvanized mesh, defines the architectural form. The second skin is defined by the classroom blocks and other areas of the school. Between the two is a continuous exterior space, a perimeter acoustic buffer and green barrier, where nature classrooms are located. These are teaching spaces outside where the child's interaction with nature is enhanced. The third skin separates the main multifunctional block from the interior playgrounds.

操场是孩子的内心世界，由不同的“手指”构成，作为步骤来配置不同的入口和空间，以及非常需要的阴影空间，而不需要添加，总是被理解为学校本身的延续。

The playground is the child's inner world, structured through the different 'fingers', as steps that configure the various entrances and well as spaces with much needed shade, without the need for additions, always understood as a continuation of the school itself.

这个建筑作品创造了一个绿色的学校，一个从自然中教学的地方。

This architectural piece creates a green school, a place to teach from nature.

 © David Frutos

(C)戴维·弗鲁托斯

变体教室

Mutant Classrooms

Huma建筑办公室正在开发一篇关于突变建筑的博士论文。为此，在这个项目中，我们提出了一个可以改变形状、外观、颜色、大小和用途的户外教室的可能性。

Huma architecture office is developing a PhD thesis on mutant architectures. For this, in this project we propose the possibility of making an outdoor classroom that could change shape, appearance, color, size, and use.

它是一个突变的教室，适应学生的需要在每一个时刻，所以我们的当代教室总是满足学生的所有需要。

It is a mutant classroom that adapts to the needs of the students at each moment, so that our contemporary classroom is always addressing all the needs of the students.

 © David Frutos

(C)戴维·弗鲁托斯

这座建筑是以一种自然的方式发展起来的，没有做出任何突然的决定。学校是自己的本质和创新的源泉。

The building has grown in a natural way, no abrupt decisions are taken. The school is as its own essence and its creative source.

其结果是形成了一个活的绿色器官，为儿童发展和享受与大自然母亲接触的绿色框架提供了背景。

The result is a live green organ, which serves as context for the children to develop and enjoy a green framework, in contact with mother nature.

 Conceptual Ground Floor Plan

概念底层平面图

Architects Estudio Huma

Location Calle 1 Residencia el Alba, Torre-Pacheco, Murcia, Spain

Category Schools

Project Architects Alberto Amoros Martinez y Jose Amoros Martinez

Project Year 2009

Photography David Frutos