1.干预地点位于特定的城市环境中。周边地区在体积学、类型学和形态学等方面具有明显的结构特征。在西部，在较低的层次，我们可以找到一个完整的城市结构，全景海景。剩下的部分由两层楼高的独栋住宅组成，建于20世纪，有室外空间和花园，与学区接壤，现有学校建筑面积约5，268.00平方米。在东侧，地势与一条连接服务区和入口区的街道(Rua Da Escola)接壤。让我们假设学校的户外区域，适合和部署的情节。

1. Location and Context The intervention site is located in a specific urban context. The surrounding area is characterized by distinct structures in terms of volumetry, typology and morphology. To the west, in a lower level, we can find consolidated urban structures with panoramic sea views. The remaining area is composed by two-story single-family homes, built in the twentieth century, featuring outdoor spaces and gardens that border directly with the school precinct.The existing school building occupies an area of approximately 5 268.00 m2. On the east side, the terrain is bordered by a street (Rua da Escola), which connects the service and entrance area. Let’s say that the school’s outdoor area, fits and deploys along the plot.

2.在新学校中心的空间和建筑设计中，不仅考虑到了可用区域的限制，而且还考虑到了项目的要求。它还考虑了地形、太阳方向、通道和与周围地区的联系、室内和室外区域之间的连接以及与现有建筑的功能连接。

2. Implantation The spatial and architectural design of the new School Centre took into account not only the limits of the available area, but also the program requirements. It was also taken into consideration the terrain topography, solar orientation, access and links to the surrounding area, the connection between indoor and outdoor areas and lastly, the functional link with the pre-existing building.

3.我们试图通过一种能够在自己的空间中溶解的架构，使所提供的程序正规化和具体化，不再被感觉到是一座建筑，并寻求加强原有建筑的身份。扩建工程包括一座“简单建筑”的建筑，以其相关的方式混合在一起。第一次撞击时，它提出了这样一种想法，即通过分局周边的物体，并试图在地形上消失。这一错觉是由于玻璃涂层，允许反射的树木和灌木丛周围的地块边界。我们有意误导学校的“集体”地位，使之成为新学校的一个有代表性的部分，而底层的空间是根据室内露台安排的，而周围地区与学校分界之间亦有视觉上的联系。此外，空间定位还提出了校外和学区的价值视觉视角。该方案的组织考虑到不同的空间及其相互关系，寻求不同学区的功能性和时代感。

3. Program We sought to formalize and materialize the provided program through an architecture capable of dissolving in its own space, capable of no longer being sensed as a building and seeking to reinforce the identity of the pre-existing building. The expansion consists of a building with a "simple architecture", hybrid in the way it relates. At first impact, it suggests the idea of a mass that runs through the perimeter of the precinct and seeks to disappear on the terrain. This illusion is accomplished due to a glass coating that allows the reflection of the trees and shrubs that surround the plot boundaries. Intentionally, we sought to mislead the physical presence of its status as a "mass" that fills the ground and upper bodies are a representative part of the new school.The ground floor spaces are organized according to the interior patio and visual links are established between the surrounding area and the boundaries of the school precinct. Additionally, the space orientations proposed value visual perspectives of the outside area and also of the school precinct. The program is organized taking into account the different spaces and their interrelationship, seeking for a functional and temporal sense of the different school areas.

4.我们建议一所具有不同空间和环境的学校，根据不同的教育水平(学前教育和小学)进行理想化，同时仍然通过共同空间的存在而联系起来，教学设施的组织是根据不同的室内和室外空间以及它们之间的相互关系进行的。

4. Organization We propose the idealization of a school that features different spaces and environments, formatted according to the different levels of education (pre-school and primary school), whilst still relating both through the existence of common spaces.The organization of teaching facilities is done accordingly to the different indoor and outdoor spaces and how they relate between them.

 Courtesy of AVA Architects

Ava建筑师提供的服务

我们寻求建立一个新的学校现实的具体情景，通过功能和方案组织表达一种已发现的语言。

We sought to build a specific scenario for the new school reality, through functional and programmatic organization in the expression of a found language.