Architecture

慕尼黑225名儿童日托中心

Day care center for 225 children, Munich

在慕尼黑区，Trudering的一个合作设施与3

In the Munich district Trudering a collaboration facility with 3

幼儿园、四个日间托儿所和四个学校小组，约225人

Kindergarten, four day nursery and four school groups for about 225

孩子们是和看门人的公寓一起建造的。

Children was built in conjunction with a caretaker´s flat.

Environment

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从城市的角度来看，这座新建筑坐落在父母的家中，但在Feldbergstra e的教育机构区域内有明确的界限：小学、中学、体育设施、一所以前的幼儿园-一个绿色的长方形校园设施。在公共空间中，新建筑占据了校园的一角，跨越了它，关闭了校园。

From the urban point of view the new building is situated in a parent but clearly delimited area of educational institutions at the Feldbergstraße: elementary school, middle school, sports facilities, a former kindergarten - a greened, rectangular campus facility. Present in the public space the new building occupies the corner lot of the campus, spans it, closes the campus.

作为保护体的建筑物

Building as a protective body

Feldbergstra e的街景本身很忙，匿名(分)城市，与汽车有关，住着从A到B的陌生人。

The street scape of Feldbergstraße is busy in itself, anonymously (sub)urban, car-related, populated with strangers on the move from A to B.

里面的室外空间有绿色，就像眼睛能看到的一样，操场，树木，敞开的门，大窗户到这里专门布置的集体房间，自然的声音，鸟儿的鸣叫。

The inner outdoor space has green as far as the eye can see, playing fields, trees, open doors, large windows to the here exclusively arranged group-rooms, nature sounds, birds chirping.

因此，这两堵外墙，结合了一个上升的角落，是坚固而厚实的，来自于泥土般的沙质物质。扭结鼓励他们的有机和坚定。

Thus, the two outer building walls, which combine a rising corner, are strong and thick, from earthy-sandy materiality. The kinks encourage their organic and steadfastness.

在空气中，它也在功能上形成了一个保护身体，就像后部的缓冲器，聚集着所有相邻的房间。

Atmospherically as also functionally it forms a protective body like a buffer for the rear that gathers all adjoining rooms.

 © ATELIER LÜPS

L PS工作室

通过两个大门进入，你前进到幼儿园-翼/学校-团体翼，并将再次在内部公共大厅俯瞰花园。

Having passed two gates to enter, you proceed to the Kindergarden-wing/school-group-wing and will meet again in the internal common hall overlooking the garden.

有意识的色彩感知

Conscious perception of colors

亮色

Light colors

为儿童建造的建筑物-尽可能的丰富多彩-是一个普遍的答案，这是经常可以找到的。然而，这提出了建筑，大气和教学问题的感官过载。

Buildings for children - as colorful and diverse as possible - is a general answer, which is often found. However, this poses the architectural, atmospheric and pedagogical question of sensory overload.

 © ATELIER LÜPS

L PS工作室

以下是我们的回应：所有的墙壁和天花板都是白色的制服-就像一块可以玩的空白画布。走廊上有节奏的游戏壁龛可以在晨曦和夜晚的节奏中用彩色光“画”，这意味着它们在观看习惯上没有那么持久。用两条红色、绿色、蓝色或琥珀色组合的LED条，在白色的墙壁上混合一种单独的颜色-这种混合物可以看到渐变。

Here is our respond: All walls and ceiling are white uniform - like a blank canvas that can be played. The rhythmically situated play niches on the corridor can be "painted" with colored light in the rhythm of the morning twilight and night, which means that they are not as permanent in the viewing habits. With two combined LED strips of red, green, blue or amber an individual color is additively mixed on the white wall - the mixture is visible as a gradient.

这些颜色是“流血”不连续进入白色走廊，就像一串珍珠，创造单独的色彩空间。从街道上看，他们只照亮了更大的利基窗口，而留下的内部任务也是由外人见证的。

These colors are „bleeding“ discontinuously into the white corridor, like a string of pearls, to create individual color spaces. Viewed from the street, they illuminate only the bigger niche windows and leave the inside assignment also witnessed by outsiders.

彩色玻璃颜色

Stained glass colors

走廊和露台/阳台的所有组室门都配有长方形彩色玻璃剪裁，儿童身高在自然色调的蓝绿色、水蓝色、瓜黄色和覆盆子红色。

All group room doors to the corridor as well as to the terraces / balconies are featured with rectangular stained-glass-cut-outs in children's height in the natural shades of ultramarine, water-blue, melon-yellow and raspberry-red.

 © ATELIER LÜPS

L PS工作室

安全的需要是看谁或什么是关着门的，结合了个人分配和定位的质量，比如蜂房的颜色原则：“这是我的颜色，那是我属于的地方。”

The need for safety to see who or what is behind the closed doors is combined with the quality of personal assignment and orientation, like the bee-house color principle: "This is my color, that is where I belong to."