Architects: Murphy Burnham - Buttrick Architects Project: St. Hilda’s - St. Hugh’s Lower School Landscape: RKLA Studio Location: Manhattan, New York, United States Photography: Francine Fleischer, Frank Oudeman, Karen Evans

建筑师：墨菲·伯纳姆

We reimagined the learning environment for St. Hilda’s and St. Hugh’s, an independent school serving preschool through 8th grade, by designing spaces that offer unique learning experiences. Classrooms are dynamic, flexible environments that offer a variety of zones within one space to foster group learning and individual exploration.

我们通过设计提供独特学习体验的空间，重新设想了圣希尔达和圣休的学习环境，这是一所为学龄前至8年级提供服务的独立学校。教室是动态的，灵活的环境，在一个空间内提供不同的区域，以促进集体学习和个人探索。

Classroom teaching walls include electronic Smartboards, whiteboards, and bulletin boards for a variety of instruction methods. Communal tables promote teamwork and group activities. A reading corner features a unique pendant lamp over a window seat and bookcases, promoting a love of individual learning.

课堂教学墙包括电子智能板、白板和各种教学方法的公告板。公共餐桌促进团队合作和团体活动。读书角上有一盏独特的吊灯挂在窗台和书架上，促进了对个人学习的热爱。

A versatile environment helps balance desk time and technology use with hands-on activities that engage all five senses. Lower grades have a micro-kitchen pod in every classroom as a unique teaching tool. An introduction to the culinary arts also facilitates a variety of interdisciplinary lessons that incorporate math, reading, teamwork, and other essential skills into a fun activity.

一个多才多艺的环境有助于平衡办公桌的时间和技术的使用，以及参与所有五种感官的动手活动。低年级学生在每个教室都有一个微型厨房吊舱，作为一种独特的教学工具。烹饪艺术的介绍也促进了各种跨学科的课程，其中包括数学，阅读，团队合作和其他基本技能的乐趣活动。

Terrariums were designed into each classroom to provide a continual hands-on lesson in caring for the natural environment and to instill a sense of stewardship in each child. A new rooftop greenhouse encourages science experiments and engages students in farm-to-table food production as they grow vegetables used in the cafeteria.

在每个教室里都设计了三层楼，以提供一个持续的动手课程，以照顾自然环境，并向每个孩子灌输一种管理意识。一座新的屋顶温室鼓励科学实验，并让学生在自助餐厅种植蔬菜时，参与到农场到餐桌上的食品生产中。

Play spaces were designed to integrate learning and excitement with active and quiet zones that could be enjoyed simultaneously by a variety of age groups within a limited footprint. A rooftop playdeck’s steel frame enclosure was transformed into a “cloud room”, an artificial landscape for enthusiastic ball play and tricycle riding.

游戏空间旨在将学习和兴奋与活跃和安静的区域结合起来，在有限的足迹范围内，不同年龄组可以同时享受这些区域。一座屋顶游乐场的钢架外壳被改造成了一个“云室”，这是一个热衷于玩球和骑三轮车的人工景观。

A garden room with a living planted wall is an intimate zone for quiet and reflective play or outdoor classroom demonstrations. An activity area houses a rotating exhibit of wonders, from a restored Fiat 500 to an airplane cockpit   fuselage, offering students opportunities to explore and dream.

一间花园房，有一堵生机勃勃的墙，是安静、反思性玩耍或户外课堂示范的亲密地带。活动区内有一个旋转的奇观展览，从修复的菲亚特500飞机到飞机驾驶舱机身，为学生提供探索和梦想的机会。