陽光、風和水

Sun, Wind and Water

弗朗西斯·凱雷18歲的時候從布基納法索到柏林學習建筑。如今他在非洲的老家和歐洲的新家兩個世界之間穿梭。為了建立起兩種文化之間的橋梁，他花了數(shù)十年的時間在他的家鄉(xiāng)培養(yǎng)人們對教育價值的重視。通過與當?shù)厣鐓^(qū)的合作，他已經(jīng)成為一個中學項目背后的驅(qū)動力。

岡多3000人左右的居民居住得比較分散；新的中學也為他們提供了一個新的城市中心。布基納法索幾乎一半的人口年齡在16歲以下，這就使良好的教育機會顯得尤為重要。

有一些在豪瑞獎比賽中獲獎的項目是由公共部門組織的，其他是由那些富有想象力的團隊在主導，剩下的則是一些個人的想法——就像2012年全球豪瑞獎金獎的獲獎項目。如果沒有迪埃貝多·弗朗西斯·凱雷（生于 1965 年），那么布基納法索的中學項目就根本不會存在。雖然這個項目是很多人努力的結(jié)果，而弗朗西斯·凱雷也不是一個愛出風頭的人，但有一點是毋庸置疑的：他是岡多的學校之父。他就像一個好父親一樣盡心盡力地工作，以確保孩子們會健康成長直至有一天能自立。

官二代也無特權(quán)

弗朗西斯·凱雷說：“我希望能夠幫助我的村莊得到發(fā)展。但我也希望社區(qū)得到的不僅僅是金錢?！?/p>

弗朗西斯·凱雷在非洲西部的老家布基納法索位于南部炎熱的薩赫勒地帶。該國是世界上最貧窮的國家之一，但是政治環(huán)境卻相對穩(wěn)定。1700 萬居民中有3/4都生活在農(nóng)村地區(qū)。弗朗西斯·凱雷也是這其中的一員。他是岡多村長的長子。岡多位于首都瓦加杜古以南約200km。凱雷強調(diào)，他的父親是村長并不意味著他有任何特權(quán)。“相反地，這種身份是一個沉重的負擔。村長的兒子不僅沒有任何正式的權(quán)力，也不會帶來額外的收入?！眲P雷被送去上學的原因是為了保證在家庭中至少有一個人能夠認字和寫字，在這之前他父親收到任何的信件都不得不由一位政府官員大聲宣讀。決定送他去學校是非常重要的一步。在布基納法索，甚至連小學教育也不一定能保證。因為很多孩子們在農(nóng)田里干活而不去上學，這樣帶來的結(jié)果就是布基納法索只有1/4的成年人識字。凱雷很好地利用了這個提供給他的機會。他在學校里表現(xiàn)非常出色，因而被推選到省會的一所職業(yè)學校繼續(xù)求學。接受完木匠和細木工訓練后，他開始在首都尋找屬于自己的一份工作。他告訴我們：“在那兒我得知德國提供一個大學獎學金的機會。我申請了，然后被錄取了！”當時他剛滿18歲，還不會說一句德語?！斑@簡直令人難以置信。第一次坐飛機離開自己祖國也是令人難忘的：在空中俯視時，我看到世界變得越來越綠，然后突然有這樣一大片的水——這是我完全無法想象的?！?/p>

2 平面/Plan

3 入口透視/Entrance perspective

授人以漁

非洲傳統(tǒng)文化中，每個人都必須照顧他的家人以及所在社區(qū)的其他成員。凱雷解釋說：“如果一個人離開他的社區(qū)去尋求更好的生活，那么他就會試圖通過提供財政支持來彌補他離開所留下的空缺?！彼匀藗兌计诖袼@樣的人能夠為改善鄉(xiāng)村居住條件做出貢獻?！叭魏蜗裎乙粯拥娜硕紩@么做的。我希望能夠幫助我的村莊得到發(fā)展。但我也希望社區(qū)得到的不僅僅是金錢?！痹跉W洲，他意識到教育對于社會和經(jīng)濟發(fā)展是何等的重要。

“這就是為什么我想要在我的村莊建立一所好的學校，讓盡可能多的兒童能夠接受教育。這種小型項目可以在其他方面提升生活質(zhì)量?！币婚_始他就清楚，所有項目長期來說都必須由村莊自己來運營，因此他堅持“授人以漁”?！拔也⒉环磳o饑餓的人一頓飯和食品援助，”他說，“事實上，在自然災害后幫助受害者生存下來是我們的責任。但說實話，可持續(xù)的發(fā)展援助應該優(yōu)先考慮。我們必須試著‘授人以漁，而不只是授人以魚’?！?/p>

無上的榮耀

建筑師知道這所在岡多的舊學校被嚴重忽視，已處于崩潰邊緣。他想要建造一座新的房子來取代它。他用了最直接的辦法來給他的項目融資：作為柏林工業(yè)大學的一名建筑系學生，他說服了他的同學少抽幾根香煙，省下錢去為學校買一兩塊磚，換句話說就是為岡多捐出幾個硬幣。這項運動獲得了巨大的成功。當凱雷說他可以動員和鼓勵其他人的時候，你幾乎立刻就會相信他。

他和他的朋友在1998年創(chuàng)立了一個叫做“為岡多學校捐磚”的組織來為項目融資。這座造價約€30,000的建筑于2001年落成。

弗朗西斯·凱雷是以可持續(xù)發(fā)展和當?shù)氐膫鹘y(tǒng)、材料特性為指導原則。由于土墻的厚度，通風開口，以及超級大的屋頂，小學建成以后環(huán)境氣候宜人。政府安排了老師以后，學校馬上就來了很多學生。忽然之間每個人都在談論它。在2004年學校獲得阿卡汗獎，這在伊斯蘭世界中是最重要的建筑獎。隨后項目還陸續(xù)獲得了多個獎項。在 2007 年項目獲得奧德堡可持續(xù)建筑獎，在 2009年獲得全球可持續(xù)發(fā)展建筑獎，以及在2010 年獲得瑞士BSI建筑獎。盡管獲得了這么多的榮譽，凱雷卻沒有沉溺在他的成功里面。2007 年他完成了岡多的教室住宅樓，并于2008年完成了小學的擴建項目。如今，一座公共圖書館和婦女中心也正在建設(shè)當中。

泥土很好

弗朗西斯·凱雷在他岡多所有的項目中都遵循著可持續(xù)發(fā)展的基本原則。在很大程度上，村莊的居民都參與了項目建設(shè)和社區(qū)發(fā)展。因此，居民很快就建立了對項目的認同感，還學習到了新的工作技能?！澳嗤镣灰暈橐环N窮人才使用的建筑材料，”建筑師

4 總平面/Site plan

5 項目階段/Project phases

At the age of 18, Francis Kéré moved from Burkina Faso to Berlin to study architecture. Today he commutes between two worlds: his original home in Africa and his new home in Europe.

As a bridge builder between the two cultures, he has spent more than a decade cultivating an awareness of the value of education in his native village where, in collaboration with the local community, he has been the driving force behind a school complex.

The 3000 or so inhabitants of Gando live in scattered settlements; the new secondary school provides a new center for them. Almost half of Burkina Faso's population is under 16 years of age – which makes it all the more important to provide good educational opportunities.

Some of the projects awarded prizes in the Holcim Awards competition are organized by public authorities. Others are initiatives of imaginative teams. And yet others are the inspiration of a single person – like the Global Holcim Awards Gold 2012 winning project. Without Diébédo Francis Kéré, born in 1965, the prizewinning school complex in Burkina Faso would not exist. Although the project is the result of the efforts of many people – and Francis Kéré not a person to hog the limelight – one point is undisputed: he is the father of the school in Gando. And like a good father, he works passionately to ensure that his child flourishes, grows bigger, and will one day be independent.

Headman's son without privileges

Francis Kéré's homeland Burkina Faso in West Africa is located in a very hot part of the southern Sahel zone. Te country is one of the poorest in the world, but politically stable. Tree quarters of its 17 million inhabitants live in rural areas. Francis Kéré, too, is one of this majority, the eldest son of the headman of Gando, a village about 200 kilometers south of the capital Ouagadougou. The fact that his father was the headman does not mean that he was privileged, the architect emphasizes. "On the contrary, it is a heavy burden to be the headman's son. Tis duty no longer has any formal power, nor does it generate income." Francis was sent to school so that at least one person in the family would be able to read and write; up until then any letters that his father received had to be read out aloud by a government official. The decision to send him to school was an enormous step. In Burkina Faso even primary education cannot be taken for granted. Because many children have to work in the fields, they do not attend school, the outcome of which is that only one in four adults in Burkina Faso is literate. Francis made the best of the opportunity offered him. He was such a good pupil that he was selected for a vocational school in the provincial capital. After training as a carpenter and joiner he set out for the capital to look for a job. "Tere," he tells us, "I learned that Germany was offering a university scholarship. I applied – and got it!" At the time he had just turned 18 and did not speak a word of German. "It was simply mindboggling. To start with, the flight taking me away from my country was an unforgettable experience: looking down I saw the world get greener and greener, and suddenly there was this huge stretch of water – utterly inconceivable to me."

6 項目目標/Project objectives

Help for self-help

According to African tradition, each person has to care for other members of his family – and of his community, too. Kéré explains: "If a person leaves his community to seek a better life, he tries to make up for the gap he leaves by providing financial support." So it is expected of someone like himself that he will make a contribution to improve living conditions in the village. "Anyone in my position would act in the same way: I wanted to help to develop my village. But I wanted to offer the community more than just money." In Europe he realized how important education was for social and economic development.

"Tat is what motivated me to establish a good school in my village that would be attended by as many children as possible. Tis would be flanked by smaller development projects to help the standard of living in other ways." It was clear to him from the start that in the long term all projects would have to be run by the village itself; hence his insistence on "help for self-help." "I have nothing against giving hungry people a meal and food aid," he says. "Indeed, after a natural catastrophe it is our duty to help victims to survive. But in the case of honest, sustainable development aid other considerations have to take precedence. We have to try to teach people to fish rather than always give them fish."

Accolades galore

Te architect knew that the old school in Gando had been severely neglected and was in danger of collapsing, and he wanted to replace it with a new building. He took the most direct route to fund his評論道，“這也是為什么人們更喜歡昂貴的進口建材，然后卻經(jīng)常完全錯誤地來使用這些建材。”通過增強泥土強度，提供有創(chuàng)意的解決方案，凱雷想要讓人們更能接受這種免費且取之不竭的天然建筑材料。岡多的學校項目培養(yǎng)了一批年輕人。他們學會了如何使用磚以及如何使用水泥等現(xiàn)代建筑材料。他們接受的訓練可以幫助他們在村里找到工作從而減緩人口流失并給岡多的未來帶來保障。弗朗西斯·凱雷指出：“我們在這里做的不僅僅是建筑或發(fā)展援助，這更是一個令人信服的社會事件。當婦女們在建造傳統(tǒng)的泥土樓層時，男人們在用磚砌墻、掃走礫石、收集天然石材來做基礎(chǔ)?！彼麄兌枷胍獮檫@座建筑做點什么以至于志愿者的數(shù)量經(jīng)常會遠遠多于需要。志愿者的報酬就是每天一頓午飯，結(jié)果突然發(fā)現(xiàn)都沒有足夠的大米和豆子。很久以前，村莊居委會決定學校也將是他們的社區(qū)中心。他們在那里可以開會并進行疫苗接種。

農(nóng)業(yè)的重要性

弗朗西斯·凱雷在岡多的目標之一就是重新造林。在他柏林工作室的時候他告訴我們：“我們還沒有學會補種——我們總是以為，大自然自己會照顧自己。好長一段時間內(nèi)確實沒有什么問題，但近年來嬰兒死亡率在該地區(qū)下降如此之快，實實在在的人口爆炸已經(jīng)發(fā)生。自然資源正在以驚人的速度被消耗著，森林也正在被砍伐。在重新造林的早期，我們種植了很多桉樹。這是一個嚴重的錯誤，現(xiàn)在我們才知道桉樹會耗盡土壤的營養(yǎng)并使大自然變得貧瘠?！拔矣憛掃@種東西，它們就跟長瘋了似的，” 凱雷笑著說。他建議挑選較好的桉樹木材進行建設(shè)，同時開始種植芒果樹?？偟膩碚f，弗朗西斯·凱雷很重視農(nóng)業(yè)。學校里學生和老師也耕作了一個菜園，這不僅可以為小學生們提供額外的食物來源，同時還結(jié)合了學術(shù)教育和實踐活動。這是一種避免潛在錯誤的方法：“兒童以后仍然會干農(nóng)活。學校沒有讓他們脫離傳統(tǒng)，相反，他們還學到許多新的技能?！睂W校不僅沒有斷絕他們現(xiàn)有的道路，還為他們開辟了新的機遇。

兩個世界之間的穿行者

由于在岡多設(shè)計了很多項目，弗朗西斯·凱雷在布基納法索成了名人。越來越多的人來找他希望能得到他的幫助。這種期望值也給他帶來了一定的壓力。但他自己本身也給別人帶來了壓力：“社區(qū)要求居住在城鎮(zhèn)和城市的人都向這個岡多的人學習?！备ダ饰魉埂P雷的熱情是能感染人的。他發(fā)現(xiàn)“作為一名建筑師生活非常艱難”。有時由于項目他一個月要飛到布基納法索3次。直到最近他才成為柏林工業(yè)大學的一位助理因為他并不確定作為一名自由職業(yè)建筑師他是否能養(yǎng)活自己。在此期間，他是完全的自由職業(yè)者。目前他正在設(shè)計日內(nèi)瓦國際紅十字會博物館的一部分。另一個引人注目的項目是Operndorf Afrika，這是他和已故德國導演克里斯托弗·施林格塞夫發(fā)起的布基納法索的歌劇村。“我80%的工作是社會導向的，我做的很多項目都無法支撐我的生活消費。但我必須說，我從人們那兒得到的回報是無法用言語形容的?！?/p>

7 橫剖面/Cross section

旅途繼續(xù)

為此他繼續(xù)不知疲倦在岡多工作?！捌鸪跷抑幌虢⒁粋€小小的小學學校，你只活一次，試問誰能夠得到我現(xiàn)在這樣的機會？”因為識字在布基納法索的重要性，這里修了很多小學。但中學教育幾乎被人遺忘。許多年輕人都只接受過小學的學校教育，因而沒有資格尋求需要技能的職業(yè)。“但是一個國家需要好的技術(shù)人員，僅僅小學教育是不足夠的?！?凱雷說道。所以，他現(xiàn)在正在岡多建造一所中學。他的設(shè)計為他贏得2011年中東非洲的豪瑞金獎和2012年的全球豪瑞金獎。從規(guī)模來說，這個項目在岡多是無可比擬的。項目占地3800m2，是2001年建成的那座小學的12倍， 而20萬歐元的造價則是小學的幾乎7倍之多。學校的5座大樓圍繞中央庭院設(shè)計，12間教室可容納600名學生，而學生也都來自更大的區(qū)域。建筑包含了凱雷和他的同事們迄今為止在岡多積累的所有經(jīng)驗，同時也包含了一系列的創(chuàng)新。凱雷說：“學校將成為一片綠洲，人們喜歡在那里學習。它也和布基納法索其他地方破敗的學校形成了鮮明對比”。房間都建在一個高臺上面，屋頂?shù)纳w子也異常巨大，這可以保護刷過清漆的泥土承重墻。大量的泥土墻和天花板還可以防止陽光使教室升溫太快。而山墻面的大開口則可以確保足夠的通風。

“最重要的是這座建筑可以佇立不倒！”

弗朗西斯·凱雷覺得這些還遠遠不夠。他說：“我希望能設(shè)計非常非常涼爽的房間”。因此，學校采用了一種巧妙特殊的冷卻系統(tǒng)。教學樓的后墻堆了一部分人工土堆。土堆有植被覆蓋，還有大芒果樹遮陰。小土坡因為有地下蓄水池收集雨水，所以能經(jīng)常保持濕潤（布基納法索有時會下很大的雨）。熱風從開敞空間吹到?jīng)鏊男⊥疗?，在此過程當中被過濾和冷卻。然后這些空氣通過地下管道通向教室，并得到進一步的冷卻。最后，在教室里它便成為涼爽而濕潤的微風。吸力則是由傾斜的屋頂與天花板之間的空氣運動而產(chǎn)生。空氣被太陽加熱、擴展并吹出。凱雷堅信，“這個系統(tǒng)能使室內(nèi)溫度比室外至少低6～8oC，而體感溫度的差異還要更加明顯?！崩鋮s系統(tǒng)是將太陽能、 風能和熱能統(tǒng)籌考慮而設(shè)計的。學校除了人工照明和計算機之外幾乎沒有使用任何電力。

最終項目將由太陽能電池板提供電力。弗朗西斯·凱雷長期以來就一直反對這種做法，因為村民們負擔不起太陽能電池板，而學校也應該更多地展示當?shù)乜萍肌！叭欢覀冞€未找到另一種選擇”。否則學校采用的材料會盡可能的簡單。學校的基座由花崗巖組成，屋頂是鐵皮，結(jié)構(gòu)則是輕型加固金屬。不受歡迎的桉木也用在項目中。許多細節(jié)還有待決定。建筑師說他在岡多的工作就像他在工作室一樣，大部分都是在場地上直接做決定。實用主義者認為，“這總是取決于當時有些什么?！彼f他對可持續(xù)性本身并不感興趣?！拔覐臎]想過我們現(xiàn)在開始來尋找一種真正智能的材料，我所想的是這種材料就在那里。我很喜歡將波紋鋼和鐵與其他材料一同使用。最主要的是，這座建筑物能佇立不倒，還可以被當?shù)厝嗣襁\營管理！”（張弦 譯）project: as architecture student at the Technische Universit.t Berlin, he persuaded his fellow students to give up a few cigarettes and use the money saved to buy one or two symbolic bricks for the school, in other words to donate a few coins for Gando. Te campaign was a great success; you believe Kéré immediately when he states quite matter-of-factly: "I can mobilize and inspire people."

In 1998 he and friends founded an association, Schulbausteine für Gando (Bricks for the Gando School), which took charge of the project's funding. Te new building, which cost about EUR 30,000, was opened in 2001.

Irrigating the mango trees: clay vessels filled with water stand next to the plants, each with a small hole in the base, through which as much water as the plant needs constantly seeps. Te containers are filled by the pupils and teachers once a week.

Francis Kéré was guided by the principles of sustainable development and local traditions and materials. Thanks to thick earth walls, ventilation openings, and a roof with a large overhang, the primary school building has a pleasant ambient climate. The government provided teachers, the school filled with children immediately – and suddenly everybody was talking about it. In 2004 it received the Aga Khan Award for Architecture, the most important architecture prize in the Islamic world. This was followed in 2007 by the Zumtobel Award for Sustainable Architecture, in 2009 by the Global Award for Sustainable Architecture, and in 2010 by the BSI Swiss Architectural Award. Despite all this recognition, Kéré has not rested on his laurels – on the contrary. In 2007, the teachers' accommodation building in Gando was completed, and in 2008 the extension to the primary school. At present a public library and a women's center are under construction.

Earth is good

Francis Kéré applies fundamental principles of sustainable development in all his projects in Gando. The village community is heavily involved in the development process and in the construction work. As a result, the inhabitants quickly identify with the project – and learn new skills on the job. "Earth is often regarded as a building material for poor people," the architect comments, "which is why people prefer expensive imported building materials that are then often used utterly wrongly." By enhancing the earth and providing solid, constructive solutions, Kéré wants to raise acceptance of the free and inexhaustible natural building material. The Gando school project trains young people. They learn how to make bricks and how to work with modern building materials such as cement. Their training may also help them find work in the village, which will slow emigration and secure Gando's future. "What we are doing here is more than just architecture or development aid," Francis Kéré states. "It is a compelling social event. While the women produce the traditional earth floor, the men press the earth bricks for the walls, sweep the gravel, and collect natural stones for the foundation." All of them want to work on the building, and usually there are far more volunteers than needed. As payment, workers receive a meal at midday – "And suddenly there was not enough rice and beans." Long ago the village community decided their school would also be their community center, where meetings take place and vaccination programs are carried out.

The importance of agriculture

One of Francis Kéré's objectives in Gando is reforestation. In his studio in Berlin he tells us that "We haven't learned to replant – we always thought that nature would take care of things. And things were indeed fine for a long time. In recent years, though, infant mortality in the region has fallen so rapidly that a veritable population explosion has occurred. Natural resources are being consumed at a tremendous pace and the forests are being chopped down." Under early efforts at reforestation, eucalyptus trees were planted – a bad mistake and it is now known that they deplete the soil and impoverish nature. "I hate this stuff; it grows like crazy," Kéré says laughing. He proposes using the good eucalyptus wood for construction and planting mango trees instead. Francis Kéré attaches great importance to agriculture in general. Te pupils and teachers also cultivate a vegetable garden, which provides an additional source of food for the pupils and also combines academic education with practical activities. This is a way of avoiding potential mistakes: "Children will still be able to work as farmers later. The school has not removed them from their traditional structures; on the contrary, they have learned a lot of new skills." The school opens up new opportunities without shutting out existing ones.

A commuter between two worlds

8 氣候概念/Climate concept

Owing to the diverse projects in Gando, Francis Kéré is a famous man in Burkina Faso. More and more people approach him with their concerns in the hope that he can help them. Tese expectations put a certain pressure on him. But he himself also puts pressure on others: "Communities aredemanding that many people now living in towns and cities should also act like this person in Gando." Francis Kéré's enthusiasm is infectious. He finds "life as an architect very tough." On occasion he flies to Burkina Faso three times a month on account of the projects. Until recently he was an assistant at the Technische Universit.t Berlin as he was not sure whether he could survive on his income as a freelance architect. In the meantime, he is completely self-employed. At present he is designing part of the Museum of the International Red Cross in Geneva. A high-profile initiative is Operndorf Afrika, the opera village in Burkina Faso that he and the late German director Christoph Schlingensief initiated. "But 80 percent of my work is socially oriented; a lot of the projects I do I can barely live on. But I must add: what I get back from people, you can't put that in words."

The journey goes on

For that reason he continues to work tirelessly on his complex in Gando. "At the beginning I just wanted to build a tiny primary school; but you only live once. And who gets the opportunity to design his environment in the way that I can now in Gando?" Because of the importance attached to literacy in Burkina Faso, many primary schools were built – and secondary education was largely forgotten. Many young people have received only a primary school education and are not qualified for skilled occupations. "But a country needs good technicians; a primary school education is not enough," Kéré remarks. So he is now building a secondary school in Gando. For his design he won the Holcim Awards Gold 2011 Africa Middle East and the Global Holcim Awards Gold 2012. In size alone the project eclipses everything that has been built in Gando. Covering 3800 m2, the new school is 12 times as big as the primary school opened in 2001 – and at EUR 200,000 costs almost seven times as much. Its 12 classrooms in five buildings around a central courtyard can accommodate 600 students from the wider region. The building incorporates all the experience that Kéré and his co-workers have accumulated in Gando to date – and a series of other innovations. "Te school is intended as an oasis where people love to learn," Kéré says, "and as a ground-breaking commitment to Burkina Faso, inasmuch as it is in striking contrast to the slipshod schools thrown up elsewhere." The rooms are constructed on a raised base and covered by a roof with a large overhang. Tis protects the load-bearing walls of compressed earth, which are covered with a coat of varnish. Te massive earth walls and massive ceiling keep the sun from heating up the classrooms too quickly. Large openings in the gable walls ensure sufficient cross-ventilation.

"The main thing is that it stands!"

These measures do not go far enough for Francis Kéré. "I would like to build very, very cool rooms," he says. Accordingly, a special cooling system was developed for the school, as simple as it is ingenious. An artificial mound of earth is banked up against the rear wall of the school building. It is covered with vegetation and shaded by large mango trees. Te earth of the mound is kept permanently moist with rainwater collected in underground cisterns – Burkino Faso can get very heavy rain at times. The hot wind now flows through openings into the cool hill and is filtered and cooled in the process. The air flows then through under-ground pipes toward the classrooms and is cooled further in the process. Finally, in the classrooms it rises as a cool, initially still moist breeze. Suction is created by the movement of the air in the space between the sloped roof cladding and the ceiling – this air is warmed by the sun, expands and flows out, drawing behind it through an opening in the ceiling the air rising through the floor. Kéré is convinced that "Tis system keeps the air in the classroom between six and eight degrees cooler than the air outside, and the perceived difference is much greater than that." Te cooling system is based on a combination of solar, wind, and thermal energy. The school uses hardly any electricity: just a little for artificial lighting and the school computer.

Eventually electricity will be provided by solar panels. Francis Kéré was long opposed to this because the villagers cannot afford solar panels and the school is intended to be a showpiece of local technologies. "However, we have not found another alternative." Other-wise the materials used for the school are as simple as possible. The massive base is made of granite, the roof is corrugated iron, and the structure consists of thin reinforced metal. The unpopular eucalyptus wood is also used in the construction. Numerous details still have to be decided. According to the architect, he works in Gando just as he would in a studio – much is decided on site. "It always depends on what is available at the time," the pragmatist maintains. He says that he is not interested in sustainability per se. "I never thought: now we are going to look for a really intelligent material. All I thought was: this material is there. I am happy to combine materials with corrugated iron and steel –the main thing is that the building stands and can be managed by the local people!"

9 緩沖區(qū)域/Buffer zone

10 庭院/Courtyard