建筑設(shè)計(jì)：手冢建筑事務(wù)所

1 活動(dòng)時(shí)，可作為環(huán)形座位的屋頂/Roof as circular seating during event

孩子們喜歡繞圈奔跑。當(dāng)我們把孩子帶到幼兒園的時(shí)候，他們不停地繞著椅子轉(zhuǎn)圈。轉(zhuǎn)圈跑好像是他們的一種本能，就像小狗繞著圈，試圖咬住自己的尾巴一樣。所以我們以圓環(huán)的形式設(shè)計(jì)了藤幼兒園，讓孩子們可以繼續(xù)奔跑，不知道什么時(shí)候該停下來(lái)。校長(zhǎng)經(jīng)常在建筑中來(lái)回巡視，盡管現(xiàn)有的藤幼兒園并沒(méi)有連接成為一個(gè)閉合的圓環(huán)。我們對(duì)此很感興趣，所以我們把藤幼兒園設(shè)計(jì)成了一個(gè)圓環(huán)的形狀，這樣他也不知道什么時(shí)候該停下來(lái)！

開放的空間環(huán)境是藤幼兒園的關(guān)鍵。每年4～11月間，滑動(dòng)門是完全開放的，那種走廊不能奔跑，室內(nèi)才可以活動(dòng)的設(shè)定不適用于此。幼兒園空間里沒(méi)有墻壁，也沒(méi)有界限，只擺了一些充當(dāng)家具的盒子來(lái)標(biāo)示區(qū)域。校長(zhǎng)認(rèn)為，當(dāng)你把孩子們關(guān)在一起時(shí)，他們會(huì)試圖建立一個(gè)社會(huì)等級(jí)制度，而遭到排斥的人會(huì)被疏離; 但是當(dāng)沒(méi)有邊界時(shí)，就沒(méi)有產(chǎn)生這種層級(jí)的必要了。

藤幼兒園目前共接收了30多名受自閉癥影響的兒童。校長(zhǎng)告訴我們，這30個(gè)孩子在我們的幼兒園里并沒(méi)有表現(xiàn)出明顯的自閉癥癥狀。當(dāng)某些自閉癥兒童在其他幼兒園生活的不順利而轉(zhuǎn)來(lái)藤幼兒園，這些孩子的行為舉止就變得與其他孩子一樣。建筑規(guī)范中提到教室中需設(shè)置可供自閉癥孩子躲藏的區(qū)域，但當(dāng)孩子們身處與外界聲音完全隔絕的環(huán)境中，則更易出現(xiàn)病狀。

我們認(rèn)識(shí)的一位科學(xué)家發(fā)現(xiàn)，這一現(xiàn)象與背景噪聲有關(guān)。當(dāng)他以超過(guò)20KHz的頻率提供白噪聲時(shí)，孩子們不再表現(xiàn)出癥狀。而這種噪聲，在藤幼兒園自然發(fā)生著。

Children love running in circles. When we brought our kids to the original kindergarten site, they kept making circles around the chairs. It was as if they had an instinctive need to do this, like a puppy that tries to bite its own tail by running in circles. So we designed Fuji Kindergarten to also be in the form of a circle so that the children could keep running, never knowing when to stop. The principal also used to make rounds through each of the buildings, even though the existing kindergarten was not connected in a loop. We liked that situation so we made Fuji Kindergarten into a circular shape for him, so that he too never knows when to stop!

The key to Fuji Kindergarten is spaces being open environments. Between April and November,the sliding doors are completely open. The distinction between where outside stops and inside starts doesn't apply. There are no walls between spaces and therefore no boundaries. There are only boxes that are used as furniture to indicate areas. The principal believes that when you place children in a cage they will try to establish a social hierarchy, and the outcasts get segregated; but when you have no boundaries, there is no need to create such hierarchies.

Fuji Kindergarten currently accepts more than 30 children affected by autism, among many of the other children. The principal has told us that these 30 children do not show obvious signs of autism when they are in the building. When some children have had a difficult time in other kindergartens, they transferred to Fuji Kindergarten and behaved no differently to other children. Typical building regulations say that you need to have a box in a classroom where an autistic child can hide. But inside a box they cannot hear any noise, and this is when symptoms begin to show.

3 教室的彩色速寫/Colour sketch of classroom

4 概念示意圖/Concept diagram

藤幼兒園的每間幼托室都充斥著背景噪聲。在一個(gè)班學(xué)習(xí)基礎(chǔ)數(shù)學(xué)的時(shí)候，另一個(gè)班則在不遠(yuǎn)處彈鋼琴。孩子們?cè)谶@種環(huán)境下選擇信息。在一次幼兒園的電視節(jié)目中，電影攝制組告訴我，他們很驚訝地發(fā)現(xiàn)，孩子們有能力忽視攝像機(jī)，專心聽老師講課。置身于高頻率背景噪聲中是很自然的，全然寂靜才是不自然。我猜想，現(xiàn)代、安靜的教學(xué)建筑設(shè)計(jì)，可能是導(dǎo)致兒童患自閉癥的原因。

我們對(duì)藤幼兒園的定位是“一個(gè)時(shí)代的終結(jié)”?，F(xiàn)代化的便利設(shè)施已經(jīng)讓孩子們喪失了最基本的感受，而這個(gè)時(shí)代的寶藏已經(jīng)被遺棄了。我們想通過(guò)這個(gè)建筑傳達(dá)的是一種“常識(shí)”。常識(shí)，指人類社會(huì)在不同的時(shí)代，依舊沿襲不變的那些價(jià)值觀。我們希望這里的孩子成長(zhǎng)為能夠接納任何人、事、物的人。相信50年后的藤幼兒園依然如此?！?（天妮 譯）

5 總平面/Site plan

6 二層平面/Floor 1 plan

7 層高示意/Low ceiling height

A scientist we know has found that this has to do with background noise. When he provides white noise at a frequency of more than 20 kilohertz, the children no longer show symptoms. This is the kind of background noise that happens naturally at Fuji Kindergarten.

Every childcare room in Fuji Kindergarten is filled with background noise. While one class is learning basic mathematics, another class is playing piano nearby.The children are selecting information from this noise.One time the kindergarten was featured on a television program. The film crew told me that they were very surprised to find that the children were capable of ignoring the television camera and continued listening to the teacher. It is natural to be exposed to high frequency background noise. It is not natural to be in complete silence. I suspect that the design of modern,quiet school buildings could be the cause of many autistic symptoms in children.

Our scheme for Fuji Kindergarten is the "end of an era". Modern conveniences have deprived children of basic sensation, and the treasures once found in this era have now been abandoned. What we want to teach through this building is "common sense". Common sense comprises those values of human society that are unchanging, even across eras. We want the children raised here to grow into people who do not exclude anything or anyone. We think Fuji Kindergarten will be unchanged even after fifty years have passed.□

8.9 連接著室外空間且沒(méi)有邊界的教室/Classroom with no boundary with outdoor space

10 手繪剖面/Sketch section

評(píng)論

唐芃：位于東京都立川市的這家藤幼兒園是藤教育集團(tuán)旗下的幼兒園之一，也是參觀人數(shù)最多、最出名的一所。院長(zhǎng)的教育理念促使當(dāng)時(shí)還非常年輕的手冢夫婦對(duì)幼兒園的空間進(jìn)行了創(chuàng)新。藤幼兒園實(shí)際上是在有限的基地中，將室外活動(dòng)場(chǎng)地疊加到室內(nèi)教學(xué)場(chǎng)地之上的一個(gè)“雙重”空間。在地面處，它是一個(gè)僅由家具進(jìn)行隔斷的無(wú)墻壁、無(wú)阻隔的橢圓，當(dāng)推拉門全部打開，便獲得一個(gè)環(huán)形檐下空間；在屋頂上，圍繞著場(chǎng)地上原有的大樹形成了一個(gè)可以自由奔跑，探險(xiǎn)的環(huán)形操場(chǎng)。上下重疊的空間由一個(gè)長(zhǎng)長(zhǎng)的滑梯連在一起。微微向內(nèi)傾斜的屋面，既獲得了良好的排水效果，也使低矮的屋頂在運(yùn)動(dòng)會(huì)等大型活動(dòng)中成為孩子們的看臺(tái)。自由地探索，在運(yùn)動(dòng)中自我成長(zhǎng)，2007年這個(gè)與其教育理念完全吻合的幼兒園橫空出世，便獲得了建筑界和教育界的共同矚目，至今仍作為幼兒園設(shè)計(jì)與教育方式的典范受人關(guān)注。

Comments

TANG Peng: The Fuji Kindergarten in Tachikawa, Tokyo-to, is one of Fuji Education Group's kindergartens, and the most visited and famous one. The dean's educational philosophy encouraged the Tezuka couple, who were very young at the time, to innovate in the space of the kindergarten. Fuji Kindergarten is actually a "double" space that superimposes outdoor activity space on the indoor teaching space in a limited base. On the ground, it is a wall-less, unobstructed ellipse partitioned only by furniture, and becomes a circular space under the eaves when all the sliding doors are opened; on the roof, around the original trees on the ground, a circular playground for free run and exploration is formed. The overlapping spaces are connected by a long slide. The slight inward slope of the roof not only achieves good drainage, but also makes the low roof a stand for the children in large events like sport games. Freely exploring and self-developing in sports. In 2007,this kindergarten which coincides perfectly with its educational philosophy,has attracted the attention of both the architectural and educational circles the moment it was born, and still remain to keep attention as a model of Kindergarten design and education.(Translated by CHEN Yuxiao)

11 穿過(guò)教室生長(zhǎng)的樹木/Tree grow through the classroom

范路：在藤幼兒園項(xiàng)目中，開放為游戲場(chǎng)地的屋頂平臺(tái)是主要設(shè)計(jì)特色之一。屋頂平臺(tái)的圍欄采用了最常見(jiàn)的密布豎桿的做法，但它卻激發(fā)了豐富精彩的行為模式。尤其是朝向內(nèi)庭院一側(cè)的圍欄，它既是屋頂嬉戲的保護(hù)屏障，也成為兒童觀看一層活動(dòng)的景框和座椅把手。孩子們可以安心地坐在屋頂平臺(tái)邊緣，小腦袋被擋在圍欄內(nèi)，手腳卻能悠然地伸出圍欄，給庭院中表演的小伙伴鼓掌助興。然而，圍欄之所以有如此妙用，得益于精心的建筑整體設(shè)計(jì)——無(wú)終端的環(huán)形造型，形成了向心性的庭院；屋頂平臺(tái)微微內(nèi)傾，既方便庭院中的老師照看屋頂?shù)呐e動(dòng)，也暗示出屋頂作為看臺(tái)的屬性；而一層的無(wú)阻隔空間，讓孩子們可以盡情嬉戲奔跑，這就為二層“看臺(tái)”提供了永遠(yuǎn)新鮮的精彩表演。

FAN Lu: The open rooftop playground is one of the main features in Fuji Kindergarten design. The balustrades on rooftop are composed of dense vertical bars, which shares the most common style. Then they inspire multiple behavior patterns, especially in the side facing the courtyard. For children on the roof,they serve as not only protective barrier but also view frames and seat handles. However, the efficiency of those balustrades can't be achieved without the elaborate designs in other aspects – the circle building shape brings about centripetal courtyard; the roof deck is slightly inclined towards the courtyard, which suggest the possibility of viewing roof deck as audience stand; furthermore, children can play and run to their heart's content in unobstructed space on ground floor that provides fresh forever performances for upper stand audience.

12 鼓勵(lì)孩子在洗手時(shí)進(jìn)行互動(dòng)的洗手池設(shè)計(jì)/Basin design to encourage interaction between children while washing their hand

13 以樹木為玩具/Tree as toy

項(xiàng)目信息/Credits and Data

客戶/Client: Sekiichi Kato/Fuji Kindergarten

所有者/Owner: Montessori School Fuji Kindergarten

建筑施工/Building Construction: Takaharu+Yui TEZUKA/TEZUKA ARCHITECTS, Masahiro Ikeda/MASAHIRO IKEDA Co., Ltd.

初始設(shè)計(jì)/Original Design: TEZUKA ARCHITECTS:Takaharu Tezuka, Yui Tezuka, Chie Nabeshima (demolished),Ryuya Maio, Asako Kompal, Kousuke Suzuki, Naoto Murakaji, Shigefumi Araki, Shuichi Sakuma

施工及維護(hù)/Construction and Maintenance: TEZUKA ARCHITECTS: Takaharu Tezuka, Yui Tezuka, Chie Nabeshima (demolished), Asako Kompal, Kousuke Suzuki Masahiro Ikeda/MASAHIRO IKEDA Co., Ltd.

工程師/Engineer(s): Masahiro Ikeda/MASAHIRO IKEDA Co., Ltd.

照明/Lighting: Masahide Kakudate Lighting Architect &Associates: Masahide Kakudate, Junko Watanabe (demolished)Mechanical, Electrical Engineering Takenaka Corporation Hiroshi Kanemaru

基地面積/Site Area: 4791.69m2

活動(dòng)足跡區(qū)域/Foot Print Area: 1699.10m2

總建筑空間/Total Floor Space: 1094.83m2

屋頂高度/Ceiling Heights (Varies): 2.172m, 總高度/Total Heights (Varies): 2.785m

層數(shù)/Floors: 1 Level

竣工時(shí)間/Date of Completion: 2007.01

總體規(guī)劃/Master Planning: 2005.02-2006.03

建造第一階段（50%）/Phase 1 Construction (50%):2006.03-2006.09

建造第二階段（100%）/Phase 2 Construction (100%):2006.07-2007.01

結(jié)構(gòu)體系/Structural System: 鋼/Steel

地基/Foundation: Concrete masonry

射燈/Downlights: Clear Lamp

圖片來(lái)源/Sources: TEZUKA ARCHITECTS