地點(diǎn)：美國(guó)華盛頓州斯諾霍米什

類型：新建/改建

規(guī)模：一至五年級(jí)/600 名學(xué)生

建筑面積：6 538 平方米

用地面積：3.93 公頃

竣工：2011 年

獎(jiǎng)項(xiàng)：LEED Silver 同等環(huán)保標(biāo)準(zhǔn)

2010 年《世界建筑新聞》25 大擬建項(xiàng)目?jī)?yōu)異獎(jiǎng)

2012 年國(guó)際教育設(shè)施規(guī)劃師委員會(huì) (CEFPI)世界教育環(huán)境會(huì)議杰出項(xiàng)目

2012 年 James D.MacConnell 學(xué)習(xí)環(huán)境協(xié)會(huì)入圍獎(jiǎng)

2012 年美國(guó)建筑師協(xié)會(huì)華盛頓州分會(huì)公共建筑設(shè)計(jì)獎(jiǎng)

2012 年美國(guó)建筑師協(xié)會(huì)西雅圖市分會(huì)綠色建筑獎(jiǎng)

2012 年學(xué)習(xí)環(huán)境大獎(jiǎng)

Location: Snohomish,Washington,USA

Type: New construction/ replacement

Scale: K-5/ 600 students

Building Area: 70 370 SF

Site Area: 9.7 acres

Completion: 2011

Awards: LEED Silver equivalent

2010 WAN Education Award Top 25 Unbuilt Projects

2012 Project of Distinction,Council of Educational Facility Planners International (CEFPI)World Congress on Educational Environments

2012 James D.MacConnell Award Finalist,CEFPI (with Riverview Elementary

2012 Civic Design Merit Award,AIA Washington Council

2012 What Makes It Green Award,AIA Seattle

2012 Grand Award,Learning By Design

在瑪柴雅小學(xué)創(chuàng)造一個(gè)真正滿足21世紀(jì)學(xué)習(xí)者需求的環(huán)境是關(guān)鍵。這意味著學(xué)習(xí)需要在所有類型的空間中發(fā)生，而不僅僅是在教室里。這是經(jīng)由在課堂和共享學(xué)習(xí)領(lǐng)域之間創(chuàng)造顯著的透明度來實(shí)現(xiàn)的。這種透明度允許使共享的學(xué)習(xí)空間在一天中充分的利用，以及利于各種類型的活動(dòng)所使用，創(chuàng)建協(xié)作和體驗(yàn)式的學(xué)習(xí)環(huán)境。

在這600名學(xué)生的學(xué)校分為六個(gè)等級(jí)特定的社區(qū)，包括幼兒園。每個(gè)社區(qū)包含四個(gè)圍繞開放共享學(xué)習(xí)區(qū)的教室。通過學(xué)校的主要途徑是一個(gè)曲線形的空間，她還包含所有的教育支持空間，如圖書館，資源室，行政管理和跨學(xué)科的科學(xué)/藝術(shù)實(shí)驗(yàn)室。隨著學(xué)生進(jìn)入校園，他們不斷的與所有可能需要的輔助學(xué)習(xí)空間緊緊聯(lián)系在一起。這種彎曲的道路延續(xù)到戶外，提倡學(xué)生和老師走過樹林并利用自然環(huán)境作為教學(xué)區(qū)。

圖書館是學(xué)校形象和身體生活的中心。該空間旨在讓學(xué)習(xí)者以休閑，個(gè)人的方式（坐在舒適的長(zhǎng)椅上），小組（坐在可移動(dòng)的坐墊上）進(jìn)行閱讀和學(xué)習(xí)，并通過結(jié)構(gòu)化的課堂空間配備各種各樣的最先進(jìn)的技術(shù)。

在學(xué)校的圖書館和其他公共空間都有從原始建筑搶救和重復(fù)使用的彎曲梁柱的存在，為了強(qiáng)調(diào)居民與具體歷史及其根源不斷地聯(lián)系起來。

At Machias Elementary School,creating an environment that truly serves the needs of 21st Century learners was key.This meant that learning needed to happen in all types of spaces,not just classrooms.This was accomplished by creating significant transparency between classroom and shared learning areas.This transparency allows the shared learning spaces to be used throughout the day for all sizes of groups and types of activities,creating a collaborative and experiential learning environment.

The 600-student replacement school is broken down into six grade-specific neighborhoods,including kindergarten.Each neighborhood contains four classrooms oriented around an open shared learning area.The primary pathway through the school is a curvilinear space that contains all of the educational support spaces such as the library,resource rooms,administration,and the interdisciplinary science/art lab.As students move through the school they are constantly in contact with all the accessory learning spaces they may need throughout the day.This curving path continues outside to allow students and teachers to walk through the woods and use the natural setting as a teaching area.

The library is figuratively and physically in the center of the life of the school.The space is designed to allow learners to engage in reading and learning in casual,personal ways (sitting on a comfy bench),in small groups (seated on moveable ottomans),and through structured class spaces equipped with a full assortment of state-of-the-art technology.

Curved beams salvaged and reused from the original building are a strong presence in the library and other communal spaces of the school,constantly connecting occupants with the site specific history and their roots.

可再生能源示意圖 Renewable energy diagram

中軸空間概念圖 Central Corridor Diagram