What role should the campus landscape play in the many teaching scenarios of a school? What role does the campus landscape play in the daily teaching activities and life of teachers and students? Is there a more organic connection between the campus landscape and the campus architecture? What is the relationship between education and users?
Letters, color blocks, stacked wooden platforms and planting define the garden on the roof of the indoor stadium as a place where learning, socializing and playing are combined.
When sitting and lying down, jumping and hiding, chasing and playing, thinking and chatting and other activities are carried out here, this large platform used to connect traffic in the architectural relationship becomes vivid, and the relationship between people and space, and between people is therefore different. .
The layout of the Coastal Elementary School is very clear. The east side of the base is a playground, and the west and south sides are surrounded by teaching buildings. This may be the layout used by most public schools.
Excluding the playground, the space of Coastal Elementary School is divided into several fragmented spaces horizontally and vertically by several east-west teaching buildings and the two-story platform connecting them.
The first floor is connected to the main pedestrian entrance. The architectural function is mainly a library, a gymnasium, and a club room. The landscape space is a scattered atrium garden.
The second-story platform connects the traffic between the teaching buildings and provides necessary outdoor venues. From bottom to top, the building functions are distributed with classrooms and teacher offices of different grades to the roof garden.
It can be said that the scope of all landscape spaces has been clearly defined at the beginning of architectural design, but the function and value of these spaces require continued extension and in-depth exploration of landscape design.
Every morning, when a pupil enters the campus, his day's life will also unfold in this fixed space. The campus naturally becomes an important place for them to meet the world, discuss, and produce knowledge.
The daily life of primary school students is full of order, and most of their time and activities take place in the classroom. However, static and fixed activities cannot satisfy the curiosity, desire for exploration, and social needs of children of this age.
If we make a more detailed distinction between their behaviors, it is not difficult to find that those activities that take place during and after class are just an important supplement to classroom teaching and an invisible buffer for schoolwork pressure. Correspondingly, they are spatially located in the classroom. The campus landscape space between (teaching) and playground (sports) has become a unique place to carry these activities.
"Self-determination theory" analyzes from the perspective of human psychological needs and concludes that if people continue to be motivated to do one thing, they must simultaneously satisfy three major psychological demands: a sense of autonomy, a sense of competence, and a sense of need.
The process by which pupils build self-confidence, sense of responsibility, self-control and team spirit is also a process in which deep-seated psychological appeals are responded to. Starting from their inner needs, let us find a way to revisit the landscape space that exists between the gaps.
A multi-level and multi-character landscape space combination, organically integrated with architectural functions and traffic flow, with a little freedom and romance, a little novelty and tolerance, and responds to the psychological demands of primary school students in a gentle way.
The means and degrees of designing intervention space are diverse. In a limited space, choose platform spaces with better accessibility and connectivity to place landscape elements in a restrained manner, such as campus art festivals, flea markets, club gatherings and other display activities Reserve space for more flexible use.
Colors, plants and light are three elements derived from the natural world. They have the attributes of vitality and change like a child, praising the grandeur of growth in the vibrant campus.
The new campus is full of bright windows and fresh greenery, but this is not its final appearance. Whether it is the shaping of the style or the accumulation of the foundation, it needs time to deduct. This may be the inheritance and inheritance of several generations of teachers and students. Change.
Every individual involved has left his mark in it, and each unique scene will also become a good childhood memory at some point in the future.
The design of the campus landscape may not lie in whether it is exquisite, noble, and decent, but more likely to lie in whether it conforms to and extends the architectural space reasonably, and whether it enriches the outdoor learning of teachers-students-parents. Teaching, communication and other activities, even, does it inspire students. It is hoped that the seeds planted in this school season will blossom and bear fruit, pass on, and continue in the hearts of every user.