这座建筑有着质朴之美，又不乏强劲与高辨识度

印度甘地公共学校

Indira Gandhi Public School / Fresneda & Zamora Arquitectura

由建筑事务所提供的描述：该项目从一开始就受到地形的明显制约，需要针对其限制因素做出相应转化。内聚地形的场地两侧较陡，限制了立面的的空间。另外，学校有严格的设计标准，例如门房，普通空间以及亲子空间。由于学校要求靠近主干道，因此将建筑设计为“U”字形。建筑处于地块目前唯一的入口附近，在地势最高处紧凑的场地内设计教学空间，其他的部分则做为室外活动空间。

Text deion provided by the architects. The project is clearly conditioned from the beginning by the topography and morphology of the plot and arises from the transformation of those limits in its virtue. The topography descends sharply in two directions and the morphology of the plot that closes outwards and opens inwards, leaving a minimal front for the development of the façade. In addition to the strict design standards, some uses are required, such as the concierge, common spaces or the Parent-Student Association. The building needs to be attached to the only point of contact with the main road with the maximum possible area. That explains the morphology in "U" form. The building is implanted next to the only current access of the plot, developing the entire educational program in a compact volume at the top, leaving the rest of the land for outdoor spaces.

另外，陡峭的坡道设置在不同楼层中入口方便儿童穿行。简化学校内部的空间流动，促进儿童与室外的联系。不同通道的处理以及两处结束点是设计的关键所在。

In addition, the strong slope of the street is used to make entries at different levels for children and primary, simplifying the internal flows of the school and facilitating the collection of children abroad. The difference in the height of the access road at the two ends of the plot is thus crucial for the design.

实现此设计的前提需要建立多个入口来进入建筑中心，例如停车道的入口位于街道较低的一侧。其他入口为普通入口。假设没有地面以及一楼，两层自主通道有会有明显的区别。

This premise is also used to establish other differentiated accesses to the educational center, such as road access for supply vehicles and parking, located at the lower end of the street. Approximately in the center of the facade line of the plot is the general access to the center, assuming for practical purposes the absence of ground and first floor, but two levels of autonomous access and clearly differentiated.

在低层中，首先考虑孩子们的教育空间，一条走廊与普通房间相连。儿童的房间都相应的配备了室外的教室与活动场地，与其他使用者分开。

In the lower level, the educational level of children is first developed, with a porch that connects directly with the common spaces. Therooms for children are equipped with their corresponding externalrooms and their playgrounds, completely separated from other uses.

在学校的中心区域，由幼儿教室与小学教室是独立的，餐厅部分处于高处，而厨房以及设备用房则位于街道的低处，两侧可以直接送取物资。道路中部可以直接进入中心到达管理区与幼儿区。

In the central zone, with independent access from the infantile educational level and from the one of primary, the dining room is raised, with the kitchen and the facilities of the building, located in depression with respect to the street, but with a direct rolled access for supplies. In the central part of the road there is general access to the center, with the administration area and most of the primary level of education.

建筑被设计为简洁，质朴、强劲与高辨识度的特征。建筑很好的适应场地地势，在空间与功能上都以清晰的方式构建。

The design seeks the creation of a compact, austere, forceful and recognizable building. The result is a volume that adapts generously to the existing topography and is structured in a clear way both in volume and in the differentiation of uses.

从建设性的角度来看，这一建筑类型以简洁与朴素为主要特点，因此此项目的可塑性是基于对白色混凝土砖的运用。

From the constructive point of view, this type of buildings is characterized by austere materiality and constructive simplicity, so that the plastic component in this case is based on the use of white concrete brick.

砖材有着简洁温暖的纹理来适应横向立面。另外，它拥有耐久性并易于施工，因此十分符合甲方的要求。设计师通过强调自然和入口，来给出“对项目的回应”。

This brick, generates a clean and warm texture that accompanies with its drawing the large horizontal bands that define the volumes. In addition, it involves the use of a resistant, durable and easy to put on site material, thus responding to the requirements of the imposed by the developer. It is, therefore, a "project-response" that generates its discourse from the impositions both physical and approach.