感谢长沙康礼·克雷格公学为我们带来的全新考验，即由一个原本按照服务于传统教育体系下60班普通高中而设计的校园，在总体布局、主体结构乃至部分围护结构已完工的情况下，去适应一所以“全人教育”，即培养孩子们的认知与情感素质全面发展和自我实现为教学目标的十二年一贯制学校。这导致了其在课程体系、知识传授方式乃至孩子们的年龄跨度与校园生活感知等各个层面发生着不同程度的改变。在我们看来，这些非物质层面的变化需要借助于更为多义复合的功能配置、更为多元人性化的场所营造以及更具特征与意义的形式重构来达成默契，继而满足孩子们个体生命潜能自由、充分、全面发展的需求。

▼校园鸟瞰，aerial view of the campus ©崔旭峰 时差影像

Thanks to the Cogdel Cranleigh School in Changsha gives us the chance to face a new challenge. This is a project to let a school which designed for the regular teaching system serves 60 classes normal high school to adapt the concept of making the “holistic education”, which can cultivate students’ perception ,emotion and fully develop self-actualization, as the goal of twelve years coherent school under the circumstance that the general layout, building structure and part of the envelop are finished. The change of concept of school teaching and function makes the structure of courses, the way of teaching, the span of students’ ages, the perceptions of campus life changes drastically. In our view, these nonmaterial changes need the help of a more complex configuration of function, a more diverse and humanized placemaking and a more characteristic form recreating to achieve. Therefore, the project can sustain children’s individual potential develop freely, adequately and comprehensively.

▼校门，school gate ©崔旭峰 时差影像

▼体育馆立面，facade of the stadium ©崔旭峰 时差影像

校园的系统化梳理从入口的礼仪性广场展开，入校流线在经纬纵横的银杏林的限定中变得清晰起来。原方案中行政中心架空的底层对空气流通有益，但在我们看来，这些仅有梁、柱、板的空间难以去营造和表达太多有意义的场所，空间中所发生的事件才是空间存在的价值，那些浓缩了学校的过往与荣誉，同时昭示现在与未来的影像、沙盘和纪念品被安放在插入架空层的玻璃体中，通过室内光环境的传达与引导共同完成对学校形象的直观展示。老师、家长、孩子们之间相对正式的面对面交流则交由展厅旁植入的咖啡厅来承接。

We started the disposal of the site from the ceremonial plaza at the entrance. The circulation of entering the school becomes clearer under the guide of the crossing gingkoes. In the original plan, the elevated first floor of the office center can help the ventilation. But we think it’s hard for the space that only contains beams, columns, and panels to create express so many meaningful places. What happens in the space is the value of the space. Those images, sandboxes and souvenirs documenting school history and honors and showing the present and the future are placed in the glass container of the exhibition hall at the elevated floor to present image of the school by using the interior light environment to convey and guide. The relatively formal face-to-face meeting between teachers, students and parents can happen within as embedded café next to the exhibition hall.

▼入口礼仪性广场，ceremonial plaza at the entrance ©崔旭峰 时差影像

▼展厅直观展示学校形象，exhibition hall showing the image of the school directly ©ENV恩万建筑摄影

贯穿校园始终的三层高的券廊连接了除体育馆外的全部体量，原本仅仅作为交通枢纽的步道从伸向校门的端头开始就承接起校园公共属性的功能，其南侧起点的家长服务中心直接对外，成为家校间协作与沟通的便捷窗口。一路向前，模糊室内外物理阻隔的廊道蜿蜒于校园间，原方案中简单的梁柱通过林立的拱券呈现意义，与整合过的红砖贴面一并诉说着对百年名校的古典与严谨的传承，元素的提取并不旨在传达符号化的表象，而是试图去传达对触及事物结构本源的探寻与回归自然坚守本我的追求。

The three-story corridor which throughout the campus connects all parts of building in campus except the gymnasium. It only serves as traffic hub before, but now it takes over the function of public property on campus from the beginning of it that facing the entrance of the campus. The Parents Service Center sitting south at the beginning of the corridor directly face the outside to connect the family and the school. Going along the corridor, it meanders through the campus and blur the physical boundary between indoor and outdoor. The simple beams in the original plan which are rendered meaningful by arraying arches combining with integrated red brick veneer represent the heritage of the century-old school’s classic and preciseness. Extracting elements are not conveying symbolic representation but trying to express the exploring the origin of the structure of things and the pursue of returning to nature and staying true to ourselves.

▼三层高的拱券贯穿校园，three-story arched corridor throughout the campus ©崔旭峰 时差影像

▼设有拱券的宽阔走廊，wide corridor with arches ©崔旭峰 时差影像

▼通过拱券望向艺术中心，view to the art center through the arches ©崔旭峰 时差影像

学习是自然生发的过程，教学参与者的交互不止于教室中，也不止于单向的灌输，更存在于积极的探索与多元的交往中。因此原方案中校园东侧呈行列式布局的普通教室，由底层完全架空转变为局部植入不规则的玻璃体块的形式，并由场地的呼应而延展至室外的真实世界。北侧小学部自由舒缓的场地布局与南侧中学部理性的几何分隔彰显了不同年龄段学生的心理及性格特征。玻璃体内的茶吧、图书馆与其上部连廊中凸出的盒子共同营造了归属于不同范畴的公共空间，孩子们可以在其中尽情的支配自己的课余时间。社交、协作、游戏……当这些日常的活动被安放在色彩绚烂且主题鲜明的载体之中时，孩子们的行为也就自然而然的趋于多元且生机勃勃了。

Learning relies on students themselves so that the interaction between teacher and students are not restrained in the classroom and not the one-way flow, but multiple interactions and positive exploring. Thus, the regular classrooms lined at the east of the campus changed from elevating the first floor into implanting irregular glass mass partially and extended to the outdoor. Comparing with the free and relaxed layout from the primary school at north and the rational geometric layout from middle school located south, we can see the psychological and personality characteristics’ difference from different age groups. Tea bar in the glass mass, library and boxes extruded from upper part of corridor shapes public spaces having different functions together, which students can spend their time after class in there freely. When Socializing, collaborating, playing, etc., these daily activities, are placed in colorful and lively space, children’s behaviors will naturally tend to be multiple and vibrant.

▼小学部教学区与自由舒缓的庭院，primary school area with free and relaxing courtyard ©崔旭峰 时差影像

▼中学部教学区与严谨规整的庭院，middle school area with rigor and ordered courtyard ©崔旭峰 时差影像

▼小学部底层置入的绘本馆和按照学部设置不同色彩主题的走廊，picture book pavilion on the ground floor of the primary school area, and corridor with different color themes according to the divisions ©ENV恩万建筑摄影

▼适应不同年级教学方式的普通教室，common classroom meeting different needs of different grades ©ENV恩万建筑摄影

教学目标由原本的学科知识传授转变为培养解决问题的能力，我们将校园西侧三个点状体量的内容从按学科分置的各类“用房”，整合成为跨学科的“校园之心”、“科技中心”与“艺术中心”相呼应。正中的“校园之心”剧场，以紫水晶为形式母体，通过对原本完整的室内界面的切削和舞台、座椅的独特布局方式，从尺度、观感、物理环境等维度优化了使用体验。由布局灵活、设备先进的开放式工作坊与兼顾研讨的实验工作室组成的科技中心使“项目式学习”成为可能，孩子们的认知边界不再局限于一门学科、几本书籍与一间教室，沟通与探索成为了解世界的重要手段。标准化的音乐教室也被唱游教室、大小琴房、舞蹈、器乐排练厅、编曲工作室、黑箱剧场等丰富的差异化功能所取代，令孩子们多种多样的才艺可得到积极的培养与关照。

Teaching goal has changed from subject knowledge inputting into problem-solving skills developing. The three punctiform volumes on the west side of the campus have been transformed from “rooms” for various disciplines into an interdisciplinary “Heart of Campus”, “Technology Center” and “Art Center”. The “Heart of Campus” located in the center of the school which use the amethyst as matrix form is optimized user experience from scale, perception and environment by cutting interior faces, laying the stage and seats in specific way. The “Technology Center” which formed by open workshop with flexible layout and advanced equipment and science and technology center consisting of experimental studios that take into account research makes “project-based learning” possible. Children’s cognitive boundaries are no longer limited to one subject, a few books and a classroom, but communication and exploration become an important means of understanding the world. The standardized music room is replaced by a variety of rooms with different functions such as choir rooms, large and small piano rooms, dance and instrumental rehearsal halls, arrangement studios, black box theatres, etc., so that children’s diverse talents can be cared for and developed.

▼校园之心，科技中心与艺术中心，Heart of Campus, Technology Center and Art Center ©崔旭峰 时差影像

▼紫水晶剧场，purple crystal theater ©ENV恩万建筑摄影

▼黑箱剧场，black box theater ©ENV恩万建筑摄影

寄宿生活是长沙康礼·克雷格公学的重要一环，我们将原方案中传统宿舍的布局依照年龄垂直划分成一个个“学院”，让孩子们生活在如哈利波特中霍格沃兹城堡般的环境下，既有竞争又有互助。宿舍首层原本架空的区域被围合成具有公共属性的交往空间，帮助“学院”中的大孩子、小孩子们在集体的交流与互助中找到归属感。将标准层原本紧密排列的宿舍划分成8个相对独立的组团，并设置供组团范围使用的起居室，温暖友好的气氛让孩子们在这里可以“拥抱新的家庭”。这份快乐、安全与归属感有赖于丰富的寄宿活动和适合其身心尺度的起居空间，被爱紧紧包围的孩子们从多个感官维度感受到了生活的温度，进而成长得温暖而有力量。

Boarding life is an important part of Cogdel Cranleigh School. We change the traditional dormitories in the original scheme into several house letting kids feeling like they are living in the Hogwarts, the school of witchcraft and wizardry in the series books and movies Harry Potter, competing and helping each other. The formerly elevated area on the first floor of the dormitory is enclosed into a communal public space for social interaction helping students from different houses find the sense of belonging by communicating and helping. The original close-knit dormitories on the standard floor are divided into eight relatively independent groups, and living rooms are set up for the use of the groups, where the children can “embrace their new family” in a warm and friendly atmosphere. Children will be surrounded by love and can feel the warmth of life from multiple sensory dimensions, and grow up to be warm and strong.

▼宿舍楼和生活区，dormitory and living area ©崔旭峰 时差影像

▼宿舍底层具有公共属性的交往空间，public space for social on the ground floor of the dormitory ©ENV恩万建筑摄影

▼宿舍房间，dormitory room ©ENV恩万建筑摄影

在教育变革的迅猛时代，具有前瞻性的教育专家、想法新颖的家长们对孩子们给予厚望，并尽自己所能为孩子提供更好的教学环境，但这份希望早已不再是仅服务于知识输入而忽视思辨与实践的教学理念与教学空间，无论孩子们将来走向何方，让孩子们在校园生活中成为自信、优雅、独立的灵魂所需的教育方式和与之相匹配的校园空间营造，方才是建筑设计师与校方及家长需共同探讨的核心要义。

In the age of rapid changes in education, education experts with perspective and parents with innovative ideas expect kids highly and do their best to offer a better study environment for kids, and this hope is no longer serves only the input of knowledge and overlook the teaching philosophy of thinking and doing and the teaching space. No matter where kids going in the future, the way of education and matching campus space letting kids grow up in the school with confident, elegant and independent spirits is the core of what architects, school and parents need to discuss.

▼夜景，night view ©崔旭峰 时差影像

▼总平面图，site plan ©象外营造

▼一层平面图，first floor plan ©象外营造