杜茲設計 | 飄在空中的教室—長頸鹿美語空間-設計風向

全球設計風向感謝來自 杜茲設計 教育空間（少兒英語）項目案例分享:

讓孩子在快樂的學習中收獲更豐富的成長。長頸鹿美語徐彙濱江校區長度達四十餘米，總麵積約600平米，在如何保證孩子們學習空間完整的情況下，規劃出更多的使用和趣味空間，同時打造一個展示櫥窗，是一件富有挑戰且值得興奮的事情。

let the children grow in happiness. Giraffe American English Training campus based in Xuhui Binjiang is length more than 40 meters with a total area of about 600 square meters. In the case of how to ensure that the children’s learning space is perfect, planning more interesting space and creating a super exciting window, is a great challenge to meet.

多元知識、個人表達、英語和品格力是長頸鹿美語為孩子提供的基本需求，因此我們將空間劃分為和學習空間、閱讀空間及表演空間，去並思考如何在最大化空間利用的基礎上既能整體空間統一又能明確活動範圍。

Multiculturalism, personal expression, oral speaking and good personality are the basic demand provided by Giraffe American English Training. We divide the space into different areas for learning, reading and performance training, and then use colour to unify the overall space and divide each activity.

∇ 設計概念

學習空間—飄在空中的教室 Learning space – Floating Classroom

借助場所4.2 米淨高的優勢，將教室抬高，和地麵相脫離。麵向公共走廊的四間教室出挑達3.6~4.0米，強化出懸浮感和不定性，這種不定性及恰當尺度的分離導致一種看似隨意的遊離狀態，空間產生張力。

By taking advantage of the 4.2-meter height, we raise the classrooms and separate them from the ground. The four classrooms facing the public corridor are 3.6 to 4.0 meters to the ground, which enhances the sense of suspension and uncertainty. This uncertainty and proper separation creates a seemingly random state of freedom.

∇ 空間生成分析

“漂浮”的四間教室，位於整個空間的中段。每個教室都是一個圓潤純白的盒子，正麵由大小不一的圓孔組成長頸鹿的圖案，構成了清晰柔和的畫麵與獨特的展現視角。透過鏤空的長頸鹿圖案，教室內外形成一種曖昧而又有趣的溝通，過往的人們可以隱約看見室內透出的色彩與教學中孩子的身影。而孩子們隨教室“飄”在空間，不會受到外界的幹擾。因教室“漂浮”，底部留出0.9-1.35米的高度，這是一個有趣的數值，讓整個空間多了一個緯度，多了一塊有趣的隻屬於孩子的活動區域。孩子可以輕鬆進入，而成人隻需要在空間外回味童年的美好。或動或靜，都是生活的快樂時光。

The four floating classrooms between the two stages are in the middle of the entire space. Each classroom is like a round and pure white box with giraffe pattern formed by round holes of different sizes, which form a clear and soft picture and a unique perspective. Through the hollowed-out giraffe pattern, a mysterious and interesting communication atmosphere is formed around the classroom, and people passing by the classrooms can faintly see the colour and children who is studying in the classroom. At the same time, the children are “floating”with the classroom. They will not be disturbed. The “floating” classrooms and the 0.9-1.35 meters height below, give the space more latitude and an interesting activity area that belongs only to children. Children can access the space freely, while adults can only recall the beauty of childhood outside it. However, moving or quietness are all happy moments.

∇ 教室外部，出挑深遠的四個“盒子”

∇ 漂浮“盒子”底部的孩子活動區域

∇ 玻璃窗外家長視角的孩子活動區域

∇ 教室內部

閱讀空間—學校裏總少不了書 Reading space – books are always necessary

前台設在最前端的位置並以弧形角度嵌入，合理地讓出門廳空間並將入口處的圖書區最大化。書架嵌入牆壁，錯落有致地擺放了各種繪本。而在空間的另一端，是與之呼應的“書屋”。牆壁上布滿各式的書籍，在落地燈暖黃光的映照下，愈發顯出知識的厚重。這樣的空間也更容易沉靜，被靜躺著的書“安撫”。

The reception is located at the front and is embedded at an arc angle, to give reasonable space for the lobby and maximize the book area at the entrance. The bookshelf is embedded in the wall, and various books are placed in an arranged manner. It echoes the book house at another end of the space. The books on the shelf show the importance of knowledge under the warm yellow light of the floor lamps. People in this space are also easier to be calmed down and comforted by the books.

∇ 大廳一端的書架牆

∇ 空間另一端的書屋

表演空間—將劇院裝進學校裏來 Performance space – put the theater into the school

對孩子來說，首先要學會的是表達。在這個有限的空間內，我們真真切切地給孩子們打造了兩個舞台，足以當得上孩子們自己的小劇院。前台的圖書區隻需要一道幕簾，就可以變身為舞台，整個大廳則是一個開放的觀眾席。在這裏，每天都有孩子從唱著校歌開始自己的課程，接受每一位家長的關注和掌聲。而在空間的另一側，靜靜佇立著另一個舞台。它是Speak Up教室，而這裏的孩子們更願意叫它Giraffe Theatre。因為這個舞台是他們學習、排練和演出的夥伴。由經典童話、戲劇、小說及文學大師的名字構成的浮雕字圍繞著Speak Up 呈現在舞台後幕上，它們在為台上的每個孩子站台。在Speak Up 每一期的課程結尾，都會有一場演出，我們很欣慰地看到每一位孩子淋漓盡致的表演和每一位家長臉上洋溢的濃濃的自豪感。

For children, the first thing to learn is expression skills. In this limited space, we practically created two stages for the children, which are enough to be used as the children’s theater. The book area at the reception can be turned into a stage only with one curtain, and the entire hall is an open auditorium. There are children who start their courses by singing songs and accepting the attention with applause of their parents every single day. On the other side of the space, another stage stands in the Speak Up classroom. Children are more willing to call it the Giraffe Theatre, because this stage is their partner in learning, rehearsing and performing. The embossed words consisting of the names of classic fairy tales, plays, novels and literary masters, are displayed around Speak Up on the back curtain of the stage, and they support every child on the stage. At the end of each session of Speak Up, there will be a performance. We are very pleased to see the children’s excellent performance and the pride on the face of their parents.

∇ 從書屋角度小劇場的演出

色彩—二度分割 Color –dual division

“孩子眼中的多彩，或是成人眼中的留白，是不同的兩個維度。”
“The colorfulness in the eyes of children, or the white space in the eyes of adults, is two different dimensions.”

學校是家長、孩子、老師共處的地方。在完成功能區域合理歸置後，我們希望讓每一個空間的使用者得以最大程度的舒適，但又要有一定的區域劃分。我們將孩子與成人的世界用顏色來“二度分割”：在家長的眼裏，它會是簡潔、黑白分明；在孩子的眼裏，它會是絢麗、色彩斑斕。釉白的大廳、淡雅的長廊，空間透露著簡單而從容的安靜感，這是成人所希翼的活動場所；而在孩子活動的區域，圖書區、舞台區、教室區都是色彩斑斕的，分外奪目的畫麵，橙色、綠色、藍色… 跳躍著表達出童年追求的多彩姿態。

The school is where parents, children, and teachers cooperate. After the proper placement of functional areas, we hope to give each space maximum comfort, but this requires area division. We use colour to divide the children and adults: for parents, it will be simple with black and white; for children, it will be beautiful and colorful. With the glazed white hall and the elegant gallery, such space reveals a simple and calm atmosphere, which is the place where adults like. In the area for children’s activities, the book area, stage and classrooms are all colorful, with eye-catching pictures which actively expresses children.

∇ 黑白分明的公共空間