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Thanks Thorbj?rn Andersson for authorizing the publication of the project on mooool, Text description provided by Thorbj?rn Andersson. Thorbj?rn Andersson：一片略微向東傾斜的廣闊綠地構(gòu)成了LTH校園的景觀，這片土地曾用于耕種。LTH大學(xué)建立于1961年，學(xué)校的定位是在瑞典南部為包括建筑學(xué)在內(nèi)的理工科專業(yè)開設(shè)一所高校，如今LTH大學(xué)已為1萬(wàn)名學(xué)生提供了接受高等教育的機(jī)會(huì)。 Thorbj?rn Andersson: The landscape situation at LTH campus is a large, green field; sloping gently to the east. The land was once farmed. When the university established itself here in 1961, the purpose was to open a high-end school for technical faculties, including architecture, in the Swedish south. Today LTH offers higher education for 10 000 students.   建筑師Klas Anselm在場(chǎng)地上排布了十幾棟建筑；簡(jiǎn)約的紅磚建筑星星點(diǎn)點(diǎn)的散布在斜坡上，位置相當(dāng)偏僻。學(xué)校相關(guān)部門相信學(xué)校會(huì)快速發(fā)展，這些單棟的建筑將會(huì)得到擴(kuò)張，最終縮短建筑之間的距離。確實(shí)，學(xué)校是得到了發(fā)展和成長(zhǎng)，但也還沒(méi)有發(fā)展到各個(gè)單元之間能產(chǎn)生有效聯(lián)系的程度，這會(huì)讓校園看起來(lái)是美麗的，但卻缺少互動(dòng)。顯然，校園內(nèi)缺乏的是能夠豐富社會(huì)生活的一種“密度”。 The architect was Klas Anselm. He laid out what is today a dozen buildings in the terrain; simplistic, red brick volumes, sprinkled over the slope in quite solitary positions. The school authorities believed in a rapid growth, and the plan was that the singular buildings would physically expand and end up standing closer to each other than they originally were. The school did grow, but not to the extent that the units came into a meaningful dialogue. The result is a rather handsome but barren campus. The lack of a density that can supply with a rich social life is obvious.   這個(gè)校園景觀項(xiàng)目便是針對(duì)如何補(bǔ)救上述缺點(diǎn)的一個(gè)解決方案，這塊場(chǎng)地相當(dāng)?shù)碾[蔽，而且風(fēng)還很大，不過(guò)有一個(gè)部分是突出的：兩個(gè)池塘周圍的區(qū)域。這塊區(qū)域原來(lái)是一個(gè)舊的粘土采石場(chǎng)，以前用來(lái)供應(yīng)制磚原料，粘土坑是地下的深井，如今已充滿了水。與周圍開闊、傾斜的地面相比，這里有著引人注目的背景環(huán)境：在邊緣處有一個(gè)急劇的下降，近乎垂直。這里的氣候不同于校園的其他地方，茂盛的植被可以抵御風(fēng)的吹拂，濱水的特點(diǎn)同時(shí)優(yōu)化了場(chǎng)地質(zhì)量，這應(yīng)該是學(xué)校發(fā)展新社交中心的一個(gè)良好開端，多年來(lái)它一直缺乏這種社交屬性。 The project is about how to create a remedy for these shortcomings. The site is rather anonymous and windswept. However, there is one section which stands out; an area around two ponds. They are remnants of an old clay quarry, formerly used to supply material for the making of bricks. The clay pits are deep shafts in the ground and today filled with water. They have a dramatic setting compared to the surrounding open, sloping ground. From their rims is a steep drop, at places almost vertical. The climate here differs from the rest of the campus, lush vegetation protect from the winds, and the proximity to water adds qualities. It seemed as a good beginning for a new social hub at the school. It had lacked that quality for years.   景觀設(shè)計(jì)的理念是讓人們以不同的方式去接近池塘陡峭的邊緣，這樣做的目的是在池塘周圍創(chuàng)造具有社會(huì)吸引力的場(chǎng)所和散步地。設(shè)計(jì)師建立了雙向設(shè)計(jì)原則，大池塘的西邊提供了可以駐足、坐下、觀景和約會(huì)的地方，這里的陽(yáng)光甲板和平臺(tái)位于水面之上，靠近邊緣。而東區(qū)則恰恰相反，那里有一條蜿蜒的長(zhǎng)廊，包含著一些較小的社交空間，沿著落差上下排布的樓梯在局部區(qū)域是一直延伸到水面的。 The landscape concept was to make the steep edges of the ponds accessible but in differing ways. The purpose was to create socially attractive places, and promenades, around the ponds. A design principle of dual sides was established. The western rim of the larger pond offers places to stop by at, sit down, enjoy the view, and meet with friends and colleagues. Here, sun decks and platforms are located high above the water, close to the rim. The east side is the contrary. It is equipped with a winding promenade, and containing smaller social spaces. A system of staircases move up and down along the drop, at some places reaching all the way down to the water.   因此，東邊和西邊的設(shè)計(jì)和所用的材料也有所不同，西邊的甲板選用的是木板。三個(gè)平臺(tái)分別被命名為休息室、涼亭和劇場(chǎng)，這也是設(shè)計(jì)這三個(gè)場(chǎng)地時(shí)所依據(jù)的概念。東邊是一個(gè)由拉伸鋼板和樓梯組成的裝配平臺(tái)，就像你在建筑工地上看到的那種類型，這也反映了學(xué)校的一些授課內(nèi)容。東側(cè)是平緩的，幾乎漂浮在水面上，設(shè)計(jì)師在此精心安排了一條有趣的散步長(zhǎng)廊；西側(cè)堅(jiān)固、穩(wěn)定、重力高，形成了休息和社交的場(chǎng)所。 The design and the materials of the two sides consequently differ as well. The west side with the decks are made of wooden planks. The three terraces have names as the lounge, the pergola, and the ballroom. These are also the concepts after which they are designed. The east side is a meccano of stretched sheet steel panels and staircases of the type you find at a construction site, reflecting the content of some of the curriculums at the school. The east side is light, almost floating, and orchestrate a playful promenade. The west side is firm, stable, of high gravity and form places for rest and social life.   學(xué)生、老師、研究人員和工作人員可以在課間和閑暇時(shí)去池塘區(qū)放松身心，這里也是新生每年初秋舉行入學(xué)典禮的場(chǎng)所，也支持開展各種自制船只的水上競(jìng)賽活動(dòng)。 The students as well as teachers, researchers and staff frequent the pond area in leisure time and work breaks. In addition, it is the showplace for the initial rituals that the freshmen perform every early fall, including self-constructed boats of various standard participating in a sea battle.  ▼設(shè)計(jì)手稿 Design Sketches     ▼局部細(xì)節(jié)詳圖 Details    項(xiàng)目名稱: 隆德理工學(xué)院校園公園 Project name: Campus park at Lund Institute of Technology |
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