斯圖加特Anne Frank 學校和Heilbrunnen 學校自助餐廳

設計：hammeskrause architekten

學生類建筑最適合通過參與式程序進行建筑設計決策。不可否認的是，斯圖加特Anne Frank 學校和Heilbrunnen 學校的新自助餐廳大樓已實現這一點。自助餐廳是大家共進午餐和舉辦學校活動的場所。從城市規劃方面講，得益于餐廳的定位，兩座學校建筑在結構上和空間上實現成功整合。這也使得學校及其學生的不同教學重點能夠滿足社會對包容性的強烈需求。顯然，在餐廳的設計過程中，這種參與式設計成為了綜合性和參與性程序的核心方面。令人信服地是，這一點已經在屋頂封頂和墻壁圍護的設計中得以實現。餐廳已成為兩校互動融合共存的不言而喻、直觀的標識和投影面。

新餐廳大樓位于校園通道區。從城市規劃角度來看，這既是校園入口，也是校園的終點。校園的獨特之處在于擁有幾棟20 世紀60 年代的典型校舍。粗糙的外露混凝土護欄與棕色、厚邊的熱帶木窗交替建造。屋頂平坦而又硬實。新餐廳并沒有復制這一點，這也是希望通過現代化方式表達學校應積極追求多樣性。餐廳原型將屋頂和墻壁整合為一個強大元素，與現有建筑形成強烈對比，從而為學生、教師和當地居民在灰色、混雜的郊區建筑結構中創造出巨大視覺沖擊力。

在為期數月的密集聯合研討會中，兩所學校的學生討論了各種創意思路，并從中為新建筑制定了一個獲得普遍認可的色彩理念。這個實踐設計流程由美術老師陪同，建筑師主持。

在研討會中提出的“野餐用花圃”想法無需修改便可實施。由四種不同顏色的鋁瓦組成的屋頂非常醒目，象征著學校和有著不同天賦的學生們跳動的心臟。“有所作為，讓世界更美好”，已經成為餐廳傳遞給孩子們的核心信息。

整座建筑明亮而輕盈，屋頂墻體構件橫跨餐廳和功能廳，且無任何支撐。面朝學校的全玻璃山墻是另一吸引點，引導著學生大膽進入。由于向東朝向，餐廳內部和校園融為一體。室內裝修及其構件也促進了這一空間聯系。墻壁和屋頂上特意設置的開口讓陽光傾斜而入，進來的人們也可以將餐廳一看到底。

There are few projects in which decision-making on the building design through a participatory procedure is more appropriate than in building for pupils.This has undeniably been achieved with the new cafeteria building for the Anne Frank School and the Heilbrunnen School in Stuttgart.The cafeteria is the place for joint lunches and school functions.In terms of urban planning,the cafeteria is positioned so that it succeeds in integrating both school buildings structurally and spatially via the shared schoolyard.This also allows the different pedagogical focuses of both schools and their pupils to meet the intense social demand for lived inclusion.Hence it obviously follows that precisely this involvement in the design process for the cafeteria can be a central aspect of an integrative and participatory procedure.This was convincingly achieved for the design of the envelope covering the roof and the wall.It became the self-evident and intuitive identification and projection surface for the interactive merging and coexistence of both schools on the campus.

The new cafeteria building is located in its access area.In terms of urban planning,it forms both the entrance and the end of the schoolyard.The campus is characterised by several school buildings typical of the 1960s.Rough exposed-aggregate concrete parapets alternate with brown,thick-profiled ribbon windows made of tropical wood.The roofs are flat and hard.Not replicating this in the design of the new cafeteria is due to the desire for a contemporary expression of the positive and enriching diversity that a school should facilitate.Its archetype,combining roof and wall into one strong element,deliberately contrasts with the existing buildings,thereby creating a robust visibility for the new,vibrant building block in the grey,heterogeneous suburban fabric for the students,the teachers and the residents of the district.

In a number of intensive,joint workshops held over a period of several months,the pupils of both schools developed and discussed ideas and variants,from which they elaborated a generally approved colour concept for the new buildingshell.This hands-on design process was accompanied by the art teachers and moderated by the architects.

The idea of a“flower meadow for a picnic”developed in the workshops could be implementedwithout any changes.This one,jointly designed layer of four differently coloured aluminium shingles is a symbol for the pulsating heart of both schools and the pupils with their very different talents.Realising that you can make a difference,that you can contribute to making the world a“better place”has become the central message for the children.

Bright and light,the roof-wall element spans the dining and function hall without any supports.Its fully glazed gable opens up the cafeteriatowards the campus as an inviting gesture.Due to its eastward orientation,the interior and the schoolyard merge into one another.The interior fit-out and its elements support this spatial connection.Deliberately positioned openings in the walls and roof allow daylight to enter and direct the eye to the outside.