Location: Clayton campus, Melbourne Australia

　　Type of Building: Education / Public

　　Client/ Owner: Monash University

　　Architecture Practice:  John Wardle Architects

　　Project duration:  2014 – 2017

　　Gross Floor area (GFA):

　　28,980sqm Gross Floor Area (GFA)

　　Photographer: Trevor Mein, Peter Bennetts

　　項(xiàng)目地點(diǎn)：澳大利亞墨爾本克萊頓校區(qū)

　　建筑類型：教育/公共

　　業(yè)主：蒙納士大學(xué)

　　建筑公司：John Wardle Architects

　　項(xiàng)目設(shè)計(jì)周期：2014年– 2017年

　　總建筑面積：建筑面積28,980平方米

　　攝影師：Peter Trenet Mein

　　The Learning & Teaching Building (LTB) for Monash University marks a new gateway to the Clayton campus.The LTB is a multi-faculty learning facility that serves a significant proportion of the student community. Innovative formal learning and teaching spaces are complemented by informal learning hubs that feature a variety of study settings.The modernist lineage of the campus brings with it a philosophy of creating building objects within the indigenous landscape setting. The design of LTB keeps learning activity close to the ground to create a connection with the campus landscape and imbue the building with qualities of various terrains.

　　克萊頓校區(qū)的新門戶蒙納士大學(xué)教學(xué)樓（LTB）落成。LTB 是綜合性學(xué)習(xí)中心，主要為學(xué)生社團(tuán)提供場(chǎng)地。既為師生提供了正式教學(xué)空間又可再次進(jìn)行非正式學(xué)習(xí)活動(dòng)。該項(xiàng)目的設(shè)計(jì)理念是將學(xué)習(xí)活動(dòng)與校園景觀建立聯(lián)系，成為校園景觀的一部分。

　　A horizontal field of spaces are set within a broad, low rise building which means that the learning activities of the interior are visible and accessible to the wider campus community. The stairs are social condensers, promoting unexpected encounters between the campus community.

　　教學(xué)樓的一樓大廳水平通透設(shè)計(jì)，校園內(nèi)可清晰看到在內(nèi)部發(fā)生的活動(dòng)，并且為師生進(jìn)入教學(xué)樓提供了更便捷的入口。樓梯的設(shè)計(jì)也是別出心裁，既保證了功能又提供了社交場(chǎng)所。促進(jìn)了校園社區(qū)之間的意外碰撞。

　　Learning spaces are grouped in clusters and supported by informal learning neighbourhoods. These clusters break down the scale of the building into smaller, more intimate settings for students to inhabit.  Streets, courtyards, bridges, balconies and stairs are choreographed into ravines, clearings, strands, nests and amphitheatres to make a landscape of the interior.

　　學(xué)習(xí)空間分組成一個(gè)個(gè)小團(tuán)體，并由非正式學(xué)習(xí)社區(qū)提供支持。這些小團(tuán)體將建筑分解成更小、更隱密的環(huán)境，學(xué)生可在此找到獨(dú)處的靜謐空間。
過(guò)道、走廊、大廳、陽(yáng)臺(tái)和樓梯經(jīng)過(guò)精心設(shè)計(jì)呈現(xiàn)出來(lái)高低起伏的室內(nèi)景觀。

　　This interior is made of the same materials of the campus - brick and timber, rendering the demarcation between inside/outside ambiguous. It is a place for learning, inextricably linked to its place, and fostered by settings within a landscape of unexpected encounter.

　　內(nèi)部裝飾采用與校園相同的材料-磚和木材制成，模糊了內(nèi)部與外部之間的分界。

　　The major interior spaces have a specific character. The brick towers are reminiscent of pottery kilns at Stoke-on-Trent, England – a reference to the process of firing that starts with a malleable clay is abstractly akin to the process of learning.The perimeter roof is a series of folded light monitors that encompass the uppermost floor. The roof geometry introduces varied qualities of natural light whilst screening the glare of low-angle sunlight from the east and west.

　　主要的內(nèi)部空間具有特定的特征，磚塔讓人想起英格蘭特倫特河畔斯托克的陶窯。外圍屋頂是一系列折疊的感應(yīng)燈，這些燈圍繞著最上層的屋頂天花板。 屋頂呈幾何形狀，不僅使自然光散落在建筑內(nèi)，同時(shí)也遮擋了東西方的刺眼的陽(yáng)光。

　　At the centre of the plan is a sawtooth roof that draws diffuse southern light into the interior. A pattern of rhomboidal skylights connects and unites the public spaces of the building with natural light from above.

　　平面圖的中心是一個(gè)鋸齒形的屋頂，將南面散射的光線引入到內(nèi)部。 菱形天窗的圖案將建筑物的公共空間與來(lái)自上方的自然光連接起來(lái)并結(jié)合在一起。

　　A perforated zinc screen becomes a veil around the perimeter of the building providing shade while maintaining views through the glazed façade. This profiled and scalloped screen is folded and recalls the texture and patterns of the Stringybark tree.

　　鋅絲網(wǎng)為建筑物裹上一層面紗，可提供遮蔭，同時(shí)保證玻璃立面的視野。

　　Through consideration of the evolving patterns of site inhabitation and the inherent characteristics of a low, broad building, the LTB emerges as a newly constructed landscape that creates surprise and delight. It is a place for learning, inextricably linked to its place.

　　LTB的落成，給人帶來(lái)驚喜和愉悅。