中学,西友盟学校华盛顿哥伦比亚特区

1、中学，西友盟学校，哥伦比亚特区，SCHOOL, WASHINGTON, D.C.,MIDDLE SCHOOL, SIDWELL FRIENDSUSA,2006这是一所学制由学龄前12年级的独立的教会学校，校址位于哥伦比亚特区以及马里兰州的贝蒂斯达。整个设计规划是围绕学校教学的具体要求而做的。在设计的方案阶段，不论是建筑设计还是景观设计都对可持续性给予了充分的重视，这也是对贵族教派价值观的一种体现。建筑的体型充分考虑了阳光、水与风的，以自然通风为主，机械通风为辅，由此降低了人工制冷的能耗。教室的设计最大限度地利用自然采光。光电池瓦和式保温技术的应用进一步降低了建筑的能耗。在校园的前院还将修建一片

2、人工湿地，用以处理校园内所有的建筑污水，并实现对中水的再利用。带有植被的屋顶能够过滤并雨水至一个生物水池内，以用于日后的灌溉。建筑内外将大面积使用循环的或再生的材料。回收的木遮光板的使用就是一个人性化的元素，它把建筑的学院尺度与周边的居住尺度联系了起来。The Mast lan focused on meeting programmatic needs for a pre-K through 12 Quakerindependent school with cses in Washington,D.C., and Bethesda, Md. Principles of sustainable

3、design guided the preliminary design of the buildingprojects and theus landses as ademonstration of the schools commitment to Quaker values.Formed by wind, water and sun; the building will employ mechanically assisted natural ventilation to minimize the need for artifici cooling. Classrooms are desi

4、gned to optimize natural lighting as the primary daytime illumination source. Photovoltaic shingles and passive thermal technologies will further reduce energy consumption. A constructed wetland atthe cue entry forecourt to the MiddleSchool will treat all building wastewater and berecycled fey water

5、 use withinbuilding. Avegeed roof will filter rainwater thill becollected in a biology pond and used for irrigation. Recycled and reused materials will be used throughout the building. Reclaimed woodscreenst wrap the buildinge ahumanizing element meant to mediate the institutional scale of the schoo

6、l with the adjacent residential neighborhood.1 鸟瞰/Birds eye view 2 总平面/Site plan现状芬尼 梅楼/Existing fannie mae网球场/Tenniscourts5-未来停车库（场）/Future parking garage10-中学加建/Middle school addition 11-现状中学/Existing middle school 12-修建边界/Limitsofconstruction现状现状现状学校/Existing harrison upper school体育馆/Existing wannan gym体育馆/Existing kenworthy gym3-现状住宅/Existing washing home13-查住宅/Zartman house4-现状森斯纳楼（即将拆除）/Existing sensner (to be demod)9-现状科高德艺术中心/Existing kogod arts center8 0 世界建筑 2005/04与蒂伯雷克：现状/ KIERANTIMBERLAKE: PRES