潭美國小附設幼兒園
client
location
design phase
臺北市政府教育局
臺北市政府工務局新建工程處
臺北市政府工務局新建工程處
臺北市內湖區
2017
client
臺北市政府教育局
臺北市政府工務局新建工程處
臺北市政府工務局新建工程處
location
臺北市內湖區
design phase
2017
空間是一幼兒園，是孩童進入體制的第一步，但對於他們來說，這個世界依然盡是新奇的堆疊，需要透過玩來認識，既然如此，那麼擴大玩的本事便是設計重點。
因為是國小附設幼兒園，沒有獨立操場，因此除了教室外，佔地最廣的便是遊戲區。地上跑的、牆上爬的、天上看的，這是我們對於孩子玩樂視野的想像，合成橡膠地板不只做為區域畫分，更滿足追趕跑跳各種「陸上活動」，孩子可以自由搬運墊子將它疊起來拼成想要的形狀或高度，成為島嶼、成為樓梯，甚至是分享的講台，也能攀爬牆上的洞穴、藏匿在管狀的隧道裡，這些都玩累了還可進木屋裡閱讀或畫畫、或到鏡子屋用平常看不見的角度看世界。
教室內配合需求設置的櫃子以淺色木紋搭配局部的鮮明色系，呈現色彩在空間中的張力以及具活力的感受。5米高的落地窗景讓教室與戶外空間產生連結，設計上刻意留白，這裡該是個怎麼樣的角落空間、該如何使用由孩子自己來定義，我們所做的是提供孩子放心摸索的舒適環境。
空間的氛圍由設計來營造，但遊戲的方式則由孩子來詮釋，我們用簡單的幾何遊具及色彩激發這個小小身體內擁有的無限想像力，不論在教室或遊戲廣場上也都保留了局部的白，期望孩子們可以依照自己的方式填色、擴大探索的可能，對孩子來說，這裡即使少了海裡游的空間，那或許就把藍色橡膠地板當成海來划行吧！
因為是國小附設幼兒園，沒有獨立操場，因此除了教室外，佔地最廣的便是遊戲區。地上跑的、牆上爬的、天上看的，這是我們對於孩子玩樂視野的想像，合成橡膠地板不只做為區域畫分，更滿足追趕跑跳各種「陸上活動」，孩子可以自由搬運墊子將它疊起來拼成想要的形狀或高度，成為島嶼、成為樓梯，甚至是分享的講台，也能攀爬牆上的洞穴、藏匿在管狀的隧道裡，這些都玩累了還可進木屋裡閱讀或畫畫、或到鏡子屋用平常看不見的角度看世界。
教室內配合需求設置的櫃子以淺色木紋搭配局部的鮮明色系，呈現色彩在空間中的張力以及具活力的感受。5米高的落地窗景讓教室與戶外空間產生連結，設計上刻意留白，這裡該是個怎麼樣的角落空間、該如何使用由孩子自己來定義，我們所做的是提供孩子放心摸索的舒適環境。
空間的氛圍由設計來營造，但遊戲的方式則由孩子來詮釋，我們用簡單的幾何遊具及色彩激發這個小小身體內擁有的無限想像力，不論在教室或遊戲廣場上也都保留了局部的白，期望孩子們可以依照自己的方式填色、擴大探索的可能，對孩子來說，這裡即使少了海裡游的空間，那或許就把藍色橡膠地板當成海來划行吧！
The project is a kindergarten, which is where children first enter the educational system. For them, the world is a novel collection of things that needs to be understood through play. In this case, our design focus is on how to expand and develop play.
The kindergarten is without an independent playground due to its small size. Therefore, apart from the classrooms, the play zone is its largest space. We imagine children playing by running around, climbing on walls, or watching from high above. Blue rubber flooring demarcates the play zone and is suitable for running, jumping and other floor-based activities. Children have access to cushions that they can easily move and stack to create different shapes and heights, or even build islands, staircases, or a performance stage. Cubbyholes set into the walls are good for climbing, and tubular tunnels provide good places to hide. When tired of playing, children can go into the wood house to read or draw, or the mirror house to see the world in new ways.
Doors on the classroom's storage cabinets alternate between natural wood grain and bright accent colors to create visual tension and a feeling of vitality. Five-meter-high floor-to-ceiling windows connect the classroom to the outside, and are intentionally left blank so that students can use them as they wish. Overall, we have striven to provide a comfortable environment in which children feel free to explore.
Design creates the atmosphere of the school, but the children decide how to play games in the space. For toys, we have used simple geometric forms and colors to inspire the imaginations of the little children. Both the classrooms and play zone are partially white, so that the children can fill the blank areas with colors and their individual explorations. The children might just pretend that the blue rubber floor is the sea!
The kindergarten is without an independent playground due to its small size. Therefore, apart from the classrooms, the play zone is its largest space. We imagine children playing by running around, climbing on walls, or watching from high above. Blue rubber flooring demarcates the play zone and is suitable for running, jumping and other floor-based activities. Children have access to cushions that they can easily move and stack to create different shapes and heights, or even build islands, staircases, or a performance stage. Cubbyholes set into the walls are good for climbing, and tubular tunnels provide good places to hide. When tired of playing, children can go into the wood house to read or draw, or the mirror house to see the world in new ways.
Doors on the classroom's storage cabinets alternate between natural wood grain and bright accent colors to create visual tension and a feeling of vitality. Five-meter-high floor-to-ceiling windows connect the classroom to the outside, and are intentionally left blank so that students can use them as they wish. Overall, we have striven to provide a comfortable environment in which children feel free to explore.
Design creates the atmosphere of the school, but the children decide how to play games in the space. For toys, we have used simple geometric forms and colors to inspire the imaginations of the little children. Both the classrooms and play zone are partially white, so that the children can fill the blank areas with colors and their individual explorations. The children might just pretend that the blue rubber floor is the sea!
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