絲房，武漢，中國

絲房，武漢，中國

Silk House, Wuhan, China, 2014

建筑設(shè)計：穆威，萬謙，王晨峰，王晶石/華科優(yōu)建（武漢）工程信息發(fā)展有限公司，華中科技大學(xué)建筑與城市規(guī)劃學(xué)院，拉圖爾自然生活

Architects: MU Wei, WAN Qian, WANG Chenfeng, WANG Jingshi/Advanced Construction Information Development + School of Architecture and Urban Planning, Huazhong University of Science and Technology + La Natur

1 外景/Exterior view

“絲房”是和拉圖爾自然生活繼“天空之城”之后的第二次兒童自然建造活動。這次我們選擇了一片樟樹林作為場地，40個6～12歲的孩子和家庭共同參與和建造。從3月～6月的每個周末，我們將家長和孩子聚集在建筑學(xué)院，從場地認(rèn)知開始，每個孩子都需要提交草圖和草模，并在建筑師指導(dǎo)下進(jìn)行尺度和基本建筑知識的培訓(xùn)，5月份我們開始在樹林里搭建真正的絲房。

“絲房”是一個在樟樹林間被樹木定義的建筑，樟樹是環(huán)境，也是建筑的一部分。建筑師通過和孩子們反復(fù)進(jìn)行的材料實驗，用鋼絲形成的空間結(jié)構(gòu)作為絲房的主體結(jié)構(gòu)，白色麻繩作為維護(hù)結(jié)構(gòu)來定義建筑的外觀。建筑沒有圖紙，而是用孩子的眼睛在樹林里發(fā)掘隱形的建筑，建筑師提供在樹林間編制空間的方式，因為孩子這個特殊群體的加入，“建筑”更像是一個碩大的林間玩具，實驗性的構(gòu)造，被樹木定義的外觀，童趣塑造的內(nèi)部流線：這不是傳統(tǒng)意義上的完美建筑，因為絲房沒有基礎(chǔ)，沒有柱子和橫梁，甚至沒有任何一個桿件的存在。但絲房重新詮釋了建筑的可能性，拓展了建筑學(xué)的邊界，建筑學(xué)這個古老的學(xué)科，存在的4個問題在拉圖爾兒童自然工坊之中被注入了新的答案：誰來設(shè)計？誰來建造？用怎樣的結(jié)構(gòu)？誰來使用？孩子是建造行為的主體，家長是孩子思想的放大器，建筑師提供了建造的基本方式，樹林提供了建筑的隱形形態(tài)。

絲房是兒童自然建造的又一次嘗試，可以隨時終止，更可以無邊界地繼續(xù)下去。

項目信息/Credits and Data

設(shè)計團(tuán)隊/Project Team: 穆威，萬謙，王晨峰，王晶石，蔣博堯，周延，馮梓原，方芳，王南薰，葛碧苑，李航，李婳，李昊，郭豪，王文文，胡彬巖，杜恬/MU Wei, WAN Qian, WANG Chenfeng, WANG Jingshi, JIANG Boyao, ZHOU Yan, FENG Ziyuan, FANG Fang, WANG Nanxun, GE Biyuan, LI Hang, LI Hua, LI Hao, GUO Hao, WANG Wenwen, HU Binyan, DU Tian

建筑面積/Floor Area: 300m2

設(shè)計時間/Design Period: 2014.03-2014.06

攝影/Photos: 郭利敏 (Fig.1, 3, 7, 9, 10, 11)，蔣博堯 (Fig.2)，譚剛毅 (Fig.5, 8)

2 模型/Model

3 細(xì)部/Detail

4 軸測示意/Axonometric diagram

"Silk House", the 2nd Children's Natural Construction Workshop following "City in the Sky", was sponsored by Natur. We selected a camphor forest as our construction site, where 40 children aged between 6-12 years old took part in this festival with their parents. Every weekend from March to June the children and their parents gathered in our school (School of Architecture and Urban Planning, Huazhong University of Science and Technology) to receive tutorials on architecture, from getting to know the site to the scale and other basic knowledge, supervised by the architects. And the children were required to hand in their sketches and models. We did not start building the real Silk House in the camphor forest until May.

Silk House is located amid the camphor trees and defined by them. The camphor trees are both the surroundings and part of the structure. Through repeated tests on different materials by the architects and the children, steel wires were picked out to form the major space of Silk House and hemp strings to surround the structure and define its appearance. There was no drawing for the building. It was a structure hidden in the trees and explored through the children's eyes. The architects offered the children weaving methods for creating space among the trees. With the contribution of the children, the building looked like a big toy in the forest, with an experimental structure, a style defined by trees and internal flowing space created by the children as they liked. Traditionally speaking, Silk House was not a perfect building: It had no foundation, no pillar, no beam, nor any rod. But Silk House reinterpreted the possibility of building and extended the boundary of architecture.

The four basic questions of architecture, the ancient science, found new answers in the children's natural workshop of Natur. Who to design? Who to build? Which type of structure? And who to use? There came the answers: The children were the main builders; the parents are amplifiers of their thoughts; the architects offered the guidance; and the forest provided the invisible form of architecture.

Silk House is another experiment on children's construction. It may end anytime, but more likely it may continue forever and anywhere.

評委評語

本項目是兒童參與建造的一次嘗試。通過對樟樹林空間的巧妙利用，以及最低限度的建造方法，使人工建筑和自然環(huán)境相結(jié)合，創(chuàng)造出有一定教育意義的可消失的臨時性建構(gòu)，可以引發(fā)對建筑與自然、專業(yè)設(shè)計與公共參與的再思考，也是一種職業(yè)建筑教育和公共建筑教育相結(jié)合的有意義的實踐。

Jury Statement

This project is an attempt in which children are involved in the construction process. Through the clever use of the space of camphor forest and with the most unlimited construction methods, the artificial building and its natural environment are integrated to create a temporary structure that has certain educational significance and can disappear at any time. It evokes people to reconsider the relationship between architecture and nature as well as that between professional design and public participation. It is also a meaningful practice which combines professional and public architectural education.

5 局部立面/Partial elevation

6 細(xì)部/Detail

7-11 建造過程/Construction process