依類型 族群 主題   
 
 
1999.06.01 ~ 2001.06.01
反芻與絮叨 潭南國小重建始末與設計解析(Ruminating and Mumbling -the Story of Rebuilding and the Dissection of Design on Tang-nan Elementary School)
主題: 建築、部落建設  
作者 姜樂靜(Chiang, Le-Ching )
學校系所 東海大學建築學系
地點 全臺 全部  
研究內容

[ 摘要 ]

緣於1999年921地震,在資源豐沛浩然基金會的認養下,南投縣信義鄉潭南國小從倒下而後迅速完成了重建的工作,2001年10月完工,以“在地野生的最美”的宣示獲第三屆遠東建築獎(Far Eastern Architectural Design Award)--921校園重建特別獎之首獎,受到各界矚目與報導,成為一個文化復育與新校園運動的範例。

筆者在碩士班進修階段,兼以建築師的身分進入災區,接受委託本案的設計工作,有幸親身參與了災後的校園重建。在設計上,觸及一些有趣的當代課題,例如原住民小學、開放教育、參與式設計、社區營造、文化辨識等…。除符合校方基本需求外,我做了一些嘗試及努力,或許可供未來研究相關課題者一些參考。2000年4月,當設計還在草模階段,我在建築師雜誌上這樣寫著:「布農的辨識系統是什麼?可不可能從潭南周邊的山林風貌、地質、植物的肌理、色彩等素材,建構一種內斂、原始的布農美學與風格?傳統的工法如何復興?如何轉換?可不可以不要用圖騰及文字的記號,呈現出風土建築。有沒有答案?是不是正確?我們一步一步存疑地、謹慎地、有效率的將關卡一道道開啟,隱約看見霧?的那道曙光。」提醒自己,要去挑戰現有保守的教育體制,在慌亂中創發現代布農的風貌。

所以設計論文的陳述是以回溯的方式進行,將設計過程中所思辨與取捨的地方比較有系統的整理出來,反省當初的規劃理念與設計成果,是不是有什麼缺憾之處?

而理想的布農小學是什麼?嘗試用「建築模式語彙」的方式整理,希望能表達自己與布農文化互動多年後的禮讚,一種屬於直覺感受所分辨的「無名的品質」。

章節概述:

第一章、本事:依時間軸,以創作自述的方式盡量將設計過程中的發展、業主的委託、與校方溝通的狀況、與其他團隊的互動、靈感的搜尋、考量抉擇的因子、乃至於個人的思緒起伏,忠實的表達。

第二章、課題:對幾個重要課題的嘗試及省思。

第三章、需求:空間量化、關係整合的過程。

第四章、解讀:借用亞氏「建築模式語彙」的方式整理,分成44個單元,以圖文並列的方式,解析潭南國小在文化、環境、設計、施工等各方面的面貌。

第五章、結論

After the 921 earthquake in 1999, adopted and donated by the welfare Hao Ran Foundation, Tang-nan Elementary School had rebuilt from collapsed rapidly.Being massive reported by the press, and open to the pubic, the design and building becoming a model for rebuild and reconstruct the education of aborigines.

This is real case that I had participated, to design for reconstruction after the disaster.This case had touched some interesting modern issues. For example, the elementary school model for the aborigines, opening education participate design, community development, culture identity, etc. Except to meet the basic requirement of the school, I had do some tests and efforts. "What is the recognize system for the Bun-nun Tribe? May it be to construct a inside and original Bun-nun talent of beauty and style, by the surrounding mountain, geography, the color and structure of plants? How to make traditional technique to reform? How to transfer? May it be decorated without using the symbols or characters , and to express the domestic architecture. Is there any solution? Is it correct? After doubted, gradual, step by step and efficient to break through the burden, we had seen some light in the mist.April 2000 the design was still is just a draft, I said and written in Architecture Journal, which reminded myself, it need to challenge the conservative education system. I had discovery the modern Bun-nun style in the hurry.The school reconstruction had finished in October 2001, by the announcing of "the domestic wild flower is the most beautiful flower", I got the Far Eastern Architecture Reward. But the adjustment for school and space is keep going.

Back to the beginning of the design procedure of the Tang-nan School, I collect some thinking and making choice materials and records in the process of the design. I retreat the concept and design process.What is the ideal design for a Bun-nun Tribe Elementary School? Try to organize by the "Pattern Language", hope to express the blessing after the interacted with the Bun-nun Culture for decades. Sharing the "quality of silence" is a belonging felling and motivation.

Subject:

Chapter one: Calendar: by time frame to write down the development of the design procedure, the contractor''''s requirement, communicate with the school staffs, interact with the different groups, the inspirations searching, the factors of decision, and the mode of thinking expression.

Chapter two: Subject: Some testing and thinking about the major issues

Chapter three: Needs: The quantity of the space, the integration of the relationships.

Chapter four: Analysis: By using the "Pattern Language" to coordinate the diagrams , separate to 34 units, to express the culture, environment, design, construction scenery of Tang-nan Elementary School by pictures and articles.