三和國小風雨活動場

Sanhe Elementary: Semi-outdoor Activity Space

起初，沈庭增建築師以探訪的心情前往這個位在桃園龍潭山區的公共工程，卻在抵達後被眼前獨特的環境吸引。四周被茂密的綠樹和綿延山巒環繞，呈一片與世隔絕的寧靜美景。一旁鳳凰木底下的鞦韆和遊戲區，成為同學們下課十分鐘熱鬧湧入的聚集園地，正是因為見到孩子們的天真活力與自然環境，使沈庭增毅然決然接下風雨活動場的案子。

At first, Shen Ting-Tseng visited the public works project in the Longtan Mountain area of Taoyuan with a sense of exploration but was attracted and by the unique environment after arriving. The surrounding area is surrounded by dense green trees and rolling mountains, presenting a peaceful and beautiful scenery that is isolated from the world. The swings and playgrounds under the phoenix trees on the side became the gathering place for students to flock to during the ten-minute break. It was because of seeing the innocence and vitality of the children and the natural environment that the architect decided to take on the semi-outdoor activity space project.

然而，基地條件不佳，不僅處於校園中最陰暗的區域，低矮的地勢與校園主體脫節，形成東、西校園間的斷裂問題。重視建築與環境有機、未來使用性的沈庭增，從解決基地現況與周圍1.6公尺的高低差作為出發，依循地勢搭建了約5公尺高的棚架，同時將東側高度設定在2.4公尺，雨披呈略傾斜線型與原始樓高3.5公尺的校舍形成錯落層次，使人們在不同樓層都能望見東側的風景和鳳凰木底下旺盛的生命力，在行走之餘，視覺也隨之相連與縮放。風雨活動場成為校園的核心，串聯起東、西校區，重塑整體校園的連續性。

However, due to the poor conditions of the site, not only was it located in the darkest area of the campus, but its low-lying terrain was disconnected from the main body of the campus, creating a fragmentation issue between the east and west sides of the school. This prompted the architect, who values the organic integration of architecture and environment as well as future usability, to start by addressing the current state of the site and the surrounding elevation difference of 1.6 meters. Following the terrain, a framework approximately 5 meters high was constructed, with the east side set at a height of 2.4 meters. The canopy forms a slightly sloped line, creating a layered contrast with the original school building height of 3.5 meters. This arrangement allows people on different floors to view the scenery on the east side and the vibrant vitality under the phoenix trees. As they walk, their vision connects and zooms, making the semi-outdoor activity space the heart of the campus, linking the east and west districts, and reshaping the overall continuity of the campus.

在這裏階梯成為了亮點。三層深度約80公分，高度約50公分的大階梯，中間刻意切出的平台，既是禮堂的舞台，也是觀看競賽的觀眾席，更為課堂創造有趣的體驗，賦予階梯靈活與彈性使用的功能。最初因著階梯尺度的落差，師長們不免擔憂孩子們的安全問題，隨著時光推移和孩子們的習慣養成，這些疑慮也逐漸消散。在大階梯兩端的小踏階，成為友善孩子們來去的行走動線。建築師將校園外部環境的砌石擋土牆，轉譯為大階梯的立面設計，呼應當地梯田自然景觀，不僅更貼近孩子的生活經驗，也為空間創造和諧的視覺體驗，融入當地環境。

Here, the staircase becomes a highlight. The grand staircase, with a depth of approximately 80 centimeters and a height of about 50 centimeters, features a deliberately carved-out platform in the middle that serves both as the auditorium's stage and the spectators' seating for competitions. It not only creates an interesting experience for classroom activities but also introduces versatility and flexibility to the use of the staircase. Initially, the difference in dimensions of the staircase raised concerns among teachers and parents about the children's safety. However, as time passed and the children became accustomed to it, these worries gradually faded. The small steps at both ends of the grand staircase offer a child-friendly pathway for movement. The architect transformed the stone retaining walls of the campus's external environment into the facade design of the grand staircase, echoing the natural terraced landscape of the local area. This not only provides children with more opportunities to observe life but also creates a visually harmonious experience that integrates with the local environment.

為了讓新建築能融入既有校園，活動場的北面依著原有地貌坡度，長出新的緩坡階梯；而西面則是在原有教室的懸臂檐廊旁，延續相同較低矮的型式。透過「模仿」使新建築與既有建築形成溝通。東面為大階梯打破擋土牆邊界，以砌石立面呼應環境，而南面則是利用一道牆劃定了與停車場的空間界線，開口和地面踏階引導人們「進入」這個球場，適度地降低牆面後，抬起頭，眼睛依舊能收穫牆後的好山好水。

To integrate the new building into the existing campus, the design creates new gently sloping stairs on the north side following the original landform slope and continues the same lower form on the west side next to the overhanging eaves of the existing classrooms. Through "imitation", the new building communicates with the existing buildings. On the east side, the large staircase breaks the boundary of the retaining wall and uses a stone facade to echo the environment. On the south side, a wall is used to define the spatial boundary with the parking lot. Openings and ground steps guide people to "enter" this space. After the wall is appropriately lowered, people can still look up and enjoy the beautiful mountains and waters behind the wall, making the overall space more natural and smoother.

風雨活動場的使用性不僅體現在功能的多元，更在於對校園與孩子們的互動與關懷。這座新建築並未帶來距離感，反而成為學校師生日常的一部分。孩子們能在這個空間中自由活動，並非僅限於少數集會活動，上課、課間、課後，活動場成為大家歡笑的天地，與校園生活緊密相連，一次次見證著三和國小的各種精彩時刻。

The usability of the semi-outdoor activity space is not only reflected in its diverse functions, but also in its interaction and care for the campus and the children. The newly added building does not bring a sense of distance but has become a part of the daily life of teachers and students in the school. Children can freely move in this space, not just limited to a few gatherings. During class, between classes, and after school, the activity space becomes their playground, closely connected to school life, witnessing the wonderful moments of Sanhe Elementary School again and again.

Design Studio | Shen Ting Tseng architects

Photography | Studio Millspace  @studio_millspace