Tenete Traditionales，翻譯過來是“快抓住傳統”，被選中作為Parade College的校訓刻在校徽上，同時也是學校價值觀和原則的核心，也代表著147年來在這裡成長和發展的一代代師生。學習中心位於Parade College校園的入口處，它是學校進步教育學並將技術運用到教學實踐中的象徵。納什學習中心將多元化、多模式學習空間納入其整體規劃。中心提供將團體交流空間和私人學習空間結合在一起的公共空間。其重點是建立開放空間，滿足功能需求，營造一個激發學習的環境。
Tenete Traditionales, or “Hold fast the traditions”, the motto chosen to endow the Parade College emblem has been at the core of the school’s values and principles, embodied by the students and the faculty which have grown and evolved with the institution over its 147 year foundation. Located at the entry to the Parade College campus the learning hub is a symbol of school’s progressive pedagogy and adoption of technological into their teaching practice. The Nash Learning Centre has incorporated diverse, multi-mode learning spaces into its overall planning. The Hub focusses on common spaces with a mixture of communal desk space and private learning areas. There is a focus on light open spaces that are functional and stimulating learning environments.
▼項目概覽, overview
概念框架 | CONCEPTUAL FRAMEWORK
原有的校園有著大量現代設計風格的磚樓。新的學習中心想要脫離這種統一的建築風格，打破這種連續。顏色、材質和設計語言幾乎都與之對立。設計概念中提出新樓應體現建築的重要性，因為它位於校園的中心，是反映信仰和社區傳統的載體，所以現代主義的線條被拱門所取代。學習中心像是一個巨大的柱廊，而柱廊是傳統教育或修道院校園使用的典型建築語言。柱廊引導著學校的人們穿過，在其拱門之間構成讓人們可以進行團體學習的公共空間。
The existing campus is a robust brown brick modernist design. The new learning hub was a departure to the overarching architectural style and continuity of campus; almost the antithesis in color, materiality and design language. The modernist lines were replaced by arches as the concept focused on creating an architecturally significant building, which was at the center of the campus, reflecting of traditions of faith and community. The Learning Hub acts as a literally colonnade, typical of the architectural language traditionally employed for an educational or monastic campus. The colonnade directs the school community through it, with the spaces within the arch ways being able to be occupied as a Learning common.
▼造型創意來自於柱廊, the form comes from the traditional colonnade
建造形式與環境紋理的關係 | RELATIONSHIP OF BUILT FORM TO CONTEXT
柱廊的建築形式反映了基督教兄弟教育歷史的傳統；它反映了有關信仰以及傳統教育和修道院建築的環境背景。納什學習中心在學校的前場，它是針對整個校園的1960年代風格的紅磚建築所做出的刻意不同的設計，用它白色的簡潔造型打破環境紋理。並列的建築形式是其自豪的表現，用建築展現了學校在教育和技術上的社會認同。這棟大樓是學校進步的體現。拱門不僅僅提供了連接校園的入口，也提供了一個視覺通道，從它的拱內可看見外面的樹冠；它坐落在校園入口處的顯著位置也代表著其希望連接社區的願景。
The built form of the colonnade reflects the traditions of the Christian Brothers educational history; it reflects the context of faith and traditional educational and monastic architecture. The Nash Learning Centre is located at the forefront of the school, it is a deliberate point of difference to the existing context being 1960’s chocolate brick, breaking the established context with its clean white built form. The juxtaposed built form is a point of pride displaying school’s identity of education and technology within architecture, the building acts as sign that the school is evolving. The arches promote a physical connection via entrances linking existing areas of the school as well as a visual connection to its setting through arches to treetops outside, a connection to the community through its prominent presence at the entrance of the school.
▼拱形像是大門一樣歡迎人們進入, the arches look like big gates that welcome people to go inside
▼巨大的拱一直延續到二層，成為通向室外的視覺廊道；the big arches connect inside with outside, providing a visual connection
▼學習中心裡有著團體學習討論的空間，鼓勵新想法的出現；the common space for group study and discussion, encouraging new ideas
▼也有著可供個人或者團體使用的公共空間，the common space available for both individual use and group use
項目安排 |PROGRAM RESOLUTION
設計簡章的要求是用傳統的、建築的和技術的方式來完成內部項目的需求，採用靈活的空間來適應當代教育方法。通過分隔兩層半的樓層來達到這個目的。小型私人空間的佈置會鞏固公共空間，並與外界的自然環境保持視覺聯繫。在兩個主要樓層上存在著新舊之分，傳統文學位於一樓，而互動多媒體則位於二樓的放映中心，人們可以通過觸摸屏去使用和體驗。
The brief’s requirement was to respond in a traditional, architectural and a technological manner, adapting contemporary approaches to pedagogy through the separation and adaptation of the flexible spaces, which were achieved through, splits over two and a half levels. The arrangement of smaller private spaces to the perimeter consolidates the communal spaces and maintains visual links to the outside with the natural. There is a dichotomy of old and new split over the two main levels where traditional literature is located on Ground Level, where on Level 1, interactive multimedia is used and displayed on an array of touch screens within the Project Hub.
▼天花板採用了現代的建築材料與製作方法，造型參考了傳統的教堂；the ceiling uses modern building materials and construction method but takes form from traditional church
▼一層的服務檯和公共電腦區域，the service hub and the public computer area
▼二層多功能室外的公共學習區域，the common study place outside the multimedia room
同盟學科的整合 | Integration of Allied Disciplines
除了普通的整合諮詢師，結構工程師和建造工人之間也需要進行多方位的協調從而完成對細節要求很高的預製拱門和其玻璃窗的製作。同時還需要一個多媒體影音顧問來合作完成放映中心和多媒體房間的設計。
In addition to the general integration consultants, some fundamental coordination with the structural engineers and the builder was necessary to produce the level of detail required for the desired quality finish of the precast arches and their glazing. It was also necessary to gain the services of a multimedia and audiovisual consultant when considering the Project Hub and the Multimedia Rooms.
▼多媒體房，the multimedia room
成本 | COST/VALUE OUTCOME
原先的合同對成本的預估是500萬美元，整個工程結束的時候大概上漲了5%。
The original Contract Sum of just under $5M increased by around 5% over the span of the build.
環保可持續 | SUSTAINABILITY
在整個設計和建造過程中，原有的結構被儘可能重新使用。最後地下層的結構和首層的樓板都被保留下來。另一個需要小心地移開然後重新安裝的物品是一個大彩色玻璃壁畫。壁畫現在被放在東邊的入口，聯繫著劇場和新的學習中心。整棟樓在很大程度上是一個柱廊，拱門之間被鑲上了玻璃，以此來閉合空間。大面積的玻璃使得樓內的自然光很充裕，同時在玻璃經過陶瓷色釉處理，以此來控制太陽的熱能。
Throughout design and construction, there was a focus on retaining as much of the original structure as possible. The outcome being the retention of the basement structure as well as the ground floor slab. One other necessary item that was needed to be carefully removed and reinstalled was a large stained glass mural, which now sits above the eastern entry linking the theatre to the new Learning Hub. Being designed largely as a colonnade, the spaces between the arches were enclosed with glazing. The large areas of glass, allowing the building to be flooded with natural light were tempered with a ceramic frit applied to control the amount of heat gain and solar ingress.
▼拱門之間的玻璃做過特殊處理以防太陽照射下內部升溫過高，the glasses are tempered with a ceramic frit to control the amount of heat gain and solar ingress
滿足客戶的使用需求 | RESPONSE TO CLIENT AND USED NEEDS
Parade College的初衷是讓原來的設施重新煥發生機，走到教育和技術的前沿。在目前的教育環境中，學生們可在新的納什學習中心裡學習Parade College所提倡的優良的傳統，同時在這個當代前沿的技術化教育設施裡也可找到其他更好的機會。
Parade College’s intention was to regenerate their original facility to move to the forefront of education and technology. The new Nash Learning Centre is a place where students gain the advantage of the traditions Parade College offer within their current educational environment, as well as the enhanced opportunities a contemporary technological educational facility can provide.
▼新式的設計提供多樣的聚集空間，為校園帶來活力；the modern design provides many different spaces for assembly, bringing energy to the campus
項目規模：1730平方米
項目預算：$ 5000000
完成日期：2017年
樓層：2
Project size: 1730 m2
Project Budget: $5000000
Completion date: 2017
Building levels: 2
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