丝房，武汉，中国

2015-12-19穆威,万谦,王晨峰等

世界建筑 2015年3期

丝房，武汉，中国

Silk House, Wuhan, China, 2014

建筑设计：穆威，万谦，王晨峰，王晶石/华科优建（武汉）工程信息发展有限公司，华中科技大学建筑与城市规划学院，拉图尔自然生活

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

“丝房”是和拉图尔自然生活继“天空之城”之后的第二次儿童自然建造活动。这次我们选择了一片樟树林作为场地，40个6～12岁的孩子和家庭共同参与和建造。从3月～6月的每个周末，我们将家长和孩子聚集在建筑学院，从场地认知开始，每个孩子都需要提交草图和草模，并在建筑师指导下进行尺度和基本建筑知识的培训，5月份我们开始在树林里搭建真正的丝房。

“丝房”是一个在樟树林间被树木定义的建筑，樟树是环境，也是建筑的一部分。建筑师通过和孩子们反复进行的材料实验，用钢丝形成的空间结构作为丝房的主体结构，白色麻绳作为维护结构来定义建筑的外观。建筑没有图纸，而是用孩子的眼睛在树林里发掘隐形的建筑，建筑师提供在树林间编制空间的方式，因为孩子这个特殊群体的加入，“建筑”更像是一个硕大的林间玩具，实验性的构造，被树木定义的外观，童趣塑造的内部流线：这不是传统意义上的完美建筑，因为丝房没有基础，没有柱子和横梁，甚至没有任何一个杆件的存在。但丝房重新诠释了建筑的可能性，拓展了建筑学的边界，建筑学这个古老的学科，存在的4个问题在拉图尔儿童自然工坊之中被注入了新的答案：谁来设计？谁来建造？用怎样的结构？谁来使用？孩子是建造行为的主体，家长是孩子思想的放大器，建筑师提供了建造的基本方式，树林提供了建筑的隐形形态。

丝房是儿童自然建造的又一次尝试，可以随时终止，更可以无边界地继续下去。

项目信息/Credits and Data

设计团队/Project Team: 穆威，万谦，王晨峰，王晶石，蒋博尧，周延，冯梓原，方芳，王南薰，葛碧苑，李航，李婳，李昊，郭豪，王文文，胡彬岩，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

建筑面积/Floor Area: 300m²

设计时间/Design Period: 2014.03-2014.06

摄影/Photos: 郭利敏 (Fig.1, 3, 7, 9, 10, 11)，蒋博尧 (Fig.2)，谭刚毅 (Fig.5, 8)

2 模型/Model

3 细部/Detail

4 轴测示意/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.

评委评语

本项目是儿童参与建造的一次尝试。通过对樟树林空间的巧妙利用，以及最低限度的建造方法，使人工建筑和自然环境相结合，创造出有一定教育意义的可消失的临时性建构，可以引发对建筑与自然、专业设计与公共参与的再思考，也是一种职业建筑教育和公共建筑教育相结合的有意义的实践。

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.