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谁要可持续发展——设计中的环境意识 被引量：2

SUSTAINABILITY ANYONE? ENVIRONMENTAL AWARENESS IN DESIGN
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摘要 最好的建筑是把建筑的不同角色(如社会的、环境的、结构的、功能的、美学的角色等)积极地结合起来并使它们相互包容。敏感、恰当而巧妙地实现可持续性的最终设计方案,只能经过复杂而交互的过程才能产生,而并不是从一开始就明确地关注于环境方面的规则。本文回顾了剑桥大学一年级环境设计教学的课程,说明了鼓励学生的环境意识是促成可持续性作为一个主要设计元素的关键。 The best architecture is one in which the various roles of architecture（social, environmental, structural, functional, aesthetic, etc.）are positively combined and mutually inclusive. Sensitive and appropriate final design proposals that address the issue of sustainability intelligently can only emerges as a result of a complex iterative process in which design development is shaped but ont explicitly dictated by environmental imperatives. This paper reviews the environmental design teaching in the first year at Cambridge, which underlines the importance of encouraging ‘environmental awareness＇ in design students as a key aspect of the promotion of ‘sustainability’ as a mainstream design issue.
作者 玛丽.安.斯特恩
机构地区 英国剑桥大学建筑系
出处 《世界建筑》 北大核心 2004年第9期54-61,共8页 World Architecture
关键词 可持续性 环境意识 剑桥 Sustainability, Environmental awareness, Cambridge
分类号 TU-023 [建筑科学—建筑理论]
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  • 1An environmental coursework exercise has now been introduced in first year which requires the students to demonstrate how environmental principles have shaped the design development of their main project. First of all they are asked totake their models to the heliodor and to document how sunlight penetration into their buildings changes across the year. Tney are then encouragedto make scheme alterations in light of the detailed information they have gathered and to illustrate this in annotated diagrams of their proposals.
  • 2Cambridge University/Architecture Department website: arot.cam.ac.uk/coursebase/handbook/undeergrad.
  • 3The course aims to relate context to principles.The weekly teaching format of a Lecture followed by a class, ensures that a more active grasp of the practical application of the principles introduced in the lecture can be gained through the completion of exercises during the class. Ln addition three case -study site visits to buildings in Ca mbridge and a week long trip to Rome serve to encourage the students to record their own impressions of the environments they are experiencing, and to judge for themselves the success with which environmental issues have been addressed and integrated in specific projects.
  • 4The lecture reviews both the arguments for its introduction as a fundamental determinant of design, and assesses the claims to “greenness”of a range of recent buildings.
  • 5Unpublished introduction to University of Cambridge First Year Architecture BA course.
  • 6Section of unpublished brief entitled ‘Reptile House’ from University of Cambridge First Year Architecture BA course.
  • 7Piano, R., The Renzo Piano Logbook, Thames and Hudson, London 1997, p.10.
  • 8Carl makes use of this term in Carl, P.,‘Ambiguity of intentions', in Steemers, K, and Steane, M.A., eds., Environmental Diversity in Architecture, Spon Press,to be published summer 2004.
  • 9The students who undertook the first year course described in this paper have now reached the end of their undergraduate course. A recent study trip to Paris with a group of them underlines the imporfance they affach to assessing how people respond to particular environments, their environmental awareness revealed in a conscious appreciation of what they described as an ‘environmental moment': the way in which many of those who had gathered together to shelter from the wind among the park chairs at the sunlit end of the Palais Royale,had eyes closed and faces tilted and turned to the sun, basking in the fragile but precious warmth it offered on a cold Spring day.

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世界建筑
2004年 第9期

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