荐场 | ASLA获奖团队专访：Thermal Thresholds 北极圈的恒温空间

作为ASLA PHL2018年会官方合作媒体，建道ArchiDogs受邀参加了去年10月在费城举行的会议，推出了“聚焦ASLA”系列报道与访谈。

本期，我们采访了作品Thermal Thresholds的设计团队、学生ASLA协作荣誉奖得主，一个由景观设计系教授Leena Cho和Matthew Jull创建的多学科设计研究组——Arctic Design Group（ADG），将与大家分享该团队的设计项目与求学经历。

采访团队 | Interview Team:  Ying Qin, Sherry Li

编辑 | Editor: Ying Qin, Zhao

Thermal Thresholds: Education and Play in the Arctic

Minto, AK, USA | University of Virginia

© Asla.org

Team设计团队：

Yin Yu Fong (台湾): UVA建筑专业三年级研究生。

Anna Morrison (亚特兰大)：UVA建筑专业三年级研究生。

Katie Kelly (纽约北部)：UVA景观建筑专业三年级研究生。

Faculty Advisors 指导老师: Matthew Jull, Leena Cho

 Model of the Minto school and landscape (1:100)

©Arctic Design Group

Thermal Thresholds获得了学生ASLA协作荣誉奖，同时也是Azure杂志AZ+学生奖的最终入围项目。2017年秋天，在建筑学教授Matthew Jull领导下，設計團隊開始投入研究及設計。

Arctic Design Group (ADG) 是一个由景观设计系教授Leena Cho和建筑学教授Matthew Jull创建的跨領域设计研究组，此項目为ADG全面的設計研究做出了很大贡献。

Reference website  参考网站：

https://arcticdesigngroup.org/ARCTIC-DESIGN-GROUP

https://www.kutonotuk.com/ABOUT

---

采访 | Interview

A: ArchiDogs

KK: Katie Kelly

AM: Anna Morrison

YF: Yin Yu Fong

A: Congratulations on receiving the Honor Awards in Students Collaboration category. What does this award bring to you as landscape architecture and architecture students?

A：先恭喜你们获得学生协作类荣誉奖。作为一个景观专业和建筑专业的学生来说，这个奖项给你们带来了什么？

KK: Thank you. For me this collaboration was particularly special and I was happy to celebrate the work we accomplished together. As a landscape architecture student working with two architecture students, this collaboration in retrospect seems pretty exceptional because most schools rarely offer the opportunity for studio collaborations between disciplines. It was exciting also to begin the design at the landscape scale and work inwards, addressing the building as a series of thresholds that integrate the landscape into each layer. In this way, the project as a whole is emblematic of the interdisciplinary nature of the group.

KK：谢谢。对于我来说这次与大家的合作非常的特别，我很高兴能和大家一起庆祝这个我们共同完成的项目。作为一个景观设计专业的学生能和两个建筑专业的同学合作，回想起来这段经历真的十分独特。因为大部分学校都很难提供跨学科之间的协作。同样令人兴奋的是，这个项目需要从景观的范畴和建筑设计到内部空间相互配合；把建筑作为一系列的界限然后将景观融入到每一层当中去。所以这个项目是成功的跨学科团体合作的象征。

 Drawings showing thermodynamics of interior and exterior spaces of the school

©Arctic Design Group

A:  What inspired your team to work on this topic?

A：是什么启发了你们去开展这个主题的？

YF: Most of the buildings in Alaska are designed for the lower 48 but not designed for the arctic climate. We also found that families really want to pass along their tradition and culture to their children. Many of the parents are working in Fairbanks and Anchorage, so they are taken care by grandparents in the village. Many of the homes are not spacious, so they need a gathering space. The town has an “activity center”, but these residents don't use the venue that much. One reason is because the fuel is very expensive, so if they want to heat up the space, they have to use extra energy; we also found that the community center was not centrally located to the village.The school acts as the main space of activity for the whole town, we learned when we communicated with local residents. It is not only for study, it also provides them a with a main space to play, learn, and access basic necessities like Wifi. Basketball games are the center of their leisure activities, all residents engage the games. Also, they use the venue for weddings, potlaches, and celebrations. Therefore, we wanted to design a space to provide the function appropriately for the environment of interior Alaska as well as the culture.

YF：阿拉斯加大部分的建筑并不是为当地气候而设计建得，而是依美国其他较低纬度的48州的标准而设计。我们发现很多家庭希望能传承他们的传统和文化给他们的下一代，许多父母都在Fairbanks 和 Anchorage 工作，所以小孩都是在乡间由祖父母照顾。许多房子并不宽敞所以他们很需要一个能够聚集交流的场所。小镇里有一个活动中心，不过镇上的居民并不经常去。原因一是因为如果他们想要让室内暖和些就必须得用额外的能量去取暖，而燃料并不便宜。 另一个原因是这个活动中心建在小镇的东北方向，那里相对荒凉无法为居民提供更多其他的活动和娱乐。 在当地研究勘查时，我们发现学校是整个镇上主要的活动及大型聚会空间，同时学校提供Wifi以便村民与外部联系。篮球比赛是Athabaskan非常重要的活动，每次比赛全村居民都会动员参与，所以这里并不光为学生提供知识，同时也是娱乐和学习生活技能的一个重要的场所。并且，这里还经常用来办婚礼或其他庆祝仪式。因此，这些条件促使我们想要设计一个真正有效符合当地需求的空间。

 Drawing of the Minto Flats

©Arctic Design Group

A:  What kind of reasons your team choose Minto as the project site? Have you guys ever considered other places?

A:  是什么理由让你们选择Minto作为这个项目的地点呢？ 你们有考虑过其他地方吗？

AM: Our reasons for choosing Minto were both quantitative and qualitative. Located in interior Alaska, Minto experiences the most extreme seasonal shifts in Alaska, ranging from -50F in the winter to 80F in the summer.  In the context of these thermal swings, a rich ecosystem thrives, microclimates develop, and the built environment has to adapt.  This extreme climate required us to develop a highly flexible design that could change along with the weather. 

Visiting Minto also left an indelible impact on us.  The Athabaskan people have lived in interior Alaska for over a thousand years and the residents of Minto gave us a rich understanding of their past and current way of life.  We were inspired by the complex role of the school in Minto, which currently hosts potlatches and basketball games in addition to educating kindergarten through eighth grade.  Only two generations away from the forced schooling of native Alaskans that took children away from their communities and outlawed their native languages, the local school is a place of cultural sovereignty and communal gathering.  The Minto residents were incredibly generous in inviting us in to their community and taking interest in sharing ideas about the built environment in the Arctic and sub-Arctic.

我们选择Minto的原因既有量化上的考虑也性质上的考虑。 Minto位于阿拉斯加内陆有着非常极端的季节变化，冬天可达到-50F(-46C),而夏天最高到80F（27C）。尽管在这样热波动的环境下，生态系统仍然欣欣向荣，微气候的发展和建构环境都必须适应。这种极端气候促使我们发展一种可以随着天气变化而变化的高度灵活的设计。

拜访Minto也带给我们不可磨灭的影响。 Athabaskan在阿拉斯加内陆生活超过了千年，Minto当地的居民让我们对他们的过去和现在的生活方式有了更深入的了解。当地「学校」的复合需求及对居民的重要性，带给我们极大的启发，此学校除了教授从幼儿园到8年级的课程外，还举办冬节（一种印第安部落节日）和篮球比赛。距离实施强制要求的教育体制，在本土阿拉斯只有两代人而已，政府把小孩带离他们的社区并宣布他们的方言是违法的。对居民而言，学校是文化自主权和社区聚集的场所。 Minto的居民极其慷慨的邀请我们去他们的社区并很感兴趣的分享了他们对促进北极和亚北极环境的想法。

A: Did you go to Minto to do inventory and analysis? If you did, could you share with us about how you collect and analyze information from the site visit?  Any interesting thing happened during the research?

A：你们都有去阿拉斯加现场做场地分析吗？ 能分享给大家你们是怎么从现场收集和分析信息的呢？ 有什么有趣的事情发生吗在你们的研究过程当中？

KK: A critical part of our studio was a 10-day visit to Alaska, beginning in Anchorage and ending in Utqiagvik, the northernmost city in America. Our research began in the month prior to our trip, and in that time we determined that we were interested in studying microclimates as a design strategy to mediate the extreme climate, protect indoor spaces and extend the usability of outdoor spaces. On site, we studied thermodynamics in the built environment, and how building materials and topography manipulated the heat from buildings and bodies. We did this by collecting climate data on site. We also constructed an arduino (with a lot of assistance from a UVA MLA/PhD coding wizard Zihao Zhang!) that we carried throughout the trip. This device collected temperature, humidity and geolocation data, which helped us visualize the stark contrast between interior and exterior environments.

(The Arctic Design studio and trip were sponsored by the Arctic Design Group, University of Virginia, Center for Global Inquiry and Innovation, and the Anchorage Museum.)

kk：我们的设计最关键的一个部分就是为期10天的阿拉斯加场地调研。行程开始于Anchorage, 结束于美国领土最北边的城市Utqiagvik。我们的研究开始于旅程前的一个月，那个时候我们就决定了我们感兴趣的研究方向，是用微气候作为设计策略去调节极端天气，保护室内空间并延展室外空间的可用性。在现场我们研究了在建筑环境中的热力学，还有怎么通过建筑材料和地形来控制室内和身体本身的热量。我们组装了Arduino来收集即时的讯息，编码部分的工作得到学校MLA/PhD Zihao Zhang的很多帮助。我们的整个行程中都带着这个装置收集温度，湿度和地理位置的数据，这帮助我们可视化了室内和室外环境的鲜明对比。

我们非常感谢The Arctic Design Group, UVA, Center for Global Inquiry 和Anchorage Museum 对 The Arctic Design Studio 和这次场地调研的赞助和支持！

 Image of the Yukon Flats on the drive to Minto

©Arctic Design Group

A: What surprised you the most when working on this project? Any challenges?

A:  在这个项目的过程中有什么惊喜和挑战呢？

KK: There were many surprises and challenges...not sure where to start! In relation to Alaska, we were all surprised by how vast and diverse the landscape is, and we only saw a fraction of it. It is difficult to imagine the scale of the place, and yet there are only roughly 750,000 residents within the state. Compared to its size, Alaska also has very few roads, most of which are concentrated in the southern cities. We were shocked to hear from residents of the towns and villages we visited about the high cost of travel in and out of villages and the various modes of transportation needed. Most villages are not accessible by road and therefore require boats, planes, or snow machines (snowmobile) to access them. Mobility in general was something that surprised and intrigued us about this place.

KK：整个过程都充满了惊喜和挑战，我都不知道该从何说起。 关于阿拉斯加，我们都惊讶于这片土地的广袤和多样化，而且这只是我们见到的冰山一角。相比其面积很难想象只有大约75万人的整个阿拉斯加到底是什么样子。阿拉斯加的公路也很少，大部分都集中在南部城市。我们很震惊的听到我们访问过的城镇居民告诉我们出入他们村庄费用有多么的昂贵，这里有多么的需要各种的交通工具。大部分村庄都没有公路可以抵达，所以需要船只，飞机和雪地车才能进入。总的来说，我们对这个地方的流动性感到惊讶和好奇。

Experiments with conductive, convective, and radiative heat

©Arctic Design Group

A: Since this project is grounded in principles of thermodynamics, can you explain how the landscape design relates to the theory and makes a microclimate for the outdoor space?

A：因为这个项目是基于热力学原理，你们能否解释一下景观设计是怎么和这个理论联系到一起的？ 怎么为室外空间创造一个微气候？

AM: To allow the environment to drive the design of the school, we first sought to understand the spatial qualities of thermodynamics.  Our team devised a series of experiments to explore how architectural and landscape design impacts the different types of heat transfer.  Building orientation, enclosure size, materiality, and apertures were tested using physical models, artificial heat sources, and thermal paper.

The understanding of convective, conductive, and radiant heat transfer methods guided the design of the building and surrounding landscape.  For instance, the playable berms around the gymnasium and enclosing the playground contain warmth by resisting convective heat flow (a.k.a. Through insulating space).  This creates a warmer environment for play while using less energy to heat the space.  The conductive transfer of heat from the building to the surrounding landscape is exploited by designing small gardens in between the classrooms. 

The added surface area from creating indentations in the facade allows for more heat to conduct through the walls into the ground at these moments, thereby creating a microclimate where plants can grow.  In all cases, the thermal objectives are paired with recreational objectives, creating spaces of play and learning out of thermodynamics.

AM：偏重于环境考量的设计，驱使我们探索理解热力于空间传导的关系。我们的团队设定了一系列的实验来探索建筑和景观设计如何影响不同类型的热传递。我们制作了一系列装置，利用人工热源和热力感应纸等，测试了建筑物的方位、量体尺度、材料物理性质等与热传递方式之间的关系。

透过对于热对流、热传导和辐射热的传递方式的理解，引导了我们对此项目建筑和周围景观的设计。例如，被设计过的凹陷地环绕的体育馆，和有屏阻的游戏场就会通过抵抗对流性热传导来保暖（通过绝缘空间)，这创造了一个温暖的环境但又能节省能源来加热空间; 通过在教室之间设计的小花园开发了从建筑物到周围景观的传导性热传递; 从教室外墙的量体与量体之间中增加的表面积允许更多的热量通过墙壁进入地面，从而创造出适合植物生长的微气候。以上，热能目标与游嬉目标相结合，创造出了这个以热力为基础的设计，但浅移默化的带入玩耍和学习空间。

©Arctic Design Group

A: Architecture design is a key part of the project. Our audiences also interest in this building. How those different wall systems work? Are there any special materials to be used for the architecture? Have you done any research and calculation about how to provide a comfortable temperature to classrooms?

A：建筑设计是这个项目很关键的一部分，我们的读者同样对这个建筑很感兴趣。这些不同的墙体系统是怎么工作的呢？有用到什么特殊的材料吗？你们有做任何关于怎么能为教室提供舒适温度的研究和计算吗？

YF: The wall systems are not necessarily special, but the concern is to design appropriate insulating layers. The key of the architecture design is to thicken the threshold. Wind is one of the main challenges to maintaining heat, so we designed the classrooms to the west side of the building where most of the wind comes from east. Therefore, the gym and the semi-indoor space become the very thick threshold to protect from northern winds to affect directly to the classrooms. We also design some gaps in between different classrooms to create micro-climates in outdoor spaces. The gaps provide relatively warmer spaces for nature. From our observations from the trip, when the building has thermal bridge where heat leaks from indoor, these outdoor spaces are much warmer and support vegetative growth. We combined these two elements to design small areas for vegetation right next to classrooms, and we are able to grow edible and native plants there, which provides the function of landscape education.

We also did some experiments and we found that concrete is actually a better material for the construction of the roof. Warm air rises and cold air drops; and steel has too high conductivity to transfer cool into indoor. We also use Revit plug-in, Seferi, to test materials and building orientations to help us to decide what is the best choice for the project.

The ground is actually the best insulation to retain heat, so with the largest program of the building–the gymnasium–we’ve sunken it into ground to reduce energy cost. Theoretically, warm air raises, so we consider exercising people have high body temperature to become a micro-heater to produce heat, which also as the function to reduce the energy to heat-up the largest open space in the school. Minto is also in a region of semi-permafrost, meaning that we could still dig below ground and not run in to ice.

YF: 墙系统本身是不具有特殊性的，但关键是设计合适的绝缘层。这个建筑设计的关键是加厚了被环境影响的介质。风是保持热量的主要挑战，所以我们将教室设计在建筑的西边，因为大部分的风来自于东方。而体育馆和半开敞室内空间变成了保护教室直接受到西风影响的一道很厚的界限。在不同的教室之间我们设计了一些量体之间的室外空间创造了微气候，那些空间为自然提供了一个相对温暖的室外空间。从我们这次的旅途我们观察到当建筑有热桥时，室内的温度就会从那里流失。那些有微气候的室外空间更加暖和并能更好的支持植物的生长。我们把这两个要素结合起来在教室的旁边为植物设计了一小块地方，那里用于种植可食用的和本地的植物，这也提供了景观教育的功能。

我们另外做了一些实验，发现混凝土在当地会是比较适用于建造屋顶的材料，暖空气会上升，冷空气会下沉，钢材有很高的传导性会将冷热空气传入室内或传递到室外，所以并不适合。我们还用Revit外挂程式, Seferi 去测试材料和建筑的方位来帮助我们应证什么是最佳选择。

土地其实是保持热量最好的绝缘体。体育馆是这个建筑中量体最大的空间，我们设计它成为一个下沉空间，利用土地去保护热量的流失。理论上而言，暖空气会上升，所以我们考虑到锻炼中的人们会有很高的体温，而这个热量可以变成一种微加热器在体育馆这么一大块开敞空间里去产生热能，所以以相对低的燃料能源来保持室内温暖。 Minto 位于半永久冻土层区， 这意味着我们的场地还可以往下挖也不会掉进冰层。

©Arctic Design Group

A: What do you think about the architecture style? How it connects to native Alaskan habitat?

A：建筑的风格是怎么考虑的呢？这个风格如何联系到阿拉斯加原住民的栖息地？

YF: The architectural style is largely informed by the functional needs  many other elements are very important for native Alaskan. For example, we design the roof grids to have the function for hanging and drying meats in the space. Also, we designed the main circulation as axes to go to hunting trails passing through the area of hanging food.

On the playground, the play structures are inspired by the traditional hunting structures, caches and fish drying racks. We used the materials and the landforms as elements to design the play equipment, which we want these children to play and learn their traditional culture at the same time. The design directly supports the existing curriculum that the school district now uses to reintroduce Native traditions that have been lost in the last several decades.

To design for seasonal change is one of the most important purposes for the project. The amphitheater is part of the hunting trails which functions as an outdoor classroom, as well as the trail which is designed for students to learn about the surrounding landscape and trapping and hunting practices.

YF：建筑风格很大程度上取决于功能的需求，许多其他元素的运用对当地的阿拉斯加人来说非常重要。例如，我们设计的屋顶格栅就有悬挂和风干肉类食物的功能。此外我们还把主干道作为通往狩猎途径的轴线，这个轴线会经过悬挂食物的地方。

在游戏场上，游戏设施的结构灵感来自于当地传统的狩猎工具，储藏以及干鱼架的结构。我们考虑用材料和地形作为游戏设施的设计元素，并希望孩子们能在游戏的同时学到他们的传统文化。该设计直接支持学校现有的课程，这些课程开始重新引入已经丢失了几十年的阿拉斯加土著文化传统。适应季节性变化的设计是我们这个项目最重要的课题之一，露天广场是狩猎路径的一部分，它同时也有室外课堂的功能，学生们可以在这里学习到如何利用周围的环境，设计抓捕圈套和打猎练习技巧。

A: Some people think that human society should slow down the pace of development for the recovering of nature. How do you see the balance between protection and development?

A:  一些人认为人类社会应该减缓发展步伐好让自然能够有恢复喘息的机会，你们怎么看待保护环境和发展之间的平衡？

KK: This is an interesting question, especially in relation to future development in Alaska. Countless developments at the service of the US government have irreversibly impacted arctic ecology, while a number of conservation policies have actually impinged on Native Alaskan traditional migratory hunting practices. The consistency in our policies for protection and development are that they have both generally ignored the interests of the people who first occupied this land, a land that does not end at the border between US and Canada, as our maps suggest, but is a continuous and complex ecology. This question of protection versus development will become even more relevant as countries compete to develop the increasingly habitable arctic.

KK：这是个很有意思的问题，尤其是这关系到阿拉斯加未来的前景。美国政府无数的发展已经对北极圈的生态造成了不可逆转的影响。而一些所谓的保护政策实际上是妨碍了本土阿拉斯加人传统迁徙狩猎的方式。一贯的保护及发展政策，一向都忽略了当地原有居民的利益及权利。这片土地并不是美国和加拿大之间的边界终点。如同我们地图所示，这是一个持续和复杂的生态地。随着各个国家之间开发宜居性北极的竞争，这个保护对峙发展的问题变得日益重要。

A: This Project finished by collaborating between Landscape Architecture students and Architecture students. So what kind of opportunity brought you guys working together?  Did any one of you have an architecture background?

A:  这个项目是景观设计的学生和建筑设计的学生合作完成的，是什么样的机遇让你们能工作到一起？ 你们当中有人有建筑设计的背景吗？

KK: None of us were trained in architecture in our undergraduate studies, though we each had affinities for design early on. Yin studied theater and worked in fashion and design in Taiwan, Anna studied anthropology and worked for the Battery Park conservancy in Brooklyn, and I studied interior design and worked for a landscape architect before starting grad school. I think this range of skills and experiences served our project well.

KK: 我们没有任何人在本科的时候得到过建筑方面的训练，但是我们在设计方面都有相似的经验。 Yin 在台湾曾经学剧场，并在时尚和设计领域工作，Anna 学的是人类学并且在布鲁克林的Battery Park Conservancy 工作过。而我曾经的专业是室内设计，但是进入研究生院之前我为一位景观设计师工作过。我认为就是我们这一系列的技能和经验使我们更好的服务于这个项目。

©Arctic Design Group

A: How do you feel about this cooperation? What you guys learn from each other?

A：对于这次的合作你们是什么感受？你们都从彼此身上有学到什么吗？

AM: As Katie mentioned, we all brought different skills and interests to the project, which might have posed a challenge to creating a unified project.  However, our shared interest in developing a design unique to this place, where spaces were formed out of climatic constraints and local ways of life, helped us to harness these differences and create a more robust project.  We also cannot overstate how helpful the cooperation was with the Minto community, Jackie Schaeffer of the Alaska Native Tribal Health Consortium, and Jack Hebert of the Cold Climate Housing Research Center.

AM：如同Katie之前提到的，我们的背景都为这个项目带来了不同的技能和兴趣， 这也许也给整个项目的整合程度带来了挑战。然而，我们的共同兴趣是为了开发设计上的独特性。在这里，空间是由气候的限制和当地的生活方式形成的，这帮助了我们去利用这些独特性去创造一个更加扎实的项目。毫不夸张的说Minto社区，Jackie Schaeffer of the Alaska Native Tribal Health Consortium, and Jack Hebert of the Cold Climate Housing Research Center.的合作给我们的项目带来了巨大的帮助。

A: Is there anything else in this project that you think it can be improved if the team got more time to do?

A：如果时间允许的话，这个项目有什么地方是你们认为还有改进空间的？

KK: With more time, I know we all would have loved to engage the Minto community more. The time we had to spend at the village was limited, but we were fortunate to have met some very generous and knowledgeable people who continued to offer their expertise after we left. At the school we met both the principle and the teacher of language and culture for the Yukon-Koyukuk school district. The students were learning how to make jam that day with berries they picked outside. We learned from this teacher that the school district has begun to incorporate Native traditions into the curriculum as a way to teach science, math and technology. This information inspired the way we approached the design of the building and landscape, and certainly with more time we could have gained more knowledge about the community’s needs.

KK：如果有更多时间的话，我们会希望整个Minto社区都能更多的参与进这个项目中来。我们花在村里的时间是有限的，但是我们很有幸的遇到了许多慷慨，知识渊博的人，他们甚至在我们离开了那里之后都依然不断的提供他们的专业知识给我们。在学校里我们遇到了Yukon-Koyukuk 学校教区的校长和教语言文化的老师。 当时学生们正在学怎么用他们在外面采集的浆果做果酱。我们从这个老师了解到学校已经开始将本地传统融入到课程当中去作为教授科学，数学和技术的一种方法。这个信息启发了我们设计建筑和景观的方式。如果我们真的有足够充分的时间的话，我们希望能获得更多关于这个社区需求的知识。

©Arctic Design Group

A: If let you say one thing that is the most important to a student who wants to participate this competition, what would you say?

A:  如果让你们说一件对于想参赛学生来说最重要的事，你们会有什么建议？

KK: I appreciated the comment from the jury that the project was “joyful” because I felt as a group we prioritized playfulness and experimentation as much as anything else. Enjoying the work and believing in its value allowed us to invest in the project on a level that wouldn’t have been possible without joy (and humility!). We reminded ourselves of this especially at the moments that were most challenging.

KK: 我们感谢评委对我们项目的评价“快乐的”我认为作为一个小组，我们把玩乐和实验和其他事情一样看得同等重要，享受这个工作并坚信它的价值所在使我们能够很好的投入到这个项目中，当然，如果没有快乐和谦逊的态度这件事情也无法达成。我们一直提醒着自己这一点，尤其是在工作具有挑战性的时刻。

A: Can you introduce the Landscape Architecture and Architecture programs at UVA? What’s your experience in this program?

A：你们能介绍一下UVA 的景观设计系和建筑设计系吗？ 你们的个人体验是什么?

KK: When Anna, Yin and I started the landscape and architecture programs in 2016, it was a really dynamic and exciting time. The new dean, Ila Berman, funded an extraordinary number of traveling studios during the fall of 2017 and this allowed us to travel to Alaska. The landscape department also hired a new chair around that time, Bradley Cantrell, and his As I’ve mentioned before, it is a place that is really supportive of collaboration and interdisciplinary thinking, and which prioritizes socio-cultural initiatives and ecological scale thinking. Anna, Yin and I first met during the Summer Design Institute at UVA, which is a design “bootcamp” for all incoming landscape architecture and architecture students that occurs the summer before the first semester of grad school. Throughout the summer students are partnered in teams across landscape and architecture and this establishes a great rapport between the departments throughout our three years in the program.

KK：2016年当Anna, Yin和我开始进入景观和建筑设计系的时候，那是一个充满活力且令人兴奋的时刻，新院长Ila Berman 在2017年秋天期间资助了我们的旅行工作室，这也是我们有机会能去阿拉斯加的原因之一。景观设计系同样也来了一位新的系主任Bradley Cantrell。我们系真的是一个支持合作和跨学科思维的地方，这里优先考虑社会文化倡议和生态规模的思维。Anna, Yin 和我初次遇见是在UAV的夏天设计机构，这是一个为景观和建筑设计学生们在正式开始研究生院第一学期前的夏天搞得一个设计“训练营”。整个夏天景观和建筑系学生们都会以团队形式合作，这也为我们这三年中跨系之间的合作打下了融洽的基础。

后台编辑｜安琪

版权声明

版权归作者所有，

如需转载请联系ArchiDogs或作者获得授权

 THE END 

---

推荐阅读