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IMAGEN PRINCIPAL PROPUESTA + CONTEXTO
IMAGEN PRINCIPAL PROPUESTA + CONTEXTO

PREEXISTENCIA ESTRUCTURAL Y SOCIAL-CULTURAL COMPONENTE DEL MUELLE
PREEXISTENCIA ESTRUCTURAL Y SOCIAL-CULTURAL COMPONENTE DEL MUELLE

VISTA AEREA PROPUESTA + ACTIVIDADES EN CONTEXTO URBANO
VISTA AEREA PROPUESTA + ACTIVIDADES EN CONTEXTO URBANO

CUBIERTA HABITABLE + ESPACIO PÚBLICO
CUBIERTA HABITABLE + ESPACIO PÚBLICO

PLAN MAESTRO CUBIERTA + MUELLE
PLAN MAESTRO CUBIERTA + MUELLE

SECCIONES LONGITUDINALES PLAN MAETRO
SECCIONES LONGITUDINALES PLAN MAETRO

PLANTA PRIMER Y SEGUNDO NIVEL
PLANTA PRIMER Y SEGUNDO NIVEL

VISTA INTERIOR JARDÍN INFANTIL
VISTA INTERIOR JARDÍN INFANTIL




ÍNDICE DE PROYECTOS
 
AMSTERDAM CHILDREN´S PLAYSCHOOL
Universidad de Santiago
ARCHITECTURE,URBAN DESIGN,LANDSCAPE DESIGN

The project recognizes the pier as a binding element between the river and the urban space, introducing the user to the water as the Dutch have tried to control it through the use of polders.

Thus, the proposal rescues the activities existing in the place and integrates kindergarten through 3 basic operations that make the entire project.

A. Consolidation of the pier edge as a public walk that allows programmatic multiplicity.

B. A habitable slope as a great outdoor amphitheatre , maintaining the direct relationship between users, the existing cultural and the water.

C. A kindergarten that is generated under the roof, which opens and connects to the rest of the city. Thus, the kindergarten is developed inside the inner space of the slope .

The spatial relation ship of learning among children is based on 3 important elements; a big common space formed by round playgrounds, which encourage collective integration and participation; classrooms for learning, and transparent playgrounds of transition which allow have a direct perception with the outside of the pier and the slope. Both programs communicate each other visually through skylights that illuminate the interior of the kindergarten and a large interior playground that relates to the public surface of the slope with the interior of the kindergarten. In this way, children relate to their surroundings from various perspectives and allows the coexistence of both applications.

Programmatically , children play and learn in the garden during the day and in the afternoon the pier turns into a great platform of recreational activities related to water and promotes the use of public spaces .

Thus this Project develops an integral proposal of landscape that not only is related to the kindergarten program, but it also promotes the use of public spaces.