玩耍、学习和制作–这是一个翻新三个并排的空教室的项目，作为学生的创客空间和设备室。教室里的地板和照明都已老化，需要更换。虽然教室的窗户朝南，但由于受到山脉的阻碍，照明环境并不理想。此外，教室前面的走廊是鞋架、水槽和货运电梯的混合体，所以该区域需要作为学生的教育空间加以改善。学校在创建创客空间时要求的基本要求如下。- 要将创客空间的功能延伸到走廊空间。- 为了学习活动的安全，要有教师可以轻松观察和控制的空间。- 有可能将现有的三间教室分别作为创客空间和设备室使用。

Play, Learn and Make – It was a project to refurbish three empty classrooms located side by side to use as a makerspace and equipment room for students. The flooring and the lighting in the classroom were deteriorated and needed to be replaced. Although the windows of the classrooms were facing south, the lighting environment was not favorable because it was hindered by the mountains. In addition, the hallways in front of the classrooms were a mixture of shoe racks, sinks, and freight elevators, so the area needs to be improved as educational spaces for students. The basic requirements requested by the school in creating a makerspace were as follows. – To extend the functionality of the makerspace to the hallway space. – For the safety of learning activities, to have space where teachers can easily observe and control. – Possible to use the existing three classrooms separately as a makerspace and equipment room.

我们认为，创客空间最根本的目标应该是创造一个可以激发学生创造性思维的地方，让他们进行各种活动。首尔市教育厅和松原小学在选择负责设计的建筑师之前，经历了一个协调设计简报的过程，同时逐一参观了以前完成的创客空间。我们专注于这样的设计理念：过多的设备或工具占据空间会限制儿童自由表达其创造力的活动空间。Sungwon小学的创客空间中最重要的空间元素是桌子。除了支持学生活动的设备和材料，我们认为孩子们可以舒适地一起（或单独）工作的桌子应该成为空间的中心。

We thought that the most fundamental goal of the makerspace should be to create a place where students could stimulate their creative thinking and allow them to do a variety of activities. The Seoul Metropolitan Office of Education and Sungwon Elementary School went through a process of coordinating design brief while visiting the previously completed makerspaces one by one before selecting an architect to take charge of the design. We concentrated on the design idea that too much equipment or tools occupying space could limit the activity space where children can freely express their creativity. The most important spatial element in the makerspace of the Sungwon Elementary School is the tables. Besides equipment and materials to support the activities of the students, we thought that tables where children can work together (or alone) comfortably should be the center of the space.

聚会桌–打算通过设计两张大桌子来形成创客空间的中心，最多可容纳15人同时聚会和工作。这两张桌子是以圆形和方形为主题设计的，具有明显的几何形状。考虑到小学生可以舒适地工作的规模，他们没有放置椅子，而是坐在地板上自由移动。这些桌子有一个内部空间和一个外部空间，被设计成在培训或生产活动中单独使用。支撑桌子的结构具有明显的形态特征，其中小的几何单元被连接起来，形成结构框架。这具有在学生坐下时自然划定个人工作空间区域的效果。

Gathering tables – It was intended to form the center of the makerspace by designing two large tables where up to 15 people can gather and work at the same time. The two tables were designed with the theme of round and square to have distinct geometries. Considering the scale that elementary school students can work comfortably, instead of placing chairs, they sit on the floor and move freely. The tables have an inside and an outside space and are designed to be used separately during training or production activities. The structure supporting the table has distinct morphological characteristics, in which small geometric units are connected to form the structural frame. This has the effect of naturally delimiting the individual workspace area when students sit down.

独立的桌子–在创客空间的窗户边，为学生规划了单独工作的空间。它的设计是以儿童成长的想象力为基础的，在南面窗户射入的阳光下独自度过。由于建筑成本的限制，更换窗户或安装单独的壁挂式工作灯没有实现，但我认为一个平静的个人桌子，不同于集体桌子的喧闹，将足以成为一个密集的工作空间。

Separate tables – By the window of the makerspace, space was planned for students to work individually. It was designed with the imagination of children growing up, spending time alone under the sunlight coming in from the south window. Replacing windows or installing individual wall-mounted work lights was not realized due to the constraint of construction cost, but I think a calm individual table, different from the bustling of group tables, will be good enough to be an intensive workspace.

由拱门创造的连续的房间–分隔三个连续教室的墙被拆除，以创造一个大房间。由于改造的性质，很难改变天花板的高度或移动外墙，所以在现有的学校空间结构中创造一个新的空间有很多限制。为了克服这些限制，我们利用现有的部分墙壁创造了一个拱形的边界，以创造一个开放的创客空间，孩子们可以在拱形的空间里移动。在各个桌子旁边，创建了一个倒置形式的小拱门，在视觉上将它们连接起来。

A continuous room created by arches – The wall separating three consecutive classrooms was demolished to create one large room. Due to the nature of remodeling, it is difficult to change the ceiling height or move the outer wall, so there were many restrictions on creating a new space within the existing school space structure. In an attempt to overcome these restrictions, an arch-shaped boundary was created utilizing parts of the existing walls to create an open makerspace, and children can move through the arches. Next to the individual tables, a small arched opening in an inverted form was created to visually connect them.

走廊展览墙–创客空间是学习和制作同时发生的地方。此外，让学生分享他们的制作也很重要。分隔走廊和创客空间的墙被设计成本身就是一个很好的展览空间，有儿童作品的展示台，适当的展示照明，以及与墙面结合的储存箱。人们期望儿童在经过时可以自然地观察和交流教室里发生的事情。创客空间的本质是学习、创造和分享。我们希望在Sungwon创客空间项目有限的预算和物理条件下，利用墙壁和家具实现最小的干预，以最大限度地实现这三个基本行动的可能性。

Hallway exhibition wall – Makerspaces are where learning and making happen simultaneously. In addition, it is important to allow students to share their productions. The wall separating the hallway and the makerspace is designed to be an excellent exhibition space in itself, with a display stand for children’s works, appropriate display lighting, and storage boxes integrated with the wall. It was expected that children could naturally observe and communicate what is happening in the classroom as they pass by. The essence of makerspaces is to learn, create, and share. We wanted to achieve minimal intervention using walls and furniture in the limited budget and physical conditions of the Sungwon Makerspace project to maximize the possibilities of these three essential actions.

Architects: GUBO Architects
Area: 202 m²
Year: 2021
Photographs: Hanul Lee, Wonkyung Seo
Interior Contractor: Artbank Inc
Senior Designer:Bongjun Cho
City:Mapo-gu
Country:South Korea