The Narcissus Neighborhood Campus Rishon LeZion

Typology City Building Plan

Rishon Lezion location. Israel

Area 70 dunams

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The Urban Scale: A Hebrew Garden and the Knowledge Campus are perceived as one urban complex and fold into each other. A garden in Hebrew as a green ring that envelops public uses, while the knowledge campus as a ring of public functions envelops a common internal garden - the knowledge square. The green streets and strips from the Narcissus neighborhood continue as a network of pedestrian paths through the campus and to the western boulevard that connects from north to south between a Hebrew garden and the commercial Jerusalem Street. Three piazzas face each of the sides of the triangle: Jerusalem Street - Piazza Hatarbut / Rakal Station, Mishkan HaNarkisim - Piazza HaNarkisim, and Magen in Hebrew - Piazza Hik Hateva. Three public centers strengthen the squares respectively: Jerusalem Street, and a district library kisses the garden in Hebrew and overlooks the entire campus, with a commercial wall integrated into public buildings along Jerusalem Street and the street bordering the Daffodil neighborhood.

Local scale: The educational buildings are designed as a "growing campus", on the physical level and in the age group - from kindergartens to integration into society. The kindergarten and youth club are adjacent to the kindergarten in Hebrew, elementary schools, a high school (middle school and high school), and public buildings. The whole space is well connected, both to the adjoining streets and between them. The educational buildings are intertwined with the views of the old trees, connecting the past and the present. Positioning the buildings by turning the long facades to a shady south and north produces climatic and well-ventilated buildings. The distances between the buildings produce outdoor areas with direct sun in winter, and shaded strips in summer.

The scale of the school: The folding between kindergarten and city happens once again in the design of a versatile structure. Instead of a linear and passive educational model, we offer the "knowledge boxes" - the "research box" in the form of an internalized library, poured into the inner garden. The "conversation box" in the form of a cafeteria hosts the city and connects to the municipal joint, the cluster of classes and the sports field. The contrasts happen once again in the common central space, the "boxes of thought and creation", which respectively turn to the past and the future - schools of different age groups. Each class cluster is designed for an age division that shares a common area. The folding happens once again as the northern classrooms look out over the garden and the southern classrooms, shaded and looking out over the city.

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