三和國小位於台灣龍潭山邊，周圍丘陵環繞，砌石矮牆延伸，校舍教室以「ㄇ」字形平面架構朝向山谷。
基地位於校園西側高差1.6公尺之低處空地，其東側擋土牆將校園切分為二，使校園裡的活動因空間不連續而被受限。但緊鄰的四面環境透露著新的連結原動力：東側擋土牆上方高半層處，四棵鳳凰木下充滿活力的遊戲區；北側開放的斜坡柱廊上，學童穿梭與奔跑著。
基地旁既有的活力啟發我們在此打造一個兼具日常與儀式性的場所：一個平時人們可隨時加入、帶著自由氣質的場所；而另些時刻又能切換為運動、展演或典禮等內向性集中空間。
首先由基地的四個邊界底部切入，透過混凝土構造之可塑性，逐一在各個邊界對環境做出回應，建立一個鼓動活動連續性的基座。南側，水平厚牆延伸崁入地景中，承接地面力量。東側，大階梯平台打開擋土牆界線，引導東西向流動，延續鳳凰樹下遊戲場活力，也同時成為舞台或座椅；西側，退縮置入懸臂簷廊，與既有教室簷廊一高一低，展開對話。北側，「模仿」緊鄰的緩坡，橫向擴充出緩階梯，使原本僵硬的邊界被拓展為可自由橫向穿梭的空間。
上半部鋼構棚架由西向東傾斜，以輕薄的雙鋼板樑帶出主方向性，讓位於不同高程的人們，視線各自沿著樑穿越活動場，抵達鳳凰木下的遊戲場，開啟多向度流動的活動與風景。屋面在傾斜過程中，漸轉為下垂曲線，在整體方向性秩序裡，帶來另個隱藏中心，支持著底下活動場的凝聚角色。
棚子柔軟地覆下，與拔地而起的柱子相遇，在流動的環境中緊繫出場所核心。
Surrounded by the lush green hills and terraced fields in the Longtan district, Sanhe Elementary School is situated by the mountain in Taoyuan City. Extended from a low stone wall, the school building is a ‘U’ shaped plan, facing the valley.
The site for the new activity space is an empty lot on the western side of the school. It is 1.6 meters lower from the main school ground. The retaining wall on the eastern side of the site sliced the school ground into two parts, creating a limited and discontinuous path for everyday school activities. The existing boundary condition of the site provides very dynamic possibilities for new connections. Four Phoenix trees 1.6m above the retaining wall provide shade for a vibrant playground. The open ramped corridor on the northern end allows the students to run freely between floor levels.
The existing energy surrounding the site boundaries inspired us to create a project that can operate between everyday routine activities and a more inwardly focused space. It can operate as a place that welcomes people to join in spontaneously and freely and also for indoor/outdoor sports, classes, practices, performances and any other events to take place.
The design firstly cut into the four boundaries below the site. It utilizes the sculpted nature of concrete construction to respond to each of the surrounding boundary conditions individually. This generates a platform that encourages continuity and activities. On the southern boundary, a thick concrete wall extends and cuts into the landscape horizontally, holding up the weight of the ground. On the Eastern side, the wide stepping platforms opened up the borderline of the retaining wall, directing movement and circulation flow between the eastern and western sides of the site. This allows the energy from the playground area under the Phoenix trees to filter into the site. And at the same time it can used as a stage or seating inside. On the western side, the reinforced concrete construction has a series of cantilevered beams, set-back from the existing classrooms to create an open-corridor space that is slotted into the existing hallway creating interesting in-between spaces. The northern end “mimics” the adjacent sloped of the landscape. It expands horizontally into gentle steps, transitioning and softening the experience of a hard-edge boundary to become a space that can continue to open-up horizontally.
The upper steel canopy sloped from the west to the east. Utilizing the lightness of the steel board structure It brings forward the main directional axes of the roof construction, allowing people to see through the open activity space from different perspectives and at varying heights around the boundary. It opens up the playground area to transform into a fluid and multi-directional activities space within the landscape. The sloping steel roof structure also formally turns into a downward curvature from a straight-line, producing a hidden center to the overall architectural design system, and creates a greater sense of “stage” for events below.
The roof canopy gently covers over the activity space to met with columns risen from the ground, tying up all the fluctuating conditions within the surrounding environment and finally becomes the tightly knitted core for this new place.