LONG RANGE FACILITY PLAN Rosa Parks Elementary School 31 January 2012
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1 ADVISORY COMMITTEE MEETING 3 LONG RANGE FACILITY PLAN Rosa Parks Elementary School 31 January 2012
2 Elements of the 21 st Century School
3 AGENDA: Background Elements of the 21 st Century School Case Studies
4 background In 385 Plato met under a tree and there was order years later some crazy Austrians discovered L.A. and there was chaos
5 vastly different from the european model of learning through apprenticeship, public schooling in america called for a more generalized curriculum aimed at educating citizens for a democratic society
6 evolution of pedagogy 1780 s one room schoolhouse: multi-age, community based 1800 s lancaster model: fixed seats, large classrooms, rote memorization 1850 s the quincy plan: graded classes, 31 x26 for 55 students 1910 s the gary plan: work-study-play specialized spaces 1940 s crow island: utilizing form, space and order to enhance learning 1950 s boomers: under population pressure, crow island plan was cloned 1960 s open plan: freedom for self-directed education 1970 s energy crisis eliminates windows, renovation abounds 1980/90 s schools within schools, neighborhoods & houses 21 st century and beyond
7 typologies
8 main objective: provide separation from work and family provide shelter and basic comfort
9 evolution from the one-room to multi-room layout: The Lancaster Model resulted in the unification of the separate reading and writing schools, includes history, grammar, composition.
10 evolution from multi-room to grade school in 1848: boston s quincy grammar school is the first fully graded public school building in the us. grades were separated by floor with the auditorium on top and admin in the basement.
11 1912, the Gary Plan envisions a work-study-play school: Reformist push for new educational approach based on learning through creative participation. specialized classrooms accommodate science, art, vocational training, gymnasiums, workshops playground and an auditorium.
12 Crow Island 1940 s, first time architecture was recognized as partner in the educational process: superintendent c.w. washburne meets with l. perkins and e. saarinen to replace the formal rigid organization of the victorian box and classroom cells with a residential scale schoolhouse in which classrooms are designed to support each educational program, zoned by age group with four classroom wings surrounding a common activity core.
13 Each classroom is a self-contained unit; an L- shaped space with its own workroom, outdoor study/play courtyard, restrooms, sink and drinking fountain. These learning environments foster creative curricula and warm communities by design..
14 WWII intervenes
15 funds that had been dedicated to new school construction were diverted to finance the war WWII prohibited educators and architects from building on the lessons learned from crow.
16 1950 s and 60 s marks the highest level of school construction in history architects are scrambling to meet the urgent demand focus on economy and efficiency rather than matching program and plan. many schoolhouses reverted to plans used a half century earlier. where crow was used is was modeled in form, not in spirit.
17 low tech function / high tech look 1957 riverview high school, florida (paul rudolph) solutions integrated natural daylight, minimized direct sun and maximized ventilation. covered walkway ensured students were always protected from the sun and rain. generous corridors open at both ends to ensure a constant cross breeze. internal high-level windows in the classrooms ran the length of these corridors narrow slots in floors open to below along each side. Hot air was naturally drawn out of the classrooms and corridors, rising up and out clerestory windows in the hallway
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19 1960 the open plan was imported from england:
20 1970 s and 80 s mark more stagnation: security concerns and the energy crisis still prevent architects to become the partner in the educational process = mega schools with cell lined corridors Become the norm.
21 the 9O s small group academies environmental awareness project based education / student driven interest
22 clusters & small group academies
23 sidwell friends middle school, dc (kieran timberlake associates) per w. knox, aia, there are three dimensions to a green school: healthy school non toxic high performance conserves energy, water and money building is a teaching tool promotes stewardship of the world
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26 project based career tech education / science tech STEM student driven interest
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29 Portland Public Schools Framework Portland Public Schools has developed a strategic framework for to focus its work with students in the areas most essential to their success. At the heart of this framework is one goal: every student succeeds, regardless of race or class. :: Effective Educators :: Equitable Access to rigorous, relevant programs :: Supports for individual student needs :: Collaboration with families and communities
30 US Department of Education Guidelines Enhance teaching and learning and accommodate the needs of all learners Allow them to serve as centers of the community Result from a planning design process involving all stakeholders Provide for health, safety, and security Make effective use of all adaptable resources Allow for flexibility and adaptability to changing needs
31 Elements of the 21 st Century School
32 Elements of the 21 st Century School :: Multiple Use Spaces :: Learning Everywhere :: Design Patterns :: Partnerships Aligning services & programs Creating new learning opportunities :: Sharing Facilities and Leveraging Resources :: Adapt and Re-use Existing Facilities :: Expanding the Boundaries :: Design Trends
33 Multiple Use Spaces
34 long-term adaptability
35 long-term adaptability
36 long-term adaptability departmental
37 long-term adaptability independent
38 long-term adaptability integrated
39 long-term adaptability project-based
40 long-term adaptability small schools
41 Learning Everywhere
42 Facilitate Learning Everywhere Corridors Outdoor Spaces Breakout Spaces Presentations Spaces Large & Small Collaboration Spaces Connected Transparent Scaled
43 Facilitate Learning Everywhere Engaging Safe Healthy Challenging Supportive Flexible Adaptable Convertible Durable Enduring Celebrates Culture Inspirational Courageous
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47 Design Patterns
48 Learning Modalities 21 st Century School :: Independent study :: Peer tutoring :: Team collaborative work :: One-on-one with teacher :: Lecture format :: Project-based learning :: Technology-based learning :: Distance learning :: Research via Internet :: Student presentations :: Performance & music-based :: Seminar style instruction :: Community service learning :: Naturalist learning :: Social emotional learning :: Art-based learning :: Storytelling (floor seating) :: Learning by building
49 Partnerships
50 Seek Education Partnerships & Joint Use Augment School Programs Provide Educational Opportunity Before and After School Potential Funding Source Shared Sites (Parks and Recreation & others)
51 Aligning Services & Programs Rosa Parks School, Portland, OR Dull Olson Weekes
52 Rosa Parks School, Portland, OR Dull Olson Weekes
53 Sharing Facilities and Leveraging Resources Truman Learning Center, Federal Way, WA Mahlum
54 Truman Learning Center, Federal Way, WA Mahlum
55 Truman Learning Center, Federal Way, WA Mahlum
56 Truman Learning Center, Federal Way, WA Mahlum
57 Truman Learning Center, Federal Way, WA Mahlum
58 Adapt and Re-use Existing Facilities
59 Adapt and Re-use Existing Buildings Additions and Renovations to Existing Buildings Keeps School Facilities in Established Neighborhoods Adaptive Reuse of Other Building Types into Schools: Warehouses, Office buildings, Retail
60 Expanding the Boundaries
61 Integrate Technology Throughout Not Only about Computer Literacy Collaboration Visual Literacy Storytelling
62 Integrate Technology Throughout Rethinking Education in the Age of Technology Allan Collins and Richard Halverson Disrupting Class, How Disruptive Innovation Will Change the Way the World Learns Clayton M. Christensen with Michael B. Horn and Curtis W. Johnson
63 Utilize Neighborhood & World as Campus Utilize Skype and Other Technology to Foster Connections Locally & Internationally Expand Learning by Creating Social, Collaborative and Meaningful Connections that are Relevant and Empowering Utilize Neighborhood Venues for Drama Music Presentations
64 Maximize Site Connection to Community Reduces the Need for Large Site Utilize Parks & Recreation Centers and Sites, Potentially Freeing Up School District Land for More Outdoor Learning Opportunities
65 The School Without Walls, Washington, DC
66 Environmental Responsibility
67 Embrace Sustainable Design Teachers and Students Perform Best when Building Performs Well: Comfortable Environment Free of Irritants Toxins Minimize Energy & Resource Use Create Building as a Teacher of Environmental Stewardship & a Laboratory for Learning About Natural Processes Increase User Performance
68 Sustainable School Opportunities Envision a sustainable school Establish sustainability goals Identify opportunities and strategies Identify educational opportunities
69 Environmental Impact of Buildings 65.2% of total U.S. electricity consumption 36% of total U.S. primary energy use 30% of total U.S. greenhouse gas emissions 136 million tons of construction and demolition waste in the U.S. (approx. 2.8 lbs/person/day) 12% of potable water in the U.S. 40% (3 billion tons annually) of raw materials use globally
70 Benefits of High Performance Design Environmental benefits Reduce the impacts of natural resource consumption Economic benefits Reduce operating costs Health and safety benefits Enhance occupant comfort and health Educational benefits Improve quality of educational experience
71 Benefits of High Performance Design Increase student performance NCEF Daylighting Heschong Mahone study Quality of daylight / improvement in learning Indoor air quality Healthier, more comfortable environments/reduced absenteeism Acoustics Good acoustics/good academic performance
72 Some Case Studies
73 CASE STUDY: Early Childhood Learning Center Mt Hood Community College Gresham, Oregon
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81 CASE STUDY: Benjamin Franklin Elementary School Lake Washington School District Kirkland, Washington
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87 MAHLUM
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89 CASE STUDY: Viewlands Elementary School Seattle Public Schools Seattle, Washington
90 Viewlands Elementary School, Seattle, WA
91 Viewlands Elementary School, Seattle, WA
92 CASE STUDY: Lone Pine Elementary School Medford School District Medford, Oregon
93 Lone Pine Elementary School, Medford, OR
94 Lone Pine Elementary School, Medford, OR
95 Lone Pine Elementary School, Medford, OR
96 CASE STUDY: Gloria Marshall Elementary School Spring Independent School District Spring, Texas
97 Gloria Marshall Elementary School, Spring, TX SHW Group
98 Gloria Marshall Elementary School, Spring, TX SHW Group
99 Gloria Marshall Elementary School, Spring, TX SHW Group
100 Gloria Marshall Elementary School, Spring, TX SHW Group
101 Gloria Marshall Elementary School, Spring, TX SHW Group
102 CASE STUDY: Booker T. Washington STEM Academy Unit 4 School District Champaign, Illinois
103 Booker T. Washington STEM Academy, Champaign, IL Canon Design
104 Booker T. Washington STEM Academy, Champaign, IL Canon Design
105 Booker T. Washington STEM Academy, Champaign, IL Canon Design
106 Booker T. Washington STEM Academy, Champaign, IL Canon Design
107 Booker T. Washington STEM Academy, Champaign, IL Canon Design
108 Booker T. Washington STEM Academy, Champaign, IL Canon Design
109 CASE STUDY: Gray Middle School Tacoma Public Schools Tacoma, Washington
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113 MAHLUM
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116 MAHLUM
117 MAHLUM
118 CASE STUDY: Nathan Hale High School Seattle Public Schools Seattle, Washington
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125 MAHLUM
126 MAHLUM
127 MAHLUM
128 MAHLUM
129 MAHLUM
130 CASE STUDY: Marysville Getchell High School Marysville School District Marysville, Washington
131 Marysville Getchell High School, Marysville, WA DLR Group
132 Marysville Getchell High School, Marysville, WA DLR Group
133 Marysville Getchell High School, Marysville, WA DLR Group
134 CASE STUDY: Cleveland High School Seattle Public Schools Seattle, Washington
135 Cleveland High School, Seattle Public Schools, WA Mahlum
136 Cleveland High School, Seattle Public Schools, WA Mahlum
137 Cleveland High School, Seattle Public Schools, WA Mahlum
138 Cleveland High School, Seattle Public Schools, WA Mahlum
139 Cleveland High School, Seattle Public Schools, WA Mahlum
140 CASE STUDY: Roosevelt High School Seattle Public Schools Seattle, Washington
141 Roosevelt High School, Seattle Public Schools, WA Bassetti Architects
142 Roosevelt High School, Seattle Public Schools, WA Bassetti Architects
143 Roosevelt High School, Seattle Public Schools, WA Bassetti Architects
144 CASE STUDY: High Tech High Public Charter School San Diego, California
145 High Tech High, San Diego, CA NTD Architecture
146 High Tech High, San Diego, CA NTD Architecture
147 High Tech High, San Diego, CA NTD Architecture
148 High Tech High, San Diego, CA NTD Architecture
149 CASE STUDY: STEM School Cherry Creek School District Englewood, Colorado
150 Cherry Creek School District STEM, Englewood, CO Hutton Architecture Studio
151 Cherry Creek School District STEM, Englewood, CO Hutton Architecture Studio
152 Cherry Creek School District STEM, Englewood, CO Hutton Architecture Studio
153 Cherry Creek School District STEM, Englewood, CO Hutton Architecture Studio
154 CASE STUDY: The MATCH School Boston Public Schools Boston, Massachusetts
155 The MATCH School, Boston, MA HMFH Architects
156 The MATCH School, Boston, MA HMFH Architects
157 The MATCH School, Boston, MA HMFH Architects
158 The MATCH School, Boston, MA HMFH Architects
159 ADVISORY COMMITTEE MEETING 3 LONG RANGE FACILITY PLAN Rosa Parks Elementary School 31 January 2012
160 TEACHERS PANEL FOR 21 ST CENTURY SCHOOLS: Michael Scott Michael Williams Amy Robbins Anna Davis Paul Gouveia Daphne Bussey Buckman Arts Elementary Grant High School Forest Park Elementary Meriwether Lewis School Roosevelt High School Rosa Parks School
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