6C — July 12 - 25, 2013 — Pennsylvania — Mid Atlantic Real Estate Journal
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e astern Pa
By Kevin Blackney, aIa and troy C. Hill, aIa Mastering the design of urban public schools
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art Two – continued from the June 14th PA issue. For a full ver-
control. • Age segregation -- Group- ing of program spaces so that older and younger students do not interact or have limited interaction. the floor plans, program- ing and circulation patterns through the Mastery schools have a very deliberate, clear de- sign theory behind them. Every school is open and transparent, with borrowed lights in class- rooms, offices and workrooms, skylights and no blind corners. In every school, the principal’s office is seen immediately upon entering the building, and the deans of students’ offices are
strategically located for high visibility. Mastery schools are high tech but accessible, using minimal materials. Exposed ceilings; bright yellows, greens, oranges and blues cover the walls and floors; and much natural light characterize all the schools. Given the team’s experience with urban public schools, sev- eral issues on the technical side may be useful: • In selecting a location for the mechanical system, be aware of noise issues. Keep units outside the classroom or in a confined closet located on the exterior wall. Ducts should
be insulated and located above an acoustic ceiling. • Older buildings retrofitted for today’s electrical systems may need to have new service / transformers installed, because computers and air condition- ing add greatly to electrical requirements. • Locate the It room / inter- net hub as centrally as possible because data lines have limited runs. Understand the proposed computer usage in case dedi- cated circuits are required. • Invest in motion sensors for student lavatories; accessible light switches invite trouble. • Mount lighting fixtures higher than arm’s reach. • Corner / column guards will measurably extend the life of drywall. If not using CMU for walls, high abuse drywall is necessary in corridors and lavatories, while ordinary GWB can be used in classrooms. • Walk the existing school and think like a student. What existing spaces are unsuper- vised, underutilized, dark and uninviting? When designing, think like an administrator and ask the same questions adding is there any equipment that students can hang on and break? Can I control entrance, exiting and circulation? Is this a welcoming, physical andmen- tally safe environment that is conducive to learning? Mastery Mastery’s approach is the same on our 10th school as it was with our first. We sit down with the principals and Direc- tor of Operations to understand how he or she will manage the building and how he or she will feel most comfortable using the space. We tour the facility to understand howwe can be most efficient and creative with the design opportunities that it of- fers. We ask how can we make this space better and utilize the unique, existing materials, structure and architecture that are signature characteristics of Philadelphia school buildings from the early 20th century. the best part of the process for each of us is walking into the schools after they are com- plete and seeing how students use their new space. there may be an area that was just a line on a drawing a few months earlier, but now it is filled with students listening and learn- ing. When the morning bell rings, hundreds of students enter continued on page C
sion of article please contact Elaine Fanning at: efan- ning@marejournal.com • Nullifying the niches -- Closing off unused spaces and blind spots. • transparency – Glass doors and windows into classrooms with the teaching wall adjacent to the door so that observation is ever-present. • Controlling circulation points -- Often one stair is se- lected as a controlled vertical circulation device. Other stairs are available for egress but may
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be closed and alarmed so as to be used only in an emergency. • Strategic siting – Designing office space for administrators at strategic locations on each floor so that every bend or group of instructional spaces has an adult presence. Locat- ing reception areas at the main entrances for security and
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