YOUTH LEARNING & RECREATION CENTER BY: CRISTINA NASTI
TABLE OF CONTENTS SECTION 1: Youth Learning & Recreation Center, 001 SECTION 2: Historiography, 007 SECTION 3: Case Studies: 019 SECTION 4: Design & Technical Criteria, 057 SECTION 5: Topical Exploration, 065 SECTION 6: Context, Climate, & Zoning, 073 SECTION 7: Program Development, 085 SECTION 8: Building Analysis & Standards, 091 SECTION 9: Conclusion, 099 SECTION 10: Capstone Committee, 101
INTRODUCTION
1 ”When educating the minds of our youth, we must not forget to educate their hearts.”
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YOUTH LEARNING & RECREATION CENTER
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VISION Education and recreation play an important role in the development of a child’s independence, and lifestyle choices. Children who are not at the level of their peers in school and in sports are often insecure, and discouraged from working hard to be successful. Because of this, they choose to give up instead. Through this center, children will be able to reach their goals and be provided with the tools and skills that they need to be more confident. Sponsored by the Nike Foundation, this center will provide children with a program of arts, recreation, sports, and education. The Nike Foundation leverages the power of insights, innovation, and inspiration to stop the cycle of inter generational poverty. As a company, Nike believes in the power of human potential. This center will emulate Nike’s mission to inspire humans to reach their potential.
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DESIGN GOALS
JUSTIFICATION
The primary goal of designing a youth center is to promote education and learning through an inspiring setting. The center would instill creative thinking and combine art, education, recreation, and sports to create a center that supports children and teens that are exposed to the negative effects of poverty, or those who simply need extra help in school. This center will provide youth with the resources needed to reach their potential in order to achieve success through education, art, sports, and recreation. This center will be goal-oriented aiming to show kids that they have the ability to change and write their own future. It will be a space that facilitates a sense of security and control, fantasy and play, as well as learning and skill acquisition.
The research conducted to reach the goals of this project will include case studies, site visits, books, articles, and professional journals. Looking at precedents in education and recreation centers will help determine what is successful and unsuccessful in their design. Researching the psychology of children and the effect of their environments on their learning process will guide the project. The research of the importance of sports and recreation in children and the effect it has on their social life, emotional, and behavioral health will give guidance to the program development of the center. Contact with mentors will be crucial as they are able to vocalize and understand what works with the program and what does not. Databases and surveys stating the connection between children’s educational success and how they are taught will be useful when considering the layout of spaces and programmatic needs. Such information will also be informative about the psychology of the environment and how a space can inspire learning and motivation rather than impede it. 002
ROLE OF DESIGNER
SUSTAINABILITY OBJECTIVES
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Interior Designers possess knowledge about space planning, materiality, construction, and function that will result in a space that is designed for its users, that serves its users. When approaching educational and recreational design, one should consider the specific needs of each type of space and the type of environment they require to be successful. Health and safety of all users should be well thought-out. Material selection is based heavily on its users. In an educational and sportsrelated environment, materials need to be durable and safe. The Youth Center should be a flexible space that inspires experimental learning and confidence.
The project provides a unique opportunity to raise sustainability awareness. 2005-2014 was listed as the United Nations “Decade for Sustainability.” Coming to the end of this time period, we can now see a notable increase in sustainability initiatives, especially within early childhood. Generally, in areas that are impoverished, education pertaining to sustainability and environmental standards is at the bottom of the totem pole in terms of importance. From the ages of seven to twelve a very powerful and crucial window of opportunity exists. It is during this period that children can be the most impressionable and receptive to longlasting ideals and concepts. Although not the Youth Center’s main goal, raising awareness for sustainability issues, concepts, and practices will act as one of the center’s secondary objectives.
DEMOGRAPHICS
SOCIO-ECONOMIC CONDITIONS
The Youth Center will be located in Center City Philadelphia, PA. The center will be focused on children and teens of Generation Y, of all ethnicities. Because of this, a strictly universal design approach is necessary. Human behavior issues will have to be taken into great consideration. Kids with behavioral, and physical needs will be accommodated.
Philadelphia has a range of economic conditions, from poverty to high income. Philadelphia is a large and ethically diverse metropolis. The average income is $45,769/year. 70% of the population has households with children under the age of 18.
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CLIENT
THE NIKE FOUNDATION
USERS
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The client for the Youth Center is the Nike Foundation. The Nike Foundation sponsors sports and education-related programs all over the world, aiming to unleash the unique potential of adolescents. Nike would be idyllic to work with because of their true compassion and commitment to inspiring people of all ages to be the best they can be. They donate equipment to underprivileged children in urban environments frequently.
The users of this center will be kids, teens, coaches, teachers, administrators, and maintenance workers. The kids will be ages K-6, and the teens will be the ages of 7-12. Because each age group has different focuses and needs, they are broken into two categories to serve those needs. The goal for the kids group is to develop social, cognitive, and sports-related skills. While the goal for the teen group will be to strengthen their already existing skills and better prepare them for the future ahead. Coaches and teachers will serve as mentors. The building will inspire creativity and attentiveness for successful teaching. Therefore, the space will be laid out to run programs smoothly and make teaching and learning successful. Their needs will result in a progressive schooling program and design.
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HISTORIOGRAPHY
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ANCIENT GREECE: COMMUNITY SPACE, GYMNASIUMS & EDUCATION
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ANCIENT ROME: COMMUNITY SPACE, ATHLETICS & YOUTHS
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MIDDLE AGES: ATHLETICS & EDUCATION IMAGE 2.1
ANCIENT GREECE
ATHENIAN AGORA
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TEMPLE OF ATHENA AT PRIENE
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COMMUNITY SPACES Agora, meaning gathering space in greek, was the focal point of community life in ancient Greece. A greek agora is a marketplace, civic center, and one of the most important spaces in the ancient city of Athens. Citizens gathered here as a community to buy and sell goods, and to discuss important topics such as business, politics, and current events. The agora, as an architectural type, tolerated more variety and freedom than a temple or sanctuary. The agora was a complex creation more subject to local conditions, and the customs of the physical setting. As a sizeable square located towards the center of the city, it served early as a meeting place for political assemblies, and was later bordered by buildings that housed the civic administration and the courts of law.1 Gaining popularity, the open spaces served as a marketplace at all times. Temples and alters began to border the space as well. Because it was the scene of dramatic contests and athletic displays, it became a normal venue and destination of the people during that time period. As the area colonized around the agora, citizens relied on it for a large part of their informal social life and it was this setting that early philosophers did much of their teaching. In later times, the agora included libraries and lecture halls. Because the agora was frequented by all, the buildings themselves were adorned with sculptures and paintings, making the agora a national art gallery freely open to all men at all times. In plan, the significance of careful choice of location of the agora is present. It is readily accessible from all quarters of the city and equidistant from multiple city entrances. The most important street in the city passes through the agora, making it the focal point of the city.
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ROMAN BATHS BATH, ITALY.
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GYMNASIUMS One of the most characteristic landmarks of an ancient greek city was the gymnasium. The greeks built gymnasia and temples of the gods and everything else that helps to make human life 3 happy. Here, there was a rooted custom of daily exercise, bath, small talk, relaxation, lounging, and recreation. Greek society was the first to realize the importance of sport for general culture. Boys spent a great deal of their time in a gymnasia where they practiced, spent time in discussions, and worked. Education in athens for children aged seven through fourteen was traditionally done in three fields: literature, physical education, and arts. There were: grammar schools giving instruction in reading, writing, and calculation, gymnastic schools where various physical exercises were performed including competitions, fighting, and swimming, and music schools in which singing and the playing of instruments were taught 4 along with dancing. Physical education was carried out at practicing areas which included a running track and children exercise grounds. In politics, by aristotle, he explained the importance of education and recreation in ancient greece: there are mostly four subjects which are usually taught: grammar, gymnastics, music, and drawing. Grammar and drawing are taught because they are useful for life and have manifold applications, and gymnastics 5 because it makes people courageous... Gymnasiums were typically large and square shaped. Three sides had broad corridors, with the fourth side being twice as broad. Runners used the corridors in the event of bad weather. There were also rooms with various functions, including a dressing room, a room for anointing athletes, a room for ball games, a room for boxing and exercises, a room for lectures, and a bathing room.
One of the main ideas that stemmed from these gymnasiums was the principle of training the whole body for speed and strength, conceived by Plato, is used even today in sports practice, where comprehensive preparation represents base for 4 development of speed and strength . This theory developed by Plato can be seen today in all phases of sports through examples such as pre-season and training camps. It is now understood that a certain level of base preparation is required in order to be primed for peak athletic performance. This idea also lead to the development of studied trainers for individual greek sports. Generally, their training courses consisted of stretching programming, where more factors were taken into consideration: facility outside or inside, place, climate conditions, part of the day, training quality, 4 physical and psychical state of an athlete.
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ANCIENT ROME
ROMAN FORUM
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PONTE SANT’ANGELO, TIBER RIVER
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COMMUNITY SPACES Communities in ancient Rome gathered in a forum. A forum was a community-centered gathering place that can be considered the focal point for most recreational activity. These forums were generally found in the center of roman towns and acted as a common area for social, political, and commercial activities to occur. For ancient romans, the forum was many things: market, exchange, tribunal, open-air public meeting hall, setting for sacrifices to the gods. The difference between agoras and forums can be seen when looking at the evolution of the two. Agoras, for the most part, remained as open space for the general use of the public. On the contrary, roman forums, also known as fora, were molded into something further. They were filled with shops, porticoes, temples, offices, and triumphal arches; and they were where important civic and political announcements were made. The evolution of these fora came from the need for both judicial space fora civilia and mercantile space fora venalia britannica. The design theories for these fora evolved nearly as much as the content of the gathering place itself. There were a number of different layouts in terms of roman fora, but the design was finally perfected when the first century BC architect vitruvius stated that the ideal forum should be large enough to accommodate a large crowd but not so large as to dwarf a small one. The trojan forum, which is by far one of the most well-known forums in all of ancient Greece, stays true to vitruvius's standards. The forum is flanked by two semicircular, colonnaded exedrae. Opposite the gateway is the basilica ulpia, beyond which is trojan’s column, carved with relief sculpture depicting trojan’s victories. The aesthetic harmony of this space has influenced many subsequent town planners.
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THEATER OF DELPHI
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YOUTH ATHLETICS A young man in ancient roman society often had a sizeable amount of free time, most of which he devoted to recreational activities. “The beardless youth…finds joy in horses and hounds and the grass of the sunny campus.” It is clear from Horace’s explanation that roman youth liked sports in wide open spaces, away from the colonization of their cities. These “athletic campuses” provided youth with activities such as horse-back riding, running, wrestling, boxing, archery, and “martial” arts. These sports were an integral part of ancient roman traditions.
SOCIAL FACTORS Ancient romans were very aware of the influence of society on youth. There was a knowledge that the “crisis” which so many of the young went through could be determined by their environment. The “crisis” marked the adolescent years of many youths and was a side-effect of society. This explains why the “crisis” period was worse for the youths of the city, and not so much from villages or the countryside. The ancient romans believed that the reason for this behavior was the fact that they enjoyed a great deal of free time. The intensity of a “crisis” depended greatly on the education he had received as a child.
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MIDDLE AGES
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WARWICK CASTLE
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ATHLETICS The average individual during the middle ages got to enjoy a number of holiday work breaks apart from the standard sundays off. This was due large in part to the fact sports and recreation played an important role in middle ages society. The reasoning behind this stemmed from the idea of feudalism. Feudalism is “the system of political organization prevailing in europe from the 9th to about the 15th centuries having as its basis the relation of lord to vassal with all land held in fee and as chief characteristics homage, the service of tenants under arms and in court, hardship, and forfeiture." In short, the lords who were given large tracts of land were expected to provide a certain amount of trained soldiers to the king’s army during periods of war or civil unrest. One of the most popular ways to train war-ready soldiers was to develop their fighting skills through a series of weaponry-based sporting events. This can be seen by simply looking at the types of sporting events that occurred during this time such as archery, full-armor sword fights, and most popular of any medieval sporting event, jousting.
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SHERBORNE ABBEY
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EDUCATION Education during the middle ages was regarded as very important. Leaders believed that educating their populace would allow him to maintain political and economic power in an ever-expanding world. Education of the time was managed by the church. The church organized what was taught to the youth, established the curriculum, and guided students into particular fields of work based on their skills. Some scholars were selected to continue their studies at universities, which began to be established in larger cities. The churches believed in the importance of art. Paintings were used to visually teach students something they were trying to understand. This way, even children who could not read could be taught the same as the others. Students who showed aptitude in art were trained and offered to show their skills painting murals in churches. Having spoken to this point, “evidence shows that elementary and secondary education, while neither free in the sense of being gracious, nor compulsory for children of a certain age, was not confined to cathedral and monastic schools”13. Often times, parents during this era would even pay for local schools to teach their offspring without any sort of standing permission from their lords and overseers. Proof of such elementary and secondary schools can be seen simply by looking at the evolution of universities during this time period; “the very existence and development of the medieval universities is proof enough of a network of secondary and elementary schools beneath them. Such preparatory schools must also 13 have long antedated the universities” . One of the most difficult factors revolving around education during the middle ages was actually separating the schools from the firm grip of both church and state, which generally went hand in hand. “All over western Europe town governments established new schools of their own and struggled with the bishop or other local ecclesiastical authorities for freedom from church control of these schools and 13 their teachers.”
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CITATIONS 1: “Ancient Greece.” Minnesota State University. http://aytch.mnsu.edu/URBS110/Greeks/Priene.jpg (accessed September 9, 2014). 2: Thompson, Homer. “Journal of the Society of Architectural Historian.” JSTOR. http://www.jstor.org/stable/987633?seq=1 (accessed September 9, 2014). 3: Forbes, Clarence. “Expanded Uses of the Greek Gymnasium.” JSTOR. http://www.jstor.org/stable/266233 (accessed September 9, 2014). 4: Ioannidis, Teodoros, Djordje Stefanovic, Marija Kariotu, Violeta Siljak, and Sladjana Mijatovic. “The Role and Significance of Gymnasium in Preparation of the Young for Competitions in the Ancient Greece Olympic Games.” University of Belgrade. http://www.fizickakultura.com/ fk/620102en_t_ioannidis.pdf (accessed September 9, 2014). 5: “Encyclopedia of Philosophy.” Aristotle: Politics. http://www.iep.utm.edu/aris-pol/ (accessed September 9, 2014). 6:“ Full text of “Q. Horatii Flacci opera”. https://archive.org/stream/qhoratiiflaccio00hora/qhoratiiflaccio00hora_djvu.txt (accessed September 9, 2014). 7: Watkin, David. “1.” In The Roman Forum. Cambridge, Mass.: Harvard University Press, 2009. 11. 8: Watkin, David. “1.” In The Roman Forum. Cambridge, Mass.: Harvard University Press, 2009. 11. 9: Encyclopædia Britannica. “forum (ancient Roman public meeting area).” Encyclopedia Britannica Online. http://www.britannica.com/EBchecked/ topic/214381/forum (accessed September 9, 2014). 10: Encyclopædia Britannica. “forum (ancient Roman public meeting area).” Encyclopedia Britannica Online. http://www.britannica.com/EBchecked/ topic/214381/forum (accessed September 9, 2014). Eyben, Emiel. Restless youth in ancient Rome. London: Routledge, 1993. 11: Merriam-Webster. “Feudalism.” Merriam-Webster. http://www.merriam-webster.com/dictionary/feudalism (accessed September 9, 2014). 12: Thorndike, Lynn. Elementary and secondary education in the middle ages ... Cambridge, Mass.: Mediaeval academy of America, 1940. 13: Riess, Steven A.. City games: the evolution of American urban society and the rise of sports. Illini books ed. Urbana: University of Illinois Press, 19911989. Print. 14: http://www.thefinertimes.com/Middle-Ages/school-in-the-middle-ages.html
IMAGES
2.1: http://galleryhip.com/priene-map.html 2.2: http://www.gutenberg.org/files/14189/14189-h/14189-h.htm 2.3: http://www.arch.mcgill.ca/prof/sijpkes/arch528/fall2001/lecture5/set-6.html 2.4: https://www.flickr.com/photos/kjfnjy/7432739554/ 2.5: http://mariaadey.files.wordpress.com/2013/08/img_9642.jpg 2.6: http://commons.wikimedia.org/wiki/File:Foro_Romano_Forum_Romanum_Roman_Forum_(8043630550).jpg 2.7: https://thebournechronicles.wordpress.com/2010/11/page/3/ 2.8: http://thepopularnews.wordpress.com/2014/02/02/greece-the-romance-of-god/ 2.9: https://www.flickr.com/photos/calim1974/7212364442/ 2.10: http://renoutfitters.com/tag/ren-faire/ 2.11: http://upload.wikimedia.org/wikipedia/commons/1/18/Sherborne_abbey.jpg 2.12: http://christanduniversity.com/2014/06/16/medievaluniversityasawayoflife/
CASE STUDIES
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MONTCLAIR KIMBERLEY ACADEMY
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MONTCLAIR STATE CHILDREN’S CENTER
3.3 YOUTH RECREATION & CULTURE CENTER
3.4 BRIC RECREATION CENTER IMAGE 2.1
MONTCLAIR KIMBERLEY ACADEMY
3.1
SITE, CONTEXT & SIZE
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The Montclair Kimberley academy is located in Montclair, new jersey. Montclair is a large suburban town that is family oriented, and is a popular destination for the surrounding smaller towns. MKA is built into a mountain, offering impressive views of the manhattan skyline. The school is a private school attended by students in the surrounding areas. The school is relatively small, accommodating around 90 staff members and less than 400 students.
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JUSTIFICATION
The Montclair Kimberley academy is heavily focused on the learning of teens of all types. The design of the school is clearly influenced by their needs and teaching practices. Technology has a high importance and influences their design as well as their program. Here, you are really able to learn more about what you are interested in, enhance your skills, and achieve success with the help of any and all staff that are always encouraging their students, and players. The school has a designated tutoring center with private one on one areas that allow students to be engaged and attentive. It also has a one of a kind college counseling office, dedicated to helping students attend the college they desire by providing them with feedback, workshops, mock interviews and advice. There are academic, athletic, and art related college advisors on staff. This aspect sets MKA apart from schools in the surrounding north jersey area, making it a top choice. MKA combines sports, education, art, and recreation to create a learning environment that is loved by all of its users. Teens that attend are able to be the best they can be in each category because of the learning environment the school has created.
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SUSTAINABILITY
MATERIALS AND FINISHES
FINISHES & FURNITURE
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The designers allowed the spaces to receive ample amount of natural light. The glazing allows for less artificial light to be used inside. In the winter, the glazing attract the sunlight, keeping the inside spaces warmer. They also participate in yearly energy-saving competitions with prep schools in the area competing to conserve the most energy in their facilities. All students are avid participants, and therefore MKA wins frequently. MKA is a paperless school as well. They are the only school in the area with a 1:1 laptop program. The school gives each new student the newest Mac book Pro model that they can use for their four years of attendance and then return back to the school upon graduation. There are “charging stations” located in various spots in the building to streamline and control the energy used to charge computers. All homework is completed online, and the teachers upload class notes to Evernote, an online notebook.
The materials and finishes create a relaxed and warm environment. The carpeted floors and the plush club chairs and couches in the student lounge areas create an at-home feel. Students are wanted to feel comfortable in this environment. The walls are painted a warm blue, adding to this aesthetic as well. Being a place of learning, the building sets an atmosphere conducive to learning. It’s bright and open, with great lighting. In 2005 an Arts Wing was completed in the front of the school, with floor to ceiling windows. It changed the quality of their arts facilities and now provides inspiring views of New York City and the surrounding reservations. Regular office, furniture, lighting, and carpeting upgrades to different spaces throughout the building are done on a yearly basis. The designers wanted to create a space where the students and teachers can consider their own. Furniture is used to designate social and learning spaces. The furniture has been selected for comfort and durability. There are club chairs with cushioned seating upholstered fabric coated in Nanotex, and wood legs and arms. The lighting fixtures are recessed. In appropriate exhibition areas, they have places track lights to highlight collected works of past and present students, as well as art that has been donated to the school to be showcased. The lights are motion sensored, although during the morning they are rarely used due to the large windows that stream light into every classroom. The color palette used are navy blue, forest green, and white, because those are the schools colors.
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FIRST FLOOR CIRCULATION & WAYFINDING
PUBLIC VS. PRIVATE
SPACIAL ANALYSIS
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SECOND FLOOR CIRCULATION & WAYFINDING
PUBLIC VS. PRIVATE
SPACIAL ANALYSIS
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USER SURVEY
The strengths of the building as seen by the users are the accommodations for each user. Each department of faculty has their own lounge and bathroom, and their offices share the same common room. This allows for easier discussion with each other, as well as making it easier for students to receive extra help and have their questions answered. Because it is a small school, and interaction is encouraged, the students are able to have first-name basis personal relationships with the teachers. The school strives to accommodate all types of people and learners, and therefore they are not pleased at the level of accessibility the school has. The building can also be uncomfortable in warmer months, as only part of the building receives air conditioning.
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EVALUATION Upon visiting the school, and talking to several students and users of the building, I saw that the strengths of the space are their learning spaces. People attend the school because of their program, which is superior to the schools in the surrounding areas. The facilities are designed to create a comfortable space where students can be feel at home. Each space is designed for technology. They strive to have the latest technology, and frequently try new learning practices. The building itself accommodates all program needs. The art studio spaces are large enough for students to create anything they would like, and any new additions are built with a possible enrollment increase in mind. The adjacencies work well. The have put all fine and performing art areas on the left of the building, the social and academic spaces centrally, and the sport areas on the right end (see figure _). The air conditioning was a problem for me. I would have a tough time focusing if it was uncomfortably hot in the classrooms. They have installed some window air conditioners, however they are loud making it
hard to hear the teachers at times. I think they have also figured out how to accommodate 500+ laptops. There is enough Wi-Fi and the students are not allowed to charge their laptops during class, controlling the use of energy. They showcase artwork in the lobby of the art areas, and curtain walls allow you to see the artists in action. I was intrigued by a lot of the work and spent a great deal of time looking through everyone’s impressive projects. There are several forms of art you can take, which is usually not an option at most schools. The lobby near the pool and gym area showcases any articles and newspapers of athlete’s achievements, adding to the community aesthetic. Students are able to choose a recreational activity they are interested in. They have lifting courses, dance, yoga, volleyball, and swimming classes that you may take instead of your typical gym class. I was impressed with all MKA has to offer, and programmatically view it as an important precedent.
ATHLETIC SPACES LEARNING AND SOCIAL SPACES ARTS SPACES
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CITATIONS *All information was provided by faculty and staff of Montclair Kimberley Academy
IMAGES 1: Gill St. Bernard’s Soccer Team Has Strong Returning Nucleus. 2014. 2: MKA Lacrosse. 2013 3: Engineers Teaching Alberbra, MKA. 2013 4: MKA “Gathering.” 2012
CASE STUDIES
3 3.1
MONTCLAIR KIMBERLEY ACADEMY
3.2
MONTCLAIR STATE CHILDREN’S CENTER
3.3 YOUTH RECREATION & CULTURE CENTER
3.4 BRIC RECREATION CENTER IMAGE 2.1
MONTCLAIR STATE CHILDREN’S CENTER
GARDEN EVENT, MSU CHILDREN’S CENTER
3.2
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SITE, CONTEXT & SIZE
JUSTIFICATION
The Children’s Center is located in Montclair New Jersey. It was designed by Tomiano, Tomiano & Associates, and constructed in 2005. The building is 21,547 square feet containing two classroom wings, each having classrooms for infants, toddlers, preschoolers and a little gym. The Children’s Center is an inclusive early care and education of children from birth though 7 years old. The center provides care and learning to approximately 200 children in the Essex County area. It has upwards of fortyfive professional staff members. The Center is a hybrid of child care and education. There are four infant and toddler suites and four preschools. Each classroom has between twenty five and thirty percent of children with identified disabilities. The facility includes two indoor gyms and wide hallways that are used for indoor bike riding. The large lawn that surrounds the building has four playgrounds and plenty of open space. The Children’s Center is focused on teaching children in their most important learning phase. It is approved by the New Jersey Department of Education as a school providing special education services. This support team is made up of a special educator, school psychologist, speech and language therapists, occupational therapists, a physical therapist, music therapist and interactive storyteller. Individualized learning goals and instructional strategies are developed for each child by the support team, classroom team and family. The goals are addressed within developmentally appropriate routines and activities that include “Floor Time” and semi-structured activities in the context of the inclusive pre-school day. Because of their support system-based curriculum, this school is a great precedent to gather information about early children and their learning tendencies. Their program is need-based, helping children of all types learn the best way that they can.
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LUNCHTIME AT THE CHILDREN’S CENTER
DESIGN STYLE
This Spanish-style building with its red tile roof and white stucco walls has plenty of space for children and adults. As you enter the building, you can see and feel the warmth of sunlight from the overhead bell tower. A family bringing more than one child only needs to deal with one wing of the building, and therefore is able to build relationships with everyone in that wing over time. The space is child friendly. The classrooms are provided with the accessibility of the low self-activating sinks, child-sized toilets, and paper towels within reach. When designing the center, the architects gave a great deal of attention to promoting a child’s independence. The outdoor playgrounds provide children with several areas to run, climb, jump, and play while also addressing their physical development. The outdoor areas serve as an additional classroom for exploring nature, reading, and picnicking. Adult needs are also met in this space. Each infant room had a private area for feeding, and parents are welcome and encouraged to visit throughout the day. The center provides resource materials to parents, as well as a place to hold meetings and social gatherings. University classes are also hosted at the site, as one of the most popular majors at Montclair State University is K-12 education.
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MATERIALS AND FINISHES The materials and finishes create a learning environment that is both clean and aesthetically pleasing. The spaces inspire learning and play, while also providing a safe environment for its users. It utilizes large windows to let light into the building. There are cream colored walls with contemporary wooden furniture. The upholstery and accents are a deep red to support Montclair State University’s school colors.
FIXTURES & FURNITURE The designers wanted to create a space where children can grow and learn alongside their peers, while receiving extra care and extra tutoring help. Therefore, the furniture is accommodating for children while also providing safety. The design style is warm and comforting. They have distinguished children’s spaces and private spaces with color and accessible children’s furniture. Offices are equipped with L-shaped desks and task chairs specific to the user. The learning spaces for the older children have stack-able children’s chairs and tables, so that they may be easily moved by the teachers to make more room for activities and playtime. The furniture is also child proof, with no sharp edges and lockable cabinets. The rooms for infants have carpeting, cribs, and a lot of floor pillows so that they may crawl and sit with their toys with ease.
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PUBLIC VS. PRIVATE
PUBLIC SPACES PRIVATE SPACES
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CIRCULATION & WAY-FINDING
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SPACIAL ANALYSIS
CIRCULATION
STORAGE
OFFICES
BATHROOMS & NOURISHMENT
LEARNING SPACES
COLOR
SQUARE FOOTAGE PURPLE STORAGE 756 GREEN CLASSROOM 10,584 BLUE BATHROOMS & 4,644 NOURISHMENT PINK OFFICES 2,793 ORANGE CIRCULATION 4,119 TOTAL: 22896 035
SPACE
PERCENTAGE OF ENTIRE SPACE 3% 48% 20% 12% 18%
The architects designed the building to use a high percentage of square footage space towards learning spaces. The office and therapy spaces are located centrally near the entrance, allowing for easy access by parents. Every two learning classrooms share a bathroom, accommodating small children. Circulation is simple accommodating small children as well. They are better able to recognize where they are and how to get where they need to go. They are able to find the bathrooms as needed.
POST OCCUPANCY SURVEY The center values the importance of small classrooms. Therefore, each group of eight students has one full time early childhood educator and a full time early childhood teaching assistant. This is supplemented by part time teaching assistants who are typically university students. Support staff are also added based on specific needs of children with disabilities. Upon talking to faculty, they decided that the space had a playful atmosphere. The children are able to express themselves while learning, and playing with their peers. They believe that inspirational environments are essential to learning and encourage activity, involvement, discovery, and the use of a variety of media. Some of the issues the staff discussed with me were safety. In recent times, schools have been the target of violent acts. Therefore, they would like to have both the door into the vestibule, and the door into the building to have locks. This way they can better control who comes into the building. The secretary was also concerned that nobody uses their swipe cards to gain access into the building, and therefore she has to let people in without keeping a log who is entering and leaving the building. Another issue discussed was parking. There is a large lot on the side of the building, however you are only allowed to park there with a Montclair State hang tag. The front of the building has some drop off spots, but not nearly enough for the users. This causes traffic jams in the drop off circle, and for people to illegally park
and block others in. Upon talking to Rose, a teacher at the center, she informed me that she thinks the Center’s classrooms do work well. She likes that the rooms are divided into sections. Areas include: play, learning, reading, pretend play, sensory, and writing. She likes that this gives the children the freedom of choice, and that they are able to play where they want without distracting children who choose other activities. She particularly likes the sensory area, as many of the children have sensory issues, and this allows them to practice. Rose did mention, however, that there wasn’t nearly enough storage and cabinets. She said it’s often a balancing act stuffing things into inconvenient places so that it’s away when it’s not being used.
EVALUATION
After talking to staff members, I do believe that the space works well for them. I think that they could have accommodated for growth a little better. When I visited parking was an issue as well. I did notice that they didn’t have signage directing me with classroom numbers. There are 3 possible wings that you could walk down with different types of rooms, and it would have been nice not to have to guess. The hallways were filled with the children’s art work, however, they must feature a certain class each month. I think providing the space with more areas to display student work would improve the space. The classrooms are also filled with inspirational images and words, as the teachers all agree that this helps kids of all ages with relation to better develop their reading skills. I think that the designers could have picked better colors. Color influences child behavior, and soothing colors, decorations, carpeting, and images will set the mood.
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CITATIONS *All information was given by faculty and staff of the Montclair State Children’s Center
CASE STUDIES
3 3.1
MONTCLAIR KIMBERLEY ACADEMY
3.2
MONTCLAIR STATE CHILDREN’S CENTER
3.3 YOUTH RECREATION & CULTURE CENTER
3.4 BRIC RECREATION CENTER IMAGE 2.1
YOUTH RECREATION & CULTURE CENTER
3.3
SOUTH 037
NIGHT VIEW
SITE, CONTEXT & SIZE The Youth Recreation & Culture Center is located in Hellerup, Copenhagen, Denmark. It was designed by Dorte Mandrup Arkitekter Aps + Cebra Arkitekter A/S in 2008, their client being Gentofte Municipality. The construction area was 2,600 square meters, while their Outdoor area is 4,000 square meters. Hellerup is a residential area in a northern Copenhagen. The site is long and narrow, on one side bordering the railroad and on the other a busy road. Because of this, there was a noise problem that had to be solved. The site is noise polluted demanding noise reducing walls to protect the outdoor play area. To express the complexity of the program under one roof, the building is shaped to the area with forms that morph recreation and leisure in 3 connected houses. The program is used by both children and adults. Because the area is surrounded by villas, the architects down scaled the large volume of the gym to the scale of the area. The houses are spread out into individual villas, including sports, cafĂŠ, work shop, and music villas.
JUSTIFICATION This building is a notable precedent to research because of its dynamic synergy between programs. Sports, leisure, and education are directly intertwined, both physically and mentally. The merge between indoors and outdoors is a significant feature for its users. All adjacencies make sense to the program. The site was taken into great consideration, and the architect was able to accommodate the needs of the user despite problems with the site. 038
DESIGN STYLE The architects placed the building entrances based on the convenience and safety of its users (see figure 1). The recognizes classical domestic spaces, such as the entrance hall, dining room, atelier, living room, terrace, garden, and attic. There are two levels, organized by program. The gym is the main hierarchy, with all other programs coming off of that main space. All spaces on both levels have access and visibility to the gym. Adjacencies are crucial here as well. On the main floor, there are 3 wings with similar programmatic uses. The
ENTRANCE PLAN
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first is used as a studio and multipurpose space. The second wing is used for the arts, featuring studio spaces and a wood shop. The third wing has a breakout space, restrooms, a kitchen and a dining room. On the second floor, a lounge and dance hall are vertically adjacent to the first wing. A larger work room is vertically adjacent to the second wing, and a computer lab and project room are vertically adjacent to the third wing.
GROUND FLOOR PLAN
SECOND FLOOR PLAN
SECTIONS
LOBBY- CLIMBING WALL
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INTERIOR DESIGN The building recognizes classical domestic spaces, such as the entrance hall, dining room, atelier, living room, terrace, garden, and attic. Through the use color, light and surfaces, varying moods are created to best suit the use of a specific room. Each room has its own character, technical, acoustic, material and surfaces, based on their unique functions. The heart of the building is used as a lounge. It is designed with large colorful cushions for sitting and eating on. The communal and breakout spaces have several different types of furniture including large desks, private desks, couches, and bean bag chairs. This allows the space to be used in many different ways. The dining areas have refurbished wooden tables with colorful plastic seating. Most of the building’s walls are white, with some accent colors used to give hierarchy to certain walls, and to add texture and interest. The exterior of the building also houses several activities. There is a skate park, a garden, outdoor workshop, and a terrace. They are located near the exits of the building and adjacent to similar spaces. The skate park is located next to the gym, the outdoor workshop is adjacent to the wood shop and studio, and the terrace and garden are adjacent to the dining and lounging areas.
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SECOND FLOOR- GYM AREA
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CITATIONS 1: ”Youth Recreation & Culture Center / Dorte Mandrup Cebra.” ArchDaily. 27 Feb. 2009. Web. 16 Dec. 2014. <http://www.archdaily.com/14767/ youth-recreation-culture-center-dorte-mandrup-cebra/>. 2: ”Danish Center for Culture and Development (CKU)” Head of Network. Web. 16 Dec. 2014. <http://www.annalindhfoundation.org/members/ danish-center-culture-and-development-cku-head-network>.
IMAGES ALL: ” Youth Recreation & Culture Center / Dorte Mandrup Cebra.” ArchDaily. 27 Feb. 2009. Web. 16 Dec. 2014. <http://www.archdaily.com/14767/ youth-recreation-culture-center-dorte-mandrup-cebra/>.
CASE STUDIES
3 3.1
MONTCLAIR KIMBERLEY ACADEMY
3.2
MONTCLAIR STATE CHILDREN’S CENTER
3.3 YOUTH RECREATION & CULTURE CENTER
3.4 BRIC RECREATION CENTER IMAGE 2.1
BRIC RECREATION CENTER
3.4 ARIAL VIEW RENDERING OF BRIC CENTER
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SITE, CONTEXT & SIZE The Bric Recreation Center is located on the campus of Cali State Polytechnic University in San Luis Obispo, California. The campus is in a suburban area on 1,321 acres of land. Designed by LPA architects, the 120,000 square foot building will provide ultramodern technology in the areas of health and fitness.1 Features include three basketball courts, one multi-activity court, two racquetball courts, five fitness studios, a 50 foot rock climbing wall, a cardio and weight lifting area, a recreation and lap pool, and a juice bar. The project has also received LEED gold certification.
JUSTIFICATION This building is a significant precedent to research because of its notable sustainable design features, its use of technology, and the drive to be an inspiring environment for its users. It was built in hopes that it would improve the studentâ&#x20AC;&#x2122;s quality of life on campus by engaging and retaining them, while also improving their health and wellness.
SOUTH NIGHT VIEW
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INTERIOR DESIGN FIRST FLOOR
The first floor features a lobby and lounge, a 53foot rock climbing wall, an administration suite, locker rooms, and multi-purpose rooms. The lounge is built with large-screen TVâ&#x20AC;&#x2122;s and enough space for 60 people. The multipurpose rooms include spaces for aerobics, dance, spinning, yoga, and other exercise classes. Outside, the spacious pool are includes three barbecues, 50 chaise lounges, and 60 chairs and tables. It can accommodate up to 1,400 people on deck and 234 people in the pool. The 10-lane lap swimming pool and attached recreational swimming area are solar heated by photovoltaics on top of the pool equipment building.2
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LOBBY- CLIMBING WALL
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INTERIOR DESIGN SECOND FLOOR
The second floor includes three activity courts for volleyball, badminton, or basketball. Each court has spectator seating, an electronic scoreboard, and basketball hoops that retract to the third-floor ceiling. A fourth court has plexiglass partitions, with intentions to be used for additional activities, including indoor soccer and floor hockey. There are also spaces on the second floor for clusters of exercise equipment, including cardio machines, free weights, battle ropes, medicine balls, and monkey bars.3
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SECOND FLOOR- GYM AREA
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INTERIOR DESIGN THIRD FLOOR An indoor track circles the perimeter of the third floor. There is additional cardio and strengthtraining equipment here, as well as two additional racquetball courts. Many of the third floor exercise areas overlook the second floor activity courts. On the ceiling, tubular skylights redirect and distribute sunlight throughout the BRIC, reducing the need for artificial lighting.4
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THIRD FLOOR- RUNNING TRACK & FITNESS AREA
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FIRST FLOOR ANALYSIS
PUBLIC VS. PRIVATE PUBLIC SEMI-PRIVATE PRIVATE
CIRCULATION
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SPACIAL ANALYSIS
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SECOND FLOOR ANALYSIS
PUBLIC VS. PRIVATE PUBLIC SEMI-PRIVATE PRIVATE
CIRCULATION
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SPACIAL ANALYSIS
054
THIRD FLOOR ANALYSIS
PUBLIC VS. PRIVATE
PUBLIC
CIRCULATION
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SPACIAL ANALYSIS
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CITATIONS 1: “Cal Poly Pomona Rec Center.” Sustainable Design Architecture Firm. http://www.lpainc.com/projects/cal-poly-pomona-rec-center (accessed October 19, 2014). 2: ”Facilities.” ASI Cal Poly. http://www.asi.calpoly.edu/rec_center_facility (accessed October 19, 2014). 3: ”PolyCentric University News Center.” PolyCentric. http://polycentric.csupomona.edu/2014/09/after-two-years-of-construction-bricready-to-open-friday/#.VD012fnF8pU (accessed October 19, 2014). 4: ”PolyCentric University News Center.” PolyCentric. http://polycentric.csupomona.edu/2014/09/after-two-years-of-construction-bricready-to-open-friday/#.VD012fnF8pU (accessed October 19, 2014).
IMAGES ALL: “Recreation Center.” - Rec Center. http://public.dsa.csupomona.edu/asi/dev/asi/reccenter/page.php?DeptId=reccenter&PageId=5 (accessed October 19, 2014).
DESIGN & TECHNICAL CRITERIA
4
FURNITURE, FINISHES & EQUIPMENT MATERIALS ERGONOMICS LIGHTING SUSTAINABLE DESIGN VISUAL & ACOUSTICAL CONTROL WAYFINDING & SIGNAGE THERMAL COMFORT CRITERIA SECURITY
IMAGE 2.1
4
FURNITURE, FIXTURES & EQUIPMENT
MATERIALS
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Recreation and education centers require an individual set of furniture, fixtures, and equipment in order to accommodate and accentuate its functions. Furniture must be scaled down to the size of its user, for comfort and attentiveness. All equipment must be designed for safe use by children and should comply with the following criteria: rounded outside corners, non-toxic finishes, slip-resistant flooring, sealed seams and joints for sanitary cleaning, and impervious finishes at wet areas. The furniture must also accommodate for flexibility of spaces. All furniture must be easily maneuverable that allow for a movable and multi-purpose environment. Equipment necessary will be sports equipment, technology such as computers and printers, studio-art equipment, and other equipment types that will be obligatory for optimizing the centerâ&#x20AC;&#x2122;s programmatic needs. Appropriate sizes and clearances can be seen on the next page.
Any area that experiences frequent tactile contact or areas of high traffic needs to be designed with durability, maintainability, clean-ability, and safety in mind. Therefore, these areas must be built with resilient materials that can withstand intensive use. Low maintenance synthetic surfacing and structural materials is significant. Their increased durability under intensive use makes multiuse and community use feasible. All-weather surfaces maximize use; cleaning by hosing, vacuum, and slow blower minimize maintenance. Durable yet flexible play surfaces allow use in cold or wet weather without injury to surface or players. Use of texture should be considered on surfaces within reach of children. Utilize soft textures wherever possible to promote relaxed and quiet behavior. Hard textures are more appropriate for large motor activity areas where livelier behavior occurs.
VISUAL & ACOUSTIC CONTROL
WAYFINDING & SIGNAGE
SECURITY
Visual and sound control can be accomplished by using larger volume spaces such as gymnasiums as a “buffer” locating the classrooms from noises such as trains or highways, Orienting windows away from “visual noises” such as play-fields or roads, and providing surface treatments such as carpet and acoustical ceiling systems. Private areas should be visually controlled by acoustical partitions, allowing the users to remain focused. Community spaces and recreation spaces do not need visual control, and should be connected.
Landmarks have an important role in the development of children’s orientation abilities and special cognition performance. The use of color is vital to a child’s understanding of place. Visibility of a landmark pertaining to a space is also helpful for young children to find their way to a space. The circulation route must be clearly defined, well lit, and easy to follow. Color coding, changes in surface texture, symbols or other nonverbal techniques assist people with cognitive disabilities in finding their way through complex environments. Color contrast (of 70%) between carpet path and edge is also an effective way to define paths for people with low vision or cognitive disabilities.
Security in spaces with children has the utmost importance. All areas must be safe, and make the user feel safe. All entrances must have locking double doors with a vestibule. Entrance into the vestibule should be accessed by an ID card, while access through the doors into the building must not be assessable until outdoor doors are closed and locked. A monitoring of people entering and exiting the space must be done as well. Young children should not have access to exits, avoiding accidents.
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Because this center has a large variety of users, spaces, furniture, and equipment must meet the requirements of these users. This includes scaling down furniture and equipment for young children so that they feel comfortable, and allowing all types of users to use every space. Areas designed specifically for children must meet the children’s accessibility recommendations.
ERGONOMICS
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□ □
□
□ □ □ □
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Areas for children should provide: A circulation route that is at least 44 inches wide for travel in a single direction. A circulation route that is at least 88 inches wide for passage by two wheelchair users. Passing spaces of at least 74 inches wide at no more than 100 feet apart. Design interactives so they are usable from a forward approach with a maximum high reach of 36 inches and a maximum low reach of 20 inches, and are usable from a side approach Design wall-mounted cases and other protrusions of 4 inches or deeper with a height less than 30 inches so their lower edges extend to the floor. Design seating for children with backs and arm support and with seats at the following heights: Pre-kindergarten: 8 to 12 inches, Kindergarten and older: 12 to 17 inches Provide tables, counters, and work surfaces with clear knee space: 24 inches high, 24 inches deep, and 30 inches wide. Wherever possible, provide adjustable-height work surfaces. Design cases, text, and mount labels to accommodate a child wheelchair user’s eye level. A 6-to-9 year old wheelchair user’s eye level is approximately 41 inches above the floor. Mount directional signage at no higher than 48 inches above the floor. Children are generally less adept at travel in a straight line than are adults. Therefore, children’s environments require a wider circulation route.
LIGHTING Natural lighting is essential in youth centers. It is the hallmark of nurturing, quality environments for children. Natural light should be the primary means of lighting in the classroom space. Learning spaces should face south to maximize the amount of warmth of light available. Task lighting is required for manipulative activities. With reflected light, children (who are at a far lower vantage point than adults) will not look directly into the light source, a condition which causes glare and eye fatigue. Task lights, such as those provided by residential type pendant fixtures, should be used for reading, painting, and close work. Design for variety in lighting, through such devices as dimming controls, separate switching, adjustable directional fixtures, and pendant fixtures that are positioned over work areas. Specialized lighting should be used to display art work, pools of light to create excitement and variety, and high levels of light to encourage physical activity. Lighting can and should be used to help create a variety of instructional settings. Two levels of lighting controls allow a “dimming” effect for video viewing and other lowlight activities. Indirect lighting reduces eyestrain and glare for computer use. Natural lighting reduces lighting costs, while darkening curtains or “black-out” shades help control light and heat gain. Consideration should be given to light control clerestories, skylights, and other sources of light. Classroom light switches should be located at the door. Switches for corridor lighting should be located so that pupils do not have access to them.
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UNIVERSAL DESIGN
061
z
z z
z z z z
PBS-140 - July 2003
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SUSTAINABLE DESIGN DAYLIGHTING & WINDOWS
THERMAL COMFORT CRITERIA
063
Daylighting & windows: Optimum daylighting design can drastically reduce energy consumption, and create healthier learning environments that may result in increased attendance and improved grades. Windows, clerestories, and roof monitors can provide a large portion of lighting needs without undesirable heat gain or glare. â&#x20AC;˘ Good daylighting design can reduce the electricity needed for both lighting and cooling a school. The reason is simple: daylight provides a higher ratio of light to heat than electrical sources. This ratio, known as lighting efficacy, means that daylight provides more light and less heat, which can greatly reduce cooling loads. The chart to the left compares the efficacy (measured in lumens per watt) of various light sources. Light shelves are the most effective for learning and recreation spaces because it provides light deep into a room directed at the walls, and shades the window, eliminating glare. It is important for all occupants to be comfortable in the space. HVAC systems have a significant because it has various functions, different cooling and heating practices should be implemented. The gym and recreation spaces should be the coolest, because they are high performance areas. This way, dehydration and overheating can be monitored, as users will be able to cool off much faster. In the learning spaces, it is important that the spaces be a comfortable 72 degrees. This is an average level of comfort for all. This way, tutors and students will stay focused, and feel comfortable in their environment.
LIGHTING & ELECTRICAL SYSTEMS
MECHANICAL & VENTILATION SYSTEMS
The ability to read comfortably and perform visual tasks is strongly impacted by the type and quality of the lighting systems implemented. Lighting strategies that reduce glare while still producing the required lumen levels are essential components of a high performance school. Lighting represents 25%-40% of a typical schoolâ&#x20AC;&#x2122;s energy costs. In naturally lit spaces, the artificial lighting design should be compatible with the objectives of the daylighting. In non-daylit spaces, the objective should be to implement the most energyefficient system possible that minimized glare while providing the proper level and quality of light. This includes the following: considering the geometry and reflectance of finishes in each space, provide low-level ambient lighting supplemented by task lighting, incorporate lamps with high color rendering, and installing high-efficacy lamps. Interior designers should select colors for interior walls and ceilings to increase light reflectance and reduce lighting and daylighting requirements. Elements must be places correctly, however, to avoid glare. Mechanical and Ventilation Systems: heating, ventilation, and air conditioning systems are typically responsible for 50-60% of the energy consumed. One solution to this is heating and cooling the building through water-source heat pumps. This is the most efficient way to heat and cool a space that is subdivided into many small conditioned zones, allowing for better comfort control.
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CITATIONS 1: ““Smithsonian Guidelines for Accessible Exhibition Design.” Smithsonian Guidelines for Accessible Exhibition Design. http://www.si.edu/Accessibility/SGAED#page_63 (accessed October 22, 2014). 2: Chiara, Joseph, and John Hancock Callender. Time-saver standards for building types. 2d ed. New York: McGraw-Hill, 1980. 3: Karlen, Mark. Space planning basics. New York: Van Nostrand Reinhold, 1993. 4: Energy Design Guidelines for High Performance Schools Temperate and Mixed Climates.. Washington, D.C: United States. Dept. of Energy ;, 2002. 5: “Child Care Center Design Guide.” GSA. http://gsa.gov/graphics/pbs/designguidesmall.pdf (accessed October 14, 1922). 6: Nussbaumer, Linda L.. Human factors in the built environment. New York: Fairchild Books, 2013.
IMAGES 1: Chiara, Joseph, and John Hancock Callender. Time-saver standards for building types. 2d ed. New York: McGraw-Hill, 1980. 2: Nussbaumer, Linda L.. Human factors in the built environment. New York: Fairchild Books, 2013. *See appendix for more information
TOPICAL EXPLORATIONS
5 PHYSICAL ABILITIES AND LIMITATIONS PSYCHOLOGICAL & SOCIOLOGICAL NEEDS COLOR THEORY
IMAGE 2.1
PHYSICAL ABILITIES & LIMITATIONS
5.1
PRE-SCHOOL AGED CHILDREN DEVELOP MOTOR SKILLS AND STRONGER RELATIONSHIPS WITH OTHER CHILDREN
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PREOPERATIONAL STAGE
In the preoperational stage, children begin to develop language skills and are able to use symbols (words or pictures) to represent objects. Between the ages of five and seven, they are able to learn by thinking as well as by sensing and doing. And they develop a basic understanding of cause and effect. As they develop physically, their motor skills improve through practice. They become able to perform various activities, including pumping a swing, skipping, hopping on one foot, etc. Children in this age group are able to care for themselves. They are able to pick out and put on their own clothing, and zip, button, and snap them on. They are also able to write, draw, and hold writing utensils. By three, four, and five, children become increasingly independent. They can carry on conversation and are able to share and take turns with friends. They begin to feel more comfortable being around other children without adults. To accommodate this into design, spaces for interaction, tables and chairs appropriate to their size for quiet activities, and open spaces for play and recreation activities are ideal.
OPERATIONAL STAGE
In the concrete operational stage, children from ages seven to fourteen understand concrete handson problems and can apply basic logic, however they have difficulty thinking in an abstract manner. Therefore, they tend to make poor decisions because they do not think of the possible outcomes of their actions. The years between seven and eleven are often called the middle childhood years. At seven, children have fully developed motor skills to tie their laces, write their names, and ride bikes. By age 10, children enjoy playing organized sports, have good hand-eye coordination, have good depth perception, and can become stronger. This age group is often more daring and adventurous, and often value the acceptance of their peers. This age group also starts to want personal space and alone time. Because of this, quiet areas are important and the furniture used in these spaces must be able to handle abuse.
SCHOOL-AGED CHILDREN DEVELOP CLOSER RELATIONSHIPS WITH OTHERS AND ALLOW THEM INTO THEIR SPACE
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FORMAL OPERATIONAL STAGE
DELAYED DEVELOPMENT
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Most children enter the formal operational stage at ages eleven or twelve. At this stage, they are able to think abstractly. At this stage, physical development is greatly improved. The children in this age group enjoy participating in organized sports. They are able to judge distance and improve their endurance. These children have a more developed reading and writing skills, and are working to improve these as well as their language skills.
Some children may have delayed development. They must be incorporated into design as well. Working with an occupational therapist can aid the designer in doing so. Some criteria to follow is simple spaces with controlled sensory stimuli, incandescent or halogen lighting, quiet places for concentration as well as escaping over-stimulating spaces, and visual stimulation that does not compete with the teacher. Children with learning disabilities often have difficulty with memory skills, working at a slow pace, inattention to details or excessive focus on them, and frequent misreading of them. It is important to give these children different types of spaces with a sole purpose to use to aid focus.
FORMAL OPERATIONAL STAGERS ARE CAPABLE OF ABSTRACT THINKING & DEVELOP BONDS WITH THOSE WHO HAVE THE SAME INTERESTS 068
WHY IS RECREATION CRUCIAL IN A CHILD’S DEVELOPMENT?
5.2
SOCIAL IMPACT
PSYCHOLOGICAL BENEFITS
ACADEMIC IMPACT
069
Play is important for the emotional, social, cognitive, and physical development of children. In addition to being critical for general health and a preventative against overweight, play develops life skills for children and communication skills among peers and family members. Recreation, although important for all ages, is especially crucial during a child’s formative years. Socialization opportunities through recreation are needed to support their social-emotional maturity. Sports also promote hard work, dedication, confidence, and leadership. Recreational activities reduce feelings of isolation, and act as a constructive pass time where children can feel a part of a team. Children suffering from Attention Deficit Disorder benefit from activity in public spaces. When parents of children with ADD were asked to nominate the activities that they had found made their child more manageable, 85 percent of green-space activities (such as soccer or basketball) were said to improve their child’s behavior, while only 43 percent of non-green activities (such as video games and watching television) were regarded as beneficial. Exercise effects structural and chemical changes within the central nervous system as well. Regular exercise aids in faster information processing, problem solving, and the execution of cognitive tasks; advanced motor skills, creativity and selfexpression contributing to a child’s intellectual capacity; fewer symptoms of depression and anxiety as physical activity provides a stress release and has a positive affect on mood Many urban schools have replaced recess and purely recreational after-school activities with academic enrichment activities to help close the academic achievement gaps between lower income children and their more privileged peers. While improved academics is important, the developmental role of play should not be forgotten. Play’s benefits extend to psychological well-being. Play provides an opportunity for a student to shine and gain confidence in areas that are not strictly based on academics.
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COLOR THEORY
5.3
COLOR THEORY
WARM COLORS
COOL COLORS
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Color affects your emotional state. Therefore, it is important to place color that correlates with the space it is in. In learning spaces, it is important to use bright, pure colors for accessory items for elementary-aged students, and subdued colors for high school students and beyond.
Warm colors elicit happiness and comfort, creating intimacy by making large, open spaces feel cozier. Red, orange, and yellow can stimulate the mind and have energizing effects on the body, which is ideal in recreation spaces. Red also increases athletic ability, however it may hurt academic performance. Orange is friendly and welcoming, and should be used in social spaces. It inspires interpersonal communication and puts people at ease.
Cool colors have a calming effect. Blue calms the mind and body, lowering blood pressure and heart rate. Children who are prone to tantrums and other behavioral problems may benefit from blue. Purple combines the stability of blue and the energy of red. Green reduces anxiety and promotes concentration. Exposure to green has proven to increase reading ability in children.
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CITATIONS 1: Pellegrini, A. D. and Blatchford, P. (1993) Time for a break. The Psychologist, Vol. 63, pp51-67. 2: Petrie, P., Egharevba, I., Oliver, C. and Poland, G. (2000) Out of School Lives, Out of School Services. The Stationery Office. 3: Keenan, Thomas. An Introduction to Child Development. London: SAGE Publications, 2002. Print. 4: Developmental Psychology. Arlington, VA, Etc.: American Psychological Association. Print. 5: “Promoting the Participation of Children With Disabilities in Sports, Recreation, and Physical Activities.” Promoting the Participation of Children With Disabilities in Sports, Recreation, and Physical Activities. Web. 17 Dec. 2014. <http://pediatrics.aappublications.org/content/121/5/1057 6: “Measuring Children’s Participation in Recreation and Leisure Activities: Construct Validation of the CAPE and PAC.” - King. Web. 17 Dec. 2014. <http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2214.2006.00613.x/full>. 7: “Journal of Student Affairs Research and Practice.” Relationship Between Student Recreation Complex Use, Academic Performance, and Persistence of First-Time Freshmen :. Web. 17 Dec. 2014. <http://www.degruyter.com/dg/viewarticle/j$002fjsarp.2001.38.2$002fjsarp.2001.38. 2.1138$002fjsarp.2001.38.2.1138.xml;jsessionid=45BB90A28F19939B2D371A0752C5BE8D>. 8: Mahoney, Joseph, Heather Lord, and Erica Carryl. JSTOR. Web. 17 Dec. 2014. <http://www.jstor.org/stable/3696730>.
IMAGES 1: http://www.mediacastblog.com/embracing-technology/ 2: http://aea365.org/blog/tag/color/ 3: http://www.gcychome.org/index.php/about-us/building-tour/061724z/ 4: http://www.mamasmiles.com/make-the-most-of-a-snowstorm-with-kids/
CONTEXT, CLIMATE & ZONING
6 6.1
SITE & CONTEXT
6.2
CLIMATE
6.3 ZONING
CONTEXT
6.1 UNIVERSITY CITY’S PARKLETS
IMAGE 1
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PHILADELPHIA SKYLINE
CITY Located in the Southeastern tip of Pennsylvania, Philadelphia is the economic and cultural center of the Delaware Valley. As the second largest city on the east coast, and the fifth most populous city in the US. It also has the designation of the only consolidated city-county in the state, with a population of 1.5487 million according to the last official consensus in 2010. Philadelphia is known for its arts and culture. The cheesesteak and soft pretzel are emblematic of Philadelphia. There are also various art installments and famous architecture that shapes the city. Philadelphia has more outdoor sculptures and murals than any other American city. Fairmount Park is the largest landscaped urban park in the world. Gentrification of Philadelphiaâ&#x20AC;&#x2122;s neighborhoods continues into the 21st century and the city has reversed its decadeslong trend of population loss.
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CLIMATE
Philadelphiaâ&#x20AC;&#x2122;s climate is moderate, with summers that are hot and muggy, mild fall and springs, and mildly cold winters. The average annual rainfall is 41.1 inches, with an average of 117 days per year experiencing rain. Average winds in Philadelphia are 10 mph per month with a 33% average wind probability and an average northeasterly wind direction.2
IMAGE 3
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SUN & WIND PATH
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NEIGHBORHOOD The Armory is located in the University City section of Philadelphia. University of Pennsylvania, Drexel University, and the University of the Sciences call University City home. The area has 45,787 people living in 16, 625 households, 29% of which are classified as family households. The median family household income is $40,042.7 The area is ethnically and economically diverse. The population is half white, one third Asian, and two thirds African American, shown in the figure below
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There are three public secondary schools, one private secondary school, 6 primary public schools, and five private primary schools in the area. Several real estate projects are in progress. From high-end dormitories to stylish apartment buildings, 2.6 million square feet of new residential real estate have been completed or are under construction, adding to University City’s streetscapes and walkable neighborhood.6 A majority of its users walk to their destinations (shown right) and the streets are thriving with pedestrians (shown left). University City is known for its Architectural treasures. A variety of building styles spanning a century of development are seen in commercial and residential buildings. Public space is huge in this area. Food trucks have also become a popular trend, helping turn the empty streets into festive destinations. There are various daily farmers markets and parks that bring the public together. Drexel University’s “Innovation Neighborhood” is located here, with a strategic focus on research, technology transfer and economic development. Drexel partners with national and international technology leaders and developers to create an unprecedented new neighborhood for research, teaching, business and living.3
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STREET
The Armory is located on 33rd street between market and arch street, with the Entrance facing 33rd street. The architectural style of the street is historical and modern. 33rd street runs perpendicular to walnut street, market street, and arch street, which are very popular destinations in center city, known for the shopping and one of a kind restaurants.1 33rd street also runs through Drexel and UPennâ&#x20AC;&#x2122;s campusâ&#x20AC;&#x2122; and their various sports fields and complexes. Surrounding the building, there is a police station, various dormitories, and a septa station. The surrounding buildings are all multi-story or high rise buildings.6
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TRANSPORTATION MAP
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PEDESTRIAN & VEHICULAR TRAFFIC AREAS
PEDESTRIAN TRAFFIC VEHICULAR TRAFFIC
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NEARBY UNIVERSITY CITY SCHOOLS SCHOOLS SCHOOLS
MINUTES MINUTES AWAY AWAY
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SITE ZONING
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CITATIONS 1: “Home.” University City District. Accessed November 13, 2014. http://universitycity.org/. 2: “Temperature - Precipitation - Sunshine - Snowfall.” Climate Philadelphia. Accessed November 13, 2014. http://www.usclimatedata.com/climate/philadelphia/pennsylvania/united-states/uspa1276. 3: “Home.” University City District. Accessed November 13, 2014. http://universitycity.org/. 4: “City of Philadelphia: Map.” City of Philadelphia: Map. Accessed November 13, 2014. http://www.phila.gov/Map?#id=757bbd2d07704a9bb684a 1e88ca681c9 5: ”Home.” University City District. Accessed November 13, 2014. http://universitycity.org/ 6: ”University City - Philadelphia Neighborhoods — Visitphilly.com.” Philadelphia. Accessed November 13, 2014. http://www.visitphilly.com/philadelphia-neighborhoods/university-city/. 7: “United States Census Bureau.” Philadelphia County QuickFacts from the US Census Bureau. Accessed November 13, 2014. http://quickfacts. census.gov/qfd/states/42/42101.html. 8: “United States Census Bureau.” American Community Survey Main. Accessed November 13, 2014. http://www.census.gov/acs/www/.
IMAGES 1: ”Infrastructure.” This Old City. Accessed November 13, 2014. http://thisoldcity.com/tags/infrastructure 2: ”Dine | The After5 Lifestyle | Welcome to The After 5 Life.” The After5 Lifestyle. Accessed November 13, 2014. http://theafter5lifestyle. com/category/dine/. 3-4: “Philadelphia, Pennsylvania.” City Data. Accessed November 13, 2014. http://www.city-data.com/city/Philadelphia-Pennsylvania.html. 5-8: “Home.” University City District. Accessed November 13, 2014. http://universitycity.org/. 9-10: “University City Campus Map - Drexel University.” Drexel University. Accessed November 13, 2014. http://drexel.edu/about/directions/ university-city-map/. 11-13: “City of Philadelphia: Map.” City of Philadelphia: Map. Accessed November 13, 2014. http://www.phila.gov/Map?#id=757bbd2d07704a9bb6 84a1e88ca681c9
PROGRAM DEVELOPMENT
7 PROGRAM ADJACENCY MATRIX TEST FITS
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PROGRAM
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PROGRAM
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PROGRAM
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TEST FIT
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ROCK CLIMBING LOCKERS GYM
LEARNING ARTS RECREATION
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BUILDING ANALYSIS & STANDARDS
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EXISTING BUILDING
8.2 BUILDING ANALYSIS
8.3
CODE REVIEW
EXISITING BUILDING
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BUILDING: 32ND STREET ARMORY SIZE: 472,000 SQ. FT, ONE LEVEL 153’ x 278” FLOOR TO CEILING HEIGHTS: 28’-48’ CLEARANCE TO TRUSSES ARCHITECT: PHILLIP H. JOHNSON
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EXISTING BUILDING
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BUILDING ANALYSIS
8.2
STRUCTURAL ANALYSIS
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CODE EVALUATION
8.3
Building analysis
Size: 42,000 sq. ft. Location: 32nd st & Lancaster Ave, Philadelphia PA Architect: Phillip H. Johnson Style: Classical Revival Analyze existing structure, note bearing walls, columns, beams
Project Data:
Project Name: to be determined Address: 3205 Lancaster Ave, Philadelphia PA 19104 Owner: Drexel University Architect: Phillip H. Johnson Date of Completion: 1916 Number of Stories: 1 Total Gross sq. ft: 42,000 Max occupants: 2,100
Applicable Building Code Information Zoning Ordinance: City of Philadelphia
Zoning Code Regulation
Land Use Zoning: CMX-4 Center City Commercial Mixed-Use
Use Group Classification
Active and Passive recreation, Educational Facilities A-3 (Small Assembly) - Gym Net Area - 600 Square Feet Area Per Occupant â&#x20AC;&#x201C; 20 net Maximum Occupancy - 30 People Minimum Corridor Width - 44 Inches Exit Access Travel Distance - 250 Feet E (Educational)- Classrooms Gross Area: 700 Square Feet S.F./Occupant: 20 Net Maximum Occ.: 35 People Min. Corridor Width: 36 Inches Exit Access Travel Distance: 250 Ft
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M (Mercantile)- Nike Store Gross Area: 500 Square Feet S.F./Occupant: 30 Gross Maximum Occ.: 16 People Min. Corridor Width: 36 Inches Exit Access Travel Distance: 250 Ft
Construction Classification: Type: Fire Rated: yes Gross sq. ft: 16,800 Sf/occupant: 20 Number of Occupants: Max: Sprinklers: yes
Means of Egress:
Sprinklered Minimum 2 exits per floor
Fire Protection Requirements:
Fire Exit Enclosures: 2 hours Shafts and Elevators Hoistways - 2 hours Smoke Barriers - Assume 30 Minutes
Corridor Fire-Resistance Rating - 1 Hour Sanitation:
Water Closets: 42 stalls Drinking Fountains: 5
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YOUTH LEARNING & RECREATION CENTER
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CONCLUSION
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During the course of my research, I gained an understanding of the components that must go into this project in order to make it a successful one. My research has revealed the importance of careful planning of a space for children. Children are all at different stages of development, and they all have different needs. It is important to accommodate in some way for every type of child, so that they are able to thrive and gain the confidence needed to succeed. I must pay close attention to detail. Because I am combining educational spaces with recreational spaces, it is important to base my design in those areas on the environment and behavior that is encouraged. There must be a clear distinction between social spaces, quiet spaces, and play spaces. For this project, I can see the concept being focused on engagement. I want kids to want to be there, be excited to learn and play with their friends, and be engaged in whichever part of the program they please.
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CAPSTONE COMMITTEE
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CAPSTONE COMMITTEE Alexander A. Messinger, Principal AAM Architects & Associates 2522 Bryn Mawr Avenue Ardmore, PA 19003 Ph. 610-613-2959 E-mail: aamarchitects@verizon.net Lisa Phillips Assistant Professor, Interior Design Philadelphia University Ph. 215-518-3535 E-mail: phillipsl@philau.edu Erin Murray Interior Designer Facilities and Campus Planning Ph. 973-655-7663 murrayer@mail.montclair.edu Dave Flocco, Ed.D. Head of Upper School Montclair Kimberley Academy Ph.973-783-8303
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