TODAY’S PRESENTATION
CAMPUS PLANNING OBJECTIVES
• • • • • • •
PROCESS REVIEW
PROJECT VISION
SPACE NEEDS DRIVERS
Math Faculty School Leadership
THE STUDENT EXPERIENCE, THE CAMPUS EXPERIENCE Dyslexia Anxiety Dyscalculia Dyslexia Poor Working Memory Dysgraphia High Cognitive Ability
ECOSYSTEM OF SUPPORTIVE ENVIRONMENTS
JOURNEY: the path of the Chartwell student
…through their day …through their years at Chartwell and beyond …under their feet
JOURNEY: the path of the Chartwell Student
…how can we articulate a path, a trail, a journey…
JOURNEY: the path of the Chartwell Student
… and make the spaces and buildings a part of that journey.
COMMUNITY: looking to an ecological model
… to root the school community in this special place
COMMUNITY: looking to an ecological model
… and connect to each other
COMMUNITY: looking to an ecological model
…non-hierarchical branching structures like neural networks, unplanned settlements, soap bubbles,…
BELONGING: how we build connections
spatial … being attentive
storied …intimacy over time ethical … reciprocity of care based on the writings of Barry
Lopez
• creating a variety of indoor and outdoor spaces to support students
• journey is more important than the buildings
• organized around a web of intersecting paths
• saturated with the experience of the site
What does a Chartwell Campus of Journey, Community, and Belonging look like?
SITE: what is there now
Initial Provocations
from practicality… adjust to enhance connections… inflect to cultivate experience…
Design Iterations start
CAMPUS PLAN
PHASE 1: TTI, Leadership, Library, Classrooms, Athletics
PHASE 2: STEAM, Performing Arts, Dining, Additional Classrooms
PHASE 3: Student Housing for up to 60
PHASE 4: Student Housing for an additional 40-60 (total of 100-120)
PROGRAM
• • • • •
CAMPUS PLAN
VIGNETTES
Campus Connections
Site Program and Character
Climate Positive Chartwell
NEXT STEPS