D e s i g n Th i n k i n g
.
Spring 2 013
.
Ben Fehrma nn
.
L a u r e n F i e ld
D e s i g n Th i n k i n g Wa s h i n g t o n U n i v e r s i t y S p r i n g 2 013
in
S t. L o u i s
Book by J en n i f er A . Wo ng D e s i g n Th i n k i n g I n s t r u c t o r Ben Fehrmann T e a c h i n g A s s i s ta n t L a u r e n F i e ld
1
S y s t e m at i c A d va n c e m e n t Ta ble
of
Contents
Chapter One
4
Chapter Five
Proposal Ch a l l enge
t h e e x i s t i n g a rc h i t e c t u r e
of e duc at ion
Chapter Six
a system
to f u nc t ion
96 T h e S i t e Choosing
a n ex ist ing school to
u p d a t e a r c h i t e c t u r a l ly
C h a p t e r Th r e e
46 A r c h i t e c t u r a l S y s t e m s Sy st e m s t h at dr i v e a rc h i t e c t u r a l
Chapter Nine
122 A P l a u s i b l e F u t u r e Th e a r c h i t e c t u r a l p o t e n t i a l
de sign
Chapter Four
50 A r c h i t e c t u r e o f E d u c at i o n How a rch i t ec t u r a l design is r e f l e c t ion of e duc at ion s y s t e m s
2
in
t h e de sign of school s
C h a p t e r Tw o
16 S y s t e m at i c D i s s e c t i o n Un de r s ta n di ng w h at dr i v e s
68 A r c h i t e c t u r a l D i s s e c t i o n Un de r sta n di ng t h e com pon e n t s
C h a p t e r Te n
133 B i b l i o g r a p h y & S o u r c e s a
3
Proposal
4
A
school that
challenges the existing architectur al organization system of contempor ary pr im ary schools.
“ We
shape our buildings; thereafter they shape us�
-Wi nston Ch u rch i l l 5
6
“Schools
began
with a man under a
TREE ,
who did not know he
wa s a t e ac h e r , di s c u s s i ng h i s r e a l i z at ion w i t h a f e w, w ho di d no t k now t h e y were students. man.
Spaces
Th e
students aspired that their sons also listen to such a
were erected
and the
f i r s t s c h o o l s b e g a n .� -Louis K han
7
8
In
the
19 t h C e n t u ry, home schooling mov ed into the
one room school house.
9
10
During
the industr i a l age,
the
education system
wa s t r a n sfor m e d i n t o a n
i n d u s t r i a l s y s t e m ,the school
wa s t r a n sfor m e d i n t o
a fac tory.
11
Purpose
12
Challenge
the tr aditional model of
school systems
design ed to facilitate the
industrial model of pr im ary education.
13
S c ho ol ≠ Fac t ory
14
School ≈ City
The compulsory primary education system was designed
at the height of the industrial
age.
The industrial system valued speed, efficiency, and mass production, and this attitude influenced the evolution of our education systems. The
architecture of schools reflected the society’s
values of mass production, social isolation and standardization. The human element of scale, community, individuality was not considered. In the new age of urban design, city networks are being
redesigned to prioritize the individual.
The
design values safety, comfort, and social well being of humans. The canon of building cities is now a social network. Yet within the city network, school systems are still being designed as a production
system.
Schools need to be redesigned to architecturally communicate and reflect a new system of education.
15
System atic Dissection
16
To
begin, we must
understand how
va r iou s s y s t e m s op e r at e To
understand current architectur al design systems.
17
SA yL s t e m s ogic
A methodical logic that arranges a set of components into a unified whole.
18
19
Systems
20
are Driven By a
LO G I C
a r e e x e c U T e D a c c o r D i n g T o T h aT
LOG I C
21
a
a n organizing sysT em
a meThoDicaL sysT em
a fLexiBLe sysT em
Th e LOG I C.
Th e LOG I C.
Th e LO G I C.
sysTem
T h aT
forms
a
canon
o r g a n i z e o p e r aT i o n s .
22
To
a
s y s T e m o f r i g i D c o n s T r a i n T s T h aT D i c TaT e s a D e T e r m i n e D o U T c o m e .
a
s y s T e m o f g U i D e L i n e s T h aT L e a v e s s pa c e f o r va r i aT i o n a n D c h o i c e .
a
a v i Ta L s y s T e m
a D isTriBUTion sysT em
a proDUc Tion sysT em
Th e LOG I C.
Th e LOG I C.
Th e LO G I C.
sysTem reLianT on an inDispensaBLe e n g i n e T o r a D i aT e s p o W e r .
a
sysTem consTrUcTeD To Tr ansmiT or DisTriBUTe.
a
sysTem of To op Timize proDUcTion.
23
Th e n a r r aT i v e
24
Th e LOG I C.
Th e c o n s T r a i n T
A n Organizing Syst em A
s y s t e m t h at f o r m s a c a n o n t o o r g a n i z e o p e r at i o n s .
Gr aphic Novel
B at m a n A r k h a m A s y lu m Visual narrative bound in a sequence of frames. Frames are roughly read left to right, and top to bottom. Morrison, Grant, and Dave McKean. Arkham Asylum: A Serious House on Serious Earth. New York, NY: DC Comics, 2004. 25
Th e i n s T r U m e n T
26
Th e LOG I C.
Th e c o n s T r a i n T
A Methodical Syst em A
s y s t e m o f r i g i d c o n s t r a i n t s t h at d i c tat e s a d e t e r m i n e d o ut c o m e .
Minimalist Art
Agnes Martin Equally spaced horizontal lines drawn in a fixed border. 11 sets of 15 lines. Each set of 15 lines has a darker line offset from the border by one inch. Agnes Martin, Untitled, 1960, pencil and ink on etching, 13.125� x 13�. 27
28
Th e m aT e r i a L
Th e a c T o r
Th e LO G I C.
A yellow #2 pencil.
The personality and intuitions of the artist are visible in the fi nal product of a flexible system.
Cut, Combine, Align, Populate.
A F l e x i bl e S y s t e m A
s y s t e m o f g u i d e l i n e s t h at l e av e s s pa c e f o r va r i at i o n a n d c h o i c e .
G e n e r at i v e A r t
Ta r a D o n o va n Cut and combine various length sections of a yellow #2 pencil. The edge of form cannot be straight. All sections must begin at the same X plane. Tara Donovan, “Colony.� 2005. 29
30
Th e LOG I C.
Th e e n g i n e
Th e r a D i aT i n g sphere of infLUence
Pump oxygen rich red blood cells throughout the body.
The lungs enrich the blood with oxygen. The heart circulates the blood.
Arteries, veins, and capillaries.
A V i ta l S y s t e m A
s y s t e m r e l i a n t o n a n i n d i s p e n s a bl e e n g i n e t o r a d i at e s p o w e r .
Human
body
C i r c ul at o r y S y s t e m The engine of a system is the vital core. It supplies the necessary resources to power a system. As power radiates further from the engine the influence becomes weaker. 31
32
Th e LOG I C.
Th e n o D e
Th e c o n n e c T o r
Transmit information.
A fi xed start and end point.
Metallic conductor
A Tr a n s m i s s i o n S y s t e m A
s y s t e m c o n s t r u c t e d t o d i s t r i but e
D i g i ta l Te c h n o l o g y
Print ed Circuit Board (PCB) Digital information in a code form is transmitted from a start point to an end point via a metallic conductor. 33
34
Th e LOG I C.
The Expediency
The Structure
Generate a product
Optimization of efficiency determines any design.
Pure functionality is the design motivation.
A P r o du c t i o n S y s t e m A
s y s t e m o f e f f i c i e n c y i n p r o du c t i o n .
I n du s t r i a l
fac to ry
Th r e e G o r g e s D a m , C h i n a . Hydroelectric dam Edward Burtynsky. Three Gorges Dam Project, Dam #6, Yangtze River, China 2002.
35
System Oper ation
36
Systems
oper ate as either a
linear sequence
or as a
network sequence
37
N et work A C onnection
A larger system encompassing various interconnected systems.
38
39
LOG I C:
obJect
40
input
S y s t e m O p e r at i o n Systems
Tr a nsfor m
o p e r at e i n e i t h e r a l i n e a r s e q u e n c e o r n e tw o r k
object to fit into receptor
R eceptor
Output
R eceptor
R eceptor
41
Line ar sysT em singLe
seqUenTiaL LogicaL series
LOG I C: proCess
obJect
42
input
objeCt input into standar d output
output
neT Work sysT em m U LT i
D i r e c T i o n a L , i n T e r - r e L aT i o n a L s y s T e m
LOG I C: introduCe
m o r e va r i a b l e s d u r i n g p r o C e s s
f o r m o r e va r i a n t r e s u lt s .
can the forms be combined?
+
obJect
input
output
can the form be divided?
43
Net work Systems
44
Net wor k systems
are
i nh e r e n t ly mor e robust
than
linear systems
because of a ll the
CONNECTION
Network System
>
relationships
Linear System
45
Architecture As
46
a
System
Where The
is The
LO G I C
CO NC E P T
BUiLDings are consTrUc T eD accorDing To The
CO NCE P T
47
Architecture Is
48
a
Concept
Th e
A r c h i t e c t u r e
of
Schools should
R einforce
and
R e f l e c t the Education System
49
50
Th e S ta n d a r d A r c h i t e c tu r e Th e
of
E du c at i o n
l o g i c a n d c o n c e p t d r i v i n g t h e d e s i g n o f s c h o o l bu i ld i n g s
Currently, the architecture of education is designed with the concept of education as an industrial system. Advancement in the architecture of education should reflect the advances in education philosophy.
51
CO NCE P T:
primary
child
52
input
E du c at i o n S y s t e m Th e
Imbue
l o g i c a n d e x e c ut i o n o f t h e e du c at i o n s y s t e m
k nowledge into students in
pr e pa r at ion for a f u t u r e c a r e e r .
Future
School
Output
Future
Future
53
Th e LOG I C.
54
Th e p L ay e r s
Th e r e L aT i o n s h i p
Line ar sysT em a
s y s T e m o f r i g i D c o n s T r a i n T s T h aT D i c TaT e s a D e T e r m i n e D o U T c o m e .
Th e p r o f e s s i o n a L
a s Ta n D a r D p r o D U c T inpUT
oUTpUT
Knowledge is delivered by the teacher and absorbed by the student.
Students reflect what they have learned through testing.
A standard approach to educating students leads to fi xed expectations of intelligence. Students are measured through standardized aptitude tests and those that do not fit the mold are deemed as unintelligent and pushed aside. 55
Th e LOG I C.
56
Th e p L ay e r s
Th e r e L aT i o n s h i p
neT Work sysT em a
s y s T e m W i T h va r i a B L e s T h aT L e a D T o D i v e r g e n T o U T c o m e s
Th e p a s s i o n aT e
inpUT
oUTpUT
Knowledge is an interactive experience shared between teacher and students.
Students demonstrate what they have learned through share knowledge and experience.
a pLeThora
of
DiversiT y
An education system such as the Montessori model or Howard Gardner’s Multiple Intelligence Theory accepts each student as an individual with different methods of absorbing information.
57
L i n e a r e D U c aT i o n s y s T e m e D U c aT i o n
i s pa s s e D f r o m T e a c h e r T o s T U D e n T
LOG I C: k nowledge
i s pa s se d f rom t e aC h e r
-
st u de n t t h rough dr i l l e d faC t s a n d standar dized aptitude tests.
input
58
output
n e T W o r k e D U c aT i o n s y s T e m e D U c aT i o n
e x T e n D s B e y o n D T e a c h e r s T U D e n T r e L aT i o n s h i p
LOG I C: learning
is extended.
students
inter aCt
with students, entire sChool is eduCation.
can age, interests and subJects be mixed?
+
input
output
can students teach students?
59
L i n e a r e D U c aT i o n s y s T e m e D U c aT i o n
i s pa s s e D f r o m T e a c h e r T o s T U D e n T
LOG I C: Children th ey
do no t l e a r n i n a l i n e a r fa sh ion.
do not retain infor m ation through rote memor ization.
60
n e T W o r k e D U c aT i o n s y s T e m e D U c aT i o n
e x T e n D s B e y o n D T e a c h e r s T U D e n T r e L aT i o n s h i p
LOG I C: Children
absorb infor m ation every where
through exCiting and stimulating inter aCtions
61
62
Th e A lt e r n at i v e E du c at i o n S y s t e m There are alternative education systems employed in primary schools that have moved away from the industrialized system. These education methods, such as the Montessori or Steiner philosophy, employ a network system that educates the individual student and fosters a social environment where learning occurs in all aspects of life.
63
H o wa r d G a r d n e r
Multiple Intelligence In 1983 Howard Gardner proposed a theory of multiple intelligences. Standard public education systems measure traditional theories of intelligence based on standardized aptitude tests but children learn through a wide range of cognative abilities “Intelligence is the capacity to do something useful in the society in which we live. Intelligence is the ability to respond successfully to new situations and the capacity to learn from one’s past experiences.” —Dr. Howard Gardner Frames of Mind and Multiple Intelligences: The Theory in Practice
64
LOG I C: th e
LOG I C: Current eduCation system
va l u e s
logiC-m athem atiC
intelligenCe with a small
th e
arChiteCture of sChools
should r espond to multiple theories of intelligenCe.
emphasis on verbal-linguistiC intelligenCe
65
a rchiTecTUr aL singLe
emBoDimenT of a
Line ar sysT em
seqUenTiaL LogicaL series
CO NCE P T
arChiteCture
suggests a single direCtion
and a single a x is of mov ement
66
a rchiTecTUr aL
emBoDimenT of a neT Work sysT em m U LT i D i r e c T i o n a L , i n T e r - r e L aT i o n a L s y s T e m
CO NCE P T
arChiteCture
p r ov i d e s a va r i a t i o n i n
opportunities for inter aCtion and learning
67
to a
68
How can a rchitectur e r espond & R eflect net wor k education system?
The Student
THEORY
Social Envioronment
Physical Environment 69
Architectur al Dissection
70
To
begin understanding the relationship of
architectur al embodiment of education systems w e m u s t d i s s e c t a s c h o o l’s a r c h i t e c t u r a l d e s i g n c o m p o n e n t s
71
Th e A rch i t ec t u r e of E duc at io n i s dr i v e n by. . .
72
e D U c aT i o n s y s T e m
LO G I C:
a rchiT ec TUr aL sysT em
CO NCE P T
73
a rchiTecTUr aL focUs Th e LOG I C.
74
Th e CO NC E P T.
The altered U shape created a safe space that was framed by the wings of the building. In the center, is a kindergarten space, nestled between the wings.
School
M o dul a r Rectilinear Classrooms
24’
C i r c ul at i o n The altered U shape created a safe space that was framed by the wings of the building. In the center, is a kindergarten space, nestled between the wings.
x
as a
Fa c t o r y
Single Loaded Corridor
3 2 . 5’
Ty p o l o g y The efficient execution of this design concept resulted in a double loaded corridor with simple rectilinear classrooms.
C a r r E l e m e n ta r y S c h o o l
75
if
the
system
LOG I C:
evolv e d. . .
linear system
76
networK system
if
the arChiteCtur al CO NCE P T
refleCted...
S c ho ol ≠ Fac t ory
School ≈ city
77
a rchiTecTUr aL focUs Th e LOG I C.
78
Th e CO NC E P T.
Open & visible social learning spaces beyond the classroom.
School
C i r c ul at i o n
Ty p o l o g y
Classrooms act like building footprints by shaping the corridor space. The corridor now becomes a communal learning street.
The interaction between non-classroom social learning spaces, irregular classroom footprints and winding corridor creates unique and excited architectural forms.
as a
Cit y
M i ll e n n i u m H i g h S c h o o l
79
T h e S c h o o l Ty p o l o g y
80
81
S o ld a n H i g h S c h o o l Th e
f i r s t h e a lt h y spac e s
Dossier Date
1909
Architect
William Ittner
Location
918 Union Boulevard. St. Louis, MO 63107
Grades Capacity Square Footage
9-12 1,600 221,184
“[Schools should have] natural lighting, inviting exteriors, and classrooms tailored to specific needs.� - William Ittner 82
LOG I C:
LighT
William Ittner’s driving concept of the school design was to allow optimal light into classroom spaces.
focaL D esign eLemenT
c i r c U L aT i o n
Th is concept man ifested architecturally as light wells and skylights
Circulation was placed between classrooms to allow more light to enter the classrooms.
Ty p o L o g y
The efficient execution of this design concept resulted in a double loaded corridor with simple rectilinear classrooms.
LighT WeLLs
cenTr aLizeD c i r c U L aT i o n corriDor
recTiLinear cLassrooms
DoUBLe LoaDeD h o r i z o n Ta L corriDor
83
Crow Isl and School
First Modern School House
Dossier Date
1939
Architect
Eliel and Eero Saarinen & Perkins Wheeler and Will
Location
1112 Willow Road. Winnetka, Illinois.
Architecture Square Footage
“Winnetka Plan” 47,579
“[A vision] to create a public school whose philosophy and facility would rival its private counterpart” - Carleton Washburne, School Superintendent 5 84
LOG I C:
c L a s s r o o m o r g a n i z aT i o n
Crow Island School was an architectural precedent that aimed to show how the physical environment could be designed to promote learning. The building was a manifestation of school superintendent Carleton Washburne’s “progressive education system” and Larry Perkin’s architectural implementation.
focaL D esign eLemenT
c i r c U L aT i o n
The concept was to create self contained classroom units that could facilitate all types of activities from learning to playing.
The self contained classrooms surrounded a common circulation core where communal activities are centered around.
Ty p o L o g y
This design creates pockets for activities but still retains a double sided horizontal corridor.
L cLassrooms
h o r i z o n Ta L corriDor
85
Montessori School A daptive A rchitectur e
in
D elf t
Dossier Date
1960
Architect
Herman Hertzberger
Location
Jacoba van Beierenlaan 166. Delft, Netherlands
“Schools should not be defined objects, because whatever we do, it will change.� - Herman Hertzberger 86
LOG I C:
a Dap Tive a rchiTecTUre
Herman Hertzberger’s vision was to create a flexible school architecture typology that would be able to adapt to children’s learning and playing. Activities could occur simultaneously and the entire school was a learning environment.
focaL D esign eLemenT
c i r c U L aT i o n
Flexibility and adaptability were key design elements. The architecture itself allowed room for future expansion.
The organization of classrooms transformed the horizontal corridor into a main street or central avenue
Ty p o L o g y
Halls as neighborhood streets with a conglomeration of small houses.
87
M i ll e n i u m H i g h S c h o o l A daptive A rchitectur e
Dossier Date
2003
Architect
HLW International
Location
75 Broad St New York, NY
Square Footage Classrooms
90,000 600-800sf
“[We embraced] the opportunity to create a more connected, responsive and flexible learning environment was embraced and Millennium is able to provide for a much wider variety of learning opportunities.� - HLW International 88
LOG I C:
Le arning sTreeT
The plan was developed without corridors, with abundant day lighting and permits multiple modalities of learning to occur simultaneously within and outside classrooms. The learning street needs to be wide enough not to read like a corridor and tall enough not to be feel closed in
focaL D esign eLemenT
Learning is no longer confi ned to the classroom. The horizontal corridor is disintegrated with pockets of communal gathering and learning spaces.
c i r c U L aT i o n
Circulation areas have been re-purposed as group workspace, individual niches and impromptu gathering spaces. Additionally, the interconnecting stair is designed as bleacher-like seating to encourage socialization
L e a r n i n g s pa c e s
The learning street needs to be wide enough not to read like a corridor and tall enough not to be feel closed in
89
Cit y Garden Mont essori Neigh bor hood Cata lyst
Dossier Date
2013
Architect
UIC ( Urban Improvement Company)
Location
1618 Tower Grove Ave, St. Louis, MO 63110
Square Footage
29,000
“It is to all of our benefit to remember that investing in our young children pays long-term dividends. In the case of City Garden, it actually pays measurable short-term ones as well.” -Cynthia Fischer Cynthia Fischer. “Investing in young children pays off, as City Garden school shows.” Stl Today. (http://www.stltoday.com/news/opinion/ mailbag/letters-to-the-editor/investing-in-young-children-pays-off-as-city-garden-school/article_5ccf1d4c-2586-5029-9286-e93de90dfc2e.html) 90
LOG I C:
n e i g h B o r h o o D c aTa Ly s T
Architecture intervened in a historic 1940’s St Louis building to create a desirable school space. The school itself is modeled to create a strong group dynamic. This new school in turn serves as a catalyst for the neighborhood redevelopment of the Botanical Heights neighborhood in St. Louis.
focaL D esign eLemenT
c i r c U L aT i o n
c a m p f i r e s pa c e
Classroom walls that face a central community area are glazed to create a stronger sense of community.
Circu lat ion becomes the communal gathering space. Corridors are virtually eliminated
The classrooms are organized around a theater like space. Students of all ages are part of the same collaborative environment.
91
P r o g r a m O r g a n i z at i o n First Floor
Second Floor
S o ld a n H i g h S c h o o l 92
Crow Isl and School
g aT h e r i n g s p a c e s cLassrooms speciaLizeD cL assrooms office rooms
monTessori schooL
in
D eLf T
miLLenniUm high schooL 93
Th e Si t e
94
Choosing
t h e o p t i m a l s i t e f o r a dva n c i n g t h e
architecture of education in
St. L ou i s.
95
Th e C r i t e r i a Choosing
the site
S t. L o u i s C i t y
Filling
96
in the gaps
Existing School A daptive R euse
W i ll i a m I tt n e r S c h o o l Updating
the classic
The city of St. Louis has seen a loss of population to St. Louis county in recent decades. Positive advancements should be towards revitalizing St. Louis City.
St. Louis City has 111 school buildings for sale. It would be more sustainable to choose a vacant school building.
William Ittner’s architectural career in school design began in St. Louis and set the standard for the nations architecture of education. Updating the education system begins with upgrading the traditional school model.
(Time line of St Louis City and County population 1830-2010)
(Map of vacant school buildings in St. Louis)
(Map of William Ittner’s 50 schools in St. Louis)
Enda ngered L a ndma rk
Histor ic National R egister
S e v e r e S tat e Th e
of
D i s r e pa i r
f i r s t h e a lt h y spac e s
L o c at i n g
a c ata ly s t
Location, Popul ation, Cor r el ation
Many of Ittner’s classic school buildings are listed as endangered landmarks under the National Register of Historic Places. These buildings are under threat of demolition or reprogramming.
Of the threatened landmarks, a handful of Ittner’s buildings are in a severe state of disrepair and a constant subject of vandalism.
St. Louis is experiencing strong pockets of revitalization such as development in Old North St. Louis and downtown St. Louis. An anchor institution, such as a school, could be a catalyst for renewal.
(Map of landmark Ittner schools)
(Map of severely endangered landmark Ittner schools)
(Map of Ittner’s Carr Elementary School) 97
C a r r E l e m e n ta r y S c h o o l A Historic Icon
Dossier Date
1908
Architect
William Ittner
Location
1421 Carr Street St. Louis, MO
Square Footage
33495
“[Schools
s h o u l d h av e ]
nat ur a l l ight i ng, i n v it i ng ext er ior s, a nd cl assrooms ta i lor ed to specific needs.”
-Wil li a m It t ner 98
LO G I C:
LighT
William Ittner’s driving concept of the school design was to allow optimal light into classroom spaces.
focaL D esign eLemenT
c i r c U L aT i o n
The altered U shape created a safe space that was framed by the wings of the building. In the center, is a kindergarten space, nestled between the wings.
Circulation was placed between classrooms to allow more light to enter the classrooms.
Ty p o L o g y
The efficient execution of this design concept resulted in a double loaded corridor with simple rectilinear classrooms.
moDULar recTiLinear cLassrooms
24’
x
singLe LoaDeD corriDor
3 2 . 5’ 99
W h at I t W a s Th e n A
r evolutionary r edefinition of school
In 1897, William B. Ittner became the Commissioner of School Buildings for the Board of Education in St. Louis. The schools of Ittner’s days were akin to prison blocks. They were uniformly dark, dreary, and overcrowded. As Commissioner, Ittner advanced the architecture of schools to create a safe, healthy, and warm environment
100
In
th e e a r ly
19 0 0 ’s Th e C a r r S c ho ol
wa s onc e t h e
a rchitectur a l embodiment of hea lth
&
wellness
within the linear education system
101
W h at I t I s N o w Neglected
obj e c t of t h e pa s t
In the 1983, following decades of declining population in St. Louis City, the Carr Elementary School was closed. In 2000 it was listed on the National Register of Historic Places but over the last decade the building has seen rapid deterioration with no regenerative future in sight.
102
Now
the
linear
education system is
there are
ou t dat ed,
a lter nativ e
pr im ary education systems,
such as the
Montessori
or
Steiner
models.
103
W h at I t C a n B e Updating
the classic architectur al model
Primary schools around the nation were modeled after William Ittners designs. Ittner’s schools were all designed to facilitate the linear model of education. The school is the architectural embodiment of this increasingly outdated system.
Carr Elementary Plan courtesy of Landmark Association of St. Louis 104
Carr Elementary School
can be redesigned
to a rchitectur a l ly communicate a nd r efl ect a
network
education system?
105
Carr School Location
at regional scale
The Carr Elementary School is located near major arteries of transportation including two major interstates and the Convention Center stop on the St. Louis MetroLink. It is also located near areas of redevelopment yet the surrounding neighborhood is replete with vacant lots. It is in a neighborhood that does not currently have an “above average� elementary school.*
106
carr schooL
meTroLink: convenTion cenTer
i n T e r s TaT e 6 4
i n T e r s TaT e 70
*Rating provided by www.GreatSchools.com 107
Carr School Main Roads 1/4
108
mile r adius
≈ 5
minute r adius
1/2
Carr School Main Roads mile r adius
≈ 10
minute r adius
109
C a r r S c h o o l B u i lt F a b r i c 1/4
110
mile r adius
≈ 5
minute r adius
1/2
C a r r S c h o o l B u i lt F a b r i c mile r adius
≈ 10
minute r adius
111
Carr School L and Use 1/2
mile r adius
≈ 10
minute r adius
I n du s t r i a l Residential I n s t i tut i o n Va c a n t Commercial
112
1/2
C a r r S c h o o l Pa r k i n g L o t s mile r adius
≈ 10
minute r adius
113
Sanborne Map
114
of
Carr School
in
19 0 9
Bing Map
of
Carr School
in
2010
115
Section
116
of
C a r r E l e m e n ta r y
looking north
117
Section
118
of
C a r r E l e m e n ta r y
looking north
119
P r o g r a m S pa c e D i s t r i but i o n Pre-K indergar den - 5th Gr ade
Program
Metrics
Total Square Footage
76,670 sf
Existing Carr School Capacity
120
33,504 750 students
Learning Spaces
Carr Elementary School
Existing
Proposed
Pre-K, K-1 Cluster
1,044
12,850
2-3 Cluster
9,600
13,500
4-5 Cluster
Creative Spaces
11,350
Common Space
4,072
44,800
Total
14,580
71,000
Art
1,800
Music
1,800
Other
660
Total
4,260
Common Areas
400
Cafeteria
5,600
Kitchen
2,540
Gym
8,300
Total
16,840
Media & Technology
Total
3,790
Administrative
Total
273
2,600
Mechanical
1,894
2,480
Service
1,036
1,900
Total
4,380
4,380
33,504
76,670
Support Spaces
Facilities
Total Net Square Footage
121
A Pl ausible Fut ur e
122
carr elementary school , the arChiteCtur al embodiment of the
has the
pa s t
eduCation system,
architectur al potential
to em body the
pr eseNt
eduCation system.
CO NCE P T
C a r r e l e m e n ta rY ≠FaC t O rY
Carr elementarY ≈ CitY
123
A n A m bi t ious Vision Desirable schools in St. Louis, like the City Garden Montessori school in Tower Grove16 , have proven successful neighborhood redevelopment catalysts. Reviving the Carr Elementary School has the potential to act as a catalyst for the frayed fabric of the Carr Square neighborhood in St. Louis.
124
125
Th e Brok e n Wi n d ow Th e ory The theory was introduced in 1982 by social scientists James Q. Wilson and George L. Kelling. It addresses the norm-setting and signaling effect of urban disorder. Maintaining and monitoring urban environments may stop further escalation of deterioration. By repairing and updating the Carr School building, it may once again serve as an anchor institution for the neighborhood. “Consider a sidewalk. Some litter accumulates. Soon, more litter accumulates. Eventually, people even start leaving bags of trash from take out-restaurants there or even break into cars.� - James Q. Wilson and George L. Kelling
126
127
128
A n c h o r I n s t i tut i o n S y s t e m s S t. L o u i s
n e e d s t o s t r e n g t h e n t h e w e a k e r a n c h o r i n s t i tut i o n s
129
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_ 5 c c f 1 d 4 c -2 5 8 6 - 5 0 2 9 - 9 2 8 6 -
P R O V I D E D H E R E , YO U A C C E P T A N D AG R E E TO BE BOUND BY THE TERMS OF THIS LIC ENSE. TO T HE E X T ENT T HIS LIC ENSE M AY B E C O N S I D E R E D T O B E A C O N T R A C T, T H E L I C E N S O R G R A N T S YO U T H E R I G H T S C O N TA I N E D H E R E I N C O N S I D E R AT I O N O F YO U R A C C E P TA N C E O F S U C H T E R M S A N D CONDITIONS.
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