Laura Pomarico Professional Portfolio

Table of Contents

REUNION STATEMENT

future and potential strategic school

future accomplishments (prac new business models, etc.)

following question - “ looking back at your years at what made your experience volunteers read and share to group

Billerica Memorial High School

ROLE

Designer

PHASES PARTICIPATED

Concept Design thru Construction Administration

PROJECT TEAM

Brooke Trivas, Patrick Cunningham, Jeff Brussel, Brian Spangler, Xi Liu, Jennifer Miller, Christina Strid, Michelle Rothman, James Henry, Thomas Melville, Chen Qin, Fei Xie, Tyler Hinckley (Architecture), Keith Curtis, Katie Janson (Branding)

AWARDS

Architecture Award AIA National, 2022

Honor Award, K-12 Educational Facilities, BSA Design Awards, 2021

Award, Interior Architecture, BSA Design Awards, 2021

Best in Show, IIDA New England Design Awards, 2020

Winner, Education, IIDA New England Design Awards, 2020

Jury Winner, Architecture +Light Architizer A+Awards, 2020

COMPLETED

2020 SIZE

325,000 SF

LOCATION

Billerica, Massachusetts

DESCRIPTION

Drawing from Billerica’s rich history as a New England mill town, the design incorporates simple, honest materials in thoughtful ways. The brick exterior nods to the town’s historic mill buildings, while the corbeling recalls the builders and process of making, reminding us that each brick was laid by hand. The wood feature in the cafeteria mimics the timber frame of many town buildings, while providing the necessary acoustic insulation that allows the space to function as a place of gathering. The high school serves more than 1,600 students in grades 8-12 and houses a 200 student Pre-K program and district administrative offices. It was designed with the broader community in mind and can accommodate town-wide events.

Designing for the Solar Clock

Designing for Transition

Designing for the Civic Clock

Neighborhood Scale

Interdisciplinary Spaces act as an extension of the classroom, offering a place for small group collaboration and informal learning. They also support after-school teacher meetings and student clubs, like Billerica’s nationally recognized DECA program for business and entrepreneurship.

After listening to hundreds of administrators and faculty members, we knew that agile, flexible spaces would be essential. So we designed classrooms to be completely customizable by each teacher.

Art Studio

Billerica Memorial High School

Theater stage and house alternate as lead players in the school’s main auditorium, where house lighting articulates pleated geometries mimicking the stage curtain. As the house lights are raised the audience is transformed into the cast during intermission

temuntemus, cerionsus es actatil ipie con vaste, C. M. Sicaesc ricaed sceropo nihincles! Serei faccit.

The gymnasium incorporates the school’s new brand and visual identity. It is also a naturally daylit space that puts physical education and athletics on display. The gymnasium, like the cafeteria and auditorium, can also double as a venue for the entire Town to gather.

Construction of the New BMHS and Demolition of the Existing Building

Senior Class Concert Community Movie Night

Senior Class Concert Community Movie Night

Senior Class Concert Community Movie Night

Brimmer and May School Innovation Space

ROLE

Designer

PHASES PARTICIPATED

Concept Design thru Construction Administration

PROJECT TEAM

Brooke Trivas, Jeff Brussel, Alec Zebrowski, Xi Liu, Tyler Hinckley

AWARDS

Citation, K-12 Educational Facilities, 2020 BSA Design Awards

COMPLETED

2017

SIZE

13,000 SF

LOCATION

Newton, Massachusetts

DESCRIPTION

The design of the addition/renovation to Brimmer and May, a co-ed independent K-12 school, supports an interdisciplinary approach to learning, innovation, hands-on problem solving, fabrication, and critical thinking. The Innovation Lab, dedicated Maker Space, STEAM room, and student Commons were all designed to support multi-uses through both independent and collaborative opportunities.

The challenge of the design was to transform an existing, disjointed building and landscape into a cohesive whole that unifies the educational experience. The concept was to reflect the educational intent of the addition by expressing a full range of fabrication in the building through the rawness of the concrete floors, exposed structure, and mechanical systems to the contrasting refinement of the stair, walls, ceilings, and casework.

Stairway

STEAM Maker A/V

STEAM MAKER A/V STUDIO INNOVATION

Wrapper

Existing Cladding

EXISTING CLADDING

Addition

ADDITION

While the existing building did not allow for much flexibility, the new addition creates an open and transparent series of spaces that reflect the evolving, and increasingly project-driven, learning experience. The student Commons can double as a teaching space for group work, the Innovation Lab is both a breakout space for project work and a destination for quiet study, the A/V Studio can act as both a film studio and seminar room, and the STEAM room can be used for all types of science learning.

Maker Space

CHESTNUT HILL MBTA

FOOTPRINT OF FUTURE GYMNASIUM

DUNSTER RD

EXISTING GYMNASIUM

MIDDLESEX RD

EXISTING CLADDING

NEW WRAPPER RENOVATION / NEW ENTRY ADDITION ENTRY

NORFOLK RD

CUMMINGS HALL

HEAD’S HOUSE

CORKIN CENTER DEVON RD

MCCOY HALL

Belmont Middle High School

ROLE

Designer

PHASES PARTICIPATED

Concept Design thru Schematic Design

PROJECT TEAM

Brooke Trivas, Rick Kuhn, Patrick Cunningham, Chris Karlson, Hui Wang (SD Team)

COMPLETED

Currently Under Construction, High School occupied in 2021, Middle School in 2023

SIZE

445,100 SF

LOCATION

Belmont, Massachusetts

DESCRIPTION

Embracing Claypit Pond within a bucolic campus setting at the center of town, the new Belmont High School and Middle School is organized around a dynamic interior street linking the civic front door of the High School with the appropriately scaled entrance of the middle school. The three-story central space of the plan, activated with dining, learning commons and maker space opens with dramatic views towards the water. Sustainability was a core goal for both the project team and the client, and this shared commitment to a low carbon community played a huge part in the design process from the inception of the project. Everything from building siting to the use of renewable energy contributed to this shared goal.

SCHEMATIC SITE AND MASSING OPTIONS

SELECTED SOLUTION: INTERNAL STREET

This proposal elongates the facade along the pond edge and creates two distinct entries on either side of the building, one for the high school and one for the middle school. It maintains the existing pool and fieldhouse and breaks up the construction into two phases.

SCHEME 02: CENTRAL TERRACE

This proposal provides a more centralized option with a large terrace that steps down toward the water. It maintains the existing pool and fieldhouse and breaks up the construction into two phases.

ALT

ALT SCHEME 01: POND WEST EXTENSION

This is a proposal for an all new school to the west of the existing high school building. This option would provide a simpler phasing solution and a clean design that interacts with the pond along its eastern, varegated facade. This option does not incorporate the existing pool and fieldhouse like the other schemes.

ALT SCHEME 03: ADAPTIVE REUSE

This proposal provides an option that renovates more of the existing high school, while adding on to the south, growing closer to the pond edge. This option has a complex phasing strategy which would result in a longer construction time and less designated green space for athletic fields.

Evolution of the Massing

The Belmont Middle High School will serve grades 7-12 with a population of 2,215 students. The design’s elongated building footprint (in the East - West direction) organizes the program around a daylit multi-story internal ‘street’. Common amenity spaces are located at the base of the pond’s edge to allow for a public expression of spaces that are highly used by the larger community. Academic teaching spaces are located along the perimeter to maximize flexibility and daylight, while ‘performative spaces,’ such as media, maker and the arts, are planned along the internal ‘street’ and create the opportunity to put the physical product of learning on display.

High School Main Entry and Arts Corridor

BUILDING PERFORMANCE AND SUSTAINABLE STRATEGIES

The goal is for BMHS to be a Net Zero Energy Building, possibly the largest NZEB high school in the country. The team met the following challenges: Engaging the broader community and its power company in a transformative public discussion on energy use, shepherding an approach that eliminates fossil fuel use from the site (the scale and population of a small college), and pushed the state-prescribed limits to sculpt a building driven by our commitment to a low carbon community.

• Net EUI : 22 kbtu/sf/yr

• Lighting Power Density : 0.45 w/sf

• NO Fossil Fuels on Campus

• PV on Campus : 80,000 sf Total PV Area

• Geo-Exchange Wells : 280 wells @ 500’ deep

• LEED Rating : Tracking LEED Gold

Lindbergh High School Addition and Renovation

ROLE

Designer

PHASES PARTICIPATED

Programming thru Design Development

PROJECT TEAM

Steven Turckes, Nick Perry, Lori Day, Michael McPhail, Jonathan Fitzpatrick, Corey Nissenburg, Katherine Dailey, James Giebelhausen

COMPLETED

Currently Under Construction, to be completed in 2023

SIZE

512,300 SF

LOCATION

St Louis, Missouri

DESCRIPTION

Inspired by the physical need to connect disparate buildings on the existing “California-style” campus, the new Lindbergh High School addition employs a simple, formal gesture that physically connects three existing buildings on the campus. The addition presents a new, secure front door to the campus and gives the building an identity on the site. A central spine of circulation and community space links existing and new, uniting a sprawling campus into a single building. A variety of flexible spaces serve as the infrastructure for new pedagogies and student-centered learning. Nine collaboration spaces strewn throughout the building are in support of project-based learning, each paired with 3-4 classrooms with glass garage doors, which literally blur the boundaries of the traditional classroom and offer valuable multi-functional real estate for teachers and students

PERKINS & WILL, ITTNER ARCHITECTS

Existing Campus

Partial Demolition and Construction of the Central Utilities Building

Construction of the “Boomerang” and Demolition of the 300-400 Building Completed Campus

PERKINS & WILL, QUACKENBUSH ARCHITECTS AND PLANNERS

E.L. Wright Middle School, Center for Knowlege

ROLE

Designer

PHASES PARTICIPATED

Schematic Design thru Construction Documents

PROJECT TEAM

Aimee Eckmann, Jerry Johnson, Lori Day, Nick Perry, Jonathan Fitzpatrick, Vince Lee

COMPLETED

Currently Under Construction

SIZE

200,000 SF

LOCATION

Columbia, South Carolina

DESCRIPTION

A new, connected K-8 campus for learning of all kinds. Richland School District Two is replacing the aging EL Wright Middle School (ELW) and Center for Knowledge (CFK) structures with a new K-8 facility at the same site. The design will result in a more unified campus, incorporating 21st century learning principles and a significant increase in green space. The building is comprised of three 3-story academic wings linked by a main circulation spine connecting the academic wings to the arts, gymnasium, library, dining, and administrative spaces. The Center for Knowledge will anchor the southern end of the building. It is distinguished from the middle school as serving elementary aged children using bold colors and a large picture window in each classroom.

Designing for Efficiency - Shared Facilities

Designing for Academic Collaboration

A modular plan with two distinct spines center around a learning stair at the entrance to the middle school, leading up to the media center above the entry. Smaller collaboration spaces are carved out of the academic wings where either large, folding glass walls or glazing open up to the corridor to extend the learning space.

View of learning stair at main ELW entry

CFK Collaboration Space ELW Collaboration Space

Separate main entries distinguish the Center for Knowledge elementary school from the E.L Wright Middle School. They are identified by their facade articulation, brick and window colors, as well as being located on different levels. This separates the entry sequence of each group and gives them their own identity within the school.

The window portals bridge exterior to interior and respond to the interior color scheme, which provides a wayfinding strategy in the academic wings of the school. The portals are constructed using a tapered, extended mullion as part of the storefront system. There is an aluminum color insert at the interior side of the mullion, which allows for color only on that side. This allows for a more dynamic view of the colored window frames.

Facade Development - Window Portals

TURCKES

ACTIVITY 04

Programming and Client Engagement

The group watched TED talk “Where good ideas come from” by Steven Johnson

GROUP ACTIVITY

Drives the value of different perspectives and feedback from the group discussions uss

HIGH SCHOOL REUNION STATEMENT

• Goal : Start imagining future and potential strategic achievements of new school

participants into 7 separate teams to discuss and two questions:

• Brainstorm : Possible future accomplishments (prac tice, organizational, new business models, etc.)

I had the opportunity to participate in a number of visioning sessions, programming workshops, and user group meetings on the many projects with which I was involved. These sessions gathered administrators, students, teachers and other stakeholders in the community to collaborate on the vision for the project. During this time, the guiding principles, program, safety and security concerns, and sustainability goals were all discussed and established. Through a series of group activities and input from the many stakeholders, the design team was given insight into the community’s desires for what the building could be. This allowed for a collaborative process from the outset of the project.

What will it take to make Belmont High School innovative?

• Note : Answer the following question - “At your 50th High School Reunion looking back at your years at Belmont High School, what made your experience exceptional? “

What other “partners” should be involved? (Business, Industry, Community, Health, Arts, Civic, etc.)

• Discuss : Some volunteers read and share to group

eak-Out

Common Responses from Group

Teams were given work areas, markers, Post-Its and boards to discuss and document their thoughts.

• The people and relationships, being part of a communi ty, strong and lasting friendships, mentorships, caring & inspiring teachers

• Learning how to be divergent, flexible thinker, creative problem-solver and lifelong learner, take risks

After time expired, each team had to share their thoughts with entire group

• The hands-on experiences, the collaboration, dynamic and inspiring culture, superior interdisciplinary ap proach, extracurricular activities, wonderful arts & music programs

• A flexible and supportive physical campus, well-lit envi ronment, farm-to-table roofs, access to technology

ACTIVITY 03

GROUP ACTIVITY : GUIDING PRINCIPALS

JOHN PHELAN AND STEVE TURCKES

Group Exercise

• Explore the 9 Guiding Principles (as a card stack): Small Learning Communities, Interdisciplinary, Innovative Deliveries, Relationships (Social/Emotional), Project Based Learning, Flexibility, 4 Cs , Making, and Safe

• Add words not found in your card stack, if necessary

• Rank order of priority for grades 7-9 AND 10-12

• Report Back - Present to Group

Review the Guiding Principals

• We want to think about this project by level (Middle School v. High School)

• After Frank Locker session, 7-12 grade configuration was overwhelming choice amongst participants. (Exercises also determined that participants saw similarities among grade 7-9 and 10-12 student groups)

Straw Poll

• New Straw Poll of Preferred Grade Configuration : 9-12 (6 votes) , 8-12 (2 votes) , 7-12 (Remainder of Participants)

BELMONT MIDDLE HIGH SCHOOL

Administrators, teachers, and students were active participants in the programming and planning efforts throughout the course of the project. We first organized a “program tree,” a graphic representation of the desired spaces in the building. It evolved as a result of these conversations and was used as a tool to organize a complex program in an easily digestible format.

BILLERICA HIGH SCHOOL LINDBERGH HIGH SCHOOL