Programmatic Concepts

Schools represent a large-knit working communities. Each space of the educatiton model should be thoughtfully planned in comparison to its adjacent counterparts. This is an essential process in developing a highly dynamic spatial plan.

Some of the strategies of the planning process were to create four distinct districts of the campus. These four districs consist of administration, learning environments, electives, and support spaces. All four districts are connected through the heart of campus through the Hub. The Hub serves as the campus core and is passed through when roaming from district to district.

The learning environments consist of the classrooms, the library, STEM labs. and special education facilities. These all serve as places where students can choose to work or have their scheduled classes. Adjacent to this area are the support spaces. These are imperative environments to the individualized learning approach. Providing students a choice in their mode of work for the day creates opportunities for students to build character and trust outside of the learning environments.

Lastly, the administration space is connected to the core of the building, and controls access over the site. The location of this is likely to be at the northside entrace of the site where there is the highest line of visibility to the area. Administration spaces are grouped together to foster their own sense of community within the workplace, and are located closely to student accessible areas.

05 | Site & Building Selection _______________

Ill. Perkins&Will - Atlanta Dairies The Atlanta Dairies Atlanta, GA | Building & Site Selection

Like many of Atlanta’s post-industrial building sites, the Atlanta Dairy factory was left vacant for nearly 50 years. With its recent renovation by architecture and design firm Perkins&Will, the surrounding space now accommodates 564 multi-family units, 46,000 square feet of office space, and over 86,000 square feet of commercial space. The socio-economic and demographic summary of users reaches beyond the community to create more engagement within the Reynoldstown neighborhood parameters. The demographic currently targets adults of all ages. It’s primary use is a social hub, catering to the growing neighborhoods of Eastside Atlanta.

Ill. Perkins&Will - Atlanta Dairies

The Atlanta Dairies Atlanta, GA | Building & Site Selection

Because of the neighboring urban environment, I believe the Atlanta Dairies site could translate the perfect context of what urban school centers will look like in the future and how they interact with their community. With direct access to the beltline, MARTA, and other local transportation services, this site provides easy access to its rapidly growing neighborhoods.

Since my thesis portion’s demographic focuses on grades 9-12, the site helps influence my design decisions in relating what modern-day independent learning can look and function like. With its footprint mainly tucked away from Memorial Dr, I believe that the building can control access from the northside entrance and include space for transportation for after-school influx on the southside private drive.

While the school focuses on a STEM-based learning approach, the school will cater to labs, studios, and technology-based centers instead of surrounding athletic facilities. The existing catwalks are also a large design element of the current site and can safely bridge the gap between the two building locations. The bridges between the buildings can influence and encourage connectivity, which is a large design element in the urban school development.

Ill. Atlanta Regional - ARC Preliminary Report

The Atlanta Dairies Atlanta, GA | Building & Site Selection

The sites footprint occupies 9.78 acres on Memorial Drive SE in the up and coming Eastside of Atlanta. The property features multi-family apartment units, as well as adaptive commercial space. Shown in blue to the left is the proposed building site location for The New School.

Looking over the site plan, the commercial building are broken into four different integral parts. The restored factory occupies Building A, consisting of one level. Building B and E are the newly constructed spaces that were added on as additions to the site. Each of the buildings are connected by restored catwalks, creating connectivity to the four remote sites.

With its campus location and neighborhood context, I believe that this site could provide great opportunities to the communities of Eastside Atlanta. With several growing neighborhoods, this school could serve as a local treasure, creating unique and successful experiences to high school students in the area. This site has the potential to deliver a connective and independent functional environment to its hosts.

Ill. Perkins&Will - Atlanta Dairies

The Atlanta Dairies Atlanta, GA | Building & Site Selection

Adaptive Reuse Meets Landscape Design Upon the reconstruction of the historic Atlanta dairy factory, the landscape and design team restored a once used truck wash into a dynamic backyard space. The location of this yard is tucked away privately from public entry points, providing security and privacy to the space.

This location, as well as the adjacent yard, could serve as an excellent place for the outdoor learning environment. The area interacts with the outdoor bridges among each of the spaces, and could serve as a central hub for the school’s site. The exterior space also provides direct access to the private drive on the southside of the site, which could function as an excellent overflow point before and after school hours.

Ill. Perkins&Will - Atlanta Dairies

Code Requirements - Under the International Building Code the existing site is mixed-use occupancy. The footprint that is being proposed for the school falls under the International Building Code ‘B’ and A-2 occupancy.

- Under the International Building Code, the proposed program falls under ‘E’ occupancy. Occupancy Load - Mixed-Use Occupancy. Will be converted to meet IBC occupancy type ‘E’ standards under phase construction.

- Occupancy Load = area (sq ft) / occupant factor; Area = 12,000 sq ft of proposed classroom space and an occupant factor of 20

- Occupancy Load = 600, minimum of 3 exits per story

Ill. Perkins&Will - Atlanta Dairies

Code Research and Review | The Atlanta Dairies

Construction Type - Construction classification for restored factory building falls under Type IIA and the surrounding additions fall under Type IA

- ICC Type IIA falls under NFPA Standard II and ICC Type IA falls under NFPA Standard I including fire resistive and fire resistive non-combustible walls Means of Egress - According to Life Safety Code standards, type E occupancy with an occupant load of 600 will need a minimum of 3 exits per level

Code Research and Review | The Atlanta Dairies

Fire and Smoke Rated Assemblies - In Table 601, Fire Wall Fire-Resistance Ratings, in The Codes Guidebook for Interiors [1], the building element classifies type E to have 3 hour fire rated wall

- In Table 707.3.10, Fire-Resistance Rating Requirements for Fire Barrier Assemblies or Horizontal Assemblies Between Fire Areas, in The Codes Guidebook for Interiors [1] occupancy type E classifies under 2 hour resistant fire wall ratings

- Based on Table 509, Incidental Uses, in The Codes Guidebook for Interiors [1] areas in the kitchen such as the refrigerant machinery room will require 1 hour of fire rated protection or provided automatic sprinkler system and laboratories in Group E occupancy will require 1 hour fire rated protection or provided automatic sprinkler system

- Building A will require 2 hour fire rated walls in the egress stair assem-

Plumbing Requirements - According to Table 403.1, Minimum Number of Required Plumbing Fixtures, in The Codes Guidebook for Interiors, the minimum number of water closets for occupant type E is 1 per 50 people. - According to Table 403.1, Minimum Number of Required Plumbing Fixtures, in The Codes Guidebook for Interiors, the minimum number of lavatories for occupant type E is 1 per 50 people. - According to Table 403.1, Minimum Number of Required Plumbing Fixtures, in The Codes Guidebook for Interiors, the minimum number of drinking fountains for occupant type E is 1 per 100 people, and 1 service sink. - Separate facilities to be provided for faculty and staff - According to IBC and ADA standards, the path of travel should not exceed 500 feet of distance. - Facilities should meet all ADA standards including but not limited to:

- A minimum of 60” diameter for wheelchair turnaround - Door hinges to not protrude into clear floor space required by any fixture. All fixtures, clearance for fixtures, and clearance space shall not be permitted to overlap. - A minimum of one accessible water closet with a 60 inch diameter of turn around space - Grab bars located in all ADA complaint stalls - The water closet compartment shall be equipped with a door that has an automatic-closing device, and shall have a clear, unobstructed opening width of 32 inches (813 mm) when located at the end and 34 inches (864 mm) when located at the side with the door positioned at an angle of 90 degrees from its closed position. - All facilities require at minimum of one sign. If the building contains any unaccessible facility, signage must be provided indicating location of local accessible facilities.

Code Research and Review | The Atlanta Dairies

Mechanical Requirements - For every mechanical room, including but not limited to furnaces, boiler rooms, fan rooms, and refrigeration rooms, each space must have a minimum door width and unobstructed pathway so appliances and equipment can be easily accessed. - Cooling loads must be determined in each space and is affected by size, how space is divided, number of people, windows, and fixtures. - Computer rooms, kitchens, and locker spaces must be arranged by zoning, providing separate mechanical controls over each space. - Exhaust requirements must be met in laboratory spaces within education complexes. - Plenums not to pass through fire rated areas including stairwells and elevator shafts. - Supply diffusers required

Electrical Requirements - Electrical supply to be relocated under new phases of design. - Existing and additional outlet boxes must meet National Electrical Code requirements, meeting a minimum of 15” from the ground - Existing and additional switch boxes must meet NEC requirements, and must be placed at maximum of 48” on partitions - Egress stairs to be illuminated to meet NFPA codes

ADA and Accessibility Requirements - The existing site meets ADA standards for point of access - The existing site includes two ADA compliant restrooms, but does not meet the code occupancy standard for required water closets. - Access points to each level must include ADA compliant facilities

06 | Design Process ______________________

Identity How can we deliver personalized learning to a wide variety of learning styles throughout the built environment within a modern day context?

- Administration

- Electives

- Learning Environments

- Central Hub

- Support Spaces

Test Fit A

The following test fit focuses on distributing learning environments to the perimeter spaces of the building. This enhances access to daylight and connection with the outdoor environment. Arranging space to the perimeter of the building creates real-estate for the central hub of the building.

A challenge within the building site in an educational context is control of access. Arranging administration inside of building E will create the highest visibility line for looking over the campus site. Views will look over Memorial Drive and extend into the courtside areas. This is an essential factor in the design of the site and must be thoughtfully done in order to maintain the safety and welfare of students within the school. Building E will also serve as support spaces for students to use at their discretion freely.

The elective spaces of the school will be primarily held in Building B. Segregating this space outside of the learning environments will help assist in the transition from work to play. Here, students can unplug and engage in hands-on activities such a woodshop, maker labs, technology studios, and art and design. To honor Atlanta’s established film community, the site also features a digital arts center in the adjacent space on the south side of the site. Here students can experiment and explore digital technologies and production methods within the building.

Test Fit B

This test fit focuses on the different variations of the learning environment spaces as well as adjacencies of the administrative district and its counterparts. The administration building sits on the northside of the historic facade. It controls access to the main building while overseeing interactions within Building E. While this is a suitable location, the line of sight is obstructed to the courtyard views in comparison to test fit A.

The learning environments were distributed among buildings A and B. Arranging classes this way could create additional square footage for the central hub, as well as distribute class levels within their own neighborhoods. Giving classrooms access to Building B provides patio space that overlooks the courtyard. Building E is utilized as the innovation center, which holds all maker labs, technology studios, and art and design studios. Providing a separate campus context for these centers allows the plan to feel diverse in creating a building for focused work and a structure for play and exploration. Segregating these two parts will help with acoustics throughout the space and enhance connectivity throughout the plan. The catwalks can represent and serve as a bridge to the future, where students can utilize the innovation center to explore and indulge in a modern-day context.

- Administration

- Electives

- Learning Environments

- Central Hub

- Support Spaces

07 | Conclusion __________________________

Conclusion

The aim of the project is to design an educational environement that improves the users experiences and translates to its modern day context. Within the design, the thesis aims to explore the possibilities of the built environment to help increase engagement and performance in high school level students. One of the target of this project is to increase transparency, provide the appropriate and neccessary spatial context for the model, and increase connectivity throughout the space.

Technology is an ever evolving resource, and should be carefully considered as a key component throughout the entire design process. This thesis portion seeks to provide students the neccessary space and tools throughout their education journeys.

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