Michael Klein: Architecture Thesis

Public Elementary School Jackson, MS Michael K. Klein

Mississippi State University School of Architecture College of Architecture, Art + Design 2012-2013

Table of Contents Introduction

1

Building Program Precedent Case Study

2

Interviews

5

Historical Research

11

Rule External

12

Internal

13

Element User Groups

16

Programmed Spaces & Equipment

17

Tabulation of Programmed Space

26

Cost Estimate Analysis Situation Site Characteristics

27

Social Context

28

City Zoning and Demographic Regions

29

Public Perceptions of Project within the City

30

Community Impact Functional Adjacencies at the Urban Scale Bibliography

31

Solution

32

Introduction

The impact of school design has been widely recognized as being significant in the effective delivery of teaching and learning. As traditional models of education begin to change, the schools themselves must also evolve, to include ideas such as multi-purpose spaces, and media centers - spaces that must be adaptable, motivating, and involving. Schools make up some of our most important civic buildings - likely being the faces of our towns and cities. As such, schools become not just a place of student learning, but a place of community and out-reach to not just students and teachers, but to the general public as well.

In this program document, I will begin by looking at current models of schools as case studies, in order to understand the school building design, and how these designs can be pushed to better current learning environments for their educational models. I will then look at some of the standards set for elementary school design both in Jackson, MS and nationally - using those standards as a base guideline for the building. As I move on, I will take an in depth look at both the user groups of the building and the individual program spaces of an elementary school, noting not only space requirements, but also the required equipment for such spaces, and some general rules of thumb that will help improve the quality and environment of such spaces. With all the spaces of the school thoroughly analyzed, I have prepared an estimated size and cost for a new school to be designed for Davis Magnet Elementary, which will be placed on a site located closer to the downtown area of Jackson. This new school will provide Davis Magnet with much needed space and infrastructure that its current building does not support for modern models of education.

Introduction

1

Building Program Precedent Case Study Davis Magnet Elementary School Jackson, Mississippi

Located in the Greater Belhaven historic district near downtown Jackson, Davis Magnet School sits across the street from the childhood home of renowned writer Eudora Welty, who attended Davis during her elementary school years. Davis is known for its small, family environment and its commitment to progressive education in grades kindergarten through five. In March of 2005, Davis became an IB World School, the first in Mississippi authorized to offer the International Baccalaureate Primary Years Program. The IBPYP provides an engaging, challenging educational framework that focuses on the total growth of the developing child; touching hearts as well as minds and encompassing social, physical, emotional, and cultural needs in addition to advanced academic development. Visual arts such as painting, photography, and pottery are integrated across the curriculum through the Ask for More Arts Collaborative. Additionally, students participate in music classes and have the opportunity to learn to play violin, viola, or cello with a musician from the Mississippi Symphony Orchestra. An up-to-date computer lab provides access to quality learning tools and technologies, allowing students to research, organize, evaluate, and communicate information. Because fluency in a second language is an essential characteristic of a global citizen, all students at Davis receive instruction in Spanish. Davis has been named a BLUE RIBBON SCHOOL by the U.S. Department of Education. This national recognition program honors schools that are either academically superior or that demonstrate dramatic gains in student achievement.

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History Although the current Davis School was built in 1940, a previous school building stood on the site at one time, which was torn down. Originally, the school was built as a neighborhood school serving grades 1-6. Over the years, kindergarten was added and 6th grade was moved to middle school. At some point during the 70’s / 80’s, it was a multi-age classroom setting similar to a Montessori program. Sometime in the last 20 years, that changed, and as of 2005, Davis became an authorized International Baccalaureate school offering the Primary Years Program.

User Groups • • •

Students Faculty/Staff Visitors

Equipment • • •

Blackboards primarily replaces with white dry-erase boards.

Some classrooms have smartboards with projectors.

Wheelchair lift installed on main staircase for ADA requirements.

A/C Units

Outdoor Classroom

3-5 Playground

Cafeteria K-2 Playground

RR

Computer Music

Programmed Spaces • •

• • • • • • • •

12 original classrooms (2 with bathrooms) 6 classrooms added as additions throughout, including computer room, music room, speech room, and 3 gifted education rooms.

Outdoor classroom Library Auditorium Cafeteria 2 Offices Copy/fax room Counselor’s office 2 playgrounds

RR

1st Floor

Stage

Auditorium

RR

RR

Library 2nd Floor

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Analysis Fit Davis Magnet School’s small scale and brick construction allows it to fit in well with the older, but well kept, traditional style townhouses that line Congress St. The building was built as a school, and has remained so for many decades- so the program still fits to the building, although it has had to have infrastructure installed throughout the years to keep up with modern buildings and modern teaching methods and devices, as well as add additional classrooms for growth.

Perception As a building that has stood for many decades, it has become iconic to the people that live around and work within it. It is well maintained and is not imposing to its area. Many of the teachers that work at Davis Magnet enjoy the building for the most part, although they feel that space is somewhat lacking for teaching.

Use The school is used throughout the typical school schedule, Monday - Friday, from morning to afternoon in the fall and spring semesters. On the first floor of the building, the younger students (K-2) are placed for class - with kindergarteners being placed in the classrooms that have restrooms attached for quick access to a toilet. The cafeteria as it stands, has no kitchen, therefore food is prepared and brought in from off-site.

As the population of the student body within the school has grown, many spaces that were not intended as classrooms have become such. The stage and backstage of the auditorium have been converted into two classroom and an office for a counselor. Also, what was once the teacher’s lounge has now become a classroom as well, leaving the teacher’s without a lounge. The auditorium space also acts as a multi-function space in which students have science fairs, have part of their music class in, and of course as a stage space using risers in front of the old stage.

Entry

Auditorium

Cafeteria

Kindergarten Class

Stage Converted to Classroom

Library

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Interviews Principal of Davis Magnet Elementary 1. How many students does the school have? Faculty/staff?

285 students, about 45 staff members (teachers, cafeteria, etc.)

2. Do you feel you have adequate space for the students’ and faculty’s needs?

No 3. What concerns do you have about safety and how do you address them?

Perimeter doors are locked except for front door, which is monitored by office staff; security

cameras are installed around the building 4. Does being so close to the downtown area have any positive or negative effects on the school? If so, what are they?

I don’t think it affects the school except for possibly the convenience factor since it is a magnet

school.

5. Does the school have adequate parking for faculty?

No 6. How do the majority of the students get to and from school?

Bus 7. Are there any other extracurricular programs in the school that require its own space in the school?

After-school care, strings and drum lessons use the building.

8. What outdoor activities occur on your campus?

Recess and occasional special events such as rallies 9. Does your school need additional outdoor space?

Yes - playground is very small 10. Is the school used for anything outside of regular school hours?

After-school care 11. How is the school used during the summer months when school is not in session?

It is not used in the summer at this time. That is when deep cleaning is completed.

12. What spaces in the building are used most frequently?

Every space is used daily.

13. Are there spaces the school is lacking that you think would enhance the learning environment or quality of the school?

We have no classroom space for Spanish, strings, speech, gifted program - they are currently in

“reclaimed” space such as a corner of the auditorium, the stage, the teacher’s lounge, the book

closet, etc.

14. What makes the students excited to come to this school?

The IB Program 15. If you could add anything to the school, what might it be?

Annex to include science lab, space for gifted program, speech, symphony, Spanish class, interventionist.

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Librarian of Davis Magnet Elementary 1. What would you change about your classroom?

I would like to not have computers in front of the built-in bookshelves. I’d like a reading area lit

only with lamps, and enough room for the students to spread out and get comfortable

while reading.

2. If you could change or make additions to the school, what would you change?

I would make the school a little larger, but not too much. An elevator should be installed. An

indoor play space should be made, and an auditorium designated as an auditorium would

be important for PTA and whole school events. There should be classrooms for art, strings

(as well as music), a science lab, and maybe a multi-purpose classroom. We should also have full

size classrooms for our 3 (and growing) gifted program classes. It would also be

nice to have a conference room.

3. What is most important about the layout of the school?

That it is compact. I like that the library is in the center of the school. I think that grade levels

should be housed next to each other.

4. What do you enjoy most about this school?

The unique features of our building- the large steel windows, the terrazzo floors, the concrete

awning and relief out front. I also like the fact that we can see the Capitol from our grounds and

south stairway window. The location. The tall ceilings. The natural light. The historic and

solid nature of the building. And the feeling of pride that I have walking into the

school everyday for getting to work at such a neat place!

5. Do you have any additional suggestions or advice for someone who will be designing a new school for Davis?

Keep in mind that Davis has a unique focus… we are an International Baccalaureate school and

that makes us different than the other schools. As much as I love our stairs and would

love a multi-story building, the stairs can be hard on older people’s knees.

Gifted Education Teacher 1. What would you like to change about your classroom?

I would love for there to be more space and technology in my classroom. I feel it would help

with classroom management, which as research has proven affects the overall learning

and growth of each student.

2. If you could change or make additions to the school, what would you change?

I would make the school larger with more larger common spaces (library, auditorium,

lunchroom), then other spaces could be re-purposed for other teachers who needed more space.

3. What is most important about the layout of the school?

I feel the most important thing about the layout of the school is the ease, safety, and accessibility

for students and staff to make our space excellent for learning. I feel we have are over crowded

and spaces are not functioning as originally designed which can eventually affect student

learning, growth, and safety.

4. What do you enjoy most about this school?

I love the location and historic neighborhood that surrounds the school! I also love the historic

nature of the building. With that being said some remodeling and additions need to be done!

5. Do you have any additional suggestions or advice for someone who would be designing a new school for Davis?

I would advise that we have very functional open spaces that are designed with the idea that

advancements in technology WILL occur and allow for those changes to occur easily! I would also

advise anyone who is designing a well organized space for the learning

of children to consider basic needs of children and for those needs to be met in

a convenient manner in close proximity to a teacher who can oversee safety.

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Case Study WMEP Interdistrict Downtown School Minneapolis, Minnesota

Located on a busy avenue in downtown Minneapolis, the Inter-District public school is envisioned as an urban context school for the 21st century. Opened to classes in September 1999, the facility serves 600 students from kindergarten to grade 12, drawn from nine Minnesota school districts, which together constitute the West Metro Education Program.

The main focus of this magnet school is to help students take advantage of the diverse downtown environment of Minneapolis and all its resources -- to make appropriate and full use of advanced technologies, to support hands-on experiential learning, and to support and enhance multicultural learning, exchanges, and community-building.

The building design is organized into three programmatic components: public, or ‘whole school’ spaces; educational spaces, such as classrooms and studio spaces; and service areas, including washrooms, stairwells, and the kitchen. The ground floor of the school is allocated to public spaces and communityuse space. Whole School Spaces include the Gathering Place, the Media Center, the Welcome Center and Administration area, with five Focus Labs for hands-on, interdisciplinary work.

The early grades are located on the second floor, closest to the ground level. Kindergarten – grade two classrooms are defined, occupying the north end, leaving open classrooms on the south side for grades two to five.

On the upper floors of the building, educational spaces are organized into instructional houses for six multiage student groups of 100 learners. These spaces provide environments for students to “learn while doing,” with flexible groupings for different teaching and learning styles. On the third floor, project rooms occupy the north wall, with smaller team rooms on the east side, giving the south wall to the open classrooms for grades five to nine. Grades nine to twelve occupy the fourth floor. Seminar rooms, a science lab, small career and team rooms are aligned on the north wall.

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The school is built atop a city owned, underground parking ramp, with neighbors that include an historic theater, a university, a church and a photo production house. Blending as a “storefront” into its neighborhood, the IDDS building is constructed of red brick, grey zinc panels and ochre-colored pre-cast concrete that echo the materials of other downtown buildings.

The urban site allowed for an efficient use of space and resources, by establishing programmatic connections to the urban context. Instead of building specialized areas such as athletic facilities and performance spaces, partnerships were established with nearby facilities, bringing students into contact with other urban institutions and businesses, considering their function as ‘external labs’. These include the University of St. Thomas, MacPhail Center for the Arts, Orchestra Hall, Minneapolis Downtown Library, Hennepin County Government Center, Downtown YMCA, Loring Park, the historic Orpheum Theatre and numerous downtown Minneapolis businesses. In return, these partner institutions can use the school for meeting or event functions in the evening, when it is under utilized. IDDS anticipates that older students will spend as much as 50% of their time at these off-site “labs.” This model of cooperation functions as an ‘eco-educational’ park by utilizing facilities otherwise occupied exclusively in the evenings as classrooms, gymnasiums, theater space etc. The University of St. Thomas Library also provides an invaluable resource to the school.

The school is situated on one of the city’s most highly used public transportation corridors; there are at least 4 bus lines that stop outside the building.

A roof plaza is located on the south side of the building providing an area for outdoor activity and class projects. In addition, since the 5 storey structure was built on top of a city-owned below grade parking garage, no additional foundations were required. The resulting footprint is 1/5th the size of an average elementary school and the amount of land occupied is only 1 acre in comparison to 20 acres for a suburban school.

Southern exposure was also considered in the siting of programmatic elements. The window wall faces near south to optimize natural light and solar gain. To maximize light penetration, elevators, stairwells, and HVAC shaftways were located away from the south wall. The mechanical room was located on the roof, rather than consume valuable south exposure, giving this space to the classrooms and media center. The open classroom strategy allows views even when one is deep into the space.

View and access have been provided to outdoor gathering space(s) and to the urban context. On the main floor, large window walls in activity spaces, such as the music room and art room, connect the school to passers-by.

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The open plan, as well as movable storage casework, facilitates classroom flexibility and adaptability for future use. Studs extend to the ceiling from half-walls on the fourth floor anticipating an eventual need for full enclosure. Bay dimensions for the classrooms were designed to accommodate office space should the building’s function change in the future. Garage doors connect activity spaces on the main floor to the central gathering space to accommodate potential overflow or shared activity.

The design process also emphasized reducing the overall use of materials. The most visible example of this is the exposed concrete floor, which is durable and easy to maintain. The floor was sealed with clear sealer and waxed according to a regular maintenance schedule.

Exposed mechanical systems, intended as a teaching tool, also eliminate the need for a finished ceiling; this also applies to the exposed sealed concrete floor in common spaces and high traffic areas.

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An environmental focus for the Downtown School was established early in the design process and evolved into a set of clearly defined goals, which guided design decisions to create a “green living school.” The design team established eight sustainable goals: Resource Efficiency, Daylighting, Indoor Air Quality, HVAC systems, Reuse/Recycling, Natural Systems and Building Systems. Within each of these issues the team established sub-categories. For instance, under Resource Efficiency, there was: source reduction through design; adaptable/ flexible environment; exposed systems; “warehouse/loft” setting. These focus issues served as a guide to the team throughout the process of designing the building.

In addition, the design team worked with educators to provide a building that would be used as a teaching tool, by exposing building systems.

Plumbing,electrical, sprinkler, mechanical, voice and data systems are all within view and incorporated into the curriculum.

The entire process took about ten years, starting with planning by parents, community leaders and architects. The schematic proposal was approved by the WMEP Steering Committee in November, 1995 and a year later by the WMEP Superintendents. In addition to general meetings, design charettes and tours of other schools took place in response to the unique considerations for the project.

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Historical Research Broad Historical Research The elementary school has always been the main point of delivery for primary education; and the (senior) high school has always been the focal point of secondary education. Originally, elementary school was synonymous with primary education, taking children from kindergarten through grade 8; and secondary school was entirely coextensive with the high school grades 9 - 12. This system was the norm in America until the years following World War I, because most children in most parts of what was then the mostly rural United States could go no further than Grade 8. Even when the high schools were available, they were often not accessible.

As the population grew and became increasingly urban and suburban instead of rural, the one-room schoolhouse gave way to the multi-room schoolhouse, which became multiple schools. This produced the third genre of school - the junior high school - which was designed to provide transitional preparation from primary school to secondary school, thus serving as a bridge between the elementary school and the high school. Elementary schools typically operated grades Kindergarten through 6; the junior high school, often housed in the same building as the senior high school, then covered grades 7 through 9; and the senior high school operated grades 10 through 12. At the same time, grade 9 marked the beginning of high school for the purpose of GPA calculation.

It was typical during this period for state departments of education to certify teachers to work in either primary or secondary education. A Primary School Certificate qualified the holder to teach any subject in grades K through 8, and his/her major and minor subjects in grade 9. A Secondary School Certificate qualified the holder to teach any subject in grades 7 and 8, and his/her major and minor subjects in grades 9 through 12. Certain subjects, such as music, art, physical, and special education were or could be conferred as K through 12 Teaching Certificates.

By the late 1960s, the lines of transition between primary and secondary education began to blur, and the junior high school started to get replaced by the middle school. This change typically saw reassignment of grade 9 to the (senior) high school, with grade 6 reassigned to the middle school with grades 7 and 8.

Subsequent decades in many states have also seen the realignment of teacher certification, with grade 6 frequently now included on the secondary teaching certificate. Thus, whereas 20th-century American education began with the elementary school finishing at grade 8, the 21st century begins with the American elementary school finishing at grade 5 in many jurisdictions.

Nevertheless, the older systems do persist in many jurisdictions. While they are in the minority today, there are still school districts which, instead of adopting the “middle school�, still distinguish between junior and senior high schools. Thus, high schools can be either 9-12, which is most common, or 10-12.

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Rule External Building Code Summary Occupancy Classification: Educational Group E Possible Building Types: Type III-A Construction Max. Building Height: 65 ft. / maxiumum building area 3 stories, unlimited SF Estimated Gross Area (23,500 SF) / Occupant Load Factor (20 SF) = 1,175 Min. Occupant Load Plumbing Fixtures:

1 sink per 50 occupants - 12 male, 12 female

1 toilet per 50 occupants - 12 male, 12 female

1 service sink - 1 service sink (per floor)

1 water fountain per 100 occupants - 11 water fountains

Zoning Regulations Zoning Ordinance of Jackson, MS Article VII Commercial District Section 701 General Provisions The uses permitted in all commercial districts are as follows: Schools, including public, private, and parochial, all on sites of not less than ten thousand (10,000) square feet; Section 702.06 C-4 Central Business District: The purpose of this district is to preserve and and perpetuate an intensive and cohesive downtown urban core characterized as the center for employment and as the focus of commercial, governmental, and cultural activities. The intent of this district is to develop a strong sense of place by extending the duration of downtown’s activities by improving the pedestrian environment and creating mutually supportive land uses such as cultural arts, education, entertainment, housing, business other commerce and government. The Central Business District is to be located in the vicinity of the City Hall and State Capitol and close to peak traffic and pedestrian flows where residential, commercial, governmental, and cultural activies can be conveniently accommodated and made easily accessible to adequate parking, transit, and regional transportation services for clientele and employee groups residing, patronizing, or working in the Central Business District.

Parking Requirements Zone C4 - Exempt from off-street parking requirements Lots shall be located in the rear side yard of the principal building it serves. Site yard parking lots shall account for no more than 25% of required parking.

Typical School Requirement - 2 per classroom and 1 per 60 sq. ft. of gross area in the auditorium.

Handicap Spaces - 1 per 25 spaces up to 150, 1 per 50 above 150 Parking Total: 85 spaces + 3 handicap spaces = 88 total spaces

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Internal Recognized Standards • •

• • • •

Elementary schools typically are defined as including grades 1 through 5 or, sometimes, grade 6. They often include pre-kindergarten and kindergarten.

(K-8) Elementary Sites– Start with 10 acres + 1 acre for every 100 students (Rural & Suburban) Urban sites are quite different from rural and suburban sites. Usually, land is more difficult to obtain and more expensive in urban conditions, which leads to urban schools being more compact than rural schools.

Furthermore, strategies including multi-story buildings and sharing sports and other facilities with local governments become attractive in an urban condition.

Typical (gross) elementary school size is about 108 sq. ft. per student.

Most elementary schools have 300-400 students.

Small classes should consist of 13-17 students Large classes should consist of 22-27 students

Minimum Classroom Space guidelines: • 1000 square feet for all pre-K through fifth grade classrooms of 25 students.

Optimal Class Size guidelines: • 12 to 16 students to 1 teacher for all pre-K through third grade classes.

• 16 to 20 students to 1 teacher for all fourth grade through seventh grade classes.

• No more than 25 to 30 students in any learning environment.

Rules of Thumb Parking and Drop-off: • Review of applicable local zoning regulations regarding parking, often based on ratio of spaces to children/staff.

• Adequate drop-off/pickup space at the beginning and end of each day for buses and parents who drive their own children. Consider a long curb pickup lane or short-term loading/unloading spaces at the entrance.

• Adequate lighting at parking and drop-off areas is critical for safety and security.

Entrance • Welcoming, spacious area with adequate seating and places for informal visiting.

• Large enough to accommodate small groups of children and adults.

• Well heated/cooled.

• Often the place where children exhibit the signs of anxiety over separation from parents.

• Display areas for bulletins/flyers and artwork/children’s projects at both adults’ and children’s eye level.

• Close to administrative area to provide security and accommodate parent-teacher/administrator meetings.

Corridors/Transition Space • Viewed as extensions of activity space.

• Avoid long, straight hallways; provide nooks and alcoves for sitting, play, and display.

• Provide space for wall/ceiling-hung projects, display cases for various art objects.

• Open corridor spaces with interior glass windows looking into adjacent classroom/activity spaces; take advantage of borrowed natural light.

• Avoid designing corridors so they have no other use but circulation.

• Use carpeting or other acoustic materials to reduce noise.

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Communication Systems: • Each classroom/area should have a phone and intercom communication.

• Consider locating data outlets within the classrooms to allow for computers/access to the Internet, as well as internal e-mail communication from classroom to classroom.

• Each classroom should have a computer work area.

• Provide multiple electrical outlets in classroom/activity areas for a range of equipment. Consider specifying childproof outlets.

• Provide data outlets at administrative/staff work areas.

Handicapped Accessibility • Design for full accessibility for children and staff; consider automatic entry doors at the main entrance.

• Consider accessibility issues influenced by a child’s scale (see the following section on toilet facilities).

• Provide ramps at any stairs or platform areas.

• Consider accessibility at classroom kitchen sink areas for both adults and children.

• Consider clearances in furnished areas, particularly classrooms and dining areas, for appropriate wheelchair maneuvering space.

Toilet Facilities: • Include some child-size toilets, but plan for transition to full-size/adult toilets.

• A preschool bathroom should be directly accessible from the classroom and should be easily supervised by the teacher.

• Provide a minimum of one toilet and sink per classroom.

• Consider hands-free flush/faucet systems to encourage use and promote general hygiene.

• Provide a separate facility for staff and visitors.

• Adapt at least one toilet fixture for accessibility; do not use a typical 17 in. high fixture; provide lowered grab bars at a standard 15 in. high fixture.

• Provide locked storage cabinets for cleaning supplies, etc.

Indoor Activity Spaces: Design of the classroom—scale, variety, and flexibility of space. A well-designed classroom environment is safe for children, supports their emotional wellbeing, stimulates their senses, and challenges their skills.

Subdividing the classroom into well-defined “activity pockets,” identifies physical spaces that are each functionally limited to one activity, but not completely closed off from the rest of the classroom or instructor supervision. Observation of preschool children at play suggests that there is a tendency for them to cluster into small groups of less than five, with a mean of about two children. If activity areas are sized for two to five children and an instructor, they should range between 40 and 60 sq ft each. In addition, space should be provided either within the classroom or in a nearby area to allow for an entire class to meet as a single group.

The following are simple suggestions for creating activity pockets: • Care should be taken to allow as much flexibility and adaptability of small activity areas as possible.

• U-shaped or L-shaped low walls can be used to delineate activity areas. The number of activity areas created with permanent walls should be limited, as they can also restrict flexibility.

• Area rugs or other floor finish changes can be used to delineate areas.

• Bookshelves, low bookcases, or other storage and display cabinets can be used to define edges.

• •Other furnishings can also be used to define edges, such as the back of a sofa, the edges of reading chairs or comfortable seating, and display systems.

• Existing columns can be used to define edges or corners.

• Ceiling- and floor-level changes can align with centers’ boundaries; it is important to consider accessibility to raised platform areas.

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• • • •

Bay windows, with built-in benches and the addition of other defining elements such as an area rug or low bookcase, can be used for a small activity area.

Canopies, curtains, latticework, or fabric can be hung from the ceiling to create an area.

Color, lighting, other material changes can be used to further enhance the articulation of pockets.

For activity areas to function, they must contain all of the resources required to support the intended activity. All supplies, work surfaces, materials, storage, audiovisual equipment, and required power sources should be provided. Seating and furnishings should adapt to the needs of the activity as well as the size of the group. Finally, there should be an activity area in each classroom that comfortably supports the play of one child as a place for refuge or solitary activity.

Personalization, display, and storage.

Providing inventive and creative ways to display the work and projects of the children is essential to support “habitation” of their space. Every part of the architecture should be thought of as potential display space; walls, ceilings, floors, and furnishings throughout the facility should be used. Care should be taken to provide a variety of display spaces for two-dimensional flat work and three-dimensional pottery, mobiles, sculpture, and small crafts. The display area should be flexible and allow for quick and easy change. A display space should be designed for viewing by both adults and children. Appropriate lighting should emphasize the displays and should be adjustable in both position and intensity. The following are suggestions for display spaces: • Picture rails or shelves along walls. Particular attention should be given to corridor areas, where walls may become repetitive.

• Closed display cases arranged for viewing from one side or from all sides.

• Open, adjustable shelving.

• Metal gridwork or other mesh materials attached to walls or ceilings to hang artwork/projects.

• Windowsills or areas in front of windows where natural light and the interplay of light and shadow can • enhance the objects viewed.

• Other flexible display systems that can be moved or reconfigured to create different desired effects.

Color, pattern, and light.

The use of varied colors and textures can be very desirable. A range of textures friendly to a child’s skin and body adds another aspect to a child’s experience with the physical environment. A number of textures can be considered: wood, ceramic tile, various plaster surfaces, metal or wire screens, fabric, rubber, various metal surfaces, safety mirror and glass.

Colors can be vibrant or subdued, but there is no need to limit environments designed for children to the ubiquitous primary colors. Research has suggested that bright red hues create excitement, and deep purples and greens are stabilizing and soothing. Yellow, as well as being restful, is the first color that can be perceived by small infants. There are, however, many facilities designed with little or very simple color to provide the most neutral backdrop possible. The environment should not compete with the artwork and projects of the children. Moreover, it should not overstimulate the children. A neutral background allows the environment to be personalized and animated by its inhabitants. In essence, the space is regarded as an active representation of the children’s work and learning process.

Light, both natural and artificial, must be carefully planned. Varied lighting not only adds to the interest of the environment, but also provides options for creating moods, supporting different activities, and learning. Daylighting may be a significant part of the education curriculum. Through observation of the sun, children can begin to understand the passage of time, the changing of the seasons, and the movement of the planet. Daylight should be allowed to enter the building from different orientations and locations. Large windows, skylights, and outdoor sundials all help to connect sunlight with the children’s daily lives.

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Element User Groups Students Students between the ages of 5 - 11 make up the primary user group of an elementary school. The design of many of the spaces, especially the classrooms, will be dedicated to encouraging and enhancing the learning of these 400 students, while making the school an environment that the students want to be in. Students in the elementary age group will have the largest range in stages of growth and development between grade levels, making a need for varying accommodations to both younger and older students. Parking will not be required for elementary age students, which will only need a designated area for pick-up/drop-off by both bus and parent.

Faculty/Staff The faculty and staff make up the secondary user group of an elementary school - majority of these being teachers.

Teachers will need a desk and storage area within classrooms to store their personal belongings and classroom materials.

Work areas will be necessary for teachers to prepare for their classes. A lunch and break area is necessary for teachers to eat lunch, take a break, and interact with other teachers.

Administrators make up the second largest portion of the faculty/staff. Admins will need an office suite to conduct the schools business. Both teachers and admins require restrooms seperate from the student restrooms. The rest of this user group will be made up of other workers, such as the cafeteria/kitchen staff and the custodial/maintenance staff.

Majority of parking space will be required for this user group during the day.

Visitors Visitors make up another user group of an elementary school.

Visitors include parents of the students, outside educators and administrators, as well as community members. A deisgnated entrance will be needed for this user group for security and control - which will need to link to an area for the visitors to check-in with the administration office. Visitor parking near this entrance will provide convenience for visitors and visibility and control for school staff. Visitors in the building may use many of the school’s facilities such as the classrooms, auditorium, or gymnasium. For security, there should be dedicated public and private areas with controlled access into private spaces.

Building Program: Element

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Programmed Spaces & Equipment General Classroom

The classroom is the primary learning space, especially within the elementary school, where multiple subjects are taught throughout the day in a single space. Flexible project areas within the classroom are needed, which may include areas for science, computer clusters, and other equipment-intensive spaces. In addition, adequate space must be allowed for classroom materials and student storage. As technology and new teaching methods are introduced into today’s learning environment, it becomes imperative that the current paradigm of the classroom evolve. The 600 square foot classrooms of yesterday were adequate for a teacher lecturing and writing on a chalkboard for 25 or 30 students. Today there is less lecturing and more interaction on every level, and 600 square feet is hardly big enough for 15 students. Tomorrow, 600 square feet may again become useful to a group of 20 students who all have laptops connected to a wireless network.

Size 1,000 sq ft per classroom (24 classrooms = 24,000 sq ft net) Max. 20 students per classroom Equipment • • • •

18-25 student desks 1 teacher’s desk Chalkboards Storage Shelves

Rules of Thumb • • • •

• • • • • • • • • • • • • • • • • • •

In elementary schools, the general classroom is usually where laboratory work takes place. Equipment such as sinks needs to be used for many other activities such as art in the general classroom. Science equipment should be portable and storable or flexible in the elementary school level.

The length of classrooms should be no more than 1.5 times the width, unless program functions indicate otherwise. The minimum ceiling height for any classroom should be nine feet.

Select materials/finishes to help reduce noise (think in terms of 20 children at active play).

Create areas for distinct activities (e.g., group meetings, quiet individual concentration, laboratory/semiactive spaces, workshop/ studio spaces for art, drama, blocks, games, etc.). These areas are best created through the use of moveable furnishings, shelves, bookcases, and so forth, to promote flexibility and the individual character of each classroom. Rectangular spaces are typically easier to configure than square or oddly shaped areas.

Provide a soft living-room-like area for visiting/relaxing.

Design space to meet both children’s and adults’ physical needs. Be sure to provide seating, tables, workspace, and storage suited to both.

Provide space for cubbies/lockers either between classrooms or within classrooms; allow for adult assistance.

Provide for display of plants/objects.

Take advantage of areas below windows for quiet seating nooks or play areas.

Provide a play area specifically suited to wet or messy activities.

Include a kitchenette, to serve a group of classrooms or the entire school area, with counters and cabinets at heights for both children and adults; include locking cabinets.

Provide sinks for both children and adults within the classrooms and near the wet play area.

If possible, lower sills of windows to within 18 to 24 in. above the floor, to conform to a child’s scale.

Provide ample daylight, with good shade/blind control for nap and quiet activity time.

Provide flexible lighting levels to accommodate various activity moods.

Provide bulletin/display boards for children and adults.

Install an individual temperature control for each classroom.

Install a child-accessible drinking fountain (can be incorporated with a low sink).

Provide a toilet room directly adjacent to the classroom; consider special child-accessible fixtures.

Install hands-free faucets to promote hand washing and general hygiene.

Provide areas/closets for storage of supplies, games, nap mats/blankets, etc.

Provide a quiet room/area, possibly shared by adjacent classrooms for disruptive children or for individual play.

Balance the need for small, quiet spaces with openness to permit adequate supervision of staff-child interaction.

Building Program: Element

17

Music Room While imagining requirements for musical performance and practice spaces might bring musical instruments used to mind, the major instrument for music is air. If there is not enough air, then the sound energy created by instruments or the voice overwhelms both the audience and performers. While volume is the most important principle for a good music room, there are other acoustical considerations as well. If the room does not have the right dimensions, then the air does not travel and bounce through the room, making music difficult to hear. If there is not enough separation between areas where music is played, then the sounds conflict. Besides acoustical considerations, there are basic functional considerations as well: storage, workspace, and circulation space.

Size 1,800 sq ft - 200 of which is for storage Equipment • • • • •

Instrument storage/cubby holes Director’s office equipment Repair office equipment Rehearsal hall chairs Risers

Rules of Thumb • • • • • • • • •

Maintain lines of sight Provide generous air volume Design to diffuse and absorb sound Plan for the separation of musical spaces Provide specialized storage Risers for choral or instrumental rooms should be 6 to 8 inches in height.

Choral risers should have a minimum width of 30” and ideally should have a width of 36”.

Instrumental risers can vary from 48” to 60” in depth.

The design of music rooms should consider acoustics requirements by using space separation, special surfaces, shapes, or treatments to improve sound in the room and limit sound outside the room.

Building Program: Element

18

Art Room This space is used for visual art exercises like painting, drawing, three-dimensional art, and other basic types of exercises.

Size 1,250 sq ft - of which 350 sq ft is used for storage/kiln Equipment • • • • •

Service sink Art supply storage cabinets Student work desks Teacher’s work desk Pin-up space for work

Rules of Thumb • • • • • • • • •

Ample natural light, with good shade/blind control.

Bulletin boards/display boards/display shelving for children and adults.

Separate kiln room if ceramics work is part of the program.

Large library-like tables to support individual and group work.

Ample storage for art supplies.

Sensible finishes for easy cleanup after art activities.

Extra-deep sinks for both children and adults within the art studio.

Locking storage cabinets adjacent to sink and counter areas.

A bathroom for children either in the art studio or nearby.

Gymnasium Athletics are not only good for a young person’s physical education and psychological development, but for bringing together parents, friends, and entire communities as well. Athletic events are a great way for students to engage in a physically active lifestyle as well as show their school pride in a socially accepted manner. It is in these places that friends, heroes, and rivals are made in a matter of seconds and childhood dreams are fulfilled by the putting on of a jersey. In these places, people come to enjoy not only the event but also each other’s company.

Size Elementary gym - 45’ X 70’ X 20’ (clear height) Gym Storage - minimum 300 square feet.

Equipment • • •

Storage shelves for gym equipment Basketball goals Volleyball net

Rules of Thumb •

When programming the spaces for stadiums and gyms, remember that they are quite often used for other events besides sports. Gyms are excellent places for schools to host science fair competitions and other indoor activities that require a large amount of open space.

Building Program: Element

19

Auditorium/Stage Stages are usually thought of as facilities that belong to middle schools and high schools. Yet drama and music facilitate learning for all ages of learners. Dramatic play for pre-kindergarten through sixth grade learners is found to foster social and emotional development, help them develop concepts of the world and their place in it, encourage language development, and develop better motor skills.

Size 1,200 sf stage Equipment • •

Lighting Equipment Stage Curtains

Rules of Thumb •

In an elementary school, the stage should be located in either the cafeteria or gymnasium

Computer Room Computers are often used to do other tasks, such as read or write, but because of the extreme difference in the media, it is considered a separate activity. Computers in school facilities have had a major impact upon classrooms in terms of the instruction space, additional electrical requirements and higher air conditioning loads. Computing requires the need for adjustable and combinable furniture and equipment.

Size 1,200 sq ft Equipment • •

18-25 computer stations Teacher’s station w/ projector

Rules of Thumb Observe the following guidelines for dimensions of computing surfaces: • The minimum area of a computer work surface shall be 32” wide x 24” deep.

• The support surface height of the computer station shall be so that the user’s line of sight is level with the top of the monitor.

• The keyboard height shall be so that the user’s arms form a 90-degree angle at the elbows.

Observe the following considerations for texture of computing surfaces: • The material of the computer desktop should be durable enough to withstand the pressure of a heavy monitor and computer terminal. Solid wood, plastic laminates, or wood veneers will all work.

• The surface of the computer desktop should be a neutral color and flat finish to avoid causing any glare on the monitor’s screen or in the user’s eye from an overhead light source.

Observe the following environmental needs for computing surfaces: • Use only non-direct, or ambient, light sources to prevent glare.

• Allow room for cords and connections behind the computer stations.

• If more than two people are working on the same surface, allow twice the width needed for one computer station, 64” width minimum.

Building Program: Element

20

Library/Media Center There has been much talk about the new role of the library over the past few decades and the changing ideas and patterns that have developed out of this new role. The library is no longer referred to as just a library because of the many other roles it has now taken on. One popular name given to fit the role of the new library is the media center. The role of the media center is no more prominent than the day the library was conceived, but it is more complex than ever before because of ever changing technology. A library no longer is just a place for books, but it is a resource center, a liberal arts focal facility, and a social gathering place for the school as well as the community. By understanding the complexity of the new media center, it is possible to fulfill its role through a proper location and configuration.

Size About 3,500 sq ft (Includes Reading Rooms, Shelving, Seating, Library Workroom, and Staff Workroom) • • • • • • •

Conference room 120 sq. ft.

Distant learning 120 sq. ft.

Computer network server 100 sq. ft.

Communicating room 48 sq. ft.

Librarian office 120 sq. ft.

Electronic/software storage room 150 sq. ft.

Periodical storage room 120 sq. ft.

Equipment • • • • • •

Student desks Reference desk Checkout desk Stacks Computer stations Lounge/reading chairs

Rules of Thumb • • • • • • • • • • • •

Elementary reading rooms should have a gross floor area of at least 750 square feet, plus 2 square feet times the total enrollment.

Book shelving capacity in elementary schools should be sufficient for a minimum collection of 10 books per pupil at not more than 9 books per lineal foot of shelf, plus shelving for periodicals.

Books available in electronic format may be counted for up to 25 percent of the number of books required for the school. In determining the number of books available in electronic format, the same title should be counted only once.

Provide shelving arrangement for ease of supervision and clear line of sight from circulation desk.

All library book shelving should be provided with backs, regardless of location.

Seating should be provided for minimum of 30 students to a maximum of 60 students.

Workroom of at least 150 square feet should be provided adjacent to the reading room, and should have a work counter and sink, storage cabinet, shelving, and view window into the reading room.

In elementary and high school libraries, a room of at least 200 square feet with work counter and sink should be provided for producing teaching materials. This may be combined with the librarian workroom without reduction in total area.

In elementary and secondary schools, a separate room or space for professional materials off the main reading room should be provided for a staff library.

Elementary schools should have a group storytelling area. Storytelling pits are discouraged due to inflexibility, safety and ADA concerns.

It is best if a school’s media center is located on the ground floor and is convenient to all learning areas of the school. Space in the media center should be provided for a copier.

Many schools no longer include a computer room as part of the media program. The trend is for the media center to house media retrieval head-in equipment to serve computers located in classrooms or lab spaces. An equipment storage space for this purpose should be provided

Building Program: Element

21

Cafeteria/Kitchen Schools today are now recognizing the importance of deinstitutionalized environments. Eating areas particularly need to reflect the less formal atmosphere that has become the norm for most students, a result of the fast paced world in which they live. Schools must consider the value of allowing students to eat at the best time and place for them so as to emulate the relaxed dining atmosphere the typical student experiences in today’s home.

Size Dining Area - 2,240 sq ft w/ ceiling height of 12’ Minimum Serving Area - 25% of Dining Area = 560 sq ft Minimum Kitchen Area - 1,000 sq ft + 1 sq ft x enrollment = 1,400 sq ft Kitchen Square Footage Requirement for All Spaces: • Receiving - 50 - 60 sq ft • Can Wash/Dry - 50 - 75 sq ft • Toilet/Lockers - 200 sq ft • Janitor & Chemical/Soap Storage - 50 - 60 sq ft • Offices - 50 - 80 sq ft • Dry Storage - 200 - 300 sq ft • Refrigerated Storage - 130 - 200 sq ft • Preperation/Cooking - 500 - 600 sq ft • Pot & Pan Washing - 75 - 85 sq ft • Holding & Serving - 250 - 400 sq ft • Dish/Tray Washing - 100 - 150 sq ft Equipment • • • •

Collapsible cafeteria tables Lunch service equipment Kitchen equipment Payment equipment

Rules of Thumb • • • • • •

The office should have view window(s) to exit(s) and preparation area.

A separate service entrance should be provided for kitchens that prepare 100 or more meals per day.

The door of all walk-in refrigerators or freezers should not have locking devices that prevent opening the door from the inside.

Consider making provisions for a hose bib near the kitchen trash removal area.

A secure trash and recycled material storage space should be provided unless a dumpster is provided. Size shall be based on the amount of trash generated during lunch.

A mop closet with service sink or receptor, convenient to the kitchen, should be provided.

Building Program: Element

22

Administration Leaders drive others to achieve great things by serving, setting an example and carrying responsibilities on their shoulders. Leaders are needed in every aspect of life, whether it is inside or outside the classroom. The administration serves, sets the example, and carries the responsibilities of our nation’s schools today, and schools could not operate without them. Above any other aspect of the school, the administration is by far the most important because of the role it plays. It is no longer comprised of only a principal and secretary. It is a fast-paced business with ever-changing issues and circumstances.

Size • • • • • • • • • • • • • •

General Office with Clerical Workstations - 200 sq ft Finance Office - 150 sq ft Waiting Room - 200 sq ft Principal’s Office - 250 sq ft Assistant Principal’s Office - 200 sq ft Guidance Office - 150 sq ft General Storage for Supplies and Books - 50 - 100 sq ft Workroom - 600 sq ft Coat Closet - 50 sq ft Staff Toilet(s) - 80 sq ft Fire Resistive Record Storage - 100 - 150 sq ft Conference Room - 1,000 sq ft Secure Storage Area - 50 - 100 sq ft Teacher’s Lounge - 500 sq ft

Total = 3,730 sq ft

Equipment • • • •

Typical office equipment (desk, storage, etc.)

Copy/fax machines Reception desk Reception shelving

For Teacher’s Lounge: • Refrigerators • Couches • Lunch tables • Soda machines • Kitchenette Rules of Thumb •

Centralized Administration – Locating the administrative offices in a centralized area allows for connection and convenience to anyone in the school no matter where they are located. This accomplishes availability and visibility in a less personal way, but in a more familiar and resourceful way. In a situation where there are fewer faculty and staff members, a centralized administration would work better because of the small space the entire administration would occupy.

•

De-centralized Administration – Locating the administrative offices throughout the school reduces the grandeur and intimidation felt by the students and brings the principal’s office into the realm of the student/ teacher relationship. This accomplishes availability and visibility on a less familiar and organized way, but in a more personal way. The idea is that each principal or vice-principal will become more familiar with a designated group of students, thus remembering names and faces of students. If the school is on the larger site, it would be more appropriate for the administration to be de-centralized based on student population.

Building Program: Element

23

Health Clinic Every school needs an environment for sick and injured students. Schools are breeding grounds for illnessess such as the flu, strep throat, and many others. The size of the health station and the mode of staffing may be different from school to school, depending on resources, populations, and facilities. However, all health stations should be clean and orderly. They should also offer a degree of privacy through isolation while remaining highly accessible to both students and emergency vehicles.

Size • • • • •

Nurse’s Office - 150 sq ft Exam Room - 80 sq ft Waiting Area - 200 sq ft Rest Area - 150 sq ft Toilet Room - 80 sq ft

Equipment • • • • • • • •

Desk Task Chair Chair for Patient 2 Chairs for Waiting Recovery Bed Storage Cabinet File Cabinet Sink

Rules of Thumb • • • • • •

An examining room, with private access to an accessible toilet for persons with disabilities.

Cot area should be adjacent and directly accessible from the examining room, and shall have access to an accessible toilet for person(s) with disabilities. Cots should be adjacent to nurse’s desk with curtains for privacy.

Enough space to accommodate eye screening, twenty-two feet in length, should be provided. Clinic corridors may be used for this purpose.

Nonabsorbent, nonslip floor in all clinic areas.

A lavatory with gooseneck faucet with aerator, wrist handles, and grid drain. Place sink in a separate area from toilet, accessories to include liquid soap and paper towel dispensers.

An accessible shower should be provided in the Health Unit area.

Guidelines that health stations must meet in order to achieve a minimal level of isolation: •

• • • •

Ability to Quarantine – Quarantine provides the means to limit exposure of student population to a contagious patient. Quarantine can be provided in many ways, through curtains, doors, medical devices, and in some cases by building separation. It should also be considered that there might be a need to quarantine one patient from another within the health station.

Distinct Entry – Distinct entry for health station staff and emergency personnel provides a way for people to enter and exit while minimizing disturbances for the learning environment. In some cases this entry should even be a separate entry that is only accessible to authorized personnel.

Easy Emergency Access – Easy access from a main road for emergency vehicles is essential for moments of crisis. This access point should be marked and positioned in such a way to prevent distraction in the learning environment.

Near Administration – A close relationship to the main administrative suite is needed to provide sick students with the proper care and attention. It allows administrators to observe and supervise this area so the teacher can return to class. It also allows the administrators to deal with any potential situations of embarrassment.

Removed from the Learning Environment – The health station should not create disturbances in the learning environment. This location also keeps the majority of the student population safe from contagious illnesses. How removed the station should be depends on local circumstances. It may simply be at the end of a classroom wing, or it may be an entirely separate building.

Building Program: Element

24

Outdoors Spaces and places are not limited by the walls that surround and contain them. Buildings are not defined by their interior only. How the exterior is planned, executed, and maintained is a crucial element in school design.

The landscape of the school is an extremely important aspect and can be the deciding factor as to whether or not a beautiful school is created. Consideration of the exterior spaces around a school plays a large role in the school’s civic and community presence. How the building interacts and relates to its surrounding community and neighborhood can begin to determine how much or how little the design portrays itself. It can determine whether or not the community will use the school.

Size Minimum Outside Play Areas: 100’X120’ Multiuse (Hard Surface) 100’X120’ Fitness Development Fenced Equipment Area (PK-1) 100’X120’ Fitness Development Equipment Area (2-5) 180’X140’ Multiuse Field Play Area Equipment •

Playground equipment

Rules of Thumb • • • • • • • • • • • • • • •

It is recommended that playgrounds for different age groups be separated and play equipment sized accordingly.

Consider providing play areas for nonstructured play by means of landscaping.

Surfaces around playground equipment should have a depth of at least 12 inches of wood chips, mulch, sand, or pea gravel, or use mats made of safety-tested rubber or rubber-like materials.

Protective surfacing should extend at least 6 feet in all directions from play equipment. For swings, be sure surfacing extends, in back and front, twice the height of the suspending bar.

Play area should not contain tripping hazards, like exposed concrete footings, tree stumps, and rocks.

Play structures of more than 30 inches high should be spaced at least 9 feet apart.

Make sure elevated surfaces, like platforms and ramps, have guardrails to prevent falls.

Restrict use of dangerous hardware, like open “S” hooks or protruding bolt ends.

Minimize use of unpainted metal surfaces, or their exposure to direct sun light.

Do not allow sharp points or edges in equipment.

Do not use equipment that will be prone to rust.

Use of ropes and net-devices should be minimized, or altogether excluded.

Where possible, playgrounds should include sun protection, such as canopies or landscaping.

Equipment with exposed metal, whether reflective or painted, should be either shaded or oriented so that the active surfaces face north.

Use heavier surfacing materials in windier or more active play areas.

Selection of site should consider slope as it pertains to water collection in and erosion of the surfacing material.

Building Program: Element

25

Tabulation of Programmed Space

Space

Amount

Square Footage (Net)

Square Footage (Total)

General Classroom Music Room Art Room Gymnasium Auditorium/Stage Computer Room Library/Media Center Cafeteria/Kitchen Administration Health Clinic Sub Total: Eff. Factor: Total:

24 1 2 1 1 2 1 1 1 1

1,000 1,800 1,250 3,450 1,200 1,200 4,278 4,610 3,730 660

24,000 1,800 2,500 3,450 1,200 2,400 4,278 4,610 3,730 660 48,628 0.65 74,812

Cost Estimate Analysis

Cost Estimate Analysis A. Building Costs B. Fixed Equipment C. Site Development D. Total Construction E. Site Acquisition/Demolition F. Moveable Equipment G. Professional Fees H. Contingencies J. Administrative Costs K. Total Budget Required

74,812 sq ft at $300/GSF (8% of A) (15% of A)

$ 22,443,600 $ 1,795,488 $ 3,366,540

(A + B + C)

$ 27,605,628

(8% of A) (6% of D) (10% of D) (1% of D)

$ 269,000 $ 1,795,488 $ 1,656,337 $ 2,760,562 $ 276,056

(D + E through J)

$ 34,363,071

Building Program: Element

26

Situation Site Characteristics Site Location Map

Site Plan

Building Program: Situation

27

Minimum Required Area

Required Zoning Setbacks

About 54,000 sq ft of parking required

Minimum front yard depth - not regulated

89,735 sq ft building on 3 floors = 29,912 sq ft per floor Minimum site size: about 83,912 sq ft Selected site: about 130,000 sq ft

Available Infrastructure The site being located in the downtown area, it should have easy access to all required building infrastructure such as city water, sewer, power, telecommunications, sidewalks and access to both one-way and two-way streets.

Maxiumum front yard depth - 60% of the building wall must be located within five feet of the property line. Corner lots within the Central Business District shall maintain a zero foot setback from the street wall for at least fifty feet from the intersection along each street.

Minimum side yard width - not regulated Minimum rear yard depth - not regulated

Social Context The site is located in the central downtown area of Jackson, and currently provides parking for the Dept. of Environmental Quality. It is in close proximity to many business and government buildings, as well as significant figures in the city, including both the new and old State Capitols, the Eudora Welty Library, the Governor’s Mansion, Smith Park, the Mississippi Coliseum, and the State Fairgrounds. During the day, the surrounding area is populated with civil workers, and also business and law professionals for the most part and at night the city population floods out to the nearby suburbs.

1. New State Capitol

2. Old State Capitol

3. Eudora Welty Library

4. Governor’s Mansion

5. Smith Park

6. Mississippi Coliseum & Fair Grounds

Building Program: Situation

28

City Zoning and Demographic Regions Zoning Map

Demographic

Building Program: Situation

29

Public Perceptions of Project within the City At first, the public may be weary of an elementary school in the central downtown area - being so close to highly trafficed areas and many people. But with proper design precautions in security and safety, these worries could be overcome. Parents who work in the city would possibly not have to go out of their way to drop off their children or pick them up, making an easier commute.

Community Impact Although schools in the Jackson area typically are not built in the downtown area, a school in this location would provide not only a place of learning for nearby residents, but also a central location for students in the many surrounding suburbs. Afterhours and on weekends, the school could also function as a space for community events as well.

Functional Adjacencies at the Urban Scale President Street, a northbound one-way street, and Amite Street, a westbound one-way street, create a potentially efficient corner on the south-west side of the site for parent pick-up/drop-off and bus traffic. This would allow the traffic to flow in off of State Street, onto Amite Street, into the site, and the back off onto President Street. From there traffic could then go in a four-way direction at the intersection of Yazoo Street and President. The proximity of the Eudora Welty Library could allow students access to more educational resources as well.

Site Images

SW Corner Amite/President

NW Corner Yazoo/President

NE Corner State/Yazoo

SE Corner Amite/State

Building Program: Situation

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Bibliography

Mann, Eric. WMEP Interdistrict Downtown School. Minneapolis: Mann, 2003. Print.

“Official City of Jackson, Mississippi Website - Zoning.” Official City of Jackson, Mississippi Website - Zoning.

N.p., n.d. Web. 30 Apr. 2013. http://www.jacksonms.gov/government/planning/zoning “International Building Code.” International Building Code. N.p., n.d. Web. 30 Apr. 2013.

http://publicecodes.cyberregs.com/icod/ Ruth, Linda Cain. Design Standards for Children’s Environments. New York: McGraw-Hill, 2000. Print.

Perkins, Bradford. Building Type Basics for Elementary and Secondary Schools. New York [etc.: John Wiley &

Sons, 2001. Print.

Cosper, Chris, and Robert Featherston. Mississippi School Design Guidelines. 3rd ed. [Mississippi State,

Miss.?]: Mississippi State University Educational Design Institute and the Mississippi Department

of Education Office of Safe and Orderly Schools, 2004. Print.

Building Program: Bibliography

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Solution In designing a new school building for Davis Magnet Elementary School, I knew I wanted to develop a building that is not only for education, but is also itself educational in design. In particular, I focused on ways to expose the structure and other building systems - like the mechanical, electrical, and plumbing - revealing how each system connects and flows throughout the building. I felt the best way to achieve this idea was through the use of typical steel construction with bolted connections - and also by pushing the structural columns and beams out of the interior walls to partially reveal how they travel through and support the rest of the building’s components.

In siting the building, I began by analyzing the traffic patterns around the site to determine how both buses and parent pick-up/drop-off would flow into the site- helping establish the placement of the building for both traffic efficiency and student safety factors. As far as circulation goes, the building has 3 different types of entry - for the 3 different user groups - students, faculty and visitors. Security was a big issue in determining the placement of these entries and their adjacencies within the building. For instance the “formal” visitors’ entrance has been located next to the administrative office for direct surveillance of whoever comes into the building by the secretary and principal. All student entrances are located as far as possible from the street front, and would be accessed by students at specific times of the day- and are nearest to the buses and parent pick-up/drop-off. The faculty have an entrance directly into the teachers’ lounge from the administration parking lot.

In a typical day, a student would start within the cafeteria, which also serves triple duty as also an auditorium and a commons area for students to wait on rides in the afternoon, or for classes to start in the morning.

Colored tiles on the floor indicate zoning within the school and trail throughout the building - trickling into other zones to guide and direct students.

Classrooms are located along both corridors of the school, which connect back toward the administrative space for safety and ease of surveillance of the hallways. The classrooms are clustered by grade - with kindergarten - 2nd grade of the main level, keeping the younger children on the lower level, and 3rd - 5th grade on the upper level. Each classroom is meant to hold about 16 students, going along with a newer development in educational strategies to lower the student-teacher ratio and increasing one-on-one time but the room are big enough to allow for greater growth within the school.

Throughout the building, I felt it was necessary to bring in as much natural daylight as possible to break up the monotony of artificial lighting that is typical within a school building that is closed off from the natural environment. In this building, the east-west wing has a very large north-facing glazed facade to light up the 3 level atrium space and the cafeteria and classrooms adjacent to it. Operable, north-facing clerestory windows top the 2nd floor classrooms, and large inset windows help to illuminate classrooms, the hallways and the library alike.

The windows in the classrooms and library have been designed to accommodate both sitting and standing.

Their placement in elevation within the wall vary - depending on the average height of the students in that grade level. These windows punch through the walls, allowing students to occupy the interior and exterior of the building - breaking the barrier and idea of the classroom as a cell. They not only help to break up the monotony of a typical classroom, but accentuate the experience of the interior and articulate the surface of the exterior condition of this school building.

Building Program: Solution

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C

YAZOO ST.

D

B

N. STATE ST.

PRESIDENT ST.

B

A

A

N

C

AMITE ST.

D

Site Plan

Building Program: Solution

33

UP

UP

15

9

6

16 UP DN

8 14 10

7

13

5

12

2

1

4

11

DN

7 3 17

6

DN

UP

1 MUSIC ROOM 2 INSTRUMENT STOR. 3 DIRECTOR’S OFFICE 4 STAGE 5 CAFETERIA 6 STUDENT ENTRY 7 RESTROOM 8 SERVING LINE 9 KITCHEN OFFICE 10 KITCHEN 11 DISHWASHING ROOM 12 LOCKER ROOM 13 JANITOR’S CLOSET 14 DRY STOR. 15 REFRIGERATED STOR. 16 RECEIVING 17 KITCHEN WORKER ENTRY

N

Lower Floor Plan

Building Program: Solution

34

UP DN

DN

2

2

3

3

3

3

29

2

2

DN

7

4

30

6

5

7

2

2

29 3

3

3

3

2 2 DN

11 UP

UP

DN

1

8

7 28

2

3

3

2

2

7

7

3

2

13

24 12

10

9

27 14

25 3

26 15

DN

19 18 20

17

16

19

23 22 21

1 FORMAL ENTRY 2 CLASSROOM 3 CLASSROOM STORAGE 4 ART ROOM 5 KILN/STORAGE 6 GYM 7 RESTROOM 8 JANITOR’S CLOSET 9 MECH. ROOM 10 COMPUTER LAB 11 ACTIVITY LOUNGE 12 ADMIN. LOBBY 13 PRINCIPAL’S OFFICE 14 ASST. PRINCIPAL’S OFFICE 15 FINANCE OFFICE 16 RECORD STORAGE 17 SECURE STORAGE 18 COAT CLOSET 19 STAFF TOILET 20 TEACHER’S LOUNGE 21 WORK ROOM 22 BOOK/SUPPLY STORAGE 23 CONFERENCE ROOM 24 COUNSELOR’S OFFICE 25 NURSE LOBBY 26 NURSE’S OFFICE 27 EXAM ROOM 28 REST AREA 29 PLAYGROUND 30 AMPHITHEATER

N

Main Floor Plan

Building Program: Solution

35

DN

2

2

3

3

3

3

2 2

7

4

6

5

7

2 2

3

3

3

3

2 2

11 DN DN

8 13 2 3

2

2

3

2

9 3

7

16

12

17

18

10 14

7 3

15

1

1 LIBRARY 2 CLASSROOM 3 CLASSROOM STORAGE 4 ART ROOM 5 KILN/STORAGE 6 GYM 7 RESTROOM 8 JANITOR’S CLOSET 9 MECH. ROOM 10 COMPUTER LAB 11 ACTIVITY LOUNGE 12 LIBRARIAN’S OFFICE 13 ELEC./SOFTWARE STOR. 14 PERIODICAL STOR. 15 NETWORK SERVER ROOM 16 CONFERENCE ROOM 17 COMMUNICATION ROOM 18 DISTANT LEARNING ROOM

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2nd Floor Plan

Building Program: Solution

36

Elevations

Building Program: Solution

37

South Elevation

North Elevation

West Elevation

East Elevation

Longitudinal Sections

Building Program: Solution

38

Cross Sections

Building Program: Solution

39

ClassroomDetail Section

Building Program: Solution

40

Exploded Structure Axon

Window Detail Section Building Program: Solution

41

NW Corner

NE Corner

Amphitheater/Gym Entry Building Program: Solution

42

SW Corner

State St. “Formal” Entry

Building Program: Solution

43

Inside “Formal” Entry

Building Program: Solution

44

Main Fl. North-South Hallway

Library/Media Center

Building Program: Solution

45

Classroom

Cafetorium

Building Program: Solution

46

East-West Hallway

Building Program: Solution

47

East-West Hallway/Interior-Exterior Staircase

Building Program: Solution

48