Glebe elementary school 2005 CEFPI ESPA
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DESIGN process Urban public school renovation endeavors require an intense communitywide participatory building design process, including multiple design charettes and meetings with interactive design discussions. Participants in the process include school staff, parents, neighbors, community activists, and county planning officials. The challenge lies in orchestrating diverse goals into a complex and singularly focused building for the education of young people.
DESIGN concept Long gone is the time when Glebe Elementary School was an experimental “open plan school� with no interior walls to separate grades and classrooms. The driving principles guiding the design process for Glebe’s renovation include to maintaining an open feeling about the school, reducing
noise
by
enclosing
learning environments, provides natural daylight to all classrooms, minimizing the impact on existing open green space of the site, increasing safety of the site and security of the building, to supporting the educational strategies of the school and providing a positive educational environment. 2
1. Main Entrance 2. Lobby 3
3. Bus Drop-off
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Program development Glebe Elementary utilizes an instructional delivery method called “looping�. This means that students are assigned to the same classroom teacher for two academic years, instead of one. Looping builds a classroom community with strong bonds between teacher and students. This allows students to be challenged academically in a safe and caring environment. Students remain with the same teacher and class from the beginning of kindergarten to the end of their first grade academic year. Following that, students are promoted to a second and third grade teacher and class, and finally to the same for the fourth and fifth grades. Glebe now accommodates approximately 475 students in space for Montessori, Virginia Preschool Initiative, Pre-school Special Education and a 0-3yr old program in addition to expanding the core resources of Glebe Elementary. Glebe focuses on Small-group Instruction and uses a Differentiated Instructional approach in order to bring out the gifts and talents of every student.
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1. Lobby 2. Lobby 3. Aerial View of Proposed Site Plan 4. Site Plan of Renovation
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SUSTAINABLE design The architect, through early brainstorming processes with Arlington Public Schools, established a number of sustainable design strategies to be utilized in the project. The use of solar shading devices both minimizes the opportunity for heat gain and allows for indirect day lighting of learning spaces. An optimally designed building system assisted in the creation of an energy efficient and environmentally friendly HVAC system. Low-flow faucets and water closets are all utilized to reduce potable water consumption. Natural daylight and views are provided from each of the instructional spaces, as well as the majority of non-instructional spaces. Only low VOC materials, adhesives, sealants, and paints were specified and approved for use. This commitment to sustainability assists in establishing a cleaner and healthier school environment and reduces energy consumption.
SUSTAINABLE SITE engineering As part of an effort to effectively demonstrate onsite storm water management, a rainwater reclamation tank is located in the courtyard of the facility. This tank serves to manage storm water runoff by collecting rainwater for on-site irrigation of a “butterfly garden�. Dividing the parking layout with islands, shade trees and shrubs visually minimizes on-site parking. In addition, site and building lighting
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has been designed to eliminate night sky light pollution.
1. Courtyard 2. Library 3. Open Stairway
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Construction materials Structural steel beams and columns along with masonry bearing construction provide the majority of the structural elements for this building. These are veneered with masonry and drywall partitions in the interior, and precast concrete, brick and block on the exterior. The exterior masonry is accented with coated aluminum window frames and painted hollow metal doors (insulated) and frames. Interior partitions are primarily painted CMU and some painted drywall with wood doors throughout.
MECHANICAL systems An optimally designed building system provides an energy efficient and environmentally friendly HVAC system consisting of roof top units with ducted forced air, main mechanical room and an exterior chiller and cooling tower.
1. Upper Level Lobby
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COMMUNITY utilization Glebe is regularly used by the community, providing a central venue for integrated county programs. The new configuration of the renovated school provides the maximum of usable interior and exterior spaces on the site. The site now also better accommodates community use and accessibility to existing fields while incorporating play yards for school and community use.
FLEXIBILITY in programming The programming process identified the defined flexibility of shared spaces to accommodate multiple programs needs from the various programs of the building. Also, by increasing the structural capacity of the floor systems, the building was designed and constructed to accommodate future reconfiguration of interior concrete block walls.
BUILDING as a teaching tool The building and site provide a multi-dimensional indoor/outdoor learning environment. The county 2
is developing an educational program to use this “building as a teaching tool� to illustrate a wide spectrum of scientific, mathematical, and social issues. The sustainable elements of the school also distinguish it from other buildings in the community. 3
INTEGRATION of systems Telecommunications
and
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data
systems were the latest stateof-the-art systems, at the time of installation.
Interactive programs
are realized through data and cable networks between the schools.
1. Upper Level Lobby Hall 2. Computer Lab 3. Classroom 4. Classroom 5. Gymnasium
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2nd floor N 0 6 12 24
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1. Vocal Music 2. Inst. Music 3. Classroom 4-5
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4. Teacher Lounge 5. Gymnasium Below
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6. S.E. Resources 7. Project GO
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8. Teacher Workroom
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9. Classroom 2-3 15 3
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10. HILT
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11. GT
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12. Reading Room
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13. Library/Media Center Below
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14. Courtyard
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15. Speech
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16. Social/PSYC 12
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17. Conference Room
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18. S.E. Resources
1st floor 1. Stage 2. Multi Purpose
N 0 6 12 24
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3. Kitchen
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4. Medical 5. Computer Lab 4
6. Gym
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7. Work Room 7 11
12
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8. Principal Office 9. Asst. Principal Office
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10. Clinic
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11. Art 20
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13. VPI
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12. Media Inst.
14. Preschool
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15. Library/Media Center 18
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16. A/V Resources 17. Video
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18. Classroom K-1 18
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19. Guidance 20. Main Entry 21. Montessori
ORGANIZATION of instructional areas By demolishing a portion of the existing “open plan” building to provide an interior courtyard, natural light spills into all new classrooms. The centrally located main entrance atrium rises above the surrounding building, serving as an organizing datum for this otherwise low-scale project.
This entry is easily distinguishable from the exterior and
monitored from the interior. The school continues to be organized along the central “main street” corridor branching off into academic wings.
The relocated
administrative offices will now have visual control of the student drop-off, parking lot and main entry into the building. The enlarged front canopy and covered walkways provide shelter from the elements for students. On the interior, corridors have been connected in loops where possible to facilitate ease of circulation through the building and to the exterior for life safety. The courtyard also adds a secure outdoor teaching environment.
1. Cafetorium 2. Hallway
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Photograph of school entry prior to renovation above. Renovated school entry atrium and bus drop-off below.