This first massing was my attempt to create classrooms that wrapped around a core of the school, the library. The grade levels are separated by year with 6th graders on one floor and 7th graders on the next floor.

This first massing was my attempt to create classrooms that wrapped around a core of the school, the library. The grade levels are separated by year with 6th graders on one floor and 7th graders on the next floor.

Next, I made the classroom clusters more interactive with other programs by creating small groups surrounded by the classrooms. However, this massing lacked attention to the urban edge.

Next, I made the classroom clusters more interactive with other programs by creating small groups enclosed by the classroom clusters. This grouping was intended to create more comfortable learning environments as emphasized in #40 Build a Nest. This massing also gives opportunity to create clusters exposed to many different educational environments, whether it is an art studio, science lab, or a library. While attempting to weave the programs together, this arrangement addresses #18 Unite the Disciplines.

The third massing was attentive to the urban edge, inviting the public in at the street level. All the larger/more interactive programs (gym, auditorium, and cafeteria) were arranged on the first floor, exposed to the large open space at street level.
The third massing was attentive to the urban edge, inviting the public in at the street level. All the larger/more interactive programs (gym, auditorium, and cafeteria) were arranged on the first floor, exposed to the large open space at street level.

Combining the previous two massing forms (Massing 2 and Massing 3), I developed a formal idea with the classroom clusters creating the main gesture of the design.

Combining the previous two massing forms (Massing 2 and Massing 3), I developed a formal idea with the classroom clusters creating the main gesture of the design.

The two formal massings show develop from the previous massing. There are open courtyards outside on different levels of the school and at the street level, which draws from #19 Bring the Outside In. The rendition on the left to the one on the right focuses on eliminating the overwhelming open space on the street front. There is also more communication of vertical circulation as you see the difference in street fronts.

The two formal massings show evolve from the previous massing. There are open courtyards outside on different levels of the school and at the street level, which draws from #19 Bring the Outside In. The rendition on the left to the one on the right focuses on eliminating the overwhelming open space on the street front. There is also more communication of vertical circulation, expressed clearly in the street front views.

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