01 april 2017 association for learning environments. Mac ball jill maumus. Ray Abrams School

Transcription

1 01 april 2017 association for learning environments Mac ball jill maumus

2 WRIGHT RD I-10 I-10 OAD DWYER R BLVD WILSON AVE ROBERT E LEE ST. ROCH AVE PRENTISS AVE WAY R HIGH ENTEU CHEF M I-10 ABRAMS RD-2 C ACRES MAIN ACCESS FROM EAST HERMES ON THE SOUTHEAST CORNER SECONDARY ACCESS FROM VIRGILIAN STREET ON THE WEST SIDE OF THE SITE AND FROM EAST HERMES STREET ON THE NORTHEAST CORNER RS-2 RME IAN S ST IL VIRG ST RM-2E RM-2E E HE RK D PA NOR D B-2 ER R DWY C-1 SCHOOL SITES WATER B-1 Site Map RD-2 N RESIDENTIAL DISTRICTS BUSINESS AND COMMERCIAL DISTRICTS PARK AND RECREATION DISTRICT INDUSTRIAL DISTRICTS SPECIAL COMMERCIAL DISTRICTS RESEARCH PARK DISTRICT

3 NORD PARK VIRGILIAN STREET loading dock service drive playground staff playground 25 setback pre-school drop-off EAST HERMES STREET 25 setback playground main drop-off secondary drop-off 50 setback EXISTING RESIDENTIAL PROPERTIES DWYER ROAD BUILDING ENTRANCE MAIN PUBLIC STREET NEW PRIVATE DRIVE TREE LINE 25 6 setback setback 100 ft SETBACK (ADDITIONAL 6 FOR INCREASED BUILDING HEIGHT) 300 ft N Site Plan

4 7'-0" HIGH DECORATIVE ALUMUM FENCE WITH OPAQUE SCREEN TYPE B 4'-0" HIGH DECORATIVE ALUMUM FENCE TYPE C 7'-0" HIGH WOOD BOARD FENCE ON CONCRETE CURB, SEE CIVIL A. INFORMATION PERTAINING TO PROPERTY LINES, EXISTING UTILITIES, BENCHMARK ELEVATIONS AND OTHER SITE FEATURE WAS OBTAINED FROM A SURVEY MADE BY GILBERT, KELLY AND COUTURIE, INC.(AUGUST 24, 2012) B. GRADING CONTRACTOR SHALL LEAVE NEWGRADE READY FOR SOD, WHERE OCCURS. C. GRADES SHOWN ON SITE PLAN ARE FINAL GR ADES FOR TOP OF GRASS, CONTRACTOR SHALL LEAVE GRADES 2" LOWER THAN THE ONESSHOWN HEREIN FOR THICKNESS OF GRASS D. REGRADE ALL EXISTING DIRT SURFACES AFFECTED BY CONSTRUCTION TRAFFIC AND/OR PROCESS. TYPE D 7'-0" HIGH CHAIN LINK FENCE ON CONCRETE CURB, SEE CIVIL FIRST FLOOR SLAB ELEVATION = ±100'-0" = ' CAIRO DATUM PROPERTY LINE CATCH BASIN, SEE PROJECT MANUAL FOR PROTECTION REQUIREMENTS DURING CONSTRUCTION CB REMOVE TREES, SHRUBS, AND OTHER VEGETATION THIS AREA TO PERMIT INSTALLATION OF OTHER WORK INCLUDED AS PART OF THIS PROJECT GRIND DOWN STUMP AND REMOVE ROOTS LARGER THAN 2 INCHES IN DIAMETER TO A DEPTH OF 18 INCHS BELOW EXPOSES SUBGRADE; CHIP REMOVED TREE MATERIAL AND DISPOSE OF OFF-SITE. NORD SITE WOOD FENCE 35 '- 0" PARKING DECORATIVE SWING GATE R DECORATIVE SWING GATE DUMPSTER TWO-WAY DRIVE SERVICE DRIVE TREES PRE K DROP OFF 2200 PRYTANIA STREET NEW ORLEANS, LOUISIANA T F '-0" HIGH DECORATIVE ALUMUM FENCE TYPE A1 Waggonner & Ball Architects TYPE A LOADING DOCK PLAYGROUND COPYRIGHT 2014 by Waggonner & Ball Architects, APC All rights reserved. No part of this work covered by the copyright heron may be reproduced or used in any form or by any means - graphic, electronic or mechanical, including photocopying, recording, taping or information storage and retrieval systems - without written permission of the copyright holder. 319' /4" TREES LANDSCAPED LAWN AT ± 100'0" ELEVATION, SEE STRUCTURAL FOR EXTENTS OF FOAM FILL PLAYGROUND PLAYGROUND BIKE RACK 1 TREES MARQUEE WALL SHEET TITLE: COVERED PORCH ENTRY PLAZA 1 TREES SECONDARY DROP-OFF 24' - 0" 24' - 0" DECORATIVE SWING GATE ONE-WAY DRIVE A DATE: SERVICE YARD PAR KING RESIDENTIAL PROPERTIES 04/18/2014 DRAWN BY: DECORATIVE FENCE WOOD FENCE 100% DESIGN DEVELOPMENT DOCUMENTS SITE PLAN 0 40' 80' 1" = 20'-0" DRD REVISION: PAR KING FOR REVIEW ONLY NOT FOR CONSTRUCTION 1 Abrams Site Plan PAR KING 5' - 0" 16' /2" PAR KING B DECORATIVE SWING GATE DECORATIVE FENCE A-110 A-101 SITE PLAN 10' - 0" A MAIN DROP-OFF PROJECT NO.: 1303 FLAGPOLE 6519 VIRGILIAN STREET, NEW ORLEANS, LA SITE WALL ABRAMS ELEMENTARY SCHOOL DECORATIVE FENCE RECOVERY SCHOOL DISTRICT E HERMES ST VIRGILIAN ST PARKING A-101

5 Learning from E.A. Christy We have completed the Charles Colton School in Faubourg Marigny and renovations and additions to the Sophie Wright School in Uptown. Both schools were designed by City Architect Edward Angelo Christy. Sophie Wright, his second school, was constructed in 1912 and Charles Colton in In working on these schools we have learned the merits of developing an efficient prototype, one that is sustainable and has an economy of means and expression and is adaptable to all the dense urban neighborhoods throughout the city s older neighborhoods. Most of the schools have a U-shaped plan form that allows daylight to enter both classroom and corridor, with an auditorium block and cafeteria at the heart of the school, accessed by a formal entrance located on the principal bordering street. In developing the new prototype, primarily in our case for suburban contexts, we became aware of the merits of Christy s approach. The buildings, typically three stories in height, are unmistakable as schools with their generous window areas and brick wall. The larger schools have a flat cornice line and are civic landmarks throughout the city. Christy was able to give each school its own expression by changing the color of the brick, changing the window and door trim profiles or designing a special and gracious exterior stair for access to the primary floor or piano nobile. We feel that similar adaptations of a new prototype are possible to make each one slightly different, recognizable and a source of pride for its neighborhood. Another feature of the Christy school prototype is that the buildings are generally located on their own city block with multiple access points. At Colton we were able to create three distinct drop off points for different age groups. In this age of increased security this may be less and less possible for the present, but schools should be planned and designed to allow for this possibility in the future. Not only does it make the experience of entering the building different for each age group, it also serves as a way to break down the scale of the complex and offer an important and valuable sense of accomplishment as one moves on to a new grade. Christy s early buildings were generally bearing wall structures, many with a steel column and beam structure on the ground floor to support the classroom corridor walls and wood floor framing on the upper floors. This is the case at Sophie Wright. In developing our renovation design for that school we were asked to insert a new full competition court gymnasium into the center of the U-shaped plan. As a result, we were able to make a very efficient school design that, in fact, became a progenitor for our proposed new prototype.

6 Learning from E.A. Christy: Charles J. Colton School Existing Circulation New Addition Total Building Square Footage: 143,442 SF Total Site Area: 2.2 ACRE

7 Learning from E.A. Christy: Charles J. Colton School

8 Learning from E.A. Christy: Sophie B. Wright School Third Floor Plan Second Floor Plan Existing New Addition Total Building Square Footage: 48,000 SF Total Site Area: 2.1 ACRE First Floor Plan

9 Learning from E.A. Christy: Sophie B. Wright School

10 NORTH CLASSROOM WING (GRADE 6, SCIENCE CLASSROOMS AND EXPLORITORIES) SCIENCE LABS THIRD FLOOR SOUTH CLASSROOM WING (GRADE 7-8) NORTH CLASSROOM WING (GRADE 2-3) UP SECOND FLOOR SOUTH CLASSROOM WING (GRADE 4-5) Neighborhood Classroom Arrangement: The plan form subdivides this large school into a series of neighborhoods with each 4-grade cluster occupying its own corridor and separated by doors from adjacent grades. The plan allows for a linear progression through the school with the smallest children (Pre-K and K) in their own center on the north side adjacent CORE to their CLASSROOM separate and protected WINGS play yard and away from DESIGN STRATEGY: the Core street. classrooms After Kindergarten, Core classrooms are organized are organized on children on North North and South and would wings. South progress Both wings. Both to wings the Grant are 8 Street bays, side housing and wings 4 begin are sections 8 bays, their housing of journey 24 grades. sections of through 2 grades. the school. FIRST FLOOR NORTH CLASSROOM WING (PRE-K/K) SOUTH CLASSROOM WING (GRADE 1) Merits of the Prototype Plan

11 GYM MUSIC/CHOIR THIRD FLOOR ART UP SECOND FLOOR Enrichment ENRICHMENT DESIGN STRATEGY: Programs PROGRAMS at the Core: Enrichment classrooms (Music, (Music, Gym and Art) are Gym arranged and at theart) are arranged at the core of the building to Enrichment core of the building classrooms to reduce students (Music, circulation Gym path and from Art) are arranged at the core of reduce classrooms. students Students circulation from Music/Choir path (1) can easily from access core the classrooms. Students from Music/Choir (1) can the building to reduce students circulation path from core classrooms. easily access stage (2) which the is open stage to the Gym (2) (3). which is open to the Gym (3). FIRST FLOOR Students from Music/Choir (1) can easily access the stage (2) which is open to the Gym (3) Merits of the Prototype Plan

12 Public Access and Security: The spaces that require public access for community, neighborhood and all school events (gymnasium, cafeteria and media center) are located off a common lobby near the front entrance, allowing the balance of the school to be cordoned off and secured. GUIDANCE VIEW TO REAR PROPERTY SUCCESS CENTER THIRD FLOOR TC/WORK VIEW TO LOWER GRADES ENTRANCE VIEW TO REAR PROPERTY Legible Entry and Access: The building s main entry is designed to be very legible to the public and not confusing as is the case with many public buildings. A covered entry and waiting area for drop off and pick up is adjacent to a main stair tower. Access to the school from the staff and public parking area on the north side is available either by entering the lobby/cross corridor on the north side or along a covered walk across the cafeteria face of the building. SECOND FLOOR TC/WORK VIEW TO LOWER GRADES ENTRANCE ENTRANCE UP Centrally Located Administration Suite: The Welcome Center DESIGN is STRATEGY: adjacent to the entry at the center of the principal street façade for Administration, easy access Student Services and and good Teacher visibility Work Rooms are and control. placed near main entries on first floor and vertical circulation on floors above so staff may monitor student foot traffic. SUPERVISED CIRCULATION Administration, Student Services and Teacher Work Rooms are placed near main entries on first floor and vertical circulation on floors above so staff may monitor student foot traffic. FIRST FLOOR HEALTH SERVICES LOWER GRADES ENTRANCE ADMINISTRATION STUDENT SERVICES MAIN ENTRANCE Merits of the Prototype Plan

13 THIRD FLOOR Gymnasium as Forum: Much like an urban public open space or piazza defined by buildings, the large gymnasium, with a roof supported by trusses on masonry bearing walls, can function as the true heart of the school being centrally located within the school and daylit by roof mounted clerestories. This generous space can act as a school and community forum where athletics, announcements, performances, special events and community meetings can take place. SECOND FLOOR ENTRANCE ENTRANCE UP Cafeteria as Destination: Given New Orleans rich food culture, dining is an important component of any school whether it be an elementary, middle, high AFTER SCHOOL PROGRAMS school DESIGN or university. STRATEGY: The act of going to this important community function Gym, Dining, is heightened Media Media and Professional and when Professional Development it becomes are located Development in a journey. are located It gives in close a rhythm close proximity to public entry points. Corridors serving to proximity the community day, to used a chance public spaces may entry be to locked get points. down exercise, for Corridors separarion to from serving walk and community burn off used energy spaces and the rest of the building. to may assemble be locked with down children for separarion of other from ages the and rest of grades. the building. FIRST FLOOR LOCKABLE DOOR LOCKABLE DOOR GYM PROF DEV? DEDICATED ENTRANCE FOR PROFESSIONAL DEVELOPMENT AFTER SCHOOL USE LOCKABLE DOOR RR UP LOBBY MAIN ENTRANCE DINING MEDIA CENTER Merits of the Prototype Plan

14 Multiple Play Yards The building s plan and the arrangement of the program elements allow for four separate and distinct play areas: a small, fenced yard for the Pre-K and Kindergarten children on the north, sheltered from the sun by the 3 story building; a semi-enclosed play yard for the elementary school children defined, sheltered and shaded by the north and south wings on the west end of the building; a generous, fenced lunch recess play yard on the east side and large, open unstructured playing fields on the north side of the building shaded by live oak trees.

15 Building Sections

16 First Floor Plan

17 Second Floor Plan

18 Third Floor Plan

19 Elevations

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