WASHINGTON SCHOOL: LITTLE FERRY COMMUNITY WORKSHOP NOVEMBER 6, 2013
TABLE OF CONTENTS 1.0 ABSTRACT Hurricane Sandy Reconstruction Program.......04 ReNew NJ/NY Schools......................................05 Workshop description....................................08
2.0 COMMUNITY Community Identity.......................................10 Athletic Abilities............................................12
3.0 PROJECT Activity 1 - Playground reconstruction.......14 Activity 2a - Take a Seat with Dr Hayes........17 Activity 2b - A Safe Wall...............................18 Activity 3 - Additional thoughts..................19
4.0 SUMMARY Charrette Summary........................................20 Acknowledgements........................................21
Designed and created by Architecture for Humanity
ABSTRACT
ARCHITECTURE FOR HUMANITY
HURRICANE SANDY RECONSTRUCTION PROGRAM
Since 1999, Architecture for Humanity has responded to nine major disasters throughout the world and spearheaded reconstruction programs to support affected communities. Every disaster zone delivers a unique set of challenges and Architecture for Humanity believes that communication, coordination and access to professional design and construction resources and knowledge are the most critical components for successful longterm reconstruction. After the devastation caused by Hurricane Sandy on the East Coast, Architecture for Humanity established the Hurricane Sandy Reconstruction Program in response to the needs of homeowners, small business owners and community groups to rebuild in a resilient and sustainable manner. The Program is run by NY-based full-time professional staff with the support of our international headquarter office in San Francisco, California.
The mission of the Hurricane Sandy Reconstruction Program is to provide under-served communities hardest hit by Hurricane Sandy the tools and resources to recover and rebuild their built environment, leading to the enhancement of the community’s social infrastructure, and improvement of livelihoods that are stronger and more resilient than ever before.
For more information, please visit: http://architectureforhumanity.org or find us on: Twitter at @archforhumanity Facebook at http://on.fb.me/156PNav
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The Hurricane Sandy Reconstruction Program will identify programs and projects that address the unmet reconstruction needs in communities by implementing resilient strategies to build back better. The Program will focus on the physical rebuilding of structures via services provided on a pro bono or reduced-fee basis and follow our community engagement methodology. The community workshops are critical in building excitement for the project within the community and building a shared vision for the way residents see their neighborhoods transforming for a brighter future.
ReNew SCHOOLS ReNew New Jersey / New York Schools will create innovative and inspiring places of sport by transforming public school athletic facilities in New Jersey damaged by the storm. Three New Jersey Schools have been identified as participants in the program. With the help of Perkins+Will, we have assessed damage to schools in NYC and school districts in several communities of New Jersey.
Nike, Inc. and Designed to Move In collaboration with the American College of Sports Medicine, the International Council of Sport Science and Physical Education, Nike, Inc., with support from dozens of for and not-for profit organizations authored this active initiative. Designed to Move calls for dramatic and urgent commitment to increase physical activity levels. Special emphasis must be placed on youth, especially kids under the age of 10. We must also find ways to integrate physical activity back into our daily lives through the design of our cities, communities and build environment. This is a powerful, preventive course of action, ripe for innovation, investment and impact on positive human development. The full report - at www.designedtomove. org - offers more context and specific ideas about how to make the vision a reality. arcari + iovino architects, is dedicated to the highest of professional standards in the practice of architecture, planning, interior design, and green building design. The midsize firm offers a full range of professional services including master plan and feasibility studies, site evaluation services, architectural design and construction administration services, as well as interior design. In addition to new building designs, they are regularly retained for addition and renovation projects whereas we study and correct various architectural and engineering problems of existing structures. In 2011, Arcari + Iovino Architects was awarded the AIA New Jersey Firm of the Year.
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COMMUNITY
LITTLE FERRY, NEW JERSEY The Borough was named after the rope-drawn Little Ferry that crossed the Hackensack River between 1659 and 1826.
New Jersey
Little Ferry has a total area of 1.7 mi². 1.5 mi² of it is land and 0.2 mi² of it (9.47%) is water.
Bergen County
Little Ferry
26.5% of the 4, 439 households in Little Ferry have children under the age of 18 living with them.
water 9.47%
AREA OF LITTLE FERRY land 90.53% 4, 239 households 6
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PROJECT
CHARRETTE EVENT Date: NOVEMBER 6, 2013 Location: WASHINGTON SCHOOL LITTLE FERRY number of students: 200 k-5 school website: www.littleferyy.k12.nj.us Participants at the start of the Charrette Photo by Gail Gambarini
INTRODUCTION
AFTER SANDY
As part of our services for the ReNew New Jersey/New York Schools program, Architecture for Humanity is collaborating with Nike, Inc. and the Little Ferry Board of Education to renovate school athletic facilities that were damaged by Hurricane Sandy. Based upon site observations of the damage, Washington Schools was included in the program based on the level of damage sustained, need, and appetite for sport.
Since the school is located approximately 3 miles from the Hudson River, the primary damage was due to storm surge from the adjacent estuaries surrounding the campus. Contaminated water from nearby automobiles caused additional damage to the playground surface at the school. Washington School received 3 feet of water in the first floor classrooms, gymnasium and support spaces. In comparison, Memorial School serving grades 6-8 across the road did see damage, however it amounted to 3-4 inches. Students in grades 2-4 were back in school just after Thanksgiving in 2012, while students in grades K-1 and 5 did not return to their classrooms for 3-4 months after the storm.
The Washington School is the elementary school serving the Little Ferry community. With a student body of approximately 200 in grades K-5, the school feeds the middle school across the street. Along with the core components of New jersey public education, the school provides curricula in art, music and computer technology.
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The gymnasium at Washington School saw significant damage to the infrastructure throughout the space. The room is also used as a lunch room, and auditorium for the school; fulfilling multiple uses throughout the day and evening for the students and the community as a whole.
Gathering representative from the student body, faculty/staff, parents and community members, all were asked to generate, collect and collaborate on ideas for enhancing the athletic and recreational experience at Washington School. The athletic facilities at Washington Street School are used on a regular basis by its own population as well as a host of local recreational programs serving the residents of Little Ferry and surrounding Boroughs. The framework for the design of the athletic facilities will be based up a participatory community design process that includes the school community and neighborhood.
STARTING THE DESIGN PROCESS
The evening was split into a series of events, facilitated by Architecture for Humanity and arcari + iovino architects. The participants were guided to generate design and program ideas to create active, designed to move spaces, for the school. The evening began with an ice-breaker activity where participants were asked to draw or write their response on a designated piece of paper, a group of questions about activities or sport, and about the Town and School. With direct input from community members, the project team can define the identity of the school, better understand how the participants viewed the place where they lived, and their association with the school. Knowledge of and exchanges among the community encourage collaboration, and reinforce the community’s unique identity and the special character of the school. The next series of events focused on the community’s involvement in creating and presenting ideas on the opportunities for reconstructing the athletic facilities Students within each of the teams were encouraged to present their team’s ideas to the group. Some as young as kindergarten age did so enthusiastically! At the end of each activity, the facilitators collected the drawings and displayed them on the walls as a gallery. The teams were encouraged to look at what others had accomplished throughout the evening.
The Community Design Workshop invites participants to first create a vision for their community’s school and to brainstorm improvements to their campus that would enhance the quality of experience for students, teachers, staff and the community. Community workshops are an excellent way to engage the community in the project, get to know the people that the project will serve and to have fun. Moreover, community members represent the best authorities on their needs. Every successful design begins with their input. Of the approximately 35 people in attendance representing the four constituencies, teams were formed with diverse representation. Each person was given an information packet with pertinent information outlining the ReNew NJ/NY Schools program, the Little Ferry Board of Education, and the Workshop.
Facilitators at the start of the Charrette Photo by Jessica Terdeman 9
PROJECT
OPENING: Identifying the Spirit of the Community
Participants answering their favorite things Photo by Jessica Terdeman
Washington School: Designed to Move Each team was provided with the necessary materials for each of the evening’s activities: drawings, blank sheets of paper, colored pencils, scissors, glue sticks were all used by the teams to promote their ideas to the group at large. The facilitators played a crucial role in helping the teams grasp an understanding of the activities. Some of the participants had difficulty understanding the tasks, but once further clarification and direction of expectations were given, the groups began to develop a myriad of ideas on how to create opportunities for the betterment of the athletic program and the school. It should be noted that during the course of the evening, the teams worked as separate units.
Current students responding 10
Photo by Jessica Terdeman
Each participant was first asked to draw or write:
The participants were then asked to draw or write:
What are your three favorite sports or activities?
What three sports or activities would you like to try before the end of the school year?
swimming baseball football soccer tennis basketball bike riding music/singing/performing running/track softball volleyball walking art floor hockey golf gymnastics jumping/jumping rope archery boating cooking dancing hulahoops reading skiing sleep yoga
tennis basketball football skiiing biking dancing/ballroom gymnastics karate/martial arts roller blade/roller hockey soccer volleyball waterskiing zip lining archery badminton baseball computer catch fencing flying model air plane foosball golf hiking kickball kite flying music parachute racquet ball skateboard skydiving sleep
Each icon represents the number of participants that noted the activity. The bold activities are those currently taught at the School. The italicized activities are those currently not taught but may be accommodated in the existing facility
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PROJECT
Little Ferry Schools are fun and exciting because... Small enough community so that you know mostly everyone from teachers to students to parents. Knowing everyone allows you to share your accomplishments with them. Our teachers are amazing and show in all their caring ways. There is always something new to learn. The environment is friendly. People genuinely care about each other. I get to meet people from all different backgrounds and become friends. We have activities like art, gym, music, computers and learn stuff that is very fun. Lots of different groups have many activities throughout the year. Diverse groups bring different ideas to the community.
Charrette materials Photo by Gail Gambarini 12
Our teachers make it fun. The community tries to plan activities for the children. Get to see all my friends, my teachers, computer classes. I like Little Ferry Schools because I like my teacher. We have all good teachers and many fun sports. Art and friends. Our teachers are awesome. The children are great and love to learn. Great co-workers. We have great teachers and wonderful students. It is fun because I get to learn. I like Little Ferry Schools because I like soccer.
Future and current students responding Photo by Gail Gambarini
Living in Little Ferry is fun and exciting because... The small town feel has been taken away in so many ways with I.T. yard we still have a Mayberry feel. For a small town, the town tries to foster a sense of community through Family Fun Day, visits with Santa, Easter bunny etc… There are lots of places that are nearby! We are a small & close community. Everyone knows each other. Proximity to NYC, community, sports fields There is never nothing to do. There are many activities to be involved with & it’s a great community to be a part of.
Volunteer aiding children’s response
Posted responses
Photo by Jessica Terdeman
Photo by Jessica Terdeman
A 1st grade student presenting her favorite things Photo by Gail Gambarini 13
PROJECT
ACTIVITY 1: An Organic Playground Surface The playground at Washington School was damaged by Irene/ Lee and has been closed due to its unsafe surface condition since Hurricane Sandy. Inspired by the designed to move initiative, teams were asked to generate ideas to create a surface that inspires “movement”. The iniative and new surface seek to motivate children to become more active.
Even the adults were having fun!
Teams were given a plan/image of the existing enclosed playground. Using construction paper, they created shapes, paths, scenes, etc. These were taped or glued to the drawing when the teams felt they were complete. The teams were prompted for their ideas using following questions: Where and what are the opportunities to challenge the children’s use of all 5 senses in the playground? For example, what does the addition of the simple “tin-can telephone” teach us about movement? The teams were asked how to add or subtract elements to the playground, thereby making the space more active. For example, removing the swings and adding a climbing wall. The teams, predominantly led by the students, generated many exciting ideas for the reconstruction of the playground. At the end of the activity, the students from each team presented their solution to the group. the state of jungle gyms 14
Photo by Jessica Terdeman
stripes, hearts and footballs
daisies, dinosaurs, and dog houses
club houses
the little ferry zoo 15
PROJECT birds, fish and flowers
The playground surface solutions 16
seating, seating and slides
Activity 2a: Take a Seat with Dr. Hayes - Re-imagining the Bleachers Teams were asked to generate ideas to showcase “movement� on the bleachers. Using the school colors as a basis, the participants were asked to provide their design ideas to enhance the look of the bleachers. Teams were given a paper elevations of the bank of bleachers. They were told that there would be a primary color for the bleachers. The teams were shown images of gymnasiums with colorful wall padding (precedents), as prompts for generating their ideas.
Bleacher proposal: Team 1
Bleacher proposal: Team 2
Once completed, the drawings were placed along the bleacher wall as a gallery and presented to the group. Bleacher proposal: Team 3
Bleacher proposal: Team 4 New mascot image created by one of the student participants.
Bleacher proposal: Team 5 17
PROJECT
Activity 2b: A safe, but lively wall
Similar to activity 2A, the teams were asked to create a pattern along the three remaining walls using athletic wall padding. Teams were asked to generate ideas to showcase “movement� with the wall padding Teams were given line drawings of the three other elevations, with a general layout of the seams of wall padding (stage thrust, team touch-line, and back of house wall). The teams were shown images of completed gymnasiums with colorful wall padding (precedents), as prompts for generating their ideas. Once completed, the drawings were placed along the bleacher wall as a gallery and presented to the group.
Lively Wall proposal: Team 1
Lively Wall proposal: Team 4
Lively Wall proposal: Team 2
Lively Wall proposal: Team 5
Lively Wall proposal: Team 3 18
Activity 3: An active environment is tactical, technical, physical, and psychological
Teams were asked to author any additional thoughts that they might have on what physical improvements could be made to make the gymnasium a better environment to be active. Teams were given a paper floor plan of the gymnasium, and asked to answer the following question: If there are 5 things that you would like to see added or changed about the school to promote an active learning environment, what would they be? These elements can be program-related (adding a new intraschool competition, such as a debate team), or capital-related (climbing wall); but do not necessarily need to be related to athletics. Once completed, the drawings were placed along the bleacher wall along with Activity 2.
Example of an Activity 3 response 19
SUMMARY
Charrette Summary Through the community design workshop, much was learned about the community of Little Ferry and of Washington School. The participants were engaged throughout the evening and provided excellent ideas for each of the programmatic elements highlighted by the workshop. From the playground surface reconstruction exercise; to the creation of “moving” imagery on the bleachers and wall padding. The community design workshop provided an excellent forum to garner support and ideas for the athletic facilities that were damaged by Hurricane Sandy. It was learned at the event that the School’s nickname is “The Running Royals”. Some of the imagry produced by the team reflects this: the design of a crown onto the bleachers, the use of a bird, the word “royals” onto some of the elements. “Movement”, was depicted throughout the ideas by imagry of water or flight (like that of a bird). These images could be utilized in producing designs for the final aesthetic of the space. With the completion of the workshop, the design team will be moving into the design phases of the work. It is anticipated that the design phase would be completed by the end of the first quarter 2014, with construction completed by the end of June 2014.
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Acknowledgements Architecture for Humanity would like to thank the following organizations and people, who without their assistance and generous participation, this event could not have been as successful. arcari + iovino architects: Anthony Iovino, Tania Moustafa, Vincent Obedoza, Mel Sarkor-Clinton Little Ferry School District: Anne DeLuca, Bill Goode, Dr. Mark Hayes, Paul Visuzzo Turner & Townsend Ferzan Robbins Nike, Inc. Architecture for Humanity: Brian Baer, Gail Gambarini, Shan Jayakumar, Rachel Minnery, Jessica Terdeman
Final presentation to the participants
Photo by Gail Gambarini 21