Capstone Project: Language Immersion Educational Facilities

GAKKOU ESCUELA

ISKOLA

ECOLE

A LANGUAGE IMMERSION

KOULU HAGGYO

SCHULE KULA SKOLI

SCHOOL BY: KAITLYN DEBERAS

SCUOLA SKOLE

SCOIL

A LANGUAGE IMMERSION SCHOOL BY: KAITLYN DEBERAS

INTERIOR DESIGN SENIOR CAPSTONE PROJECT THOMAS JEFFERSON UNIVERSITY CLASS OF 2019

UNO

T A B L O F C O N T E N T

INTRODUCTION

DOS

PG 17

TRES

E S

HISTORIOGRAPHY PG 27

CASE STUDIES- 3a, 3b, 3c, 3d

9 3 CINCO 8

SEIS 4

SIETE

7

6

QUATRO

5

2

0

PG 95

QUALITATIVE &TECH

PG 111

8

HNICAL CRITERIA TOPICAL EXPLORATIONS

3

0 6

EXISTING SITE, CONTEXT,CLIMATE

PG 127

5 7

1

PROGRAM DEVELOPEMENT

PG 143

OCHO

9 4

BUILDING ANALYISIS, CODE, REGULATIONS & STANDARDS

PG 151

NUEVE

CONCLUSION

PG 165

DIEZ

PG 167

BIBLIOGRAPHY & APPENDIX 5

FOR ALL THE TEACHERS, PROFESSORS, & MENTORS WHO HAVE TOUCHED MY LIFE WITH KNOWLEDGE AND CONTINUE TO DO SO...

ESPECIALLY THE CAPSTONE COMMITTEELISA PHILLIPS, NCIDQ

MARTHA ANEZ, NCIDQ

DEIRDRE M. CIMINO, NCIDQ, LEED GA

RADIKA BHASKAR, PhD

KRISTEN DONOHUE

LAUREN BAUMBACH, NCIDQ

ASSOCIATE INTERIOR DESIGN PROFESSOR COLLEGE OF ARCHITECTURE & THE BUILT ENVIRONMENT 4201 HENRY AVENUE, PHILADELPHIA JEFFERSON UNIVERSITY 215.518.3535

PhD STUDENT: PLANNING, DESIGN & CONSTRUCTION DESIGN AND APPLICATIONS LEARNING STRATEGIST ASID, IIDA, IDEC ASSOCIATE 610.357.7884

PRINCIPAL & CURRICULUM DIRECTOR WESTERN WAYNE MIDDLE SCHOOL 1970A EASTON TURNPIKE, LAKE ARIEL, PA 18436 800.321.9973

ASSOCIATE INTERIOR DESIGN DIRECTOR COLLEGE OF ARCHITECTURE & THE BUILT ENVIRONMENT 4201 HENRY AVENUE, PHILADELPHIA JEFFERSON UNIVERSITY 215.951.0258

COORDINATOR OF SYSTEMS THINKING & SUSTAINABILITY COLLEGE OF DESIGN ENGINEERING & COMMERCE 4201 HENRY AVENUE, PHILADELPHIA JEFFERSON UNIVERSITY 215.951.0456 DIRECTOR, INTERIOR DESIGN & INTERIOR ARCHITECTURE COLLEGE OF ARCHITECTURE & THE BUILT ENVIRONMENT 4201 HENRY AVENUE, PHILADELPHIA JEFFERSON UNIVERSITY 215.951.0456

DEDICATED TO THE BEST BROTHER EVER, BRYAN

01: INTRODUCTION

“HE WHO OPENS A SCHOOL DOOR, CLOSES A PRISON”

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-VICTOR HUGO

School is the one place where knowledge is discovered as a freedom to think and create. It is where the mind can grow and evolve to become a more powerful form of consciousness. With this greater understanding, the realm of opportunity opens and our purpose in life is clearer. A school environment is the place where young minds are challenged and adopt a desire for discovery.

Unfortunately, today’s world has evolved to new extreme social changes. With such extremes, reforms in school management have caused a disruption in student performance that can lead to long term consequences for the community.

The American school system is gradually becoming a broken link to the chain, with more violence and economic challenges than ever. Since 2013, the United States has experienced 290 school shootingsš. With the effort to prevent such attacks, schools are crossing over into prison-like design methods, which suppress the energy and creativity of young students. Suicide in 10-14-year-olds due to

bullying in schools, have grown more than 50% over the last three decades2. Students who are judged on their physical appearance, ethnicity, and sexual orientation, are more likely to exhibit negative behavior. This causes a lack of confidence in academic achievements and therefore, increased absences. Budget cuts of at least $1 billion, from state funding have increased teacher unemployment and therefore average class size3. This creates overcrowding in schools where 35 students in a classroom for eight hours a day can be distressing.

Less money also means the elimination of supplemental classes such as music, arts, and physical education. A place where children are expected to be safe and inspired, has changed to be a disheartening and unsatisfying experience. The pattern of recent events have caused society to be on a new level of public awareness. Parents and teachers alike are genuinely concerned about how to rectify the system. The future reputation of schools is at risk; however designers are recognizing these issues and are planning the revitalization for healthier and safer school environments.

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GENERAL DESIGN GOALS Given these societal issues, schools need to be reconfigured to fit the upcoming needs of a community. A school that focuses on safety, promotes diversity and practices sustainable methods, will be the new model for education.

These three components are upcoming trends that need to be addressed with design thinking. Most of the solutions will incorporate advanced technology that can meet the school’s high-performance standards. With the use of cameras and automatic locks, crime can be monitored and recorded to enhance safety performance. By incorporating a multi-cultural curriculum based on language, diversity can be embraced and integrated. Finally, sustainable building practices, such as renewable energy resources and eco-manufactured materials, will teach and inspire the significance of conserving our environment.

3

Marjory Stoneman Douglas High School protest in Parkland, Florida

SUSTAINABILITY OBJECTIVES Schools are not just schools anymore. They have grown to be community centers and emergency shelters as well. There is a high demand for multifunctional buildings and schools are the perfect layout to accommodate these needs. This impulse for high performance schools also calls for cost effective solutions that can keep the school functioning properly. Many schools must shut down because they do not have the funds to keep the school running4. Now, schools are implementing sustainable methods because they are proving to be economically successful5. The WELL green building standard along with the Green Ribbon School program will be the sustainable guidelines for the proposed project.

Discovery Elementary in Arlington, Virginia is the largest net-zero school in the U.S. constructed in 2016.

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DIVERSITY OBJECTIVES The United States has a strong history of assimilation, which can disconnect Americans from their cultural roots. According to an article by Forbes, there is a transatlantic divide in language learning6. The U.S. has about 20% of primary and secondary students learning a second language7.

Meanwhile in other countries, the average is well over 80%8. This is an astonishing difference that proves American schools are not emphasizing the importance of being fluent in a language other than English. There is a gap of language learning in many school curriculums that raises the question to ask why. Americans are losing global interest, making them fulfill the American stereotype of being lazy and privileged. The perception of being bilingual needs to be reinterpreted and it starts in the classroom.

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To promote diversity this school will implement a language immersion curriculum. This will require academics to be taught in a different language as the student learns the language. This unique dual learning technique will empower the student’s cultural perspective. They will learn to communicate in a second language, while also broadening their global understanding. The teaching style requires that bilingual teachers instruct 50% of the subjects in a different language9. Popular languages include Spanish, Mandarin, French and Italian10. Different languages depend on demographics, which can increase the connection between student and community. These programs also show average or even greater success on standardized tests11. In a world that is becoming more globalized, it is imperative that students embrace the different cultures that they may be exposed to. Being bilingual can also increase personal and economic opportunities.

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RESEARCH GOALS & METHODS Gathering research will be another substantial step in understanding the best tactics to complete this project. Sources will be used from the U.S. Environmental Protection Agency, the National Center of Education Statistics, and the Center for Applied Linguistics. All these organizations supply ample studies about each goal the project intends to complete. In addition, case studies will be selected and analyzed to provide an accurate insight of school settings. One of which will be the

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Overbrook Environmental Education Center and the other, The Language Company at International House Philadelphia. Both locations will be compliant in attaining more knowledge because the directors of the centers will be verifying it. Additional resources will be professional leaders in the educational industry that will provide their own personal feedback on the topics. All three educators have experience in teaching and have developed expertise in specific educational demands.

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THE ROLE OF THE DESIGNER As prominent stakeholders, designers can create positive change by providing knowledge on upcoming trends that can transform the school environment. There are scientific discoveries about the psychology of a space and how it affects productivity, mood and overall healthš2. Having access to natural lighting and being exposed to holistic materials, can have a positive effect on the human mind. Now, more than ever, there is a desire

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to design simpler by using quality materials and methods. Designers are always thinking about the function and performance of a product and how it can improve daily activities. Specifically for this project, responsibilities will include ascertaining that the building meets educational regulations, respecting the existing site conditions, and making decisions based upon the client’s reasoning. This will ensure that the finalized project will be successful in resolving the stated issues.

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CLIENT & USER The School District of Philadelphia will be the client for the proposed project because they believe in quality education for all students in every neighborhood. Despite their setbacks, they continue to increase opportunities for students by setting goals and having exceptional support staffยน3. Being in a diverse city, the public schools must be accepting of students from any demographic or socio-economic condition.

Teaching children to embrace diversity and acknowledge cultural differences is critical to their personal development. Seven elementary schools within the district provide language immersion programsยน4. Some include the Lewis Elkin Elementary, Alexander McClure and 5 Independence Charter Schoolยน .

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As the main users of the school, children will require a safe space where it is routine to express their cultural identity. A feeling of comfort and freedom will allow them to be themselves, while also engaging them to participate in class. The K-8 grade level will include an age range from 5-12 years. The requirements to design for children differ slightly because of their height and swift ability to be easily injured. This means that the framework for the school will be highly dependent on child ergonomics. Teachers and staff must be considered as well and will provide the basis for interior space plans. The use of color and materials will reflect the personality of the students and the character of Philadelphia. To ensure equality and acknowledge all user types, universal design methods will be implicated throughout the design.

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SOCIO-ECONOMIC CONDITIONS Philadelphia’s economy relies heavily on healthcare and public administration. In 2016, about 680,000 people were employed with jobs in retail trade, technical services, and educational professions16.

Over time, jobs became available with the urban redevelopment in the suburbs. The median household income was about $41,500 meanwhile the income inequality rate was .4717. The poverty rate was 25.7, or 37% of children under 18 years of age18. Children who live below the poverty line are more likely to be exposed to family instability, linguistic isolation, and limited resources to museums and libraries19. All these factors link to a student’s academic success, which in turn poses as a challenge to the Philadelphia school system.

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DEMOGRAPHICS The city of Philadelphia is home to roughly 1.5 million people20. Most of the population is African American along with White and Hispanic ethnicities. 23% of the population speak a nonEnglish language, meanwhile 8% are non-U.S. citizens21. As a city, Philadelphia is well diversified to support different cultures and practices. The people of Philadelphia express a congenial character and understand the significance of a strong communal affiliation. Local programs such as Big Brother/Big sister, LEAP, and Mural arts have grown to provide youth development rich in culture and life skills.

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END NOTES 1. School Crime. National center for Education Statistics. Accessed October 2018. https://nces.ed.gov/fastfacts/display.asp?id=49.

2. Ibid.

3. Ibid.

4. Why Sustainable Schools. Green Schools Alliance. Accessed October 2018. https://www.greenschoolsalliance.org/why.

5. Ibid.

6. Niall McCarthy, “The Transatlantic Divide in Language Learning,” Forbes, August 14, 2018, https://www.forbes.com/sites/ niallmccarthy/2018/08/14/the-transatlantic-di vide-in-language-learning-infographic/#910dff554bc7.

7. Ibid.

8. Ibid.

9. Dual Language Handbook, The School District of Philadelphia, 2017. pg 6.

10. Ibid. pg 5.

11. Ibid. pg 5.

12. An Overview of the School Design and Construction Process, Federal Emergency Management Agency, https://www.fema.gov/pdf/ plan/prevent/rms/424/fema424_ch1.pdf.

13. About The School District of Philadelphia. The School District of Philadelphia. Accessed October 2018. https://www.philasd.org/ about//.

14. “Multilingual Curriculum & Programs,” The School District of Philadelphia, January 5, 2018. https://www.philasd.org/multilingual/ programs/dual-language/.

15. Ibid.

16. Philadelphia County, Pennsylvania. United States census Bureau. Accessed October 2018. https://www.census.gov/quickfacts/ philadelphiacountypennsylvania.

17. Ibid.

18. Ibid.

19. Ibid.

20. Ibid.

21. Ibid.

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IMAGE CITATIONS IN ORDER AS THEY APPEAR: Cover. Aaron Burden.Accessed November 2018. https://images.unsplash.com/photo-1491841550275-ad7854e35ca6?ixlib=rb-1.2.1&auto=f ormat&fit=crop&w=967&q=80 Gun Protest. Samantha Sophia. Accessed November 2018. https://images.unsplash.com/photo-1521951697416-85a9b0f1a247?ixlib=rb1.2.1&ixid=eyJhcHBfaWQiOjEyMDd9&auto=format&fit=crop&w=1000&q=60.

Green Ribbon Schools. Accessed November 2018. https://www2.ed.gov/programs/green-ribbon-schools/index.html The Well Building Standard. Accessed November 2018. https://www.wellcertified.com/.

Transatlantic divide. Forbes. Accessed November 2018. https://www.forbes.com/sites/niallmccarthy/2018/08/14/the-transatlantic-di vide-inlanguage-learning-infographic/#910dff554bc7 Girls with book. Ben White. Accessed November 2018. https://images.unsplash.com/photo-1476234251651-f353703a034d?ixlib=rb-1.2.1&ix id=eyJhcHBfaWQiOjEyMDd9&auto=format&fit=crop&w=634&q=80 Map. Lonely Planet. Accessed November 2018. https://images.unsplash.com/photo-1524646514133-d392bcf4e8b9?ixlib=rb-1.2.1&auto=for mat&fit=crop&w=1000&q=60 Lockers. Joshua Hoehne. Accessed November 2018. https://images.unsplash.com/photo-1527187162622-535b785f65f5?ixlib=rb-1.2.1&ixid =eyJhcHBfaWQiOjEyMDd9&auto=format&fit=crop&w=1000&q=60 Students reading. Alexis Brown. Accessed November 2018. https://images.unsplash.com/photo-1460518451285-97b6aa326961?ixlib=rb1.2.1&ixid=eyJhcHBfaWQiOjEyMDd9&auto=format&fit=crop&w=1000&q=60 Playing with Chalk. Tina Floersch. Accessed November 2018. https://images.unsplash.com/photo-1444840535719-195841cb6e2b?ixlib=rb1.2.1&ixid=eyJhcHBfaWQiOjEyMDd9&auto=format&fit=crop&w=1050&q=80.

Socio-Economic. Accessed on October 26, 2018. https://www.pewtrusts.org/en/research-and-analysis/reports/2017/11/philadelphias-poor Classroom learning. neONBRAND. Accessed November 2018. https://images.unsplash.com/photo-1509062522246-3755977927d7?ixlib=rb1.2.1&ixid=eyJhcHBfaWQiOjEyMDd9&auto=format&fit=crop&w=804&q=80

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02: HISTORIOGRAPHY

“Education can be thought of as the transmission of the values and accumulated knowledge of a society.”

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Schools are a critical part of the community. It is one of the most evolved buildings in history. Increase in population, state funding and social concerns are all factors that contribute to the evolution of school design. It is significant to understand the history of school design because many modern day problems may have been repeated in the past. How past societies solved these problems is a prominent learning strategy to consider for future solutions.

Also, the comparison of different cultures and how they have changed the educational model will inform the position and design direction of the proposed project.

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ORIGIN Schools in prehistoric and ancient times were different compared to now. Children were taught cultural values and their role in society as they became adults. Religion was a dominant sector for many ancient cultures. During the earliest Egyptian era (3000 B.C.E), the priest was the highest authority in educating the community¹. They developed formal teaching methods to children as young as five years old, by reading and writing in temples².

Their ultimate goal was to have a uniform group of intellectuals that would follow and preserve the traditional practices of the culture³. In India, the Hindu religion was more than worship. It interconnected philosophy, law and morality along with the Vedic literature⁴. There were two stages, the first would be home school and the second would take place at an ashrama, or a mentor’s home5. The whole process would take about 12 years where the student would have to memorize and recite the

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Vedic hymns6. Many cultures incorporated religion into educating the youth; that is why many schools were either held in a place of worship or at home.

A few centuries later in Europe, schools became regulated by the state and the educational perspective changed from being religious to being secular7. Education also became available to all children, not just to wealthy boys. It was because of one intellect, Jon Amos Comenius otherwise known as ‘The Father of Modern Education8.” His belief was ‘universal wisdom’ and described it as “the whole of the human race may become educated, men of all ages, all conditions, both sexes and all nations9.” This changed the organization of schools where the goal was to develop the child’s imagination and memory.

Schools expanded to be in every town and higher education was created, founding some of the world’s oldest academic societies10.

“The whole of the human race may become educated, men of all ages, all conditions, both sexes and all nations.�

- Jon Amos Comenius

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AMERICAN SCHOOLS Early education in America followed the traditional models of teaching children in a church. However, in the early 1800s, this soon redeveloped to take place in small one room buildings where one teacher taught multiple grades simultaneously11. In rural areas, the school and church acted as the main social centers of the community. They shared the architectural characteristic of a bell tower and served communal functions like town meetings and holiday events12. In city environments, schools were increasing in size to accommodate the urbanized needs of society. By the 1850s, schools were being divided by age with distinct grade levels and required a teacher for each one13. The general layout would be two or three floors of classrooms, with the first floor having administrative offices and the top floor for large assembly¹4.

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A major shift for the interior design of schools happened when educational theorists, John Dewey and William James, began to question regimented instruction in common classrooms. They argued that not all children learn the same way so teaching them through lecture was not the most effective practice.

They concluded that, “Education should be based on a broader concept as an integral part of the life process, of learning by doing through creative participation¹5”. This caused the creation of group learning that encouraged discussion of new subjects like geography and science. Students became active members of the classroom and needed more space to experiment.

“Education should be based on a broader concept as an integral part of the life process, of learning by doing through creative participation”

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EVOLUTION It was not until the early 20th century that schools started to improve in health and safety. European school design introduced the idea of ‘open air’ schools as a way to hinder the tuberculosis outbreak¹6. Designers followed the model of hospitals, or ‘hygienic architecture,’ by incorporating lots of exposure to sunlight and air¹7. In the U.S. this

1911

Uffculme Open Air School, Birmingham, England

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emphasis on physical and mental wellbeing, created ventilation standards to be 30 cubic feet per minute per student¹8. This eventually decreased to 10 cfm/ person when air conditioning was invented. To respond to lighting, schools began using fluorescent lights by the late 1930s¹9. Many still used natural lighting but after the energy crisis in 1973, schools

1924

Wiley Elementary School, Raleigh, North Carolina

had to economize and adjust to new budget cuts20.

Schools now followed a shopping mall model because of their open plans and lack of windows2ยน.

This method for experimental design was happening everywhere, but schools took the greatest plunge.

New cutting-edge technology would change the construction process by including prefabricated

1930

Open Air School, Amsterdam. Netherlands

techniques. Cheap materials would produce poor acoustics and mechanical systems de-emphasized the need for natural ventilation and sunlight. Today, these systems are highly developed to perform more efficiently, however renovation costs are too high for most schools to replace.

1952

McDonogh Elementary School, New Orleans

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ENDNOTES 1. Ettore Gelpi, and R. Murray Thomas, “Education in the Earliest Civilizations,” Encyclopedia Britannica, August 29, 2018, https://www. britannica.com/topic/education/Education-in-the-earliest-civilizations.

2. Ibid.

3. Ibid.

4. Ibid.

5. Ibid.

6. Ibid.

7. Ibid.

8. Ibid.

9. An Overview of the School Design and Construction Process. Federal Emergency Management Agency. https://www.fema.gov/pdf/ plan/prevent/rms/424/fema424_ch1.pdf.

10. Ibid.

11. Ben Graves, School Ways; The Planning and Design of America’s Schools, McGraw-Hill, 1993.

12. Ibid.

13. Ibid.

14. Ibid.

15. Ibid.

16. Bryn Nelson, “School Design through the Decades,” Mosaic, November, 04, 2014, https://mosaicscience.com/story/school-design- through-decades/.

17. Ibid.

18. Ibid.

19. Ibid.

20. Ibid.

21. Ibid.

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IMAGE CITATIONS IN ORDER AS THEY APPEAR

Cover: Grayscale of typewriter on desks. Matt Artz. Accessed September 2018. https://images.unsplash.com/photo1509217601088-8610fed0fc44?ixlib=rb-1.2.1&ixid=eyJhcHBfaWQiOjEyMDd9&auto=format&fit=crop&w=1052&q=80.

Historic Schools. Accessed September 2018. http://www.ancientpages.com/wp-content/uploads/2017/11/ancientegyptianschool.jpg Old School Classroom. Nicola Tolin. Accessed September 2018. https://images.unsplash.com/photo-150876808880043c68b8ea271?ixlib=rb-1.2.1&ixid=eyJhcHBfaWQiOjEyMDd9&auto=format&fit=crop&w=967&q=80.

School sketches throughout the 1900s. Phoebe Bell. Accessed September 2018. https://mosaicscience.com/story/schooldesign-through-decades/.

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3a: CASE STUDY

OVERBROOK ART AND ENVIRONMENTAL EDUCATION CENTER / 6134 LANCASTER AVENUE, PHILADELPHIA

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The Overbrook Art and Environmental Education Center is located in west Philadelphia. The original building was built in 1956, but the renovations were completed in 2014 by the founder of Jastech, or Juveniles Active in Science and Technology, a nonprofit organization. The owner, Jerome Shabazz, is the executive director of the programs held at the center and also teaches many of the courses. The building is a one-story facility and takes up 45,000 square feet on an old brownfield site. The purpose of construction was to provide the underserved

community of Overbrook an educational place for science and nature. What makes this project unique is the process of revitalizing the site and transforming it into an educational facility. Prior to the renovations, the site used to be a wine and spirits storage/retail facility. Back in 2006, the site was abandoned and accumulated about 20 tons of trash. Mr. Shabazz organized a board of professionals to transform the area into a school for the community. He wanted this project to demonstrate the possibilities of environmental revitalization.

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CLIMATE & REGION The location of the center is considered within a temperate climate. Since all seasons are present, the building is designed to withstand a range of weather conditions. For example, the flat roof is more resilient to wind than a pitched one. During the summer, the building incorporates natural ventilation by having operable windows facing the north and south sides. The entrance is located on the north side of the building which faces the main street (Lancaster Ave). There are trees planted along the sidewalk to shade the building. During the winter, the building is heated by the energy produced from state-of-the-art solar panels.

Site plan indicating sustainable landscaping techniques unique to the geographic location

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LANCASTER AVENUE

PARKING LOT

BIORETENTION AREA

ENTRY

MAIN BUILDING

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USERS The demographics of Overbrook are dominantly Native American with a median household income of $39,126. Surrounding schools such as the Overbrook Middle and High School, make the location for the center a positive attraction for students of all ages. Many of the students participate in courses focused on environmental sustainability, art, physical wellness, and nutrition.

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They are involved in integrated science projects that encourage environmental restoration within their neighborhood. The center is open to the public as well, where people can participate in events and student presentations. A recent program was the giveaway of free fruits and vegetables to the community to improve healthy eating in a community that has diabetics and obese individuals.

Outdoor space for students to engage in physical activity while being surrounded by greenery

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CONCEPT & STYLE The magnitude of the project required the work of thirteen architects and designers. However, the main design was completed by Felicia Middleton and was managed by architect Tiffany Milner. It was a collaborative partnership where they focused on community input for design strategies. The main request was to have the building represent a Philadelphian character. They used designs that local people would understand like mosaic tiles and symbolic art. This use of representative design is one of the first characteristics to notice upon approaching the building.

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FLOOR PLAN ANALYSIS

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HIERARCHY

CIRCULATION Space:

Approx. Sq. Ft.

Entry

Space: Entry Cafe Kitchen

Cafe

Approx. Sq. Ft.

Kitchen

Adjacencies

200 Cafe, Storage Adjacencies

200 Cafe, Storage

600 Kitchen, Aquaponic 450 Cafe

Aquaponic Room 550 Cafe, restrooms 600 Kitchen, Aquaponic Multi-use space450 Cafe 800 Aquaponic, Private classroom

Aquaponic Room 550 Cafe, restrooms Private Classroom 325 Storage Multi-use spaceRestrooms

800 Aquaponic, Private 212 classroom Aquaponic

Private Classroom Storage

325 Storage

Restrooms

212 Aquaponic

Storage

110 Entry, private classroom

110 Entry, private classroom

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INTERIOR FINISHES & MATERIALS Upon entering a building, the entry is the quintessential space that defines character and purpose. For the Overbrook center, the first impression is energetic and spirited as you enter a space finished with colorful handmade art. The designers were determined to express an artful Philadelphian character by incorporating unique mosaics made from the salvaged pieces of glass and pottery from the site. Other art accessories include

handmade canvases from local artists and the students. The materials and finishes selected for the Overbrook Center followed 2 principles: materials must endure over-time and materials must not harm people or planet.

The floors and walls are standard concrete and drywall, meanwhile the ceiling was structured with 2’x4’ acoustic ceiling tile. The lighting was also 2’x4’ fluorescents throughout the entire space.

Custom mosaic wall located in cafe 37

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SUSTAINABILITY To support the advantages of sustainable design the center includes a storm water system, a greenhouse, solar panels, and orchard trees. Even though the surrounding development is dominantly urban, the center’s emphasis on nature is crucial. The urban garden includes native plants and a bio-retention basin to support the ecosystem. In addition, the outdoor walkways and parking lot are made from porous pavement to maintain rain water levels.

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“There’s no way to learn about the environement without being in the environment.”

- Jerome Shabazz

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OWNER FEEDBACK When interviewing Mr. Shabazz, he informed the positive and negative attributes of the building. One of the negatives were the heating and air cooling systems. Since the original building was built 63 years ago, the HVAC system was designed for the previous purpose of industrial storage. However, one advantage of renovating a commercial building was having the existing materials be of industrial grade. The walls and floors were already built to withstand the heavy traffic, which resulted in choosing similar durable materials for the facility.

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EVALUATION The purpose of the Overbrook Center is a powerful message. It serves to inspire and educate individuals to think differently, not only about the environment but about their own health and wellbeing. I believe there is a need for this building type in every community because there are not many resources for individuals to expand their knowledge about topics such as this. The building itself exerts an extraordinary force that truly exemplifies the Philadelphian character. Traditional designs that seamlessly blend with sustainability are difficult to accomplish. After visiting this site, I have learned that it is possible to succeed in such a design. I admire the work that Mr. Shabazz has organized to create a place that is authentic, enlightening, and spontaneous.

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3b: CASE STUDY

INTERNATIONAL HOUSE PHILADELPHIA / 3701 CHESTNUT STREET, PHILADELPHIA

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The International House of Philadelphia is located in the heart of University City on Chestnut street. It was constructed in 1972 by Bower and Fradley Architects, or today known as Bower Lewis Thrower Architects. The building is 350,000 square feet and 14 stories tall. It was designed in the Brutalist style and cost around $7.2 million. The purpose of construction was to provide a public center for international students and local residents to interact and learn about different cultures. The building also functions as a residence to students, who are either

studying at one of the neighboring universities or are international scholars conducting research.

Approximately 80 percent of the residents are from foreign countries. Most floors are laid out in a dormstyle with the exception of one floor. The specific area of interest was located on the 6th floor west suite. There is a language school called, The Language Company, which offers English as a Second Language courses to the international students. This is a unique organization because they offer resources to the students within the same location as their residence.

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CLIMATE & REGION The city of Philadelphia has a temperate climate with various weather conditions. During the summer, the city can reach intense temperatures because of dark surfaces. The exterior material of the building is precast concrete blocks, which is sturdy enough to withstand all weather types. The building’s orientation is directly related to its surrounding environment. The main entrance is on the south side facing Chestnut Street. There are large windows on the south and north facade to allow sufficient natural sunlight. The windows are also operable to permit natural ventilation. To make use of this, the classrooms are located along the perimeter which increases the space’s overall ambiance.

IHP is located in an urban environment and contrasts its surroundings by its scale and architectural style 45

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USERS Being one of the most diverse neighborhoods in Philadelphia, University City is a prime location for international students. There are many students that choose to study abroad in this area because of the urban campus atmosphere. Since there are multiple universities such as, University of Pennsylvania and Drexel University, 30 percent of the population are young individuals between the ages of 20-24. This attracts many students from all parts of the world including Saudi Arabia, Turkey and Philippines. Most are college level students that age between 17-30,

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while others may be younger. Students involved in the program at The Language Company, participate in four week sessions. There about 30-40 students that are grouped by level. The staff consists of ten employees; one director, one assistant director, two full time teachers, one-part time and five substitutes.

Their schedule is the standard work day, but their busiest times occur in the morning during classes.

The company is open year round to both the public and students.

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CONCEPT & STYLE The time period during which the building was constructed reflects the modernist movements that occurred in different countries. Brutalism was an architectural style that began in Europe and became more popular as architects constructed large scale projects in this manner. Educational facilities were one of the popular project types because the expression was directed more for the younger generation. The characteristics of this style can be found in International House, such as the use of exposed concrete, both interior and exterior, to form heavy masses.

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FLOOR PLAN ANALYSIS BALCONY TCHRS’ OFFICES

TEACHER’S SPACE

SMALL CLASSROOM

BALCONY

LARGE CLASSRM. 1

ASSIST. DRCTR OFFC.

DIRECTOR’S LARGE OFFC. CLASSRM. 2

TCHR’S LNGE REST. RM.

MECH.STRGE.

CLSS RM. 7

CLSS RM. 6

STDNT. LNGE.

GAME RM.

WTING AREA CLSS RM. 1

CLSS RM. 2

CLSS RM. 3

ENTRY

STRGE.

CLSS RM. 4

CLSS RM. 5

STAFF STRGE. REST. RM.

LARGE CLASSROOM/ COMPUTER ROOM

SMALL CLASSROOM

ENTRY SPACE/ WAITING AREA

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INTERIOR FINISHES & MATERIALS The interior materials of the school apply to the necessary functions of its users. The main spaces are practical with a few pieces of furniture and standard tools. Each class room included desks for the students and a white board for the teacher. The classrooms were also given a name in relation to a Philadelphian monument. There is ample built-in storage and space for group activities. Carpet is used throughout the space to absorb sound and increase comfort. There is also window treatments to help block sunlight when projections are in use.

The larger rooms have adjustable heating and cooling systems which helps to improve thermal comfort. By using simple materials, the space is easy to clean and alter when needed.

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Large classroom for group meetings

Small classroom for one-on-one lessons

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COLOR & LIGHTING The color scheme of The Language Company is monochromatic with each classroom having similar characteristics. All of the walls are off white with a contrasting medium grey carpet. The source of color is from the furniture which are either blue or green.

The lighting is mostly from outside, or gained artificially by 2’x4’ fluorescents. All these characteristics are simple yet create a learning environment that is not distracting and calming.

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CLIENT FEEDBACK The director of The Language Company is Ms. Ewelina Willa. As a typical user of the space, Ms. Willa was able to provide some insight about the interior’s attributes. One of the most likeable features were the oversized windows. Originally, The Language Company was located in the Bourse building, where there was no access to natural sunlight. Once the company moved into International House, the atmosphere transformed to be warm and pleasant. In addition, two of the larger classrooms had access to a balcony. The school was also a larger space than before, which allowed for a more comfortable experience for both staff and students. Having enough space to accommodate each language level is a significant factor. This

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allowed for the class to be flexible in the learning process by rearranging furniture to meet their needs.

A few negative design solutions Ms. Willa did not approve of were the thick concrete walls. She explained how the sturdy material made it difficult to hang artwork or posters. The walls were also an issue because it interrupted the internet connection between rooms. Overall, Ms. Willa concluded that the location of the building makes it unique. “A city like Philadelphia is rich in history which is why students choose to study here. The public transportation makes it easy for them to get around and the campus security reassures them that they are safe.”

EVALUATION Historic buildings have a deeper context than what is being built today. It is intriguing to study earlier design solutions and how it has performed the test of time. International House is a notable building in Philadelphia because it has represented the unity of cultures for over a century. The idea is influential to the community, however the building itself is not.

The dark heavy concrete is not inviting and expresses an undesirable feeling. Even though the different flags add some exuberance, the interior is just as monotonous as the facade. There’s no balance of materials, color or light. So yes, the building has performed to exist all these years, but today’s aesthetics would not agree with the design of the building.

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3c: CASE STUDY

‘THE TETRACEPTION’ MAPLE BEAR PRE-SCHOOL/ NEW DELHI, INDIA

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Global schools are a positive influence for both children and community. These schools are privately organized to instill a specific learning objective.

Schools of this type have a holistic approach to teaching children by focusing on language immersion to fulfill global learning goals. Although there are few in India, there is one school that exemplifies this in New Delhi called ‘The Tetraception’. The school is administered by The

Maple Bear Canadian school system, which is a global school network in over ten countries¹. The curriculum is based on the Montessori model which is an interactive methodology that allows children the freedom to learn on their own². The teacher’s role is to facilitate the child’s learning process by encouraging exploration through hands-on activities. The school was completed by Renesa Architecture Design Interiors Studio in 2017. It is a two story building with an area of 4,550 square feet³.

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CLIMATE & REGION New Delhi is the capital of India and is located in the northern region of the country. The climate is considered subtropical with sunny winters and humid summers. Weather conditions include monsoons which can happen during the summer months of July- Septemberâ ´. The Tetraception is located in an urban setting with surrounding residential buildings. To utilize its site, the building is layered with three exterior concrete frames which provide thermal massing. The open courtyards help to facilitate ventilation throughout the spaces5.

Aerial view of site 61

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USERS The pre-school’s main users are toddlers, 6-18 months. Designing for this age group requires a specific attention to detail and scale. With this in mind, the designers focused on clean, simple spaces for the multi-functional classrooms. This is the first level where the students begin to learn academics in both their native language and English. The secondary users are the teachers that need an open view of the space and freedom to alter it if necessary. They are responsible for creating supportive social environments that inspire learning in the most natural form6.

Play area

“Play is the serious work of children.”

-Maple Bear Committee 63

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CONCEPT & STYLE The design intent for this school is to develop the building and site as a learning tool for the children. Renesa Architecture Studio used this project to experiment how future designs like this, can impact learning environments for young minds. The design strategy behind integrating the universal game of Tetris with the façade is to strengthen the idea of making learning fun7. This supports one of the school’s goals which is to instill a lifelong love of learning. In addition, the firm supports the philosophy of evolving school design because the world is always changing. Tetraception is one of the first buildings to respond to this change and establish a new model for preschool design8.

Learning Through Built Ideology 65

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DESIGN ANALYSIS To combine the design of Tetris with the façade of the school, a grid system was used to accurately measure the scattered masses. As shown in the elevations, more mass and a variety of colors were added at the base to conform with a child’s point of view. The windows were scaled to an appropriate size so that ample sunlight could penetrate through. This also allowed for a connection with the built environment and its natural surroundings.

The floor plans are simple shapes with direct routes of circulation. The yellow block highlights the main corridor that connects most of the spaces. A separation between public and private occurs with the transition of the stairs.

The second floor occupies the quieter areas, such as the daycare rooms for napping and administrative office.

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INTERIOR FINISHES & MATERIALS The materials chosen for this project exhibit a clean design that reinforces the pure and simple concept. Brick and concrete are painted to express a consistent language.

Surfaces that are smooth make it easier to maintain a hygienic environment. A connection to the exterior is made through the use of color as a method of creating seamless transitions within materials. The ceiling structure is exposed and includes suspended fixtures such as ceiling fans and LED linear lights.

The furniture is minimal to allow flexibility within the classrooms. To control natural light, shading systems are installed on the windows that respond automatically to the amount of sunlight.

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Main hall

Alphabet Wall

“ A child needs a space that breathes, feeds, and creates a learning pattern to facilitate his or her holistic growth in life.� -Sanchit Arora, Lead Architect

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COLOR & LIGHTING Color plays a significant role in this design. It is one of the first things children learn, therefore the reason to use color throughout the exterior and interior. This strategic use of color creates a stimulating experience to the users and establishes the school’s playful character. By using such saturated colors, the spaces are easily identifiable and provide wayfinding for the users. For example, the giant graphics of a blue boy and a pink girl indicate the restrooms for the students. The protrusions through the walls with glass allow the natural light to bounce throughout the spaces, highlighting the many vibrant colors.

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Corrider looking towards restrooms

Exterior use of color

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SUSTAINABILITY Tetraception is an example of adaptive design because prior to being a school, the building functioned as a residence.

Renesa Architecture Studio was strategic in the structure of the existing building by adding a new facade to the existing frame. This was a cheaper option than demolishing the original shell and allowed them to add the colorful ornamentation9. They also integrated green spaces that act as the children’s outdoor play area.

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Before renovations

Final product

EVALUATION Global schools are fascinating to me because it is a different type of learning that is non-traditional yet successful. A Canadian school in India is an idea not many people would think of. Besides the philosophy, the design of the school itself is also revolutionary. I appreciate the use of color because it can have psychological benefits to the learning process. However, this building might be an over stimulus for some children.

Color can be a positive or negative aspect to a design. It was believed that colors and views of the outside were distracting for a school setting, but I support school design that encourages these factors. When incorporated properly, color can be a stimulus for our cognitive thought processes that can improve our alertness and overall learning abilities.

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3d: CASE STUDY

FREDERIKSBJERG SCOLE / INGERSLEVS BLVD. 2, 8000 AARHUS, DENMARK

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This final case study is located in Aarhus, Denmark.

Frederiksbjerg School was completed in 2016 by Henning Larsen Architects and is the first school in Denmark to be completed under the new school reform¹. The reform was established in 2014 and required that schools implement at least 45 minutes of physical activity throughout the school day².

Henning Larsen Architects responded by designing more than 100 ways for children to carry out physical activities. Not only does this promote fitness for the children, but it also provides social

learning tactics that are critical for youth development. In addition to being a primary school, the building also functions as a daycare facility and a youth club. This reinforces the idea that schools are becoming multi-functional facilities for the whole community. The building area is 161, 459 square feet and is four stories tall³. This school is a significant example of how schools are evolving to include alternate methods of learning. The idea of making learning fun through playful interactions is flourishing and in result is inspiring many designs to be ingenious.

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CLIMATE & REGION Next to Copenhagen, Aarhus is the second largest city in Denmark. It is located in the central region on the east coast of the Jutland peninsulaâ ´. Being positioned in the northern hemisphere, Aarhus experiences a temperate oceanic climate. Its proximity to the Kattegat sea results in windy and rainy weather. The northern location also affects the amount of sunlight in a day. During the summer months between June and August, the maximum number of hours of daylight is 17. This drastically decreases to seven during the winter months of November-March5.

The school is surrounded by an urban context with residential communities

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F

OL

G SCHO

KSBJER REDERI

78 Site plan. © Henning Larsen Architects

USERS Frederiksbjerg School has about 900 students with ages varying between 3-166.

The age groups are divided among the four levels of the school with the oldest users occupying the top floor. Children are naturally energetic so each level includes activities that would satisfy their physical needs. For example, each play zone is customized to a specific age group to support individualized and group learning7.

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Various activities, such as indoor swings, are available to the students throughout the building

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CONCEPT & STYLE The main focus for Frederiksbjerg School is to emphasize the power behind physical activity. The designers wanted to concentrate on an expression that was playful, dynamic and fluid8. Another design objective was to have the school function as the neighborhood center. By integrating a sense of community, members are able to interact and provide stability for the children. This is accomplished by having the larger spaces of the school open to the neighborhood after hours for group meetings and evening classes9.

SUPPORTS LEARNING THROUGH

81

MOVEMENT

LEVEL 2 HALLWAY

ROCKWALL AREA

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DESIGN ANALYSIS The school’s main feature is the center atrium which is discovered upon entering the building from the south side. This represents a visual connection between each level and acts as the main point for social gatherings10.

Each level is characterized with distinct outdoor terraces that function as outside workshops for the classes. There are small study niches for individual quiet study , in addition to secret see through walls for inspirational art11.

Vertical circulation is used in a variety of ways but mainly with stairs and rock climbing walls.

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INTERIOR FINISHES & MATERIALS When selecting materials for a school environment, they must be durable to withstand the high traffic of children on a daily basis. Much of the school’s interior is constructed from concrete and stainless steel. Since these materials are hard surfaces, the designers included colorful acoustic panels to help reduce noise levels in public areas. Lighting was also a major key element to augment the efficiency of the building.

Since the amount of light becomes valuable during the winter months, natural daylighting was essential. This led to the application of white finishes, so that the light can be reflected to reach areas that did not have access to natural light.

The color scheme is analogous with dominant white surfaces to reflect light 85

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COLOR & WAYFINDING To match the school’s assorted learning techniques, the interior also expresses a range of graphic representations. Most of the colorful graphics are used for wayfinding while others are meant to inspire the students. For example, in the English department there are quotes by famous novelist and poets, such as Shakespeare and Jane Austen. The use of color in the school is successfully portrayed to enhance the learning experience of the children.

Throughout the levels of the building, different colors correspond with classrooms and activities12.

For instance, red is a dominant color to create a consistent visual identity for the school. Red is also Denmark’s official color establishing a sense of nationality. The typography was an inspiration for most of the graphics and is used to connect the outside with the inside13.

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Red is the primary color to assist students with the orientation of spaces

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SUSTAINABILITY The entire exterior facade is made from recycled bricks from the previous school14. This makes the building unique because not many buildings in Aarhus are made from this. The reason is that cleaning old bricks is a long process. However, this adds value to the building and connects it with the region’s history. It also decreases CO2 emissions, which is a nationwide movement for Denmark15. The firm used around 400,000 bricks some of which originated from the 19th century16. To optimize sunlight, the designers used daylighting techniques that would allow sufficient lighting into the classrooms. They achieved this by varying the size of the windows on the facade. The strategy is to orient large windows in the middle, smaller ones above them and the smallest at the bottom of the structure17. There are also skylights to brighten the central spaces.

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“I think we’ll get happier, and also brighter, children. Children who are keen on the different subjects are also happy children.”

- Jette Bjørn Hansen, school principal

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EVALUATION One of the main components to successful design is fulfilling the needs of the client. I think the design of Frederiksbjerg school surpasses the expectations for the city of Aarhus. The environment is unique yet sophisticated for children to learn from. This particular design for educational facilities is revolutionary by incorporating interactive environments and an assortment of daylighting methods. I appreciate architecture that is vernacular because it does add meaning to the design.

However, I feel that the model would not work well if given a different context. Having a school open to the public after hours can raise security concerns.

This is something to consider when schools are intended to be multi-functional centers.

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CASE STUDY 3d END NOTES 1. Frederiksbjerg School in Aarhus. Henning Larsen Architects. Accessed September 28 2018. https://henninglarsen.com/en/projects/featured/1246-frederiksbjerg-skole/ 2. Ibid.

3. Ibid.

4. Aarhus, Denmark. Wikipedia. Accessed September 30 2018. https://en.wikipedia.org/wiki/Aarhus#Climate 5. Ibid.

6. Frederiksbjerg School in Aarhus. Henning Larsen Architects. Accessed September 28 2018. https://henninglarsen.com/en/projects/featured/1246-frederiksbjerg-skole/ 7. Ibid.

8. Frederiksbjerg School/Henning Larsen Architects. ArchDaily. November 16, 2016. https://www.archdaily.com/799521/frederiksbjerg-school-henning-larsen-architects-plus-gpp-architects 9. Ibid.

10. Ibid.

11. Ibid.

12. Ibid.

13. Ibid.

14. Frederiksbjerg School in Aarhus. Henning Larsen Architects. Accessed September 28 2018. https://henninglarsen.com/en/projects/featured/1246-frederiksbjerg-skole/ 15. Ibid.

16. Ibid.

17. Ibid.

IMAGE CITATIONS All Images from Frederiksbjerg School in Aarhus. Henning Larsen Architects. Accessed September 28 2018. https://henninglarsen.com/en/projects/featured/1246-frederiksbjerg-skole/

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CASE STUDY 3c END NOTES 1. Why Maple Bear. Maple Bear Global Schools. Accessed Sept 24, 2018. https://www.maplebear.ca/why-maple-bear/.

2. Ibid.

3. The Tetraception. Studio Renesa. Accessed Sept 24, 2018. https://studiorenesa.com/project/?prjId=5.

4. The Tetraception- Renesa Architecture Design Interiors Studio. ArchDaily. Feb. 12, 2018. https://www.archdaily.com/888773/the-tetrisceptionrenesa-architecture-design-interiors-studio.

5. Ibid.

6. Ibid.

7. Ibid.

8. Ibid.

9. The Tetraception. Studio Renesa. Accessed Sept 24, 2018. https://studiorenesa.com/project/?prjId=5.

IMAGE CITATIONS Rendered Axon of Tetraception, Accessed September 24, 2018. https://studiorenesa.com/project/?prjId=5 Map of India: https://en.wikipedia.org/wiki/Delhi Aerial view of site, Accessed September 24, 2018. https://www.archdaily.com/888773/the-tetrisception-renesa-architecture-designinteriors-studio Red Classroom with child, Accessed September 24, 2018. https://www.archdaily.com/888773/the-tetrisception-renesa-architecturedesign-interiors-studio Enlarged facade, Accessed September 24, 2018. https://www.archdaily.com/888773/the-tetrisception-renesa-architecture-designinteriors-studio Floor Plans & Sketches, Accessed September 24, 2018. https://studiorenesa.com/project/?prjId=5 Red room with round table, Accessed September 24, 2018. https://studiorenesa.com/project/?prjId=5 Yellow Hallway, Accessed September 24, 2018. https://studiorenesa.com/project/?prjId=5 Play area, Accessed September 24, 2018. https://studiorenesa.com/project/?prjId=5 Yellow Hallway 2, Accessed September 24, 2018. https://studiorenesa.com/project/?prjId=5 Red Room 2, Accessed September 24, 2018. https://studiorenesa.com/project/?prjId=5

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CASE STUDY 3a IMAGE CITATIONS In order as they appear Exterior Wall Art, Personal photography by Kaitlyn DeBeras, July 11, 2018.

Figure 2: location map, created by Kaitlyn DeBeras, November 2018.

Figure 3: site plan provided by Jerome Shabazz, edited by Kaitlyn DeBeras, July 11, 2018.

Playground, Personal photography by Kaitlyn DeBeras, July 11, 2018.

Interior Wall Art, Personal photography by Kaitlyn DeBeras, July 11, 2018.

All Floor Plan Images, Personal photography by Kaitlyn DeBeras, July 11, 2018.

Cafe Mosaic, Personal photography by Kaitlyn DeBeras, July 11, 2018.

Green Garden, Michael S Wirtz. http://www2.philly.com/philly/home/20141128_Constraints_lifted_for_high-tunnel_gardening.html.

2014 Foilage, Personal photography by Kaitlyn DeBeras, July 11, 2018.

Mr. Shabazz, Personal photography by Kaitlyn DeBeras, July 11, 2018.

Pears, Personal photography by Kaitlyn DeBeras, July 11, 2018.

CASE STUDY 3b IMAGE CITATIONS International House, Accessed September 11, 2018. https://www.blta.com/portfolio/classics/international-house-student-center/ IHP Looking Up Corner, Personal photography by Kaitlyn DeBeras, July 22, 2018.

IHP Round-About, Personal photography by Kaitlyn DeBeras, July 22, 2018.

International House, Accessed September 11, 2018. https://www.blta.com/portfolio/classics/international-house-student-center/ TLC Teacher’s Space, Personal photography by Kaitlyn DeBeras, July 22, 2018.

TLC Large Classroom/Computer Room, Personal photography by Kaitlyn DeBeras, July 22, 2018.

TLC Entry Space, Personal photography by Kaitlyn DeBeras, July 22, 2018.

TLC Small Classroom, Personal photography by Kaitlyn DeBeras, July 22, 2018.

TLC Small Classroom 2, Personal photography by Kaitlyn DeBeras, July 22, 2018.

IHP Building Sections, Personal photography by Kaitlyn DeBeras, July 22, 2018.

TLC Love Park Sign, Personal photography by Kaitlyn DeBeras, July 22, 2018.

TLC Large Classroom, Personal photography by Kaitlyn DeBeras, July 22, 2018.

TLC Small Classroom 3, Personal photography by Kaitlyn DeBeras, July 22, 2018.

IHP Glass Art Fixture, Personal photography by Kaitlyn DeBeras, July 22, 2018.

IHP Main Lobby, Personal photography by Kaitlyn DeBeras, July 22, 2018.

TLC Love Canvases, Personal photography by Kaitlyn DeBeras, July 22, 2018.

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04: QUALITATIVE & TECHNICAL CRITERIA

PHYSICAL NEEDS & HUMAN DIMENSIONS FOR EDUCATIONAL FACILITIES

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Designing schools is not just an art, it is a science.

The interior environment is where most daily activities take place. Functionality and efficiency are significant factors that designers consider when making decisions about how a space will look.

Specifically, designers must understand the human scale to accurately plan and execute a successful built environment. Criteria that pertains to this are called ergonomics, anthropomorphics and proxemics. All these terms relate to the study of the human body and how its dimensions affect efficiency, safety, and behavior. By understanding these physical guidelines, spaces can meet the needs of its user.

This becomes crucial for educational facilities where students are required to sit in lecture-based classrooms during most hours of the day. Many studies have revealed the effects of unsuccessful classrooms that lack consideration to children dynamics. For example, a primary concern is student posture and how an incorrect position can lead to muscle strains and a decreased metabolismยน.

Learning environments must follow a strict set of principles to maintain proper child attentiveness. If students are uncomfortable, they will have a low attention span which can negatively affect the learning process. By having controlled classrooms that accurately respond to lighting, acoustics, and visuals, children are more engaged to learn efficiently.

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INTERIOR CONSIDERATIONS To create classrooms that are conducive to learning, interior materials and finishes must comply with building standards and regulations. These principles help guide the selection of materials that contribute to proper indoor air quality. Toxic chemicals, such as formaldehyde, can originate from a range of interior applications. Another consideration when choosing materials is determining areas of high-traffic. For schools, heavy-use areas include entrances, cafeteria, restrooms, and gym. Table A outlines materials for different areas of traffic.

Figure 1: Classroom layout

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Table A: Educational Product Selection Guide

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ERGONOMICS

-the study of human efficiency in their work environments

ANTHROPOMORPHICS

-the study of spatial separation that humans naturally set between themselves and others

arm length

stature

shoulder breadth

sitting shoulder height sitting elbow height hip breadth

popliteal height

Designing furniture and equipment for schools is challenging. One problem that occurs is the disparity between child scale and furniture scale.

School furniture is built around the “one-size fits all� model, when children are continuously growing. This growth rate varies per age group, so it is essential that the objects they interact with are built accordingly. In a way, the classroom is like an office because children perform tasks for several hours each day. Their fluctuations in size can be resolved by providing adjustable furniture that can conform to each unique individual.

knee height

PROXIMICS

-the study of human dimensional descriptors of body size and shape

buttock length

Figure 4: Child body dimensions

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Figure 5: Recommended chair and desk heights

Figure 6: Comfortable hallway widths

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LIGHTING Lighting in a classroom is vital and can drastically affect student performance. To ensure optimal use of the classroom, there must be a balance between natural and artificial light. There are different characteristics of lighting such as temperature/color, direction, and degree of diffusion To create effective illumination, classrooms must exhibit a combination of direct/indirect lighting, cool/warm lighting, and natural/artificial lighting.

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Figure 7: Degree of visual contrast based on LRV

Figure 8: Vertical surface washout

uplighting is indirect to help maintain thermal comfort

caution with glare on projection screens

large windows allow sunlight

white surfaces reflect light

Figure 9: Classroom lighting considerations

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SUSTAINABLE DESIGN Schools have the capability to be sustainable through a variety of methods. Besides the conservation of energy and water, schools can be designed to utilize the natural resources common to its site. This includes using the sun and wind to regulate a comfortable interior environment.

Passive energy can help reduce running costs by employing operable windows. Materiality is also

Figure 10: Sustainable classroom strategies

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critical because it should be sourced from local manufacturers to reduce carbon emissions. Interior materials and finishes that are non-toxic and nonpolluting during fabrication are also necessary. In addition, the school should contribute to biodiversity through its landscape. A selection of trees and vegetation can assist with shading and improve overall air quality.

Figure 11: Sustainable construction

factors

relating

to

Figure 12: Building section showing passive energy, daylighting, and thermal comfort methods

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UNIVERSAL DESIGN Humans are limited by either age, height, or physical constraints. The built environment should not support these limitations. Instead, buildings implement universal design standards to satisfy the needs of every user.

This includes individuals with disabilities, elderly, and pregnant women. Unlike the American Disability Act, universal design is optional to the designer. However, the purpose is to prove that good design is design that is available to all. Being able to use a space that is easily accessible and does not reinforce limitations is a pleasant and inviting space.

Figure 13: Recommended heights for sinks and hand dryers (shown in mm)

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ACOUSTIC CONTROL Acoustics are probably the most essential criteria for a quality learning environment.

Being able to listen to the instructor or other students is fundamental for learning. A common method is to group spaces that are of similar scale together. For example, large spaces, like gymnasiums and cafeterias, would be successful when adjacent from each other because they are expected to be the loudest.

However, noise interference must be controlled and should comply with sound regulations for insulation and reverberation times.

Figure 15: Reflected sound can be louder than direct sound because

Figure 14: Sources of background noises that can affect sound transmission

Figure 16

it’s reverberation time is longer.

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SECURITY The security of a school is a prominent concern for many districts today. Although there are many solutions, it is critical that the right strategy is implemented using the design of the school. School security requires two types of security, site and building. Every site of a school is unique, which is why it must be considered when developing precautions. For example, landscaping can be used to create a safety perimeter. However, placement of vegetation should be premeditated so that hiding places are not created or used as a method for climbing. A key factor to building security is visibility. Specifically, at entry points of the school, surveillance must be enforced.

Security measures for interior environments includes lockable openings, durable materials to withstand physical assault, closed circuit security cameras, and consistent fire ratings.

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Figure 17: Exterior surveillance of school property

WAYFINDING & SIGNAGE To support safe and efficient circulation, schools must have adequate signs that can guide its user. Signs are necessary tools that can assist visitors in understanding the layout of the building. All signage should be clearly visible, uniform in type, and placed strategically throughout the building. Other characteristics include contrast between lettering and background, braille, and a matte surface finish to prevent glare. Significant locations to identify are restrooms, entrances/exits, and public spaces. Signs also help maintain healthy and appealing environments by indicating prohibited actions such as smoking. Lettering supplements can also be used as a more direct method to communicate. Symbols, such as arrows, exes, and circles, are easily read and increase efficiency in locating a destination. A final type of signage are safety signs which require the universal color code. Color is another prominent feature for signs because certain colors have meaning.

Figure 18: Health and Safety Regulation

108 Figure 19: Types of signage

END NOTES 1. “General Design Guidelines for Schools (Primary and Post Primary),” Department of Education and Skills. 2007. Revision in 2017.

2. Ibid.

3. Ibid.

4. Ibid.

5. Ibid.

6. “Optimize Building Space and Material Use,” Whole Building Design Guide. Accessed October 10, 2018.

7. “Green Ribbon Schools,” U.S. Department of Education. Accessed October 10, 2018. https://www2.ed.gov/programs/green-ribbonschools/index.html 8. Ibid.

9. “Building for Everyone: A Universal Design Approach,” Centre for Excellence in Universal Design. Accessed October 07, 2018. http:// universaldesign.ie/Built-Environment/Building-for-Everyone.10.

11. Ibid.

12. Ibid.

13. Ibid.

14. Dixon, Mike. “Acoustical Standards Begin to Reverberate: Controlling Noise within School Facilities,” Acoustical Surfaces, Inc. Accessed October 10, 2018.

15. Ibid.

16. “General Design Guidelines for Schools (Primary and Post Primary),” Department of Education and Skills. 2007. Revision in 2017.

17. Ibid.

18. Ibid.

19. Optimize Building Space and Material Use,” Whole Building Design Guide. Accessed October 10, 2018.

20. Ibid.

21. Ibid.

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IMAGE CITATIONS Classroom layout. Accessed October 10, 2018. http://www.ascd.org/publications/books/104135/chapters/Classroom-Managementand-Organization.aspx Educational Product Selection Guide. Accessed October 10, 2018. https://www.kpetersen.com/ Child Body Dimensions. Accessed October 10, 2018. https://www.kpetersen.com/ Chair and Desk Heights. Accessed October 10, 2018. https://www.kpetersen.com/ Comfortable hallway corridor. Accessed October 10, 2018. http://www.classroomhearing.org/acoustics.html.

Lighting Temperature. Accessed October 10, 2018. https://www.ledsmagazine.com/articles/print/volume-13/issue-9/features/tunablelighting/future-proof-tunable-white-lighting-is-a-smart-choice-for-classrooms.html Light graph. Accessed October 10, 2018. https://www.ledsmagazine.com/articles/print/volume-13/issue-9/features/tunable-lighting/ future-proof-tunable-white-lighting-is-a-smart-choice-for-classrooms.html Vertical surface washout. Accessed October 10, 2018. http://www.classroomhearing.org/acoustics.html.

Classroom lighting considerations. Accessed October 10, 2018. http://www.classroomhearing.org/acoustics.html.

Sustainable classroom strategies. Accessed October 10, 2018.http://www.mixbrow.com/how-we-work/sustainability/ Circle graph. Accessed October 10, 2018. http://www.mixbrow.com/how-we-work/sustainability/ Building Section. Accessed October 10, 2018. http://www.gelfand-partners.com/2013/02/01/school-construction-news/ Heights for sinks and hand dryers. Accessed October 10, 2018. http://www.classroomhearing.org/acoustics.html.

Sources of background noises. Accessed October 10, 2018. http://www.classroomhearing.org/acoustics.html.

Reflected sound diagram. Accessed October 10, 2018. http://www.classroomhearing.org/acoustics.html.

Reverberation time graph. Accessed October 10, 2018. http://www.classroomhearing.org/acoustics.html.

Visual control. Accessed October 10, 2018. http://www.classroomhearing.org/acoustics.html.

Safety Plan. Accessed October 10, 2018. http://www.estacada.k12.or.us/parents/school_safety_and_emergency_plan

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05: TOPICAL EXPLORATIONS

“GOOD DESIGN SOLVED A PROBLEM, GREAT DESIGN PREVENTED IT.” -M. COBANLI

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The physical environment has many effects on the psychological behavior of children. Each interaction a child has in the classroom is a learning experience.

One of the most intricate aptitudes is learning to understand their mental and emotional capabilities.

Human senses are imperative and when they are stimulated it can have a positive or negative affect on child behavior. The types of materials, lighting, and furniture in a classroom can impact the psychological development of any student.

Therefore, design and science must come together to formulate the connection between the built environment and the human mind, otherwise known as environmental psychology. An investigation of how and why certain features of a space make us feel, will set forth the foundation for exceptional design. By examining psychological needs, such as color, light, and space, a school can be more suitable to offer a progressive academic experience.

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HUMAN CENTERED DESIGN The role of the classroom is to offer students a safe and comfortable space for learning. Classroom layouts vary depending on the age of students because each grade level requires different needs and learning objectives. The psychological and sociological needs of children require that they feel acknowledged and are given positive self-esteem1. If this is reinforced throughout the learning process, then the child will develop an optimistic attachment to school. By treating children as ‘citizens,’ or vital social beings of the school community, they will be motivated to engage in meaningful experiences2.

This feeling of involvement, combined with freedom

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of self-expression and exploration, will allow a healthy cognitive development. Children whom recognize their emotions and understand how to communicate it, will result in an innovative learning experience3. A child’s surroundings can offer emotional support through materiality and spatiality. Appropriate materials must be durable, flexible, and pass performance standards. Surfaces that are textured, such as carpets and wallcoverings, can stimulate touch senses to invoke curiosity within a space. Materials that are soft are also useful because they aid in sound absorption and increase comfort.

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B= F(P,E) Given that classrooms possess a lot of movement and interactions; space is imperative to maintaining a pleasant mood. The amount of space each student is given can be calculated by taking the area of a room and dividing it by the number of individuals occupying the space. According to the Pennsylvania State Code, the minimum square footage for a child in an elementary classroom is 30 square feet4.

Classrooms are not solely designed around the student; it should also consider the presence of the teacher. Understanding the learning process and the practice of teaching can be referred to as pedagogy5. This academic discipline prompts teachers to create curriculums that will enhance the

quality of education. To compare, teachers are somewhat like interior designers because they combine the science and art of teaching to impact the overall individual. Instructional strategies for teaching need to be innovative and flexible to meet the demands of multi-aged children6. These methods must also produce an honest relationship between teacher and student. How the teacher presents information and communicates to the student will determine the student’s ability to learn and apply knowledge. To achieve an ideal learning development, the classroom must function as the teacher’s tool7. There must be ample space for storage, group activities, and methodological equipment.

“BEHAVIOUR CAN BE VIEWED AS A FUNCTION OF THE PERSON AND THE ENVIRONMENT, B=F(P,E).”

-KURT LEWIN

115

116

LIGHT & COLOR There are a wide range of behaviors to be aware of for children in educational spaces. While most are positive, there are a few behaviors, like procrastination, attention deficit and hyperactivity disorder, that can hinder the social interactions between students and teachers8. Explorations on the brain’s dopamine neurotransmitter will aid in discovering what environmental factors trigger these actions. Dopamine is a naturally produced chemical that controls attention impulse in the body9. Two factors that influence this are lighting and color.

Eighty percent of the brain receives information visually and since the human eye needs light to produce color, these factors are essential10. The brain perceives color through the reflection of light

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from a surface. Then the eye reads the wavelengths and transmits them to the cerebral cortex of the brain. This is where the hypothalamus and the pituitary gland are located to regulate homeostasis, or a balanced biological system11. So when environmental factors, such as lighting in a room or color on a wall are over stimulating, it can create an unstable biological system. This can affect the production of vital chemicals such as dopamine, which can signal the brain to respond physically, emotionally or both12. When there is a deficiency in dopamine, symptoms of an inability to focus, feeling hopeless, and lack of insight are prevalent13. This interconnection between the interior body system and the exterior building system is a reasonable subject of study.

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COLOR & LIGHT For schools, the selection of color is crucial to enhancing the learning process. Color can be used in a variety of ways but one of the most significant is its advantage for memory. A study found that children remember colors better than verbal cues14.

By associating information with color, the student will have an increased ability to recall the information. For example, color coding interior walls to correlate to subjects, such as math and music, can assist the student in the identification of a space.

Color can also stimulate brain activity depending on the its hue and saturation15. By understanding which colors represent mood, a classroom can boost the process of how children absorb information.

According to color psychologists, yellow is the optimum color for maintaining attention and inspiring creativity16.

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Many studies have shown that the type, temperature, and color of light can affect the chemical processes in the brain. One study conducted in 1995 found that fluorescent lights cause distracted behavior that prevent learning17.

One reason for this is that fluorescent lights produce a discontinuous spectrum of light wavelengths18.

Therefore, scientists also concluded that the best type of lighting for classroom environments are natural and soft lights that range between 5,000 and 7,000 Kelvins19.

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EFFECTS OF SEATING ARRANGEMENT ON STUDENT DIALOGUE, GRADES, AND ATTENDANCE Furniture is a key component to enabling discussion between students and teachers. Chairs and tables can act as communication borders and determine specific interactions. How desks are positioned and the distance between them direct the behavior of users20. There are several studies conducted to test the effects of seating location on student performance and attendance. One study was taken at the University of Colorado where a group of physics instructors explored the relationship between seating location and grade21. They wanted to prove whether the assumption of successful students sit in the front, was true. The test was designed to have half of the class sit close to front of

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the classroom, while the rest sat towards the back.

Then half way through the year they switched up the groups and collected data accordingly. In result, the physics instructors found that the students sitting in the front continued to do well when they were moved to the back22. This was not what they predicted so they measured one more factor that might have led to this outcome. Student’s beliefs about the subject they are learning can also impact performance23. This relies mainly on teaching practices and the instructor. It is imperative that teachers understand their role in the classroom. By creating interactive activities that engage student discussion, students’ misconceptions about learning can improve significantly24.

“IF A CHILD CAN’T LEARN THE WAY WE TEACH, MAYBE WE SHOULD TEACH THE WAY THEY LEARN.” -IGNACIO ESTRADA

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Another study was conducted in Germany to determine which style of seating arrangement, row-and column or semi-circle, would increase student dialogue. Students were assigned to the different seats for a period of two weeks.

The arrangements were rotated for eight weeks while students’ questions and teacher responses were recorded25. Results showed that more questions were asked during the semi-circle formation26. Table 1 outlines the question taxonomy of the students and which

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questions were commonly used. One of the triggers for question-asking related to independent task completion, about 80% of total questions27. This study concluded that the distance of seats from targets, like the teacher, and the orientation of seats with others are closer in the semicircular layout than the row-and-column28. Psychologically, this implies that students have stronger feelings of being present and therefore feel obliged to pay attention and show interest29.

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END NOTES 1. Principles of Designing for Children with Children’s Rights and Ethics. The Designing for Children Guide. Accessed October 19, 2018.

2. Ibid.

3. Ibid.

4. Indoor/outdoor classroom space. The Pennsylvania Code. Accessed October 19, 2018. https://www.pacode.com/secure/ data/022/chapter59/s59.33.html.

5. Entz, Susan. Why Pedagogy Matters: The Importance of Teaching in a Standards-Based Environment. United States Department of Education. Accessed October 19, 2018.

6.Ibid.

7.Ibid.

8.Daw, Nathaniel and Daphna Shohamy. The Cognitive Neuroscience of Motivation and Learning. Princeton University. 2008.

9.Ibid.

10. Ibid.

11. Ibid.

12. Ibid.

13. Ibid.

14. Meacham, Margie. “How Color Can Affect Learning,” Association for Talent Developers. April 28, 2015. https://www.td.org/ insights/how-color-can-affect-learning 15. Ibid.

16. Ibid.

17. Fielding, Randall. Lighting the Learning Environment. Design Share. June, 2000.

18. Ibid.

19. Ibid.

20. Hesam Modin Mosharraf and Seyedeh Marzieh Tabaeian. The Importance of Environmental Psychology in Design of Educational Spaces. Advances in Environmental Biology, 8(22), 766-771, 2014.

21. Perkins, Katherine and Carl Wieman. The Surprising Impact of Seat Location on Student Performance. The Physics Teacher.

December 17, 2004.

22. Ibid.

23. Ibid.

24. Ibid.

25. Marx, Alexandra et el. Effects of Classroom Seating Arrangements on children’s question-asking. Kluwer Academic Publishers.

1999.

26. Ibid.

27. Ibid.

28. Ibid.

29. Ibid.

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IMAGE CITATIONS Classroom 1. Accessed October 19, 2018. https://kurani.us/high-tech-elementary/ Classroom Floor Plan Outdoor. Accessed October 19, 2018. Perkins, Katherine and Carl Wieman. The Surprising Impact of Seat Location on Student Performance. The Physics Teacher. December 17, 2004.

Pedagogy Diagram. Accessed October 19, 2018. http://newlearningonline.com/learning-by-design/pedagogy Classroom Floor Plan Indoor. Accessed October 19, 2018. Perkins, Katherine and Carl Wieman. The Surprising Impact of Seat Location on Student Performance. The Physics Teacher. December 17, 2004.

Light and Brain. Accessed October 19, 2018. https://courses.lumenlearning.com/wmopen-psychology/chapter/outcomeconsciousness/ Dopamine and Brain. Accessed October 17, 2018. https://www.lifeadvancer.com/serotonin-deficiency/ Tri-diagram of mood cognition. Accessed October 19, 2018. http://rachellerobinett.com/read/2015/09/22/herbs-your-mood Light Wavelengths Graph. Accessed October 19, 2018. http://www.lightingschool.eu/portfolio/understanding-the-light/ Children Raising their Hands Front view. Accessed October 19, 2018. https://doctortaz.com/four-types-adhd-children/ Children Raising their Hands Back view. Accessed October 19, 2018. http://www.iu19.org/ Action Zone Diagram. Accessed October 19, 2018. Marx, Alexandra et el. Effects of Classroom Seating Arrangements on Children’s Question-Asking. Kluwer Academic Publishers. 1999.

Question Taxonomy. Accessed October 19, 2018. Marx, Alexandra et el. Effects of Classroom Seating Arrangements on Children’s Question-Asking. Kluwer Academic Publishers. 1999.

Pie charts on dialogue structure. Accessed October 19, 2018. Marx, Alexandra et el. Effects of Classroom Seating Arrangements on Children’s Question-Asking. Kluwer Academic Publishers. 1999.

126

06: EXISTING SITE

BARNES FOUNDATION | 2025 BENJAMIN FRANKLIN PARKWAY, PHILADELPHIA PA

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The urban environment contributes to many factors of human and building behavior. Since the goal of a building is to provide maximum comfort to its users, the goal of its location is to do the same for the building. Buildings must have a symbiotic relationship with their site to function at optimal performance. Key features to be aware of are public routes of circulation, pleasant views, weather conditions, zoning restrictions, and indigenous fauna, flora, and people. Designing with these factors can help to create a strong built environment, that supports healthy lifestyles and positive behavior.

Philadelphia is one of many cities to express a rich history in culture, education, and architecture. With an assortment of places and activities, Philadelphia is the center of attraction in Pennsylvania. It is conveniently located between 2 bodies of water, the Schuylkill and Delaware, and has access to parks, historical monuments, and prestigious art murals.

The sense of community is also strong which contributes to the city’s remarkable learning environment.

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CLIMATE Being located on the southeastern border of Pennsylvania, the city of Philadelphia experiences a warm temperate climate. According to Figure 1, the hottest days occur in July, meanwhile the coldest days are in January. July also happens to be the wettest month with precipitation measurements at over 4”¹. All seasons are present, however winter can be the most brutal. The month of February averages to almost 9” of snowfall². This weather condition significantly impacts the architectural style of buildings in Philadelphia. Snowfall onto a building is hazardous because it can threaten the building’s structure and safety of its users. Design considerations that can prevent any snow-related

129

catastrophes include slippery sloped surfaces, thick walls and glazing, and efficient drainage. It is critical to orient the building in relation to strong winter winds so that snow formations are minimal. Also, the location of pedestrian access to the building should be strongly considered to avoid any falling ice impacts.

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CITY OF PHILADELPHIA Philadelphia has many attractions that contribute to its popular reputation. There are many different neighborhoods such as Fishtown, Old City, Northern Liberties, University City, and Chinatown. Each neighborhood has a unique characteristic along with diverse communities that create Philly’s dynamic environment. The population is 41% African American, 15% Hispanic, and 8% Asian. $41,000 is median the income, and 34 years is the median age³. Higher education is the main attraction for most residents because of prominent universities, such as Drexel, University of Pennsylvania and Thomas Jefferson University. Other industries include health administration and finance 4 marketing .

131

132

CENTER CITY Downtown Philadelphia is the heart of the city where business and entertainment collide to create an eclectic environment. There are more than 1,500 properties that represent the city’s dynamic streetscape5. Maintaining the city and ensuring proper security measures is the area’s priority.

Popular destinations include Dilworth Plaza, One Liberty Place, and Rittenhouse Square. All these features offer an unparalleled outdoor learning environment that supports cultural awareness and social engagement.

133

134

BENJAMIN FRANKLIN PARKWAY The location of the proposed project is situated along one of the most momentous avenues in Philadelphia. It connects two iconic landmarks, city hall and the Philadelphia Museum of Art. Since its name change from Fairmont Parkway in 1926, the boulevard has evolved into a cultural hub of various entities6. The original design was established by French architects Paul Cret and Jacques Greiber, who drew inspiration from Parisian urban development7.

The two traffic circles and ample green space relate to the layout of Paris’s Place de La Concorde8. With surrounding residencies, the boulevard must accommodate both foot and vehicular traffic, which is why its scale is so expansive. The parkway serves as a transition from city to park, while also incorporating cultural institutions such as libraries, museums, and cathedrals.

135

1

2

SC HU YL L KY L RI VE R 7

20TH ST REET

21ST ST REET

3

8

6

1 2 3 4 5 6 7 8

PERELMAN BUILDING (PMA) PHILADELPHIA MUSEUM OF ART (PMA) RODIN MUSEUM (PMA) THE FREE LIBRARY OF PHILADELPHIA MOORE COLLEGE OF ART THE FRANKLIN INSTITUTE THE BARNES FOUNDATION LOGAN CIRCLE

4

BE

5

N

JA

M

IN

FR

A

N

KL

IN

PA

RK W AY

0

500

136

SITE ZONING Urban development in Philadelphia is regulated by a set of codes enforced by the city. The zoning code’s purpose is “to guide the land use and development of the City and in so doing, promote the public health, safety, and general welfare of its citizens and visitors.9” To achieve this, there are distinct sections of the city that are categorized to relate to the type of

137

development that is possible. In Figure 2, the zoning map of Philadelphia highlights the main categories including, residential, industrial, recreational, commercial, and institutional. The proposed project is considered recreational because of the city’s intent to preserve open areas for parks. There are also regulations regarding height of buildings for which the area is restricted to 125 feet maximum10.

PROPOSED PROJECT ZONE

-Core Commercial Use -Commercial Use -Residential -Parks/ Land for Recreational Use -Institutional Use -Industrial Districts

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SITE ANALYSIS The site of the proposed building has exceptional qualities that will contribute to the overall success of the project. Although the site is in a densely populated area, the perimeter of trees and vegetation transition the site to a sequestered haven. The outdoor public spaces created from the landscape encourage healthy behavior and social engagement. To reach the main entry of the building, one must travel through a carefully designed landscape. This

139

presents the user a connection to nature that will later be revealed within the building. Other instances of nature can be found along the parkway that promote leisure activities such as, walking dogs or playing outdoors. Views of these activities along with nature’s neutral color, bring a positive spirit to the site. Other influences include convenient routes for public transportation, and proximity to educational developments such as the Franklin Institute and the Free Library of Philadelphia.

SITE ANALYSIS

2025 BENJAMIN FRANKLIN PKWY, PHILADELPHIA, PA Annual Climate Averages Temperature: 54 F Precipitation: 41 in Sunlight hours: 7 h Daylight hours: 12h

summer solstice sunrise

winter wind

winter solstice sunset

summer solstice sunset

vehicular traffic

winter solstice sunset

summer wind

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END NOTES 1. Philadelphia Climate Average. Climate-Data. Accessed November 2018. https://en.climate-data.org/north-america/united-states-of- america/pennsylvania/philadelphia-1690/.

2. Ibid.

3. Philadelphia Pennsylvania. DataUSA. Accessed November 2018. https://datausa.io/profile/geo/philadelphia-pa/.

4. Ibid.

5. Ibid.

6. Benjamin Franklin Parkway: Philadelphia Pennsylvania. American Planning Association. Accessed November 2018. https://www.planning. org/greatplaces/streets/2013/benjaminfranklin.htm.

7. Ibid.

8. Ibid.

9. “The Philadelphia Code: Title 14 Zoning and Planning.� American Legal Publishing Corporation. 11th Edition. 2016. http://library.amlegal. com/nxt/gateway.dll/Pennsylvania/philadelphia_pa/thephiladelphiacode?f=templates$fn=default.htm$3.0$vid=amlegal:philadelphia_pa.

10. Ibid.

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IMAGE CITATIONS IN ORDER AS THEY APPEAR

Aerial View of Barnes. Accessed November 2018. http://twbta.com/work/barnes-foundation Wind Map. Accessed November 1, 2018. https://www.climate-zone.com/climate/united-states/pennsylvania/ philadelphia/ Philadelphia Average Climate/Precipitation Charts. Accessed November 1, 2018. https://www.climate-zone.com/ climate/united-states/pennsylvania/philadelphia/ Row Homes. Accessed November 2018. Thom Carroll, Philly Voice.

Philly from Above. Personal photography by Kaitlyn DeBeras. July 2017.

Black and White City Hall. Personal photography by Kaitlyn DeBeras. February 2018.

Suburban Station (b&w). Personal photography by Kaitlyn DeBeras. November 2016.

Top of Comcast. Personal photography by Kaitlyn DeBeras. July 2017.

City Hall with American Flag. Personal photography by Kaitlyn DeBeras. July 2017.

Ben Frank Park of International Flags. Accessed November 2018.

Parkway Map. Accessed November 2018. http://twbta.com/work/barnes-foundation Philadelphia Zoning Map. Accessed November 1, 2018. https://philadelphiaencyclopedia.org/zoning-map-2-2/ Site Analysis Graphic. Created by Kaitlyn DeBeras. November 2018.

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07: PROGRAM DEVELOPMENT & DOCUMENTATION RESTROOMS

ADMIN

CAFETORIUM SUPPORT ART ROOM CLASSROOMS

GYMNASIUM MUSIC ROOM LIBRARY

143

In addition to analyzing the site and environment, a designer must create a fundamental program for the proposed project. The programming of a building assists the designer in outlining the goals for the project. Gathering, analyzing, and documenting all relevant information will be the essential objectives for the designer. It is crucial that there is a systematic evaluation of the client’s needs, building needs, and the user’s needs. This step ensures that future development on the project will be stable and successful.

144

Room Name

Power, mech, HVAC, data/voice, telecomm &/or plumb'g needs

Proxemics (1, 2, 3, or 4)

Color

Indoor Air Quality

2

transparent

Doormats

3

warm, complimentary

Plants

Wireless Data, telecom

1

neutral

Low VOCs

Vestibule Main Office Student Record Storage Principal Assistant Principal Guidance Counselor Security Office

2 2 2 2

Nurse's Office Psychologist Office Teacher Work Room Staff/Faculty Lounge Staff Restroom

2 2 3 3

warm, complimentary warm, complimentary warm, complimentary warm, complimentary warm, complimentary warm, complimentary warm, complimentary warm, complimentary

Thermal Comfort Automatic Shading camera and lock system devices

Environmental Qualities

Ergonomics

Wayfinding

Natural Daylighting

N/A

Directional signs

Shading devices

Passive System

Adjustable seating

Informative signs

Lock system

N/A

N/A

N/A

Restricted Access signage

Low VOCs

Wireless Data, telecom

HVAC Control

Recycled Materials

Adjustable seating

ID signs

Low VOCs

Wireless Data, telecom

HVAC Control

Energy efficient monitors

Adjustable seating

ID signs

Low VOCs

Wireless Data, telecom

HVAC Control

Energy efficient monitors

Adjustable seating

ID signs

Operable windows Operable windows Operable windows

Wireless Data, telecom

HVAC Control

Energy efficient monitors

Adjustable seating

Restricted Access signage

Plumbing for sink

HVAC Control

Recycled Materials

Adjustable seating

ID signs

Electrical outlets

HVAC Control

Recycled Materials

Adjustable seating

ID signs

Plants

Electrical outlets

HVAC Control

Recycled Materials

Universal Seating

ID signs

Plants

Plumbing for sink

HVAC Control

Recycled Materials

Universal Seating

ID signs ID signs Directional signs

2

neutral

Exhaust Vents

Plumbing Wall

HVAC

Toilet water reuse

Standard toilet, counter heights

Auditorium

4

neutral

Air Filtration

Various sound and light

HVAC

Recycled Materials

Universal Seating

Cafeteria

4

warm, complimentary

Operable windows

Security cameras

Passive System

Recycled Materials

Universal Seating

Kitchen

4

neutral

Exhaust Vents

Industrial outlets

Ceiling fans

Composting

Ample counter space

Gymnasium Locker Rooms Equipment Storage Library Outdoor/Rec Courtyard K-5 Classrooms

145

Clear labels, visible signs Clear labels, visible signs

4

Cool, analogous

Air Filtration

HVAC

Ceiling fans

Recycled Materials

Height adjustable equipment

3

neutral

N/A

HVAC

HVAC

Sensored lighting

N/A

Directional signs

2

neutral

N/A

N/A

HVAC

N/A

N/A

Informative signs

4

warm, complimentary

Plants

Floor and wall outlets

Shading devices

Roof monitors

Universal Seating

ID signs

4

Cool, analogous

Vegetation

3

warm, complimentary

Operable windows

Floor and wall outlets, Wireless data

Safety signs

Natural Ventilation

Ecological diversity

Universal access

ID signs

HVAC Control

Uniform daylight

Moveable furn

Informative signs

Future Trends, Permanence, &/or Growth

community center for performing arts Social lounge Various food vendors Multipurpose space for events

Multi-media center Group activies: dining, socialization, learning Advances in Technology, furniture layout

Room Name 6-8 Classrooms

Proxemics (1, 2, 3, or 4) 3

Color warm, complimentary

Art Room

2

Cool, analogous

Music Room

2

Cool, analogous

Computer Lab Culinary Arts Lab MakerSpace Student Restrooms Janitor's Closet Mechanical Room Electrical Room

2 3

neutral

Power, mech, HVAC, data/voice, telecomm &/or plumb'g needs Floor and wall outlets, Wireless data

Thermal Comfort

Environmental Qualities

Ergonomics

Wayfinding

HVAC Control

Uniform daylight

Moveable furn

Informative signs

Plumbing for sink

Passive System

Uniform daylight

Moveable furn

Informative signs

Multidisiplinary crafts

Low VOCs

Electric outlets

Ceiling fans

Recycled Materials

Moveable furn

ID signs

Theatre and performing arts

Low VOCs

Wireless data, Electrical outlets

HVAC

Energy efficient monitors

Adjustable seating

Informative signs

Multimedia development

Indoor Air Quality Operable windows Operable windows

neutral

Exhaust Vents

Industrial outlets

Ceiling fans

Composting

Child size

3

Cool, analogous

Operable windows

Industrial outlets

Passive system

Recycled Materials

Moveable furn

2

Distinct color

Exhaust Vents

Plumbing Wall

HVAC

Toilet water reuse

Child size

1

neutral

N/A

Plumbing for sink

N/A

Low VOCs

N/A

1

neutral

N/A

HVAC

N/A

Low VOCs

N/A

1

neutral

N/A

Electric fuse box

N/A

Low VOCs

N/A

Clear labels, visible signs Clear labels, visible signs

Future Trends, Permanence, &/or Growth Advances in Technology, furniture layout

Agricultural Science Multidisiplinary activities

ID signs Clear labels, visible signs Clear labels, visible signs Clear labels, visible signs

Proximetrics: (1) = intimate 0 - 1.5 ft; (2) = personal 1.5 - 4'; (3) = social 4'-12'; (4) = public 12/+

QUALITATIVE PROGRAM Qualitative information is measured by the quality of an observation. It is used to collect insights about a problem and then provide potential solutions. Unlike quantitative data, qualitative data does not include measurements

or numbers, but rather is based on our senses. For schools, it establishes the needs for both the client and the room. Requirements for space, thermal comfort, and ergonomics will determine the overall quality of experience the user will evoke.

146

Room Name

Qty

S.F Each Total S.F.

Adjacencies

Privacy (visual or acoustic)

Lighting

Furniture/ Equipment

Vestibule

1

35 +/-

35

Main Office

Main Office

1

250 +/-

250

Vestibule, Private Offices Acoustic

Natural+ Artificial

Security Cameras, Recycled Stained Lock System Glass and Metal Desks, Chairs, VET, Bamboo Storage

Student Record Storage

1

200 +/-

200

Security, Principal

Artificial

File Cabinets

Natural+ Artificial Natural+ Artificial Natural+ Artificial Natural+ Artificial Natural+ Artificial Natural+ Artificial Natural+ Artificial Natural+ Artificial

Desks, Chairs, Storage Desk, Chairs, Storage Desks, Chairs, Storage Desk, Chairs, Storage Desk, Chairs, Sink, Table, Storage Desk, lounge chairs Desk, Chairs, Storage Table, lounge chairs, Ref., Sink Toilets, Sinks, Hand Dryers

N/A

Visial

Principal

1

200 +/-

200

Assist. Pric., Main Office Acoustic

Assistant Principal

1

200 +/-

200

Principal, Main Office

Acoustic

Guidance Counselor

2

200 +/-

200

Principal, Main Office

Acoustic

Security Office

1

150 +/-

150

Principal, Main Office

Acoustic

Nurse's Office

1

250 +/-

250

Classrooms, Gym

Visual, Acoustic

Psychologist Office

1

250 +/-

250

Nurse, Classrooms

Acoustic

Natural

Teacher Work Room

2

150 +/-

300

Classrooms, Gym

Acousitc, Visual

Staff/Faculty Lounge

1

400 +/-

400

Cafeteria, Staff RRs

Acoustic

Staff Restroom

4

40 +/-

160

Staff Lounge, Offices

Visual

Artificial

Auditorium, Gym

Acoustic

Natural+ Artificial

Cafetorium

1

6500 +/-

6,500

Kitchen

1

800 +/-

800

Cafeteria

N/A

Artificial

Appliances, Dishwasher

Gymnasium

1

4000 +/-

4000

Cafeteria, Auditorium

N/A

Artificial

Bleachers

Locker Rooms

2

400 +/-

800

Gym

Visual

Artificial

N/A

Equipment Storage Library K-5 Classrooms

147

6 1 12

100 +/1000 +/750 +/-

600 1000 9,000

Gym, Auditorium, Multi.

Classrooms Classrooms, Computer Lab Extracurricular Classrooms

Acoustic Acoustic

Tables, Chairs

Acoustic Criteria (A,B,C)

Finishes/ Materials

Perception

Remarks

B

welcoming

near public parking

A

friendly

reception, lobby

Carpet

C

N/A

File room for archives

Carpet

A

comfortable Private

Carpet

A

comfortable Private

Carpet

A

comfortable Private

VET

A

comfortable Private

VET

A

inviting

Health Services, Medacine storage

Carpet

A

warm

Private

VET

A

pleasant

Shared office

VET

A

relaxing

Vending Area, Kitchenette

Tile

B

hygenic

Unisex

Bamboo, Recycled A materials

exciting

Vending Area, Lounge area for social gathering Food prep and storage

Bamboo, Recycled B Metal

spacious, hygenic flexible

Physical Ed, School events

Lockers, benches

Recycled Metal

A

N/A

Small office for supervision

Artificial

Wall hooks

Concrete

C

N/A

Extra furnishings

Natural+ Artificial Natural + Artificial

Tables, Chairs, bookcases, Tables, Chairs, Outlets, projector

Carpet, Cork

B

comfortable media space, reading area

Carpet, Cork, Tactile surfaces

A

friendly

Stainless Steel

B

8 lineal ft of counter space

Room Name

Qty

S.F Each Total S.F.

Privacy (visual or acoustic)

Adjacencies Extracurricular Classrooms

6-8 Classrooms

6

600 +/-

1,200

Acoustic

Art Room

1

800 +/-

800

Computer Lab

Acoustic

Music Room

1

800 +/-

800

Gym

Acoustic

Lighting Natural+ Artificial Natural+ Artifical Artificial

Tables, Chairs, Outlets, projector

Acoustic Criteria (A,B,C)

Finishes/ Materials

Perception

Remarks

Carpet, Cork

A

friendly

8 lineal ft of counter space

Tables, Chairs

VET, Recycled Materials

A

inspiring

10 lineal ft of counter space

Chairs, Storage

Carpet

C

creative

Instrumental/ Choral

Tables, Chairs, Outlets Tables, stools, stoves,refrig Tables, Stools, building tools Toilets, Sinks, Hand Dryers

VET, Recycled Materials

A

inspiring

interactive technolgy

Stainless Steel

B

Recycled Metal

A

hygenic, spacious flexible, spacious

Food Science and Experimentation Multi-purpose- industrial, agriculture

Tile

C

hygenic

Stalls, Girls (2) Boys (2)

Computer Lab

1

450 +/-

450

Library

Acoustic

Culinary Arts Lab

1

850 +/-

850

Cafeteria

Acoustic

MakerSpace

1

1000 +/-

1000

Music Room

Acoustic

Student Restrooms

4

500 +/-

2000

Classrooms

Visual

Artificial

Janitor's Closet

4

30 +/-

70

Restrooms

Visual

Artificial

Mop Sink

Concrete

C

N/A

Adjacent to plumbing wall

Mechanical Room

1

200 +/-

200

Storage

N/A

Artificial

N/A

Concrete

C

N/A

HVAC ductwork

Electrical Room

1

100 +/-

100

Mechanical

N/A

Artificial

N/A

Concrete

C

N/A

Telephone and Data

TOTAL SQ:

32765

13106

Artificial

Furniture/ Equipment

Natural+ Artificial Natural+ Artificial

45,871

CIRCULATION FACTOR (40%)

https://www.pacode.com/secure/data/022/chapter55/chap55toc.html

QUANTITATIVE PROGRAM Quantitative information is sourced from numerical measurements such as distance, weight, and size.

For a school, this would be the required measurements of each room that are set by the state’s building code. The amount of spaces are also determined by code depending on occupancy load,

which will be explained in Section 8. Other data includes lighting types, acoustic criteria, and privacy standard. The square footage of a space usually determines these components. The total square footage of the school includes a circulation factor of 40% to account for hallways.

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PROJECT ADJACENCIES Vestibule Main Office Student Record Storage Principal Assistant Principal Guidance Counselor Security Office

ADJACENCY MATRIX This chart shows the relationship between each room in the building. For example, the auditorium, cafeteria, and gym should have a direct adjacency because they share similar high noise levels.

Nurse's Office Psychologist Office Teacher Work Room Staff/Faculty Lounge Staff Restroom Auditorium Cafeteria Kitchen Gymnasium Locker Rooms Equipment Storage Library Outdoor/Rec Courtyard K-5 Classrooms 6-8 Classrooms Art Room Music Room Computer Lab Culinary Arts Lab MakerSpace Student Restrooms Janitor's Closet Mechanical Room Electrical Room

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PRIMARY SECONDARY NO ADJACENCY

BLOCK PLANNING These diagrams help to understand the amount of space given with what the program will need. Each category of rooms are grouped accordingly within the footprint of the building to estimate which space will be where.

PRIMARY

SECONDARY

SUPPORT

SUPPORT

PRIMARY

ADMIN

SECONDARY

PRIMARY

SECONDARY

SECONDARY

PRIMARY

FIRST FLOOR

SECOND FLOOR

ADMIN

GROUND FLOOR

SECONDARY

SECONDARY

SUPPORT

PRIMARY

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08: BUILDING ANALYSIS, CODE, REGULATIONS & STANDARDS

BARNES FOUNDATION | 2025 BENJAMIN FRANKLIN PARKWAY, PHILADELPHIA PA

151

Existing buildings that are renovated have a lot of information that can assist the designer in future decisions. It is crucial to understand what the building has to offer in terms of materials, space, and performance. For example, The Barnes Foundation was designed to showcase art collections and preserve the ideals of its founder, Albert Barnes. By analyzing the interior space of the museum, one can understand how the designers accomplished their goal through materiality and space. In addition, the legal requirements for a building must be outlined to ascertain all building codes are fulfilled. Maximum occupancy, fire systems, and plumbing standards are just a few of the components that are required by the International Building Code.

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BARNES FOUNDATION- HISTORY & DESIGN Completed in the spring of 2012, The Barnes Foundation is one of the major architectural pleasers of Philadelphia. The 3-story building occupies its own lot in the condensed city center of Philadelphia, with a gross square footage of 93,0001. The highly recognized New York architecture firm, Tod Williams Billie Tsien Architects, were the lead architects for the design of the museum. In addition, Ballinger architects collaborated with TWBT on the project that costs $150 million2. A key factor for the design of the museum was to preserve the foundation’s original identity from Merion, Pennsylvania3. The Barnes Foundation was founded in 1922 by Dr. Albert Barnes in the suburbs of west Philadelphia4.

His focus was to educate the community with

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famous art galleries. Since the original galleries were located in a natural environment, the designers preserved this setting by integrating natural materials and daylight. They incorporated many sustainable approaches that rewarded the project with a LEED Platinum certification. Elements such as a rainscreen, green roof, louvres, and photovoltaic panels ensure that the building’s performance is conservative and efficient. The water from the green roof is collected into a 40,000 gallon cistern and is recycled into the landscape5. The interior materials were also recycled, for example the wood from the floor of the main hall came from the support beams of Coney Island’s boardwalks6. The site encourages the use of electric cars by providing charging spaces in the parking lot.

ENTRY ON NORTH SIDE

LIGHT COURT

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BARNES FOUNDATION- MATERIALS & FUTURE CONSIDERATIONS The structural system is made from a steel frame with cast-in-place concrete7. The exterior cladding includes limestone slabs for the exterior walls and custom metal paneling, with insulated glazing, for the cantilevered light box8. Interior finishes include acoustical ceilings and panels made from acoustic plaster and wool fibers. To incorporate African art, the entry floor has a stone mosaic pattern meanwhile the walls are covered with tapestries made from wool and silk. Other wall coverings include corian, white oak veneer, and Belgian linen9.

Lighting is controlled by an advanced system that allows lights to be dimmed during high moments of daylight.

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The proposed program will utilize the entire building footprint for the renovation of the Barnes into a language immersion school. All floors will be reconfigured to fit the requirements of the program in addition to using existing sustainable conditions, such as the atrium and green roof. Limitations for the project are lack of natural light in the ground floor, and insufficient interior visibility.

LIGHT COURT WITH ACOUSTIC PANELS & RECLAIMED WOOD

ATRIUM ON GROUND FLOOR

156

VISUAL ANALYSIS GROUND FLOOR

VERTICAL CIRCULATION

NORTHEAST SECTION

157

STRUCTURALL SYSTEM- STEEL TRUSS & BEAM

2ND FLOOR VOID

VOID

VERTICAL CIRCULATION

VOID

NORTHWEST SECTION DAYLIGHTINGATRIUM & CLERESTORY

158

VOID SOLID

0

159

10

25

0

10

25

0

10

25

160

CODES, REGULATIONS & STANDARDS PROJECT DATA Project Name: The Barnes Foundation Address: 2025 Benjamin Franklin Pkwy, Philadelphia, PA 19130 Date of Completion: May 18, 2012 Number of Stories: 3 Total Gross Sq. Ft.: 47,000 S.F. APPLICABLE BUILDING CODE INFORMATION Zoning Ordinance: City of Philadelphia Fire Code: IFC 2009 Building Code & Date: IBC 2018 Energy Code: IECC 2018 USER GROUP CLASSIFICATION: GROUP E- EDUCATIONAL

161

MEANS OF EGRESS Sprinklered: (assume protected/sprinklered) Dead End Limit: 50’ Minimum corridor width: 72” Minimum number of exits per occupant load: 4 Exit access travel distance: 250’ FIRE PROTECTION REQUIREMENTS Fire Exit enclosures: 2 hours Shafts and elevator hoistway: 2 hours Tenant Space Separations: 2 hours Smoke Barriers: assume 30 minutes Corridor Fire-Resistance Rating: 0 hours Incidental Use Areas: Laboratories and Vocational shops- 1 hour separation

ROOM

GROSS SQ. FT.

FUNCTION OF SPACE

SF/ OCCUPANT

# OF OCCUPANTS

OFFICE SPACES

2,250

BUSINESS

100

22.5

CAFETORIUM

6,500

KITCHEN

800

LIBRARY

850

CLASSROOMS

ASSEMBLY (UNCONCENTRATED) KITCHEN (COMMERCIAL) LIBRARY (READING ROOMS)

200

4

50

17

9,900

CLASSROOM AREA

20

495

STORAGE

1,600

ACCESSORY

300

5.333333333

ART ROOM

650

VOCATIONAL

50

13

450

VOCATIONAL

50

9

700

VOCATIONAL

50

14

MAKERSPACE

850

VOCATIONAL

50

17

GYM

4,000

EXERCISE

50

80

TOTAL:

28,550

COMPUTER ROOM CULINARY ARTS LAB

15

433.3333333

1110.166667

1111

SANITATION ( Male/Female % Split: Assume 50/50) REQUIRED PLUMBING FOR EDUCATIONAL CLASSIFICATION OF 1111 OCCUPANTS WATER CLOSET

LAVATORIES

FEMALE

23

23

MALE

23

23

DRINKING FOUNTAINS

OTHER

12

1 SERVICE SINK

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END NOTES 1.Hawthorne, Christopher. The Barnes Foundation/ Philadelphia. Architectural Record. June 16, 2012. https://www. architecturalrecord.com/articles/7891-the-barnes-foundation 2. Ibid.

3. Ibid.

4. Ibid.

5. The Barnes Foundation. ArchDaily. May 28, 2012. https://www.archdaily.com/238238/the-barnes-foundation-building-todwilliams-billie-tsien 6. Ibid.

7. Ibid.

8. Ibid.

9. Ibid.

IMAGE CITATIONS ALL IMAGES FROM: The Barnes Foundation. ArchDaily. May 28, 2012. https://www.archdaily.com/238238/the-barnes-foundation-building-todwilliams-billie-tsien

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164

09: PROJECT RESEARCH CONCLUSION

“INTELLIGENCE PLUS CHARACTER- THAT IS THE GOAL OF TRUE EDUCATION”

-MARTIN LUTHER KING JR.

165

The world is filled with problems. The problem with education is that the system is constantly changing.

Schools have endured a long history of transformations and no design has perfected the best solution to fulfill all needs. After conducting thorough research on the topic, it is apparent that educational facilities are evolving to become more immersive and groundbreaking. From schools that promote exercise to schools that color code their rooms, there are an assortment of ideas on how to exhibit the best learning environment for children.

The previously mentioned studies on child and environmental psychology, international school systems, and existing site conditions are all respected sources of information. It is expected to continue research on certain topics as they are discovered throughout the execution of the

proposed project. There is always something to learn, especially for designers who are designing for future generations.

For the design of the language immersion school, the focus will be to incorporate as much child interests as possible. An environment that attracts children’s attention through the use of color, light, and space will provide the foundation for a progressive learning experience. Ideally, the best solution would be to have the students be the designers of their school. By allowing children the freedom to create their own circumstances, a new level of innovation is realized. The minds of children are incredibly astounding, so their insight should be valued and translated into their daily routines. All this, plus the integration of sustainability, security, and diversity will result in a bona fide educational facility, called ‘ROOT’.

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10: BIBLIOGRAPHY 1. Aarhus, Denmark. Wikipedia. Accessed September 30, 2018. https://en.wikipedia.org/wiki/Aarhus#Climate.

2. An Overview of the School Design and Construction Process. Federal Emergency Management Agency. https://www.fema. gov/pdf/plan/prevent/rms/424/fema424_ch1.pdf.

3. Applicable Codes to the City of Philadelphia. Department of Licenses and Inspection. Accessed November 14, 2018. https://www.phila.gov/li/codesandregulations/Pages/codes.aspx.

4. Benjamin Franklin Parkway: Philadelphia Pennsylvania. American Planning Association. Accessed November 2018. https:// www.planning.org/greatplaces/streets/2013/benjaminfranklin.htm.

5. “Building for Everyone: A Universal Design Approach,” Centre for Excellence in Universal Design. Accessed October 07, 2018. http://universaldesign.ie/Built-Environment/Building-for-Everyone.

6. Carter, Mike. Considerations for Building Design in Cold Climates. Whole Building Design Guide. October 17, 2016. https:// www.wbdg.org/resources/considerations-building-design-cold-climates.

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9. Dixon, Mike. “Acoustical Standards Begin to Reverberate: Controlling Noise within School Facilities,” Acoustical Surfaces, Inc.

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10. Dual Language Handbook. The School District of Philadelphia. 2017.

11. Entz, Susan. Why Pedagogy Matters: The Importance of Teaching in a Standards-Based Environment. United States

Department of Education. Accessed October 19, 2018. https://files.eric.ed.gov/fulltext/EJ1099138.pdf 12. Fielding, Randall. Lighting the Learning Environment. Design Share. June, 2000. http://www.designshare.com/Research/ Lighting/LightingEnvr1.htm 13. Frederiksbjerg School in Aarhus. Henning Larsen Architects. Accessed September 28, 2018.https://henninglarsen.com/en/ projects/featured/1246-frederiksbjerg-skole/.

14. Frederiksbjerg School/Henning Larsen Architects. ArchDaily. November 16, 2016.https://www.archdaily.com/799521/ frederiksbjerg-school-henning-larsen-architects-plus-gpp-architects.

15. Gelpi, Ettore, and R. Murray Thomas. Education in the Earliest Civilizations. Encyclopedia Britannica. August 29, 2018.

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