Design Thinking 2013

D e s i g n Th i n k i n g

.

Spring 2 013

.

Ben Fehrma nn

.

L a u r e n F i e ld

D e s i g n Th i n k i n g Wa s h i n g t o n U n i v e r s i t y S p r i n g 2 013

in

S t. L o u i s

Book by J en n i f er A . Wo ng D e s i g n Th i n k i n g I n s t r u c t o r Ben Fehrmann T e a c h i n g A s s i s ta n t L a u r e n F i e ld

1

S y s t e m at i c A d va n c e m e n t Ta ble

of

Contents

Chapter One

4

Chapter Five

Proposal Ch a l l enge

t h e e x i s t i n g a rc h i t e c t u r e

of e duc at ion

Chapter Six

a system

to f u nc t ion

96 T h e S i t e Choosing

a n ex ist ing school to

u p d a t e a r c h i t e c t u r a l ly

C h a p t e r Th r e e

46 A r c h i t e c t u r a l S y s t e m s Sy st e m s t h at dr i v e a rc h i t e c t u r a l

Chapter Nine

122 A P l a u s i b l e F u t u r e Th e a r c h i t e c t u r a l p o t e n t i a l

de sign

Chapter Four

50 A r c h i t e c t u r e o f E d u c at i o n How a rch i t ec t u r a l design is r e f l e c t ion of e duc at ion s y s t e m s

2

in

t h e de sign of school s

C h a p t e r Tw o

16 S y s t e m at i c D i s s e c t i o n Un de r s ta n di ng w h at dr i v e s

68 A r c h i t e c t u r a l D i s s e c t i o n Un de r sta n di ng t h e com pon e n t s

C h a p t e r Te n

133 B i b l i o g r a p h y & S o u r c e s a

3

Proposal

4

A

school that

challenges the existing architectur al organization system of contempor ary pr im ary schools.

“ We

shape our buildings; thereafter they shape us�

-Wi nston Ch u rch i l l 5

6

“Schools

began

with a man under a

TREE ,

who did not know he

wa s a t e ac h e r , di s c u s s i ng h i s r e a l i z at ion w i t h a f e w, w ho di d no t k now t h e y were students. man.

Spaces

Th e

students aspired that their sons also listen to such a

were erected

and the

f i r s t s c h o o l s b e g a n .�

-Louis K han

7

8

In

the

19 t h C e n t u ry, home schooling mov ed into the

one room school house.

9

10

During

the industr i a l age,

the

education system

wa s t r a n sfor m e d i n t o a n

i n d u s t r i a l s y s t e m ,the school

wa s t r a n sfor m e d i n t o

a fac tory.

11

Purpose

12

Challenge

the tr aditional model of

school systems

design ed to facilitate the

industrial model of pr im ary education.

13

S c ho ol ≠ Fac t ory

14

School ≈ City

The compulsory primary education system was designed

at the height of the industrial

age.

The industrial system valued speed, efficiency, and mass production, and this attitude influenced the evolution of our education systems.

The

architecture of schools reflected the society’s

values of mass production, social isolation and standardization.

The human element of scale, community, individuality was not considered.

In the new age of urban design, city networks are being

redesigned to prioritize the individual.

The

design values safety, comfort, and social well being of humans.

The canon of building cities is now a social network.

Yet within the city network, school systems are still being designed as a production

system.

Schools need to be redesigned to architecturally communicate and reflect a new system of education.

15

System atic Dissection

16

To

begin, we must

understand how

va r iou s s y s t e m s op e r at e To

understand current architectur al design systems.

17

SA yL s t e m s ogic

A methodical logic that arranges a set of components into a unified whole.

18

19

Systems

20

are Driven By a

LO G I C

a r e e x e c U T e D a c c o r D i n g T o T h aT

LOG I C

21

a

a n organizing sysT em

a meThoDicaL sysT em

a fLexiBLe sysT em

Th e LOG I C.

Th e LOG I C.

Th e LO G I C.

sysTem

T h aT

forms

a

canon

o r g a n i z e o p e r aT i o n s .

22

To

a

s y s T e m o f r i g i D c o n s T r a i n T s T h aT D i c TaT e s a D e T e r m i n e D o U T c o m e .

a

s y s T e m o f g U i D e L i n e s T h aT L e a v e s s pa c e f o r va r i aT i o n a n D c h o i c e .

a

a v i Ta L s y s T e m

a D isTriBUTion sysT em

a proDUc Tion sysT em

Th e LOG I C.

Th e LOG I C.

Th e LO G I C.

sysTem reLianT on an inDispensaBLe e n g i n e T o r a D i aT e s p o W e r .

a

sysTem consTrUcTeD To Tr ansmiT or DisTriBUTe.

a

sysTem of To op Timize proDUcTion.

23

Th e n a r r aT i v e

24

Th e LOG I C.

Th e c o n s T r a i n T

A n Organizing Syst em A

s y s t e m t h at f o r m s a c a n o n t o o r g a n i z e o p e r at i o n s .

Gr aphic Novel

B at m a n A r k h a m A s y lu m Visual narrative bound in a sequence of frames.

Frames are roughly read left to right, and top to bottom.

Morrison, Grant, and Dave McKean. Arkham Asylum: A Serious House on Serious Earth. New York, NY: DC Comics, 2004.

25

Th e i n s T r U m e n T

26

Th e LOG I C.

Th e c o n s T r a i n T

A Methodical Syst em A

s y s t e m o f r i g i d c o n s t r a i n t s t h at d i c tat e s a d e t e r m i n e d o ut c o m e .

Minimalist Art

Agnes Martin Equally spaced horizontal lines drawn in a fixed border. 11 sets of 15 lines. Each set of 15 lines has a darker line offset from the border by one inch.

Agnes Martin, Untitled, 1960, pencil and ink on etching, 13.125� x 13�.

27

28

Th e m aT e r i a L

Th e a c T o r

Th e LO G I C.

A yellow #2 pencil.

The personality and intuitions of the artist are visible in the fi nal product of a flexible system.

Cut, Combine, Align, Populate.

A F l e x i bl e S y s t e m A

s y s t e m o f g u i d e l i n e s t h at l e av e s s pa c e f o r va r i at i o n a n d c h o i c e .

G e n e r at i v e A r t

Ta r a D o n o va n Cut and combine various length sections of a yellow #2 pencil. The edge of form cannot be straight. All sections must begin at the same X plane.

Tara Donovan, “Colony.� 2005.

29

30

Th e LOG I C.

Th e e n g i n e

Th e r a D i aT i n g sphere of infLUence

Pump oxygen rich red blood cells throughout the body.

The lungs enrich the blood with oxygen. The heart circulates the blood.

Arteries, veins, and capillaries.

A V i ta l S y s t e m A

s y s t e m r e l i a n t o n a n i n d i s p e n s a bl e e n g i n e t o r a d i at e s p o w e r .

Human

body

C i r c ul at o r y S y s t e m The engine of a system is the vital core. It supplies the necessary resources to power a system. As power radiates further from the engine the influence becomes weaker.

31

32

Th e LOG I C.

Th e n o D e

Th e c o n n e c T o r

Transmit information.

A fi xed start and end point.

Metallic conductor

A Tr a n s m i s s i o n S y s t e m A

s y s t e m c o n s t r u c t e d t o d i s t r i but e

D i g i ta l Te c h n o l o g y

Print ed Circuit Board (PCB) Digital information in a code form is transmitted from a start point to an end point via a metallic conductor.

33

34

Th e LOG I C.

The Expediency

The Structure

Generate a product

Optimization of efficiency determines any design.

Pure functionality is the design motivation.

A P r o du c t i o n S y s t e m A

s y s t e m o f e f f i c i e n c y i n p r o du c t i o n .

I n du s t r i a l

fac to ry

Th r e e G o r g e s D a m , C h i n a .

Hydroelectric dam Edward Burtynsky. Three Gorges Dam Project, Dam #6, Yangtze River, China 2002.

35

System Oper ation

36

Systems

oper ate as either a

linear sequence

or as a

network sequence

37

N et work A C onnection

A larger system encompassing various interconnected systems.

38

39

LOG I C:

obJect

40

input

S y s t e m O p e r at i o n Systems

Tr a nsfor m

o p e r at e i n e i t h e r a l i n e a r s e q u e n c e o r n e tw o r k

object to fit into receptor

R eceptor

Output

R eceptor

R eceptor

41

Line ar sysT em singLe

seqUenTiaL LogicaL series

LOG I C: proCess

obJect

42

input

objeCt input into standar d output

output

neT Work sysT em m U LT i

D i r e c T i o n a L , i n T e r - r e L aT i o n a L s y s T e m

LOG I C: introduCe

m o r e va r i a b l e s d u r i n g p r o C e s s

f o r m o r e va r i a n t r e s u lt s .

can the forms be combined?

+

obJect

input

output

can the form be divided?

43

Net work Systems

44

Net wor k systems

are

i nh e r e n t ly mor e robust

than

linear systems

because of a ll the

CONNECTION

Network System

>

relationships

Linear System

45

Architecture As

46

a

System

Where The

is The

LO G I C

CO NC E P T

BUiLDings are consTrUc T eD accorDing To The

CO NCE P T

47

Architecture Is

48

a

Concept

Th e

A r c h i t e c t u r e

of

Schools should

R einforce

and

R e f l e c t the Education System

49

50

Th e S ta n d a r d A r c h i t e c tu r e Th e

of

E du c at i o n

l o g i c a n d c o n c e p t d r i v i n g t h e d e s i g n o f s c h o o l bu i ld i n g s

Currently, the architecture of education is designed with the concept of education as an industrial system.

Advancement in the architecture of education should reflect the advances in education philosophy.

51

CO NCE P T:

primary

child

52

input

E du c at i o n S y s t e m Th e

Imbue

l o g i c a n d e x e c ut i o n o f t h e e du c at i o n s y s t e m

k nowledge into students in

pr e pa r at ion for a f u t u r e c a r e e r .

Future

School

Output

Future

Future

53

Th e LOG I C.

54

Th e p L ay e r s

Th e r e L aT i o n s h i p

Line ar sysT em a

s y s T e m o f r i g i D c o n s T r a i n T s T h aT D i c TaT e s a D e T e r m i n e D o U T c o m e .

Th e p r o f e s s i o n a L

a s Ta n D a r D p r o D U c T inpUT

oUTpUT

Knowledge is delivered by the teacher and absorbed by the student.

Students reflect what they have learned through testing.

A standard approach to educating students leads to fi xed expectations of intelligence. Students are measured through standardized aptitude tests and those that do not fit the mold are deemed as unintelligent and pushed aside.

55

Th e LOG I C.

56

Th e p L ay e r s

Th e r e L aT i o n s h i p

neT Work sysT em a

s y s T e m W i T h va r i a B L e s T h aT L e a D T o D i v e r g e n T o U T c o m e s

Th e p a s s i o n aT e

inpUT

oUTpUT

Knowledge is an interactive experience shared between teacher and students.

Students demonstrate what they have learned through share knowledge and experience.

a pLeThora

of

DiversiT y

An education system such as the Montessori model or Howard Gardner’s Multiple Intelligence Theory accepts each student as an individual with different methods of absorbing information.

57

L i n e a r e D U c aT i o n s y s T e m e D U c aT i o n

i s pa s s e D f r o m T e a c h e r T o s T U D e n T

LOG I C: k nowledge

i s pa s se d f rom t e aC h e r

-

st u de n t t h rough dr i l l e d faC t s a n d standar dized aptitude tests.

input

58

output

n e T W o r k e D U c aT i o n s y s T e m e D U c aT i o n

e x T e n D s B e y o n D T e a c h e r s T U D e n T r e L aT i o n s h i p

LOG I C: learning

is extended.

students

inter aCt

with students, entire sChool is eduCation.

can age, interests and subJects be mixed?

+

input

output

can students teach students?

59

L i n e a r e D U c aT i o n s y s T e m e D U c aT i o n

i s pa s s e D f r o m T e a c h e r T o s T U D e n T

LOG I C: Children th ey

do no t l e a r n i n a l i n e a r fa sh ion.

do not retain infor m ation through rote memor ization.

60

n e T W o r k e D U c aT i o n s y s T e m e D U c aT i o n

e x T e n D s B e y o n D T e a c h e r s T U D e n T r e L aT i o n s h i p

LOG I C: Children

absorb infor m ation every where

through exCiting and stimulating inter aCtions

61

62

Th e A lt e r n at i v e E du c at i o n S y s t e m There are alternative education systems employed in primary schools that have moved away from the industrialized system. These education methods, such as the Montessori or Steiner philosophy, employ a network system that educates the individual student and fosters a social environment where learning occurs in all aspects of life.

63

H o wa r d G a r d n e r

Multiple Intelligence In 1983 Howard Gardner proposed a theory of multiple intelligences. Standard public education systems measure traditional theories of intelligence based on standardized aptitude tests but children learn through a wide range of cognative abilities “Intelligence is the capacity to do something useful in the society in which we live. Intelligence is the ability to respond successfully to new situations and the capacity to learn from one’s past experiences.”

—Dr. Howard Gardner Frames of Mind and Multiple Intelligences: The Theory in Practice

64

LOG I C: th e

LOG I C: Current eduCation system

va l u e s

logiC-m athem atiC

intelligenCe with a small

th e

arChiteCture of sChools

should r espond to multiple theories of intelligenCe.

emphasis on verbal-linguistiC intelligenCe

65

a rchiTecTUr aL singLe

emBoDimenT of a

Line ar sysT em

seqUenTiaL LogicaL series

CO NCE P T

arChiteCture

suggests a single direCtion

and a single a x is of mov ement

66

a rchiTecTUr aL

emBoDimenT of a neT Work sysT em m U LT i D i r e c T i o n a L , i n T e r - r e L aT i o n a L s y s T e m

CO NCE P T

arChiteCture

p r ov i d e s a va r i a t i o n i n

opportunities for inter aCtion and learning

67

to a

68

How can a rchitectur e r espond & R eflect net wor k education system?

The Student

THEORY

Social Envioronment

Physical Environment 69

Architectur al Dissection

70

To

begin understanding the relationship of

architectur al embodiment of education systems w e m u s t d i s s e c t a s c h o o l’s a r c h i t e c t u r a l d e s i g n c o m p o n e n t s

71

Th e A rch i t ec t u r e of E duc at io n i s dr i v e n by. . .

72

e D U c aT i o n s y s T e m

LO G I C:

a rchiT ec TUr aL sysT em

CO NCE P T

73

a rchiTecTUr aL focUs Th e LOG I C.

74

Th e CO NC E P T.

The altered U shape created a safe space that was framed by the wings of the building. In the center, is a kindergarten space, nestled between the wings.

School

M o dul a r Rectilinear Classrooms

24’

C i r c ul at i o n The altered U shape created a safe space that was framed by the wings of the building. In the center, is a kindergarten space, nestled between the wings.

x

as a

Fa c t o r y

Single Loaded Corridor

3 2 . 5’

Ty p o l o g y The efficient execution of this design concept resulted in a double loaded corridor with simple rectilinear classrooms.

C a r r E l e m e n ta r y S c h o o l

75

if

the

system

LOG I C:

evolv e d. . .

linear system

76

networK system

if

the arChiteCtur al CO NCE P T

refleCted...

S c ho ol ≠ Fac t ory

School ≈ city

77

a rchiTecTUr aL focUs Th e LOG I C.

78

Th e CO NC E P T.

Open & visible social learning spaces beyond the classroom.

School

C i r c ul at i o n

Ty p o l o g y

Classrooms act like building footprints by shaping the corridor space. The corridor now becomes a communal learning street.

The interaction between non-classroom social learning spaces, irregular classroom footprints and winding corridor creates unique and excited architectural forms.

as a

Cit y

M i ll e n n i u m H i g h S c h o o l

79

T h e S c h o o l Ty p o l o g y

80

81

S o ld a n H i g h S c h o o l Th e

f i r s t h e a lt h y spac e s

Dossier Date

1909

Architect

William Ittner

Location

918 Union Boulevard.

St. Louis, MO 63107

Grades Capacity Square Footage

9-12 1,600 221,184

“[Schools should have] natural lighting, inviting exteriors, and classrooms tailored to specific needs.�

- William Ittner 82

LOG I C:

LighT

William Ittner’s driving concept of the school design was to allow optimal light into classroom spaces.

focaL D esign eLemenT

c i r c U L aT i o n

Th is concept man ifested architecturally as light wells and skylights

Circulation was placed between classrooms to allow more light to enter the classrooms.

Ty p o L o g y

The efficient execution of this design concept resulted in a double loaded corridor with simple rectilinear classrooms.

LighT WeLLs

cenTr aLizeD c i r c U L aT i o n corriDor

recTiLinear cLassrooms

DoUBLe LoaDeD h o r i z o n Ta L corriDor

83

Crow Isl and School

First Modern School House

Dossier Date

1939

Architect

Eliel and Eero Saarinen & Perkins Wheeler and Will

Location

1112 Willow Road.

Winnetka, Illinois.

Architecture Square Footage

“Winnetka Plan” 47,579

“[A vision] to create a public school whose philosophy and facility would rival its private counterpart” - Carleton Washburne, School Superintendent 5 84

LOG I C:

c L a s s r o o m o r g a n i z aT i o n

Crow Island School was an architectural precedent that aimed to show how the physical environment could be designed to promote learning. The building was a manifestation of school superintendent Carleton Washburne’s “progressive education system” and Larry Perkin’s architectural implementation.

focaL D esign eLemenT

c i r c U L aT i o n

The concept was to create self contained classroom units that could facilitate all types of activities from learning to playing.

The self contained classrooms surrounded a common circulation core where communal activities are centered around.

Ty p o L o g y

This design creates pockets for activities but still retains a double sided horizontal corridor.

L cLassrooms

h o r i z o n Ta L corriDor

85

Montessori School A daptive A rchitectur e

in

D elf t

Dossier Date

1960

Architect

Herman Hertzberger

Location

Jacoba van Beierenlaan 166.

Delft, Netherlands

“Schools should not be defined objects, because whatever we do, it will change.�

- Herman Hertzberger 86

LOG I C:

a Dap Tive a rchiTecTUre

Herman Hertzberger’s vision was to create a flexible school architecture typology that would be able to adapt to children’s learning and playing. Activities could occur simultaneously and the entire school was a learning environment.

focaL D esign eLemenT

c i r c U L aT i o n

Flexibility and adaptability were key design elements. The architecture itself allowed room for future expansion.

The organization of classrooms transformed the horizontal corridor into a main street or central avenue

Ty p o L o g y

Halls as neighborhood streets with a conglomeration of small houses.

87

M i ll e n i u m H i g h S c h o o l A daptive A rchitectur e

Dossier Date

2003

Architect

HLW International

Location

75 Broad St New York, NY

Square Footage Classrooms

90,000 600-800sf

“[We embraced] the opportunity to create a more connected, responsive and flexible learning environment was embraced and Millennium is able to provide for a much wider variety of learning opportunities.�

- HLW International 88

LOG I C:

Le arning sTreeT

The plan was developed without corridors, with abundant day lighting and permits multiple modalities of learning to occur simultaneously within and outside classrooms. The learning street needs to be wide enough not to read like a corridor and tall enough not to be feel closed in

focaL D esign eLemenT

Learning is no longer confi ned to the classroom. The horizontal corridor is disintegrated with pockets of communal gathering and learning spaces.

c i r c U L aT i o n

Circulation areas have been re-purposed as group workspace, individual niches and impromptu gathering spaces. Additionally, the interconnecting stair is designed as bleacher-like seating to encourage socialization

L e a r n i n g s pa c e s

The learning street needs to be wide enough not to read like a corridor and tall enough not to be feel closed in

89

Cit y Garden Mont essori Neigh bor hood Cata lyst

Dossier Date

2013

Architect

UIC ( Urban Improvement Company)

Location

1618 Tower Grove Ave, St. Louis, MO 63110

Square Footage

29,000

“It is to all of our benefit to remember that investing in our young children pays long-term dividends. In the case of City Garden, it actually pays measurable short-term ones as well.”

-Cynthia Fischer Cynthia Fischer. “Investing in young children pays off, as City Garden school shows.” Stl Today. (http://www.stltoday.com/news/opinion/ mailbag/letters-to-the-editor/investing-in-young-children-pays-off-as-city-garden-school/article_5ccf1d4c-2586-5029-9286-e93de90dfc2e.html) 90

LOG I C:

n e i g h B o r h o o D c aTa Ly s T

Architecture intervened in a historic 1940’s St Louis building to create a desirable school space. The school itself is modeled to create a strong group dynamic. This new school in turn serves as a catalyst for the neighborhood redevelopment of the Botanical Heights neighborhood in St. Louis.

focaL D esign eLemenT

c i r c U L aT i o n

c a m p f i r e s pa c e

Classroom walls that face a central community area are glazed to create a stronger sense of community.

Circu lat ion becomes the communal gathering space.

Corridors are virtually eliminated

The classrooms are organized around a theater like space.

Students of all ages are part of the same collaborative environment.

91

P r o g r a m O r g a n i z at i o n First Floor

Second Floor

S o ld a n H i g h S c h o o l 92

Crow Isl and School

g aT h e r i n g s p a c e s cLassrooms speciaLizeD cL assrooms office rooms

monTessori schooL

in

D eLf T

miLLenniUm high schooL 93

Th e Si t e

94

Choosing

t h e o p t i m a l s i t e f o r a dva n c i n g t h e

architecture of education in

St. L ou i s.

95

Th e C r i t e r i a Choosing

the site

S t. L o u i s C i t y

Filling

96

in the gaps

Existing School A daptive R euse

W i ll i a m I tt n e r S c h o o l Updating

the classic

The city of St. Louis has seen a loss of population to St. Louis county in recent decades. Positive advancements should be towards revitalizing St. Louis City.

St. Louis City has 111 school buildings for sale.

It would be more sustainable to choose a vacant school building.

William Ittner’s architectural career in school design began in St. Louis and set the standard for the nations architecture of education.

Updating the education system begins with upgrading the traditional school model.

(Time line of St Louis City and County population 1830-2010)

(Map of vacant school buildings in St. Louis)

(Map of William Ittner’s 50 schools in St. Louis)

Enda ngered L a ndma rk

Histor ic National R egister

S e v e r e S tat e Th e

of

D i s r e pa i r

f i r s t h e a lt h y spac e s

L o c at i n g

a c ata ly s t

Location, Popul ation, Cor r el ation

Many of Ittner’s classic school buildings are listed as endangered landmarks under the National Register of Historic Places. These buildings are under threat of demolition or reprogramming.

Of the threatened landmarks, a handful of Ittner’s buildings are in a severe state of disrepair and a constant subject of vandalism.

St. Louis is experiencing strong pockets of revitalization such as development in Old North St. Louis and downtown St. Louis. An anchor institution, such as a school, could be a catalyst for renewal.

(Map of landmark Ittner schools)

(Map of severely endangered landmark Ittner schools)

(Map of Ittner’s Carr Elementary School) 97

C a r r E l e m e n ta r y S c h o o l A Historic Icon

Dossier Date

1908

Architect

William Ittner

Location

1421 Carr Street St. Louis, MO

Square Footage

33495

“[Schools

s h o u l d h av e ]

nat ur a l l ight i ng, i n v it i ng ext er ior s, a nd cl assrooms ta i lor ed to specific needs.”

-Wil li a m It t ner 98

LO G I C:

LighT

William Ittner’s driving concept of the school design was to allow optimal light into classroom spaces.

focaL D esign eLemenT

c i r c U L aT i o n

The altered U shape created a safe space that was framed by the wings of the building. In the center, is a kindergarten space, nestled between the wings.

Circulation was placed between classrooms to allow more light to enter the classrooms.

Ty p o L o g y

The efficient execution of this design concept resulted in a double loaded corridor with simple rectilinear classrooms.

moDULar recTiLinear cLassrooms

24’

x

singLe LoaDeD corriDor

3 2 . 5’ 99

W h at I t W a s Th e n A

r evolutionary r edefinition of school

In 1897, William B. Ittner became the Commissioner of School Buildings for the Board of Education in St. Louis. The schools of Ittner’s days were akin to prison blocks.

They were uniformly dark, dreary, and overcrowded. As Commissioner, Ittner advanced the architecture of schools to create a safe, healthy, and warm environment

100

In

th e e a r ly

19 0 0 ’s Th e C a r r S c ho ol

wa s onc e t h e

a rchitectur a l embodiment of hea lth

&

wellness

within the linear education system

101

W h at I t I s N o w Neglected

obj e c t of t h e pa s t

In the 1983, following decades of declining population in St. Louis City, the Carr Elementary School was closed. In 2000 it was listed on the National Register of Historic Places but over the last decade the building has seen rapid deterioration with no regenerative future in sight.

102

Now

the

linear

education system is

there are

ou t dat ed,

a lter nativ e

pr im ary education systems,

such as the

Montessori

or

Steiner

models.

103

W h at I t C a n B e Updating

the classic architectur al model

Primary schools around the nation were modeled after William Ittners designs. Ittner’s schools were all designed to facilitate the linear model of education. The school is the architectural embodiment of this increasingly outdated system.

Carr Elementary Plan courtesy of Landmark Association of St. Louis 104

Carr Elementary School

can be redesigned

to a rchitectur a l ly communicate a nd r efl ect a

network

education system?

105

Carr School Location

at regional scale

The Carr Elementary School is located near major arteries of transportation including two major interstates and the Convention Center stop on the St. Louis MetroLink.

It is also located near areas of redevelopment yet the surrounding neighborhood is replete with vacant lots.

It is in a neighborhood that does not currently have an “above average� elementary school.*

106

carr schooL

meTroLink: convenTion cenTer

i n T e r s TaT e 6 4

i n T e r s TaT e 70

*Rating provided by www.GreatSchools.com 107

Carr School Main Roads 1/4

108

mile r adius

≈ 5

minute r adius

1/2

Carr School Main Roads mile r adius

≈ 10

minute r adius

109

C a r r S c h o o l B u i lt F a b r i c 1/4

110

mile r adius

≈ 5

minute r adius

1/2

C a r r S c h o o l B u i lt F a b r i c mile r adius

≈ 10

minute r adius

111

Carr School L and Use 1/2

mile r adius

≈ 10

minute r adius

I n du s t r i a l Residential I n s t i tut i o n Va c a n t Commercial

112

1/2

C a r r S c h o o l Pa r k i n g L o t s mile r adius

≈ 10

minute r adius

113

Sanborne Map

114

of

Carr School

in

19 0 9

Bing Map

of

Carr School

in

2010

115

Section

116

of

C a r r E l e m e n ta r y

looking north

117

Section

118

of

C a r r E l e m e n ta r y

looking north

119

P r o g r a m S pa c e D i s t r i but i o n Pre-K indergar den - 5th Gr ade

Program

Metrics

Total Square Footage

76,670 sf

Existing Carr School Capacity

120

33,504

750 students

Learning Spaces

Carr Elementary School

Existing

Proposed

Pre-K, K-1 Cluster

1,044

12,850

2-3 Cluster

9,600

13,500

4-5 Cluster

Creative Spaces

11,350

Common Space

4,072

44,800

Total

14,580

71,000

Art

1,800

Music

1,800

Other

660

Total

4,260

Common Areas

400

Cafeteria

5,600

Kitchen

2,540

Gym

8,300

Total

16,840

Media & Technology

Total

3,790

Administrative

Total

273

2,600

Mechanical

1,894

2,480

Service

1,036

1,900

Total

4,380

4,380

33,504

76,670

Support Spaces

Facilities

Total Net Square Footage

121

A Pl ausible Fut ur e

122

carr elementary school , the arChiteCtur al embodiment of the

has the

pa s t

eduCation system,

architectur al potential

to em body the

pr eseNt

eduCation system.

CO NCE P T

C a r r e l e m e n ta rY ≠FaC t O rY

Carr elementarY ≈ CitY

123

A n A m bi t ious Vision Desirable schools in St. Louis, like the City Garden Montessori school in Tower Grove16 , have proven successful neighborhood redevelopment catalysts. Reviving the Carr Elementary School has the potential to act as a catalyst for the frayed fabric of the Carr Square neighborhood in St. Louis.

124

125

Th e Brok e n Wi n d ow Th e ory The theory was introduced in 1982 by social scientists James Q. Wilson and George L. Kelling. It addresses the norm-setting and signaling effect of urban disorder.

Maintaining and monitoring urban environments may stop further escalation of deterioration.

By repairing and updating the Carr School building, it may once again serve as an anchor institution for the neighborhood. “Consider a sidewalk. Some litter accumulates. Soon, more litter accumulates. Eventually, people even start leaving bags of trash from take out-restaurants there or even break into cars.�

- James Q. Wilson and George L. Kelling

126

127

128

A n c h o r I n s t i tut i o n S y s t e m s S t. L o u i s

n e e d s t o s t r e n g t h e n t h e w e a k e r a n c h o r i n s t i tut i o n s

129

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b a i l a g o ld e n t h a l . c o m / p a i n t i n g / c at s

_

c r a dl e / c at s

_

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36”

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4 8 ”. ( h tt p : //

c r a dl e . h t m l )

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T h e A tl a n t i c M o n t h ly . M a r c h , 19 8 2 .

12. S c a n s 130

of

W i n n e t k a’s C r o w I s l a n d S c h o o l . I n

p2.

C a r r S c h o o l P l a n s . L a n d m a r k A s s o c i at i o n

of

S t. L o u i s .

police and neighborhood safet y”

2 013

13. C a r r S c h o o l P h o t o g r a p h e d

by

C a i tl i n B o e i n g . ( h tt p : // www . f l i c k r . c o m / p h o t o s /

c a i tl i n b o e i n g / 7 7 9 7 519 6 4 8 / i n / p h o t o s t r e a m )

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by

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v a n i s h i n g s tl / 4 0 213 8 2 0 5 6 / s i z e s / o / i n / p h o t o s t r e a m / )

15. D r a w i n g

by

PROVIDED UNDER THE T ERMS OF THIS

R o b o NAT ION ( h tt p : // r o b o n at i o n . d e v i a n t a r t . c o m / a r t /A r c h i t e c tu r e -

PROTECTED BY COPYRIGHT AND/OR

s c h o o l ’ s s u c c e s s b o o s t s c i t y n e i g h b o r h o o d s .”

S t. L o u i s

T o d ay . 17 F e b r u a r y , 2 013 . ( h tt p : // www . s tlt o d ay . c o m / n e w s / l o c a l / e du c at i o n / c h a r t e r s c h o o l- s - s u c c e s s - b o o s t s - c i t y - n e i g h b o r h o o d s / a r t i c l e

_ 3 d 11 e 7 0 3 - 6 c 0 4 - 5 9 4 3 - 8 8 0 7-

4 5ce0 6ae9 e02.html)

17. C y n t h i a F i s c h e r . “I n v e s t i n g

O T H ER A P P L I C A B L E L AW. A N Y U S E O F T H E WORK OTHER THAN AS AUTHORIZED U N D E R T H I S L I C EN S E O R C O P Y R I G H T L AW IS PROHIBIT ED.

BY E X ER C I S I N G A N Y R I G H T S T O T H E W O R K

i n y o u n g c h i ld r e n p ay s o f f , a s

Cit y Garden

s c h o o l s h o w s .”

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C R E AT I V E C O M M O N S P U B L I C L I C E N S E (“ C C P L” O R “ L I C E N S E” ) . T H E W O R K I S

C o m p o s i t i o n a l - D r a w i n g - 0 2 -2 7 2 410 8 3 5

16. E l i s a C r o u c h . “C h a r t e r

Th i s w o r k i s l i c e n s e d u n d e r a C r e a t i v e C o m m o n s A tt r i but i o n N o n C o m m e r c i a l- N o D e r i v s 3 . 0 Unported License.

_ 5 c c f 1 d 4 c -2 5 8 6 - 5 0 2 9 - 9 2 8 6 -

P R O V I D E D H E R E , YO U A C C E P T A N D AG R E E TO BE BOUND BY THE TERMS OF THIS LIC ENSE. TO T HE E X T ENT T HIS LIC ENSE M AY B E C O N S I D E R E D T O B E A C O N T R A C T, T H E L I C E N S O R G R A N T S YO U T H E R I G H T S C O N TA I N E D H E R E I N C O N S I D E R AT I O N O F YO U R A C C E P TA N C E O F S U C H T E R M S A N D CONDITIONS.

131