Re-envisioning of Hurt Park Elementary School Thesis Research: Volume I Raelynn Maier
Table of Contents Section One: Thesis Overview: 2 Section Two: Site and Building Analysis: 7 Section Three: Case Studies: 14 Section Four: Research: 22 Section Five: Programming: 36 Section Six: Sources: 42
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Thesis Overview
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Statements
Thesis Statement The re-envisioning design of the Kindergarten to 5th Grade Elementary School has the ability to enhance the learning environments for the students as well as the faculty and staff. Color and way-finding can affect ownership and active learning to positively enhance the users experience.
Problem Statement The Kindergarten to 5th Grade Elementary School is located in Roanoke City. The building will be split by sectioned grade levels (K-2 and 3-5) and a floor for administrative and vocational areas. There will be a strong emphasis on creative ways to incorporate way-finding with color theory, this will in-return will help build a sense of community within the grade levels and collaboration in between. The 48,000 square-foot school will meet LEED standards and sustainable material health that will create a toxin free space for all that use the building. The proposed users are students, faculty and staff, and the community.
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Project Goals and Objectives
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Goal: Create a sustainable environment Objective: Have the school follow LEED Gold guidelines to create a sustainable learning environment.
Goal: Create a sense of ownership for the student in their day to day time at the school. Objective: Give students a choice with a variety of seating choices, customizable areas, and interactive and collaborative work and play areas.
Goal: Create easy to navigate building Objective: Way-finding will be incorporated into the functionality of the school, the hallways, and classrooms to create a space that can be easily navigated.
Goal: Have the school environment support low income students in the Roanoke city area. Objective: Spaces for students to get aid, which include: food pantry, therapy offices, learning disability testing centers and after school care.
Goal: Have classrooms accommodate all different types of learners Objective: Design classrooms and work areas in a variety of different ways to accommodate every student
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The Client
Students
Students from K through 5th Grade Lives in Roanoke City, Virginia
Faculty and Staff
Grade Level and Specialty Teachers Administrators, Counselors, Nurse Custodial Staff
Community
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Residents of Roanoke City, Virginia Parents and Family
Consultant
Alli Winkler Bachelors in Interdisciplinary Liberal Studies/Elementary Education James Madison University, 2018 Masters of Arts in Teaching James Madison University, 2020 Masters of Education in Counselor Education, School Counseling Virginia Tech, Expected Graduation May 2022 Clinical work in New River Valley with Elementary and Middle School Placements
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Site and Building Analysis
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Site Analysis
Address 1525 Salem Ave SW, Roanoke, VA 24016 Coordinates 37.27532958984375,-79.96758270263672 Altitude 42.52 sq. mi Annual High Temperature 87 degrees Annual Low Temperature 30 degrees Average Annual Precipitation 40.3 inches of Rain Average Annual Snowfall 20 inches
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Services (bus stops, train station, sidewalks) For parents and families Valley Metro - Salem Ave. WB at 16th School busses for students Existing landscaping to remain Trees lining the property that help aid in the privacy and security of the school and students Community Garden on Corner of 18th St SW and Salem Ave SW Views Neighborhood Homes Salem Ave. SW Green Fields Rail Road system
Building Analysis
Address 1525 Salem Ave SW, Roanoke, VA 24016 Square Footage: 48,000 Floors: 3
Geometry
Circulation
Column Grid
Natural Light
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Demographics Roanoke City Total Population 99,229
Gender
Male: 47.60% Female: 52.40% Ethnicity White (non-hispanic): 58.5% African American: 29% Native American: 0.2% Hispanic: 6.3% Multiracial )2 or more):4.4% Asian: 3%
Families and Living Arrangements
Households, 2015-2019: 41,740 Persons per household, 2015-2019: 2.33 Living in same house 1 year ago, percent of persons age 1 year+, 2015-2019 : 80.5% Language other than English spoken at home, percent of persons age 5 years+, 2015-2019: 8.6%
Income and Poverty
Median Household income, 2015 - 2019: $44,230 Per capita income in past 12 months, 2015-2019: $27,006 Persons in poverty: 20.8%
Age Range
Persons under 5: 6.8% Persons under 18: 21.9% Persons 65 years and over: 16.1%
Roanoke City Public Schools
Elementary School
Elementary Schools: 18 Students: 6,771 Full-time Teachers: 470.5 Student-Teacher Ratio: 14:4
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Middle School
Middle Schools: 6 Students: 3,392 Full-time Teachers: 198.4 Student-Teacher Ratio: 17:1
High School
Elementary Schools: 2 Students: 3,547 Full-time Teachers: 184.7 Student-Teacher Ratio: 19:2
Faculty and Staff
Teachers total...............................................................899.87 Prekindergarten..................................................................44 Kindergarten.................................................................66.03 Elementary...................................................................361.48 Secondary...................................................................428.36 Instructional Aides........................................................314.00 Instructional Coordinators & Supervisors.......................21.00 Total Guidance Counselors..............................................45.7 Elementary Guidance Counselors..................................19.60 Secondary Guidance Counselors................................18.50 Librarians/Media Specialists........................................21.50 Library/Media Support................................................35.60 District Administrators....................................................30.00 District Administrative Support.......................................32.50 School Administrators....................................................59.20 School Administrative Support.......................................49.50 Student Support Services.......................................................0 Other Support Services................................................223.30 Total Staff...................................................................1,732.24 Other Staff....................................................................832.37
Roanoke City District Details Total Students: 14,039 Classroom Teachers: 866.87 Student/Teacher Ration: 15:60 Students with IEPs: 2,312
Roanoke Public City School Zone
Hurt Park Elementary School Academics
Percent Proficient - Reading: 52% Percent Proficient - Math: 77%
Student Population
375 Students Asian: 3% African American: 72% Hispanic: 6% Native American: 2% White: 11% Mixed Race: 0% 99% of the students are on Free or Reduced Lunch
Faculty and Staff Population
14:1 Student-Teacher Ratio Average Teacher Salary: $60.653 Teachers in First/Second Year: 14.6%
Hurt Park School Zone
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Case Studies
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Discovery Elementary School Architect/Design: VMDO Architects Client: Arlington Public Schools Location: Arlington, Virginia Project Area: 97,588 sq. ft. Completion: 2015
Discovery Elementary is Arlington Public School’s first elementary school designed in the 21st century. Careful consideration went into the design of the building to focus on designing and building a school that can support students when and where they are learning. At every turn there is integration of design, sustainability, and learning. Discovery is a net-zero energy building which means that the amount of energy produced annually by resources at the school equals the amount of energy used yearly. Discovery is the first school and third project to receive the U.S. Green Building Council’s LEED Zero Energy certification. Way-finding is integrated into aspects of navigation that fits into the over all vision of spatial organization. Students start out as backyard adventurers in Kindergarten and finish in 5th Grade as Galaxy Voyagers. This helps to create a sense of ownership and community within the grade levels. There is a large use of flexible and active learning elements such as stools, bean bags, foldable partitions, retractable garage doors and so much more. This give the students more control over their environment with the choices that they make. “Innovative projects like Discovery Elementary School are critical to transforming our buildings, spaces, and places so that they can continue to sustain future generations. Giving students the opportunity to see and experience their school building as a living laboratory encourages greater understanding and stewardship for their planet and community. By setting high goals for energy performance and involving students in the effort, Discovery demonstrates a new threshold of academic and industry leadership.” – Mahesh Ramanujam CEO, United States Green Building Council (USGBC)
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Fales Elementary School Architect/Design: HMGH Architects Client: Westborough Public Schools Location: Westborough, Massachusetts Project Area: 70,000 s.q.ft. Completion: 2021
Fales Elementary School is the first net-zero positive energy public school in Massachusetts. “Fales Elementary School reflects its local ecology in a child-centric educational environment that promotes curiosity and hands-on learning.” The building is designed within the hillside of the site to ensure that natural light reaches all interior spaces. Fales Elementary is broken into four zones: forest, meadow, marshland and pond which coordinates with color pallets of each area. Light filled interiors, the use of natural materials and integration of the school into its surroundings helps to establish Fales Elementary as a vibrant and environmentally conscious space for learning. “Our new school educates students about the natural environment and sustainable practices, and we hope it inspires a life-long care for the world they live in.” -AMBER BOCK Superintendent, Westborough Public Schools
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Woodland Elementary School Architect/Design: HMFH Architects Client: Milford Public Schools Location: Arlington, Virginia Project Area: 133,000 s.q.ft. Completion: 2016
“The educational program for the school is built around a team teaching methodology and inclusionary instruction that makes use of directed learning, small group activities, skill building, individualized instruction, and project-based learning as well as other techniques to assure the needs of each student are addressed.” Woodland Elementary was designed around grade level learning with each grade on one floor of the academic wing with three smaller clusters of learning commons outside of the classrooms. This gives the teachers that ability to have class in the traditional classroom or in more of an active learning setting. “The school’s flexible academic wing was also designed for Woodland’s approach to differentiated instruction and RTI (Response to Intervention), in which students of differing abilities work in smaller groups in shared, small-group spaces adjacent to pairs of classrooms.” “Bookending the three-story academic wing are two wings housing core and community spaces: a dining/arts wing, which houses a cafeteria/performance space with stage, kitchen, music rooms, art rooms, a STEAM room, a viewing balcony, and administrative offices; and an athletic wing, containing a gym and a multipurpose wellness center.”
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Research
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Color Research
Red: “Stimulant, provokes conversation, improves performance/concentration, spurs action”
Orange: “Uplifting, stimulates critical thinking and memorization, increases appetite”
Yellow: “Promotes awareness, helps to release serotonin for happy mood”
Green: “Calming effect, stress reliever, promotes concentration”
Blue: “Enhances creativity and alertness, promotes tranquility, improves overall health, memory, and mood, decreases fatigue and depression”
Violet: “Represents wisdom, authority, and respect”
Pink: “Soothing, reduces heart rate, energizing effect (with saturated shades) or comforting effect (with paler shades)”
Black: “Promotes sophistication, security, and efficiency, the absence of color”
White: “Conveys sterility, simplicity, clarity, and purity, hygienic”
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Material Research According to Parsons Healthy Materials Lab................ Prefer
“100% natural and solid materials “Natural untreated surface finishes rather than coated/sealed surface treatments” “Prefer manufactures that publicly disclose how their products are made and what they are made for”
Avoid
“products with many layers that are assembled from a mix of materials” “Avoid products that have been treated for stain resistant or antimicrobial” “Avoid manufactures that do not publicly disclose how their products are made and what they are made for”
Wood
Solid Hardwood Sustainability Harvested Wood Certified No-Added-Formaldehyde (NAF) or Ultra-Low-EmittingFormaldehyde (ULEF) Unfinished Wood Surfaces Natural Oil Finishes (linseed oil, beeswax, walnut oil)
Fabric Materials
Natural fibers such as wool, cotton, linen, and hemp Certified Organic by the Global, Organic Textile Standard (GOTS) Untreated fabrics (such as wool) that have natural properties to avoid mold and mildew Natural dyes made from plants, vegetables, berries, or minerals OEKO-TEX® Certified as nontoxic
Metal
Stainless Steel
Declare is apart of the LBC and provides you with label transparency by listing where the product came from, what it is made of and where is goes at the end of its life
Red List Free is apart of the LBC and is a status indicating that a product contains no harmful chemicals listed on the Red List.
“Cradle to Cradle Certified assesses the safety, circularity and responsibility of materials and products across five categories of sustainability performance”
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Color Theory in the Classroom
Classroom “Blue is one of the most effective classroom colors. In small amounts yellow can help with maintaining students awareness in the classroom”
Libraries “Green is a good option for libraries because of its positive effects on concentration and focus”
Gymnasium “Red and saturated pinks are a good option for active areas as they encourage physical response”
Cafeteria “Orange is a good option because the color has effects to increase appetite”
Office “Violet is a good option because of its association of wisdom, authority and respectful actions”
Corridors and Lobbies “Use of multiple colors to create a sense of identity often relates to the schools colors and logo”
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Branding and Way-finding Perkins+Will: The Role of Branding and Way-finding at Schools
Inspiring Community Mindedness: Martin Luther King Jr. Middle School Including supergraphics, color and text Graphic touchdown points to educate and inspire
Curating Motivation: Bishop Lynch High School “Walk of Fame” Offer internal influences of positivity and motivation Displaying of achievements Inspire to set new goals
Engaging Socially: Little Elm High School Use of the mascot helped to create graphics and names for social spaces Family-like connotation “wolf pack” Digital integration with students social media
Building Character: Zan Wesley Holmes Middle School Connection of person to place Distinctive colors, quotes and icons creating landmarks Renrich the youth with a strong moral character
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LEED
Integrative Thinking
“promotes reaching across disciplines to incorporate diverse team members during the pre-design period”
Energy
“focuses on reducing energy demand through efficiency, then rewards renewable energy.”
Water
“addresses indoor use, outdoor use, specialized uses and whole-building-level water metering”
Materials and Waste
“encourages using sustainable building materials and reducing waste and includes a special focus on usage, life-cycle and transparency”
Location and Transportation
“includes an emphasis on advanced performance metrics to reward projects within relatively dense areas, near diverse uses, with access to a variety of transportation options, or on sites with development constraints”
Sustainable Sites
“rewards decisions about the environment surrounding the building, and emphasizes the vital relationships among buildings, ecosystems and ecosystem services”
Health and Human Experience
”focuses on providing high-quality indoor environments that enhance productivity, decrease absenteeism and improve the building’s value”
Innovation
“recognizes innovative building features and sustainable building practices and strategies”
Regional Impacts
“encourages project teams to focus on their local environmental priorities”
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Principles of Universal Design
Principle 1: Equitable Use “The design is useful and marketable to people with diverse abilities” Principle 2: Flexibility in use “The design accommodates a wide range of individual preferences and abilities.” Principle 3: Simple and Intuitive Use “Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level.” Principle 4: Perceptible Information “The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.” Principle 5: Tolerance for Error “The design minimizes hazards and the adverse consequences of accidental or unintended actions.” Principle 6: Low Physical Effort “The design can be used efficiently and comfortably and with a minimum of fatigue.” Principle 7: Size and Space for Approach and Use “Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user’s body size, posture, or mobility.”
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Original Research Methods Who we Surveyed? Educators in the surrounding area. What we asked Color Color Association and engagement within the learning environment.
Way-finding Current way-finding techniques Being used in the learning environment.
Space Planning School and furniture Functionality
Findings Demographics Educators we sent the survey to were from Virginia and North Carolina in mainly rural settings. There was a wide range of grade levels taught all the way from pre-K to 12th grade. Most teachers taught in classrooms as their primary teaching environment with a few in Labs and libraries.
Space Planning What is the most important part of the learning Environment? • “Welcoming climate in the classroom” • “the arrangement of the desks! and creating a welcoming environment that allows the class to flow smoothly!” • “The student/teacher relationships. A student learns best when they feel comfortable in their space. Once a student feels uncomfortable with their learning environment, or people in their learning environment their focus moves somewhere else.” • “The size. If it isn’t big enough for everyone to comfortably fit, learning is negatively impacted.” • “The amount of sensory input a child is receiving” • “That student tools (including any anchor charts/wall posters) and materials are easily and consistently accessible. That the environment is structured and routines are in place. That expectations are consistent.” • “Sound and minimal distractions” • “Student seating and comfort” • “Presentation space” • “I would definitely say the students that make up the space first and foremost! After that, I believe it comes down to a clean, organized, and aesthetically pleasing environment.” What would you add to the learning environment?
Other: • Larger room • Rugs, lights, accents • Supplies for teaching
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Does the furniture in the classroom support an active learning style or lecture style?
What kind of spaces are used during student break times? Other: • “Classroom/cafeteria/playground” • “Sensory rooms” • “They can walk around the auditorium.” • “Our students don't usually have student break times but if they do, they stay in their own areas.” • “Not many options” • “Sensory Path” • “Sensory room” • “Breaks are not given, but I take my classes outside for 7 minutes each block”
What activities do you do on a typical day in the school/learning environment? • “Work one on one, small group, social skills, emotional regulation, work on peer interactions and functional communication, lots of play based learning” • “Computer lab and steam activities” • “A large variety of academic work, socio-emotional work, physical activity, snack/lunch time, etc. all occur in the classroom.” • “work with whole group, small group, partner work” • “Warm-up, short lesson/notes, guided practice/student exploration” • “Lecture, group activities/around the room activities, and independent practice” • “Lecture, videos, seat work, discussions, presentations, journaling, research, coloring” • “Huge variety of engaging activities (I am a Science teacher)” • “Meals, morning circle, centers, small group learning, large group learning, seat-work and rest time” • “Help students with books / technology on an individual basis as well as with entire classes. Assist teachers with instruction.”
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Original Research What functions work being close together and what functions need to be located further apart? • “Together: office and Library; office and clinic. Apart: music room and library; gym and front office” • “The library should be more in the center of the building.” • “The cafeteria and gymnasium should not be located close to classrooms due to the noise and smells; some elementary schools have lockers for all students and the noise produced from this in the hallway is very distracting - it would be more feasible for students to have cubbies in the classroom (plus teachers would be able to supervise easier). Some elementary schools have grade levels separated by buildings (i.e. kindergarten and pre-k are in their own building but must walk outside and enter the main building to get to cafeteria and specials - this is a safety issue)” • “The copy room should not a designated meeting area.” • “The Kindergarten Building needs to be housed in the main school building.” • “It is wonderful that the cafeteria is far away from the classrooms. It does not work that classrooms and bathrooms are so far away and that the playground has no access to bathrooms.” • “Main Office needs to be close to the front but also the classrooms. Counselor Office should be more secluded. Music Room and Gym are better when distanced from classrooms. Grade-level classrooms should be grouped together, including their book rooms and work spaces.
• “The core classrooms should be close together so that students do not have to move too far to get to their location. Cafeteria needs to be centralized, elective classes should be close since they share similar environments” • “The library should be more in the center of the building.” • “Classrooms shouldn’t be located near a main entrance or exit.” • “I feel the Preschool classroom needs to be closer to our other preschool rooms and our specialist(speech, PT,OT)” • “Special Education classrooms need to be in close proximity or equidistant from Gen Ed classrooms.” • “The Kindergarten Building needs to be housed in the main school building.” • “The copy room should not a designated meeting area.” • “Our grade level classrooms are very spread out, sometimes making grade-wide collaboration difficult.” • “Our grade level classrooms are very spread out, sometimes making grade-wide collaboration difficult.” • “I feel the Preschool classroom needs to be closer to our other preschool rooms and our specialist(speech, PT,OT)” • “Classrooms should not be located near the cafeteria or gym because of noise distractions.”
Way-finding What navigation tools are in place in the school?
Other: • “hallway flags with room #” • “Flags with the grade level number hanging in the hallway in front of every door” • “They have little brain breaks in the hallway floor such as arrows pointing forward, turn around at this point, hop on the lily pads”
Color Are brighter colors more distracting or engaging? Other: • “depends on the location” • “Both” • “Depends on how much color you utilize. A little goes a long way and is not as over stimulatingly.” • “Brighter colors can be engaging depending on the subject-they can be extremely over stimulating often times.” • “I prefer bright colors for decorating but prefer dimmer lightning” • “In focused areas it can be engaging, but If in a large area I would say it’s more distracting.” • “Engaging so long as it’s not so many bright colors it’s overstimulating.” • “Both. It depends upon their function and location.”
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Additional Thoughts/Comments • “I am in a unique situation for our general area in that I teach theater in the auditorium, as expected, but that my administration also allows me to have my senior English classes in here. The seniors quite enjoy the change of pace from the standard classroom and I have adapted in interesting ways to the unusual space. I would not want to teach any of the underclassmen English classes in here, however.”
• “I 100% agree on the importance of the learning environment in an educational setting. Any time their is a major distraction or change in that environment it creates an obstacle for the teacher to hurdle. Student engagement is the ultimate goal and the learning environment can positively support that engagement but it can also destroy it very quickly.”
• “An aesthetically pleasing area is always better for • “It is important to make it a welcoming environment the employees and the students.” in which everyone feels included and is able to learn efficiently! I definitely see the importance of including • “I have 17 years of education experience across multiple districts, and one of the most common pieces inclusive seating arrangements and a learning enviof feedback I have heard from students is that school ronment that supports all learning styles (visual, audio, buildings (on the inside) are designed like prisons hands-on, lecture, etc.)!” because their colors are drab and dismal. Most of • “At my school, we are big believers in intentional the buildings where I currently work are painted gray student work displays and intentional anchor chart or beige, and it does feel depressing. I feel like aldisplays. More displays and visual information does lowing students and teachers to decorate and make not automatically equal better. White space is not classrooms come alive would allow students to feel always bad and there are many evidence-based more engaged.” benefits, such as providing a more calm environment. • “Having color and bright natural light versus fluoWe also fully support flexible-seating and a large resces are calming and inviting which encourages a variety of movement-based activities. On the flipside, welcoming learning environment.” it is important to be mindful of students who become • “It is very important for schools to use colors that are overwhelmed by sensory input. For those kiddos, not distracting. Staff and students also need to be headphones, frequent breaks, or access to a calmcomfortable.” down space are very important.”
Conclusion Space Planning
We found that students and teachers need to be able to focus so functions that are loud like the cafeteria need to be separated from concentrated learning areas like classrooms. We found that overall teachers prefer flexible furniture that can accommodate both active and collaborative learning and also more structured or lecture style teaching.
Way-finding
We found that overall there is a lack of way-finding techniques and more should be implemented into the learning environment. We found that children begin to develop spatial understanding around age 7, so it is important to have graphic cues, especially for younger grades who do not have strong reading skills. Younger children should be located close to core resources due to their lack of spatial awareness.
Space Planning
We found that color application truly is subjective and placement of bright colors depends on amount, saturation, and area of application. We found that schools are often “drab” and so a variety in color would create a more welcoming environment.
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Environmental Psychological Theories
GIBSON AFFORDANCE THEORY What is this theory? To Gibson, affordances are a relationship between humans and objects and how they interact. Physical and psychological relationships between object and action. They are a part of nature: they do not have to be visible, known, or desirable.
How does this apply to design? Affordances are relative to the individual perception and there are found anywhere where form implies function. These opportunities are perceived through our senses and designers can use these relationships to their advantage by creating intuitive designs. This can be seen when spaces are built to be “the natural” way to go. Some of these design elements are: doorway, opening, path, and wayfinding.
Examples Door Handles: An appropriate shape will imply the actions motion to push or pull the door Elephant, Door and People: For a Human, a door implies the opportunity to open/close or pass through it. On the other hand, an elephant will not have the natural intuition to do the same.
James J. Gibson from: The Ecological ... - Brown University. (n.d.). Retrieved September 30, 2021, from http://cs.brown.edu/courses/cs137/2017/readings/Gibson-AFF.pdf. Week 2: James Gibson - the theory of affordances - YouTube. (n.d.). Retrieved September 30, 2021, from https://www.youtube.com/watch?v=DkSdfy4Ls3A. Wesolko, D. (2016, October 31). The theory of affordances. Medium. Retrieved September 23, 2021, from https://medium.com/@danewesolko/the-theory-of-affordances-cb51fd138b3e.
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Programming
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Spaces
Virginia Department of Education Space Specifications Administrator offices...................................................................................................................250 sq-ft Nurse office.................................................................................................................................250 sq-ft Waiting area/reception.............................................................................................................200 sq-ft Resource center...........................................................................................................................400 sq-ft Kindergarten classrooms.............................................................................................................975 sq-ft 1st-grade classrooms..................................................................................................................975 sq-ft 2nd-grade classrooms...............................................................................................................800 sq-ft 3rd-grade classrooms................................................................................................................800 sq-ft 4th-grade classrooms.................................................................................................................800 sq-ft 5th-grade classrooms.................................................................................................................8oo sq-ft Special education.......................................................................................................................480 sq-ft Reading specialist.......................................................................................................................550 sq-ft Speak Specialist..........................................................................................................................100 sq-ft Math Specialist............................................................................................................................100 sq-ft Food Pantry..................................................................................................................................200 sq-ft Guidance Counselor Office.......................................................................................................100 sq-ft Counseling Rooms.......................................................................................................................100 sq-ft Learning Disability Testing Center................................................................................................100sq-ft Art Room...................................................................................................................................1,200 sq-ft Art teacher office.........................................................................................................................100 sq-ft Music Room..............................................................................................................................1,000 sq-ft Music teacher office....................................................................................................................100 sq-ft Gymnasium..............................................................................................................................4,860 sq-ft Gym teacher office.....................................................................................................................250 sq-ft Library........................................................................................................750+2 sq-ft x total enrollment Librarian office..............................................................................................................................100sq-ft Innovation space/computer lab...............................................................................................800 sq-ft Cafeteria............................................................................................................1/3 enrollment x 12sq-ft Kitchen......................................................................................................................................1,502 sq-ft Stage.........................................................................................................................................1,200 sq-ft
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Adjacency Matrix
Primary Adjacency Main office
Secondary Adjacency
Administrator offices
Undesired Adjacency
Nurse office Waiting area/reception Resource center Kindergarten classrooms 1st-grade classrooms 2nd-grade classrooms 3rd-grade classrooms 4th-grade classrooms 5th-grade classrooms Special education Reading specialist Speak Specialist Math Specialist Food Pantry Guidance Counselor Office Counseling Rooms Learning Disability Testing Center Art room Art teacher office Music room Music teacher office Gymnasium - Day Care Center Gym teacher office Library Librarian office Innovation space/computer lab Cafeteria Kitchen Auditorium Women's restroom Men’s restroom Janitors closets
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Plan Prototypes ADA Requirements
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Steelcase Learning Environments
Blended Learning
Cafeteria
“Blended Learning Classroom Students are encouraged to find their best learning space within this varied classroom. Traditional settings are replaced with home-like options for individuals and small and large group gatherings.”
“Cafeteria spaces can be leveraged to work harder throughout the day providing students places to work in groups or to study alone amongst others in a variety of settings. The colors, materiality and organic shapes of the tables allude to biophilia; attributes of nature and help establish a sense of positive wellbeing.”
Learning Commons
Flexible Learning
“Learning Commons The learning commons offers comfortable spaces for students to socialize, build community and learn. Thefurniture can be rearranged to support evolving needs and encourage new ways of thinking.”
“This flexible learning space for K-5 students with owned student tables can be arranged to encourage student-to-student learning, The mobile tables can be easily reconfigured, as needs and safety concerns change.”
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Sources
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Information “Climate and Average Weaher Year Round in Roanoke.” Roanoke Climate, Weather By Month, Average Temperature (Virginia, United States) - Weather Spark, Cedar Lake Ventures, Inc., https://weatherspark.com/y/19622/Average-Weather-in-Roanoke-Virginia-United-States-Year-Round. “Data.org.” Climate, https://en.climate-data.org/north-america/united-states-of-america/virginia/roanoke-1684/. U.S. Census Bureau Quickfacts: Roanoke City, Virginia ... https://www.census.gov/quickfacts/fact/table/roanokecityvirginia,roanokecountyvirginia/PST045219. “Explore Hurt Park Elementary School.” Niche, https://www.niche.com/k12/hurt-park-elementary-school-roanoke-va/. “Roanoke Public Schools.” 12, https://publicschoolsk12.com/all-schools/va/roanoke-city/. “Search for Public School Districts - District Detail for Roanoke City PBLC SCHS.” National Center for Education Statistics (NCES) Home Page, a Part of the U.S. Department of Education, https://nces.ed.gov/ccd/districtsearch/district_detail.asp?ID2=5103300. “Search for Public School Districts - District Detail for Roanoke City PBLC SCHS.” National Center for Education Statistics (NCES) Home Page, a Part of the U.S. Department of Education, https://nces.ed.gov/ccd/districtsearch/district_detail.asp?ID2=5103300. “Discovery Elementary School.” VMDO Architects, https://www.vmdo.com/discovery-elementary-school.html. “Fales Elementary School.” HMFH, 12 Nov. 2021, https://www.hmfh.com/projects/fales-elementary-school/. “Woodland Elementary School.” HMFH, 22 Jan. 2020, https://www.hmfh.com/projects/woodland-elementary-school/. Villa, Valentina. “Woodland Elementary School / HMFH Architects.” ArchDaily, ArchDaily, 4 Nov. 2016, https://www.archdaily. com/797156/woodland-elementary-school-hmfh-architects?ad_source=search&ad_medium=projects_tab. “The Best Colors to Use for School Interior Design.” Design Resources Group, 17 Nov. 2020, https://drgaia.com/color-in-schools/. Centerforgreenschools.org the State of Our Schools. Center for Green Schools, https://centerforgreenschools.org/sites/default/files/resource-files/USGBC_StateofSchoolsInfographic_master.pdf. “The 7 Principles.” Centre for Excellence in Universal Design, National Disability Authority, https://universaldesign.ie/what-is-universal-design/the-7-principles/. “Guidelines for School Facilities in Virginia’s Public Schools.” Virginia Department of Education, https://www.doe.virginia.gov/support/ facility_construction/vdoe-guidelines-school-facilities-accessible.pdf. “DX5NY3SD.” Steelcase, Steelcase, 30 July 2020, https://www.steelcase.com/resources/space-planning-ideas/dx5ny3sd-2/. “JR3YH7WP.” Steelcase, Steelcase, 11 Jan. 2021, https://www.steelcase.com/resources/space-planning-ideas/jr3yh7wp/. “QX4AD5FE.” Steelcase, Steelcase, 3 Aug. 2020, https://www.steelcase.com/resources/space-planning-ideas/qx4ad5fe/. “NF2CR7RH.” Steelcase, Steelcase, 13 May 2020, https://www.steelcase.com/resources/space-planning-ideas/nf2cr7rh/. “Guidelines for Early Childhood Educational Materials.” Healthy Materials Lab, https://healthymaterialslab.org/tool-guides/early-childhood-educational-materials-guidance. What Is Cradle to Cradle Certified®? - Get Certified - Cradle to Cradle Products Innovation Institute, https://www.c2ccertified.org/ get-certified/product-certification. “About Declare.” International Living Future Institute, 30 Aug. 2021, https://living-future.org/declare/declare-about/#what-is-declare. “The Red List.” International Living Future Institute, 24 Aug. 2021, https://living-future.org/declare/declare-about/red-list/.
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Volume 1: Thesis Research Virginia Tech Interior Design Raelynn Maier Fall 2021