Interactivity Middle and High School Georgia Tech
In this studio, we were divided into groups of four, and each group was given a market sector from which to develop a project. My group was assigned K-12 Schools. While this format allowed us much more freedom, it required us to be much more organized. From there we wrote a syllabus for ourselves including market sector research, program research and development, site criteria and selection, site research and analysis, schematic design, design development, and presentation. Early in the semester, our group would meet regularly and present our research to one another. From this we developed foundational ideas for our project and strived to adhere to these collectively agreed upon prinicples throughout the rest of the semester. This aided us in creating a cohesive and thoughtful design. In the end, our organization and communication produced a complex and beautiful project that won us first prize in our studio. Our studio professor believed that we should be proficient in the most current architectural tools. In this case, it was BIM. We were required to design the entire project using Revit. We decided to design a middle school (grades 7-9) and high school (grades 10-12). Through our research, we distilled the essence of what we wanted our school to be. We wanted it to be interactive for the students, to inspire critical thinking, and to instill responsibility. In addition we wanted it to be a redevelopment tool for the area. We chose our site based on a variety of criteria including proximity to cultural centers, transit, and retrofitting capability. The sites of the Masquerade and the base of the southeast wing of the former City Hall East were chosen. City Hall East houses the new high school, and the Masquerade houses the new middle school. They share a new building, which houses the fine arts, with the community. This building continues a box that begins at the middle school and visually connects over North Avenue and ultimately ends up jutting into the high school. It is a symbolic connection between the two schools and community. To continue the schoolâ€™s connection with the community, a branch library was added to the front of the middle school. The space between the two schools became the nexus point for the various grades and the community. Within the respective schools, there are varying levels of flexibility in the learning spaces. This allows for more opportunities to interact with various disciplines and other students. This is a brief look at the project. A much more in depth look at our research, design process, and final presentation is in the book we published.
Recommended New Streets
North Avenue Looking East
Flexible Design Element: The L-Shaped classrooms in the middle school create breakout spaces for smaller group learning. The use of folding walls like the one featured above allows for more collaboration between classes
Summer: ambient reflected light with operable glass panel for ventilation
Spring: ambient reflected and direct light with operable glass panel for ventilation
Winter: maximum direct sun light for passive heating
Black-Out: All light is blocked
Fabric Louvers: We designed fabric louvers for the upper floor of the Middle School and the Arts Center. They are between operable glass panels that help balance light and ventilation based on environmental conditions. Aesthetically, they visually connect the Middle School and the Arts Center.
15 11 26
24 23 28
15 21 10
7 UP 9
Defined Learning Space Semi-Defined Learning Space UnDefined Learning Space Faculty
Middle School Forum