Jos M. Lopez Middle School, San Antonio, Texas
Out of the 31 global design principles, the school incorporates the following in its planning
Principles for site and building organization (principle1) The design is mainly derived from the exiting site conditions, which is a steep terrain. The main circulation is facilitated by a central spine that runs parallel to the gradient of entire site. This spine divides the academic spaces, located to its west, from the public spaces at the eastern side of this spine. Considering the nature of site, the athletic fields were necessarily organized to the western edge of the property, since the steepest slopes lay to the east. Consider home as a template for school (principle 5) To become a perfect school, it is important to provide home-like comfortable environment. For this purpose, the School has been divided into three distinctive learning communities, separated classroom settings, called academic houses for each grade level. To facilitate additional self-sufficiency, each academic house has stairway and restroom facilities. Design for a variety of learning groups and spaces (principle 10) Provision of multiple settings for learning facilitates the modern style of group and individual pedagogy to the utmost level. Each house is comprised of classrooms for three teams, a central conference, workroom, and resource area, and provides an inventive double-height space, a collaborative learning center.
Provide resource-rich well-defined activity pockets (principle 12), Weave together virtual and physical learning spaces (principle 21) Design places with respect for scale and developmental need (principle 25) Collaborative learning center, accessible to each of the seven teams, is specially designed for individual discovery and group projects, important for middle school learning styles. Furthermore the advanced technological tools such as computer stations, audio-visual aids, as well as an adjacent computer classroom, are also available for all the teams.
Create smaller schools (principle 3) and maximize natural and full spectrum lighting (principle 26)
The topography of site, allowed compact planning. This type of planning enabled good use of day lighting
J. Lyndal Hughes Elementary School, Roanoke, Texas
Out of the 31 global design principles, the school incorporates the following in its planning
Design for a variety of learning groups and spaces (principle 10) The flexible classroom configuration allows students to team together enabling the teachers to accurately execute individualized and project-based learning. Outdoor spaces such as courtyards are also employed as potential learning spaces. Adjacent classrooms are separated by flex spaces, which can be accessed by any of the two classrooms. This space works as spill-out activity area especially for science and art.
Allow for community conferencing space (principle 19) Design for safe schools (principle 7)
A unique element of this school is the variety of multi-purpose spaces. The gym is positioned adjacent to the cafeteria separated by a wall that folds open. The cafetorium lends the flexibility to be used both in regular days as cafeteria as well as special community occasions. Moreover, the area is accessed through a separate entry, which permits a safer community after-hours use, when the rest of spaces are locked.
Design places with respect for scale and developmental need (principle25) The school provides age-appropriate storage with shelves in classrooms for grades K-3, while in corridors for grades 4-5. For responding with the developmental needs of students planting beds have been incorporated for grade level gardens in the outside courtyard paving pattern.
Maximize natural and full spectrum lighting (principle26) Maximum utilization of natural light has been made to the variety of learning and non-learning spaces. This helps in saving electricity to a large extent as well as improving the process of learning.
Out of the 31 global design principles, the school incorporates the following in its planning
Design for safe schools (principle7) Tertiary corridors have been minimized and help in the daily movement and security of students in the building. Besides, all stairwells are either open to the corridor or have windows to the exterior as a supplementary measure of safety. Security is also preserved by placing administrators at the various junctions of movement.
Provide studios to support project-based learning (principle16) The school provides various program facilities and course-specific studios, facilitating conducive spaces for undertaking projects. This includes a Computer Maintenance Department, which consists of a lab where students can practically learn to develop, fix and detect computers and networks. Likewise the Journalism department includes classroom space, along with a production room to develop and produce student generated publications.
Maximize natural and full spectrum lighting (principle 26) Special attention was given to maximize the amount of natural light while organizing spaces during design phase. The building is oriented take advantage of natural light, saving the facility from high energy costs.
Design healthy buildings (principle 27) The school is designed on the principles of environmental-friendly architecture. The use of natural and local materials, such as local lightly-colored limestone and brick has been made, for making the building healthy and energy-efficient.
Allow for transitional spaces between indoor and outdoor spaces (principle 29) The bus-drop off area includes a covered canopy which leads to the Commons, the main gathering space. Thus, the transitional spaces between indoor and outdoor spaces have been allowed.
Out of the 31 global design principles, the school incorporates the following in its planning
Principles for site and building organization (principle1) The design is mainly derived from the exiting site conditions, which is a steep terrain. The main circulation is facilitated by a central spine that runs parallel to the gradient of entire site. This spine divides the academic spaces, located to its west, from the public spaces at the eastern side of this spine. Considering the nature of site, the athletic fields were necessarily organized to the western edge of the property, since the steepest slopes lay to the east. Consider home as a template for school (principle 5) To become a perfect school, it is important to provide home-like comfortable environment. For this purpose, the School has been divided into three distinctive learning communities, separated classroom settings, called academic houses for each grade level. To facilitate additional self-sufficiency, each academic house has stairway and restroom facilities. Design for a variety of learning groups and spaces (principle 10) Provision of multiple settings for learning facilitates the modern style of group and individual pedagogy to the utmost level. Each house is comprised of classrooms for three teams, a central conference, workroom, and resource area, and provides an inventive double-height space, a collaborative learning center.
Provide resource-rich well-defined activity pockets (principle 12), Weave together virtual and physical learning spaces (principle 21) Design places with respect for scale and developmental need (principle 25) Collaborative learning center, accessible to each of the seven teams, is specially designed for individual discovery and group projects, important for middle school learning styles. Furthermore the advanced technological tools such as computer stations, audio-visual aids, as well as an adjacent computer classroom, are also available for all the teams.
Create smaller schools (principle 3) and maximize natural and full spectrum lighting (principle 26)
The topography of site, allowed compact planning. This type of planning enabled good use of day lighting
J. Lyndal Hughes Elementary School, Roanoke, Texas
Out of the 31 global design principles, the school incorporates the following in its planning
Design for a variety of learning groups and spaces (principle 10) The flexible classroom configuration allows students to team together enabling the teachers to accurately execute individualized and project-based learning. Outdoor spaces such as courtyards are also employed as potential learning spaces. Adjacent classrooms are separated by flex spaces, which can be accessed by any of the two classrooms. This space works as spill-out activity area especially for science and art.
Allow for community conferencing space (principle 19) Design for safe schools (principle 7)
A unique element of this school is the variety of multi-purpose spaces. The gym is positioned adjacent to the cafeteria separated by a wall that folds open. The cafetorium lends the flexibility to be used both in regular days as cafeteria as well as special community occasions. Moreover, the area is accessed through a separate entry, which permits a safer community after-hours use, when the rest of spaces are locked.
Design places with respect for scale and developmental need (principle25) The school provides age-appropriate storage with shelves in classrooms for grades K-3, while in corridors for grades 4-5. For responding with the developmental needs of students planting beds have been incorporated for grade level gardens in the outside courtyard paving pattern.
Maximize natural and full spectrum lighting (principle26) Maximum utilization of natural light has been made to the variety of learning and non-learning spaces. This helps in saving electricity to a large extent as well as improving the process of learning.
Out of the 31 global design principles, the school incorporates the following in its planning
Design for safe schools (principle7) Tertiary corridors have been minimized and help in the daily movement and security of students in the building. Besides, all stairwells are either open to the corridor or have windows to the exterior as a supplementary measure of safety. Security is also preserved by placing administrators at the various junctions of movement.
Provide studios to support project-based learning (principle16) The school provides various program facilities and course-specific studios, facilitating conducive spaces for undertaking projects. This includes a Computer Maintenance Department, which consists of a lab where students can practically learn to develop, fix and detect computers and networks. Likewise the Journalism department includes classroom space, along with a production room to develop and produce student generated publications.
Maximize natural and full spectrum lighting (principle 26) Special attention was given to maximize the amount of natural light while organizing spaces during design phase. The building is oriented take advantage of natural light, saving the facility from high energy costs.
Design healthy buildings (principle 27) The school is designed on the principles of environmental-friendly architecture. The use of natural and local materials, such as local lightly-colored limestone and brick has been made, for making the building healthy and energy-efficient.
Allow for transitional spaces between indoor and outdoor spaces (principle 29) The bus-drop off area includes a covered canopy which leads to the Commons, the main gathering space. Thus, the transitional spaces between indoor and outdoor spaces have been allowed.
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