New horizons
In the vast and open landscape of the site, the school stands as a new horizon line, a line modulated by the play of volumes and roofs. This effect of horizontality, emphasized by the continuity of the low roof line, echoes the flat topography of the site and allows the building to blend into the landscape and not obstruct the views. At the edge of the forest, the school develops a double relationship: on one side with the density of the trees, on the other with the openness of the fields. Designed on a single level, the architecture is accessible to all and keeps the users in constant contact with nature.
The assembly of the various buildings in a coherent whole offers a double reading: the proposal allows both to express the individuality of each cycle and that of the larger school community. Each student can identify with his own pavilion, his own "house". He can thus visualize in space his past and future journey through the school cycles. The cascade of volumes in space creates perspectives that change continuously depending on our position in the landscape, the volumes visually superimposing each other in an ever-changing way.
The grouping of the pavilions around a central heart, that of the courtyard, allows us to see the whole school. The courtyard is sufficiently closed in on itself to create a true interiority, a piece of nature belonging to the school, but it also opens widely onto the landscape. The opening between the pavilions is specifically calibrated to frame the magnificent view of Mount Shefford, which becomes the common reference point for the entire school.
The landscape
Students always enter through the large courtyard before heading to their respective locker rooms. The approach is via paths through a flowered meadow left uncultivated. The courtyard, although offering ample mineral surfaces that can accommodate all of the school's students, integrates numerous vegetation surfaces. The plantings combine mature trees, shrubs, perennials and wildflowers, all of local origin. The planting island closest to the kitchen/cafeteria serves as a vegetable garden, in the form of a food forest establishing biodynamic links between the various plants. A hand pump irrigates the plantings with water from the roof runoff accumulated in a buried cistern. Natural riprap scattered here and there serves as benches, barriers, paths, and transitional elements, allowing a playful appropriation of the space.
The interior-exterior relationship
The large roof overhangs of the buildings connect to each other to form a continuous covered walk around the courtyard. Each classroom has an extension to the outside, an in-between space that allows students to project themselves towards nature. Students can exit their spaces directly through patio doors and be protected from the elements. This condition favors the establishment of changing paths according to the seasons. While in winter the indoor route will likely be favored, one can imagine that shortcuts through the courtyard will be the most natural mode of transit as soon as the weather permits, creating precious moments with the landscape where one goes out to experience the weather, the light and the soundscape.
The classrooms
The school must be both simple and complex. Simple in its expression, its organization, but complex in its spatiality and the richness of its spaces. The geometry of the roofs enriches the spatiality of each pavilion. In cross-section, the classrooms take advantage of the slope to achieve a generous ceiling height. These slopes extend and meet above the collaboration zones, defining a double-height space. For Cycles 1 and 2, the classrooms are organized in an "L" plan, which allows for the creation of sub-zones dedicated to specific tasks. This shape allows for spatial interlocking with the collaborative spaces, both in plan and in cross-section. Divided between 4 classrooms, the collaboration area is partly double height and partly mezzanine. The latter is accessed by a staircase. While the collaborative area on the first floor is more dedicated to group work, the mezzanine is a space where one can isolate oneself to read or do activities requiring more concentration. Large glass panels allow teachers to maintain visual contact with the central collaborative areas. Each of the mezzanines in the three cycles has a unique shape and allows for specific views of the landscape.
Common Spaces
The main pavilion houses the reception, administration, daycare and common facilities functions shared by the cycles. It is located on the north side so as to be able to signal the entrance in an obvious way from the road and easily welcome parents or visitors arriving from the parking lot. The configuration of the entrance allows for two separate doors for the daycare and administration. The common area is a generous double height. A tiered seating area bridges the gap between a low area connected directly to the courtyard and a more intimate mezzanine area. From the step and the mezzanine, a large skylight frames the view of Mount Shefford across the rooftops and the landscape. This public area, completed by the two workshops and the open kitchen, connects directly to the future community center, allowing a synergy between the two facilities.
The gymnasium
The gymnasium is for us an important element to emphasize. Located between the main pavilion and the 2nd and 3rd cycles, the circulation through it offers a moment of observation where one can share the action taking place below through a glass partition. In this wider corridor, fixed furniture elements allow for smaller group activities. The triple transparency allows for constant visual contact between the courtyard, the circulation area and the forest. The hybrid roof trusses using a combination of glulam and tension cables give a unique and warm expression to the gymnasium ceiling.
Bioclimatic approach
Classrooms are designed to avoid the need for mechanical air conditioning. Overhanging roofs control summer radiation and minimize solar gain. The presence of patio doors in each classroom allows for a large flow of fresh air from the courtyard or the forest. Punctuating each pavilion, large triangular chimneys generate height, allow generous zenithal light to enter, and provide a view of the sky. These chimneys also serve as a bioclimatic device. The shape of the roofs naturally brings warm air to these wells where it accumulates. From there, the heat can be evacuated to the outside in summer, the shape and height of these chimneys creating the required suction.
A familiar architecture
Without literally taking over the vernacular architecture of the surroundings, the school, with its low volumes and sloping roofs, proposes archetypal forms that refer to houses or farm buildings. The children thus enter a familiar universe. That's what we want for Shefford, an innovative school that is a natural fit.
(Competitor's text)
(Unofficial automated translation)
Stage 1:
From the outset, the jury emphasizes the courtyard-microclimate relationship and its straight south positioning as an interesting distinctive element! It feels like a small school within a large school, which is what the community stakeholders were looking for in their programmatic vision. The visibility of the pavilions is present, which gives character to the whole. The jury appreciates the beautiful sensitivity of the whole project.
The heart and the interior courtyard are appreciated. The multiplication of small entrances allows for the efficient management of the locker rooms. The small bleachers are interesting and the interior image is pleasant.
The human scale of the spaces must be emphasized, as well as the educational atmosphere. The simplicity of the gesture, the quality of the interior ambiences and the educational potential of the spaces are to be underlined, in particular the warmth given off by the use of natural materials for the classrooms. The transparency of the gymnasium, the relationship between the outdoor gymnasium annexed to the indoor gymnasium with stage are also interesting, but corrections will be requested. The jury appreciates the numerous skylights that give a sympathetic character to the ensemble.
The jury appreciates the materiality and volumetry offered to children and adults. The project is economically realistic and deserves to be further developed in a second phase.
Recommendations
Implementation, integration of the context and landscape
In a second proposal, the jury invites to rethink the implantation of the pavilions in order to maximize the views on the landscape. In general, the jury agrees on the importance of increasing the view to the mountain. The interest in large roofs is present. However, with the deep roof overhangs in the current proposal have a crushing effect blocking views to the sky and the provision of natural light into the spaces; the proportions and impacts do not seem to be fairly measured. The jury wonders if the roof volumes should be more varied.
Exterior design
The exterior image should be more delicate and the presence on the street should be well felt; the view questions us. The question of the entrances is a little timid and less clear. Some aspects need to be rethought to better serve the community called to enjoy the shared school spaces. The main entrance should be more visible and meaningful. The heart should be adjacent to the main entrance.
The interior courtyard is interesting, but the overall low concept deprives us of good views of the panorama. The views from above should be revisited to better connect the courtyard to the forest.
Interior design, exterior relationships
There is a certain sense of crush (full floor) that limits the potential of the volume. The classrooms are large, but close in on the smaller windows. Architecture could be pushed and allowed for more invention. The character of the classrooms should be developed (too generic views). The layout of the classrooms should meet the specific objectives stated in the program, i.e., "to arrange the classrooms in an 'L' shape with a sub-space dedicated to the library and reading".
The preschool pavilion is too far from the administration. These grade levels require more attention from the administrative staff. The reversal of the preschool and public space will be considered.
This proposal gives too much space to the gym. The core and central layout should be revisited; its strategic positioning, to be oriented to the south, would break up the observed homogeneity. How is the interior organization integrated to ensure more fluidity? The depressed agora raises questions. We need to think more about how to welcome the public. Changing the level of the dining space should be re-evaluated.
Despite the sensibility felt and the pleasant interior image with the bleachers, there should be more levels and expression. The idea should be pushed so that the character is less common, more singular. There is a certain rigor to be corrected by fragmentation, the insertion of follies here and there is required.
Light, spatial and volumetric relationship of interiors and exteriors
The fluidity in the model is interesting, but it would be necessary to perforate in order to let the light penetrate the school. The openings must be worked on. The volumetry leaves us with an appetite. Even if the interior layout is stimulating, it would be desirable that the exterior reproduce what the interior reveals. The positioning of the graduate pavilion should be re-evaluated to maximize views from the other pavilions.
Stage 2:
The landscape elements and the site guided the design elements, both in the siting of the building and in the detailing of the interior courtyard. The great quality of the project lies in its successful insertion into the landscape and the sober roofline highlighting the natural undulations of the site. The simplified volumetry of the ensemble, with its sloping roofs and large "chimneys", is very evocative in the child's imagination. The transition between the exterior and the interior is made in a smooth, step-by-step manner, among other things by the succession of thresholds that lead from the courtyard to the small-scale, easily appropriated spaces. The interior of the school offers a great spatial richness that can be discovered through a path that offers a series of experiences between each pavilion. These experiences are characterized by the successful treatment of all scales as well as by the diversity of the interior volumes whose heights vary according to the uses. Finally, the jury was seduced by this sensitive and human project.
In addition, the jury underlines its positive appreciation of the following characteristics:
+ The project responds very well to the program, to all the criteria and to the must-haves of the Lab-École.
+ The realism of the project, marked by an assumed modesty in a sustained desire to respond to needs with concision.
+ The permeability of the project in the interstices.
+ The location of the community center, which allows for a good sharing of facilities.
+ The layout of the classrooms, the collaboration spaces and the concentration spaces, which works well and shows a pedagogical concern within the team.
+ The central courtyard is safe, well oriented and open to the mountain.
+ The use of the terraces for collective spaces on a varied scale creates interesting moments, such as the mezzanines linked to the skylights that take advantage of the height of the volumes created by the large roofs.
Finally, the jury has some reservations about these elements:
+ The sequence of the entrance that does not enter the heart and is done in a restricted space.
+ The landing is not on the scale of the child, contrary to the rest of the project.
+ The occupation of the outdoor spaces during bad weather does not seem to allow several activities to take place at the same time.
+ Some members of the jury expressed doubts about the treatment of the extremities of the volumes as to the durability of the wood, which is more exposed because it is not protected by roof overhangs.
Recommendations to the winner
In order to ensure the proper development of the project, the following recommendations are made to the winner:
+ Work on the threshold of the main entrance in order to open up a certain amplitude from the entrance.
+ Reorganize the preschool entrance and the locker room sequence to ensure better management of dry and wet traffic.
+ Create workshops that are more open to the heart to promote the cohesion of artistic activities with the bleachers.
+ Further work on the volumetry, particularly the meeting points of the roofs.
+ Revise the bus drop-off options to be more integrated, child-sized and safe.
+ Develop the bioclimatic strategy realistically in the stacks based on natural ventilation. Examine the possibility of diversifying the volumetry of chimneys.
+ Control the natural light supply in the skylights by analyzing the risks of overheating.
+ Optimize the surface area to reach the budget target.
+ For the durability of the building, consider the maintenance and treatment of the proposed materials. In the same sense, the maintenance of the roof glazing must be taken into consideration.
+ Provide for rainwater management in relation to the landscaping and water recovery in relation to the sloping roofs.
+ Integrate covered areas to allow for outdoor games despite bad weather and large enough to accommodate an entire class.
+ In the design of the schoolyard, think about the integration of collective playgrounds and explore high elements to give a view on the mountain.
+ Integrate an exterior access to the playground.
(From jury report)
(Unofficial automated translation)
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