In the heart of the yard
Pierre Elliott Trudeau's new school, on a human scale, is positioned at the center of the site, interrelated to the landscape and nature. Indeed, the conceptual approach is based on the creation of an educational loop connected to nature with, at the heart, the holistic and community space. Articulated around an interior courtyard, this gesture connects classroom, physical activity and communal spaces in an open path that integrates a holistic approach to teaching and creates multi-purpose gathering and learning spaces.
The site consists of three landscape lines that intersect the building, both interior and exterior. They establish a dialogue between the axes of movement through the building and the landscape to form a coherent whole, creating a natural symbiosis. The Collectivity line constitutes the reception of the new school and unfolds via an open and inclusive public square for the community. This square is a flexible and multifunctional meeting place, linking the front of the building to the street in a gesture on the scale of the public domain, affirming the school's presence in its environment. The Activity Line is the main link of the project, crossing the interior courtyard like a desire line and connecting the courtyards to the school. The students' path follows this crossing, whose diversity of spaces encourages movement, creativity and discovery. The Garden line unfolds to connect the native planting garden to the community shared garden through the indoor greenhouse. This axis puts food at the center of the school's interests. Between the lines are spaces of varying activity and vegetation creating an exceptionally rich landscape. To the north of the grounds, the wooded area of the maple grove becomes a space for play and exploration. At the heart of the site, the central courtyard where an amphitheatre and outdoor classroom are located is linked to the holistic space and the dining room.
The architectural design of the project is inspired by elements of natural structure; by the symbolic form of trees, the forest, and also by the principle of natural evolution. The project is sculpted to adapt to its environment like an adaptive modulation, and joins the concept of life cycle present in the tradition of the first nations. In this spirit, vertical wooden elements are implanted on the site like modern totem poles acting as landmarks on the site in connection with the cardinal points. The design of these elements could be realized in collaboration with the community in order to create a sensitivity and an attachment.
The architecture of the extension is designed in response to the context and geometry of the site but also by the desire to preserve existing trees at the heart of the site. Its angular form stands out from the existing building by its volumetry, it modulates to animate the spaces, creating points of interest and generating dynamic spaces. In plan, the shape is sculpted and cut to create a passage to the interior courtyard. Then, a second gesture carves a passage to the exterior courtyard, responding to the constraints of the site. These distinctive colored cuts mark on one side, the students' entrance and the passage, and on the other, the public square. Thus colored, they give a dynamic and fun side to the project. The accents of color spread throughout the interior and create a link with the exterior.
The materiality and the treatment of the facades distinguish themselves from the existing with a palette of materials combining vertical wood elements, white metal panels, glazed openings and sunshades achieving a sober integration in connection with its context. The verticality is accentuated by wood elements that create a regular and simple grid on all facades. The volume of the classrooms is distinguished by deep wood elements to create more intimate spaces while the facades on the interior courtyard are more open and transparent. The variation of the rhythm. Depending on the point of view, confers a lively aspect to the facade by being both opaque with the presence of wood and transparent with glass. Solar heat gain control is provided by deep vertical wood mullions on the east and west facades, silkscreening on the courtyard facade, and perforated metal panels on the main facade using a pattern inspired by the texture of foliage and the canopy of trees creating modulations and shadow play.
The structure of the extension is designed to adapt to the varied modulations of the building. Composed of steel elements, the structure relies on material efficiency as well as simplicity with respect to the sequence of works and the constraints related to the realization. Supporting the front point on the exterior, the structural columns respond to the verticality of the materiality and match the wood elements of the landscape.
The design of the project integrates the notions of sustainable development through energy saving strategies and a global vision. In electromechanics, the systems of the existing and the expansion work together to share and transfer energy as needed. This allows the reduction of gas consumption in the existing building and promotes the use of renewable energy sources. Passive strategies, such as natural ventilation and maximizing daylighting are implemented.
The program layout is designed to create a holistic core based on the learning community model creating versatile and flexible spaces and becoming a true focal point in the center of the school in connection with the interior courtyard. The bleachers are used for daily activities as well as special events. The small stage area is developed in conjunction with the outdoor amphitheater, and complements the existing large stage that has been retained. The holistic space extends to the main entrance and integrates the cultural room, which is featured prominently in the design. The dining room is linked to the kitchen, part of which is open and accessible to students, encouraging discovery and interest in food-related activities. The common spaces create a living environment and contribute to a sense of belonging and identity that can be used by the school, the daycare and the community. The circulation network creates a double loop that interconnects at vertical circulation points. On the first floor, the collaborative spaces are connected by a pathway creating a learning community with angled corridors supporting flexible uses and inhabited circulation. On the first floor, the circulation network provides an accessible route from the main entrance.
The kindergarten located on the first floor has direct access to the exterior through a dedicated entrance that opens onto the courtyard and the native planted garden. The primary grades enter from the topographic step overlooking the two locker rooms on the second floor. On the north side, the checkrooms, which are located on the edge of the circulation, connect to the library space and the greenhouse plantings. The first cycle is established within the existing classroom volume and angled recesses are made in the corridors to insert concentration spaces. The second cycle completes the existing wing and continues into the extension to benefit from more varied collaborative spaces. Finally, the third cycle is located at the end of the upper loop where the classrooms, connected to a collaborative space, form a learning community.
Each cycle benefits from an environment adapted to the different levels of autonomy in a formula of learning progression. The sports areas are developed in an extension of the existing gymnasium, creating a sports block that opens onto the outside towards the landscaped sports areas and the municipal park and its facilities.
(Competitor's text)
(Unofficial automated translation)
Stage1:
The jury immediately appreciates the scale of the project as appropriate for an elementary school program. The value of this proposal is revealed by several elements that demonstrate a refined understanding of the programmatic needs.
The jury notes the south-facing orientation, the permeability with the exterior, the play of levels and the slide, the diagonal crossing of the courtyard, like a line of desire that invites a walk and discovery. In this proposal, winter becomes interesting!
Pedestrians and the community are welcomed, the children's arrival is accessible and the well-scaled courtyard is well positioned. The steps that lead to interesting places and the integration of the topography add to the richness of the site.
The jury also appreciates the holistic space and the dining room, which opens onto an interesting courtyard. They also express appreciation for the concentration of shared spaces in the new construction. The corridors broken up by openings are a strength and an efficient approach to creating welcoming and collaborative spaces.
The clarity and fluidity of the interior circulation and the interrelationship between the exterior and interior are highlighted by the jury. The route is playful, both inside and outside. The steps and the broken corridors are interesting. The effect of transparency in the route adds to the experience. The configuration of the cycles and their respective locker rooms should be maintained.
Recommendations
Siting and architectural design
The complexity of the proposal will be an issue in terms of implementation. Attention should be paid to the elevation to the south so as not to interpret this area as a closure.
The materiality should be calibrated to find a less decorative facade language.
The entrance to the southwest appears tight. The jury believes that the courtyard could be opened up more to avoid the effect of compartmentalization. Also, the exterior stairways could be covered to protect the children in bad weather.
Finally, bus access will have to be rethought.
Design
The jury requests that the existing double gymnasium be retained, as well as the stage as a strong venue, and that the addition of a single gymnasium be incorporated into the proposal. The locker rooms seem too far from the gyms to allow for proper functioning.
In the holistic space, the integration of the community should be emphasized and the duplicity of the two bleachers should be clarified, but this interesting interplay between the two should be maintained. A terrace adjacent to the dining room would be interesting to extend the experience of eating together to the outside.
Stage 2:
In the heart of the courtyard
The jury emphasized the project's alignment with the principles promoted by Lab-École and the vision of the Pierre Elliott Trudeau School. The concepts of food paths and "garden lines" are two examples, among others, of elements that appeal to the values of the school and the Lab-École. The proposal invites movement through its implementation as well as through the treatment of the schoolyard, which evolves with the four seasons. DMA Architects' project won over the jury by the location of the extension, which creates a secure and inviting interior courtyard, while allowing the site to be crossed from the outside. The common functions placed all around the courtyard, in addition to the tier that opens onto it, participate in the creation of a true sense of community. The courtyard is also articulated with a rich circulation loop where one does not feel a corridor, but rather a multiplicity of appropriable and interconnected spaces at different scales for learning and gathering. The jury perceives a beautiful flexibility that opens up possibilities for spontaneous cohabitation and combination of different school activities and creates multiple opportunities during the same school day.
In addition, the jury appreciates the following:
+ The power to give a new image to the school with the choice of the architectural party.
+ The easy access, the real and authentic connection allowing this sought after relationship between the indoor and outdoor learning spaces.
+ The proportion of the interior courtyard, which suggests the creation of a comfortable microclimate, as a safe haven and of a nature to receive several events on a child's scale.
+ The quality of the "landscape lines" and the creation of a new topography that contribute to the unique definition of the project.
+ The access from the courtyard to the floor via the steps, which brings a very playful aspect to the schoolyard.
+ The diversity and fluidity of the interior and exterior pathways as vectors of spatial and functional connections and the experience that these pathways will provide on a daily basis and throughout the seasons.
+ The rich spatial qualities of the dining room and kitchen, especially their luminosity.
+ The well thought out collaborative spaces that will participate in the life of the school.
+ The connection between the bleachers and the dining room, which will allow for simultaneous activities.
+ Heating strategies that include the existing system.
The following recommendations are made to the awardee:
+ First, it is important to retain the light qualities of the interior courtyard and dining room orientation, the diversity of spaces within the school, the looped circulation organization and the interior courtyard, but the layout of the courtyard will need to be modified to allow for the city's work on the municipal water line.
+ It would be interesting to take the concept of playful circulation a step further by continuing the gesture of bleachers, open staircases or, ideally, a ramp near the gymnasium, to accommodate students, teachers or visitors with reduced mobility, without the need to use the elevator. The project could avoid closed stairs in its daily route.
+ The front entrance should be redesigned to provide a greater sense of welcome to the community and a window to the neighborhood. The jury questions whether the courtyard should be accessed from the front or the side. It is desired to explore the porosity of the courtyard from the street entrance.
+ The new gymnasium should open onto the side yard.
+ The dining room and holistic space should open to the courtyard and front yard to provide transparency and animation to this dark space.
+ The materiality of the addition should be reviewed by limiting the number of materials. For example, an all-wood cladding would allow a stronger and warmer material expression. Jury members wondered if it would be appropriate to emphasize the use of bleached/painted white wood, instead of aluminum, in the image of certain vernacular buildings found in the Quebec landscape. In essence, the lightness of the 2nd floor of the new construction should be preserved.
+ The fenestration of certain facades will have to be analyzed to avoid risks of overheating spaces or heat loss in other areas. The approximation of the wood slats applied in the exterior mesh, as suggested in the project, could be intensified in these exposed parts, without complicating the cleaning of the windows.
+ In particular, the full height of windows and openings in the existing southern and eastern portions, which will be visible from the street once the expansion is built, should be encouraged to help integrate the new portion with the old. When replacing windows in the existing building, the new windows should simply match the full height of the original openings.
+ The winner is invited to promote the use of wood in the interior.
+ It is suggested that a vegetative screen be added between the parking lot and the adjacent homes and that the landscape that has been cut back be restored to connect it by renaturalizing it.
+ Make sure to keep as many existing trees as possible and, most importantly, plant trees on the south side to prevent overheating in the classrooms.
+ The logistics of bus parking should be reviewed to avoid buses backing up before leaving.
+ The acoustics of all spaces, including the bleacher areas and surrounding areas, will require special attention. The proximity of the classrooms to the agora/gradin area could be problematic.
+ It will be necessary to optimize the area to meet the budget target.
(Excerpt from the jury's comments)
(Unofficial automated translation)
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