Arbor Vitae
Intentions and strategies underlying the concept and the architectural party
A school as a tree of life around which to gather, nourish and grow, a place of identity and encounter for the occupants and the community, liberated learning, in the heart of a variety of interior and exterior spaces of all scales, and, finally, a playground on the scale of a complete site and building. To achieve this, we rely on the decompartmentalization of spaces, the height and openness of the ceilings in the gathering areas, and the transparency and fluidity of the link between the different functions. Thus, in key areas such as the reading stands or the holistic room, the view is unobstructed and allows easy visual contact with the environment. The feeling of belonging to these comforting, attractive and accessible spaces is thus reinforced, accentuated by the choice of materials with vibrant colors and textures reminiscent of trees and their leaves. The inclusion of numerous flexible collaborative spaces in both the existing and new buildings allows for small, medium and large group experimentation and activities to fuel student life.
At the heart of this reinvented school, through their chosen proximity, the three building sites are heard and seen. They can inspire each other and amalgamate easily. The student is no longer at school only to learn, but to weave links with his or her community and achieve a form of global balance. For example, after having shared a meal that they have concocted themselves following a harvest in the vegetable garden, they can move to the windowed gymnasium to have fun, participate in the lively and animated exchanges taking place in the agora, or go out to enjoy the beautiful weather. The cultural hall, a flexible, inclusive space that promotes First Nations, will open its arms wide. Then, spaces on a medium or small scale, such as the balcony platforms or the green terraces, will allow them to reconnect with themselves and their environment, and to recharge their batteries, either alone or in groups.
From east to west, north to south, the main circulation axes meeting near the common trunk, the monumental staircase, are conducive to movement and human contact, then flexibly link the meeting, activity and knowledge functions to the classrooms. In order to diversify the students' path, an exterior green walkway leading to the library is also added to the main façade and gives rhythm to the existing building while serving as a sun breaker. As for the circulation of the preschool and elementary school, they are segregated by the development of two main entrances and two separate exits to the courtyard in order to optimize the safety and fluidity of daily movements.
In addition, the landscape architecture, composed of resilient native plants, breaks down the tree to extract a unique concept. The agora, the centerpiece of the project, is designed around the heart-tree of the new school. The mineral, plant and canopy space allows community to come together and culture to extend beyond the school walls. Like the branches, the landings, parking lots and circulation areas structure the project. The hierarchical circulations provide a clear and safe definition of the site. Then, the student-roots, in search of water and nutrients, develop a healthy and active lifestyle through mounds, active play modules and discovery paths. The courtyard spaces are modular and adapt to the cycle of the seasons. As for the arboretum, majestically spread out like a leaf, it offers a pathway for relaxation, encounters and sensory discoveries while reconciling the student with nature. Finally, the vegetable garden, the orchard and the edible landscape offer the fruits of labor and seasonality. These spaces nourish the curiosity and spirit of the student.
Slip mound in winter, garden harvest in summer and fall, spectacular blooms from spring through fall, the school's landscape beats to the rhythm of the seasons, mimicking the cycle of the medicine wheel.
Qualities of the project difficult to represent graphically
In addition to electromechanical systems that provide an optimal level of comfort and minimize energy consumption, our design includes components that guarantee a high level of acoustical quality, as well as sturdy, vandal-proof interior and exterior doors and finishes. As for runoff, it is captured and redistributed by the various landscaping and via the systems put in place by the multidisciplinary team.
Means implemented, including the engineering principles that will be put forward, to serve the project
Our objective was to reinvent the school by opening it up to its environment and to make it a place of identity. We therefore focused on transparency in order to make the whole building accessible to the eye from several different points of view, including the outside. In addition to encouraging the entry of natural light and reconnecting the student with his environment through the use of curtain walls and generous windows, our concept favors natural and sustainable materials such as wood, echoing nature. The layout and quality of the proposed spaces promote overall well-being, mobility and collaboration, and allow for school or community use. From an electro-mechanical point of view, the expansion will be equipped with a geothermal hot and cold water production system, thus avoiding the installation of outdoor equipment. Dedicated fresh air systems will bring outside air directly into the space, and then thermal beams will cool the spaces, maximizing general and auditory comfort. LED lighting with control systems will allow for maximum daylighting. From a structural point of view, a reinforced concrete foundation with a slab on grade will be preferred for the preschool sector, followed by a concrete slab on a metal deck resting on a system of steel beams and girders on the second floor. For acoustic comfort, particular attention will also be paid to floor vibrations. Then, on the second level, an outdoor terrace with pergolas will be built on the southern portion of the building. The holistic room will benefit from an exposed steel structure integrated into the curtain wall on the south side of the building. The gymnasium section will be composed of an exposed glulam frame with an acoustic deck.
Rationale for design choices
In order to simplify the architectural and structural design and from an ecological perspective, we chose to minimize interventions to the existing building and to rationalize the footprint in favor of the playgrounds and exterior landscaping. Thus, we moved the second floor and the green roofs above the new building, and relocated the elevator and the main staircase outside the existing building. With our primary goal of providing occupants with a building that meets their needs and concerns, these changes allow for cost savings, segregation of preschool and elementary access, and simplified phasing of the work while maintaining the spirit of the original proposed design. The concept also allows for the reduction of maintenance costs, energy and potable water consumption, while ensuring better thermal and acoustic comfort, improved air quality, and increased durability, reliability and flexibility.
(Competitor's text)
(CRC translation)
Stage 1:
This contemporary proposal has several merits. This project preserves beautiful green areas, in amplitude with the floors. The beautiful management of the entrance, the proximity to the holistic space and the scale of these should be noted.
The school points to the midday sun, which provides a beautiful luminosity. The kitchen, a place dedicated to activities with the little cooks, works very well. The jury also emphasized the quality of the adjacent dining room, which celebrates in both spaces! The great generosity of the public and community spaces appeals, as does the holistic space as the heart of the community.
The jury notes the symbolism of the heart as well as its placement in the intervention. The autonomy of the preschool classrooms and their small courtyard are distinctive elements. On the face of it, the plan proposes an interesting solution for the management of the entrance and accesses, in particular for the gymnasium and the daycare service.
Recommendations
Location
Although this proposal is the best positioned in terms of the relationship between interiors and exteriors, there are a number of issues with the layout that will need to be reconsidered in future delivery. The jury sees some difficulties with the topography and the landing as presented will not be functional. On the north side, the covered area will prevent any cultivation. This area will need to be revisited as it has an emergency exit in case of fire. The soccer field area should be retained.
Architectural Party
The image of the project is that of a high school; the jury asks that the scale of an elementary school be brought back. This will not prevent the facades from being attractive and making people want to come to school. Thus, the gestures should be simplified.
The openings in the large roof should be rethought, and oriented according to the use scenario, especially in the common areas.
Amenities
Although the jury appreciates the autonomy of the kindergarteners, from the entrance, the jury questions the circulation of the little ones through the older students. They may be jostled as they are located at a crossroads on their way to the assembly areas.
The central space and circulation should be reviewed to ensure the fluidity and well-being of all.
The appeal of the holistic room is a bit weak, it would benefit from being stronger. Similarly, a real structure should support the open area.
Interventions, phasing and budgets
The jury has doubts about the financial and logistical feasibility of the project with the addition of a 3rd floor. It should be noted that the school will be fully occupied during the work. It will be necessary to forget about this 3rd floor project and consider other options.
Although all the spaces, existing and new, are enjoying a welcome transformation, the financial feasibility of such a major undertaking must be questioned again. The jury calls for a reduction in the quantity and scope of interventions to the existing building and a simplification of the architectural gestures.
Stage 2:
Overall, the jury appreciates the strong and evocative architectural image. The jury also emphasizes the strong presence of the holistic space, at the heart of the project, which offers a beautiful relationship with the exterior. The agora also accentuates this dialogue. The collaborative spaces in the existing wing are interesting. The series of classrooms punctuated by a collaborative space allows for learning outside the classroom walls, which is appreciated by the jury.
In addition, the jury appreciates the following:
+ The appropriate relationship between the vegetable garden and the dining space.
+ The contact between the gymnasium and the gathering space, which positions sports at the center of the school's activities.
+ The management of the entrances that can be independent of each other.
+ The location of the project for its welcoming qualities and the possibilities it offers.
+ The agora, which is attractive from the outset.
However, the jury has reservations about the following aspects:
+ The tectonic and architectural language of the school, which evokes a more institutional character with solemn and less specific references.
+ The scale of each of the interventions raises concerns about their appropriation by elementary school students; is the holistic space too large, and therefore difficult to appropriate? The Lab-School concepts need to be able to integrate and fit into a variety of scales and opportunities that will allow children to invest and experience the space in different complementary and synchronous scenarios that will work in parallel.
+ The project focuses on the agora, reducing the overall efficiency of the design and the impact of budgetary efforts on the whole.
+ The perceived rigidity of the learning spaces, which does not seem to provide the flexibility sought.
+ The difficulty of isolating certain spaces for community sharing.
+ The cultural room, which is completely closed, does not reflect the vision projected by the school.
+ The layout of the different circulation axes.
+ The adequacy of the project with the available budget.
+ The presence of parking lots that occupy a large space in front of the school and become the primary reception area.
(From jury report)
(Unofficial automated translation)
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