The trays
Our proposal is divided into three distinct parts, forming a coherent whole revolving around a central core (HUB). This element polarizes all the common and collective functions of our proposal and establishes the functional and programmatic links between the different components of the new Pierre Elliott Trudeau School. The pedagogical, environmental and community programs are thus linked in a succession of plans, interior and exterior, with varied ambiances. The embedding of the central volume in its landscape, as well as the use of vegetated slopes, allow for the establishment of a set of significant plateaus and paths. The minerality of the whole, punctuated by large transparent areas, gives legitimacy to the gesture, as if it had simply emerged from the rock by a natural folding.
At the center of the composition unfolds the learning community, integrating the gathering and reception areas. A true sun around which the components of the plateaus gravitate. It is a place of convergence within the school, but also invites the wider community to become involved and share the various school journeys in a community model. The gathering areas are connected by a plethora of routes, both formal and informal, irrigating each part with its vital substance. Nature still invites itself, in absences, between the plateaus, imposing a slower rhythm through the provision of contemplative spaces, planting and gardening areas. This two-storey volume is well anchored in the geometric center of the site, thus accentuating its role and offering a strong landmark for the community. It is contemporary in design, with an abundance of transparency on the street, allowing for a wider and more generous public dialogue. The main entrance is designed around an important formal community square. On the courtyard side, the volume gently slopes to offer terraces and walkways on its shoulder and roofs.
First planet oscillating around the gathering area, this plateau hosts the preschool classes. We endorse the interest of gathering the preschoolers inside a place of their own where the scale of the building, as well as the furniture, would be designed according to their specific needs. The volume is generous, determined by the deployment of classes (4+4) around a learning street. The extra height of the roof, created by the differential of the slab levels, allows for work on the roof. In addition to a tapered roofline, there will be a wide band of windows at the top, essential to our sustainable development strategy. Natural cross ventilation, horizontal and upward, natural lighting and the use of local, simple and sustainable materials are at the heart of our sustainable development approach.
The second planet circumscribes the sports complex into a homogeneous whole. The new block, enhanced by a third gymnasium, serves as a third community space. This facility, located on the footprint of the former gymnasiums and adjacent front window premises, benefits from a favourable orientation and spreads advantageously between the preschools and the primary classes. A generous and transparent corridor bridges the gap between its neighbors and provides a privileged relationship with the proposed interior courtyard. The existing theater stage is preserved as is.
This triptych concludes with the existing classroom wing. The latter acts as a backdrop to this projective narrative, an unperturbed witness to a significant historical occupation of the site. The program describes the intention to complete the offer of spaces, where community and pedagogy meet in the spirit of the Lab-school. We responded literally by choosing to minimize our interventions in this area in order to offer the most to the greatest number through the creation of new spaces.
Sustainability is at the heart of the design of this proposal. Our team has adopted the main principles from the conceptual phase. We have developed simple and optimal strategies to meet the expectations of a lab-school building within the stated budget. Water, energy, materials and light are fundamental elements addressed in our proposal.
The outdoor play area is, given the location of the original building, physically separated into two. The two-headed nature of the schoolyard imposes a reorganization of the transportation infrastructure on the site. The bus drop-off is advantageously placed on the eastern hemisphere. The preschool-primary playground is located there, as well as their specific entrance. The City of Gatineau will be able to improve the facilities of Jean-Dallaire Park and share certain installations with the school to make this site a true school park. On the west side, the so-called sports court would be spread out. Equipment for this purpose will be installed there according to the budgetary capacities available. In the near future, all of the landscape components will also serve to engage the school in a greater sharing of its facilities with its neighborhood to become the extension of its entire community.
(Competitor's text)
Stage 1:
The project proposes a mix of typologies that responds to the orientations of the Lab-School. The monastic character of the project was attractive. Its layout respects the easement and the integration of the pavilions with the exterior spaces pleases as well as the importance of the green spaces. The variety of outdoor areas, the bleachers and the autonomous preschool area are elements to be highlighted. The integration of the outdoor bleachers as a play area enriches the courtyard experience.
The idea of the discovery path, the walkways and the pavilion aspect encourage the discovery of interesting worlds. The overall use of the space is well thought out.
Recommendations
Implementation
The exterior perspective, although interesting, needs to be revisited. The topography of the southeast side of the site needs to be reviewed since access to the landing is not possible in the current proposal. Also, the natural and artificial slopes will have to be reviewed.
The main entrance appears to be difficult to access with the landing. The parking lot is far from the daycare for parents who drop off in the morning and pick up at the end of the day.
The courtyard will likely be shaded in the winter due to the narrowness at the edge of a two-story building. The proportions of the courtyard need to be improved and the L-shape of the courtyard remains residual. The integration between the exterior and interior spaces needs to be reworked; the jury would like to see it improved.
Design
Spatial organization and flow are challenging in the holistic zone. Collaborative spaces with the preschool on two floors are problematic. The preschool should be moved to the first floor and the collaborative spaces consolidated in the holistic area. Consolidating the preschool and 1st cycle classes in the same building would be more efficient.
The 2nd floor of the holistic spaces should be dedicated to shared functions and collaborative activities. The jury expects more effort in this hotspot; it needs to be more generous and open to the community for easy access. Its public space properties must therefore be improved.
The garden, classrooms, and the holistic area with the courtyard and dining room should all open to the outdoors and be accessible to the community. The jury wonders if outdoor classrooms could be offered in close proximity to the holistic area.
One must-have is reiterated here, the importance of retaining the existing stage. This is an imperative for the school's educational project which invests part of its multicultural and humanistic identity through the performing arts.
Stage 2:
The jury appreciates the implementation of the proposal that varies the topography of the courtyard. This strategy enriches the experience of the outdoor environment by providing a context for outdoor education or diversified play opportunities throughout the seasons. The jury also emphasized the autonomy of the public area inside, allowing for sharing with the community and in keeping with the school's vision. Finally, the relationship between the bleacher, dining and library spaces is appreciated.
In addition, the jury appreciates the following:
+ The organization of the school by cycle is clear.
+ The differentiated layout of the learning spaces.
+ The composition and layout of the preschool wing.
+ The sustainable development aspects of the project.
+ The integrated landscape nature of the water management on the courtyard side.
However, the jury has some reservations about the following aspects:
+ The cramped proportions of the interior courtyard, which diminish the benefits of the proposal in terms of its capacity to accommodate multiple educational activities and the brightness of its exterior spaces.
+ The lack of integration of the Lab-School concepts and the fact that the qualities of the addition do little to benefit the existing school.
+ The connection of the interior to the exterior, which does not sufficiently serve to create a connection to the community.
+ The lack of connection between classrooms and the collaborative space for the primary grades.
+ The quantity of architectural elements added to the layering of ambiences makes it difficult to understand the essence of the project, especially in what the finalist calls the "hub."
(From jury report)
(Unofficial automated translation)
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