thesis monograph

THE WATERFRONT SCHOOL

laura craig-bennettm. arch thesis 2012

gast, huyck, and gordon

contentsintroduction 2context 4urban planning 6campus design 10cocept development 12process 16building concept and scheme 22plans 22sections 24elevation 28structure and materials 30ecs and sustainibility 31classroom design 32interior studies 34tectonic studies 36appendix: programming 38

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introductionKids care most about things they experience fi rst hand. When kids spend time outside, they are motivated to learn more about how the natural world works. The goal of the the Waterfront School is to connect students directly to the outdoors and directly to each other. By learning about the environment while surrounded by nature, students discover that their actions affect peers, the larger world, and their own futures. We are all connected.

The Waterfront Middle School is a citywide academy with a focus on environmental and ecological studies. The school’s mission is to foster an academically rigorous and creatively inspiring learning environment specifi c to the middle school student, a young person transitioning between childhood and adulthood.

The role of the Willamette river is key to this project: as an inspiration for academic studies, as a learning laboratory, and as a place to develop an individual connection to the natural world. The design for the Waterfront School embodies an educational philosophy that looks forward, recognizing multiple styles of learning and addressing the rapid change of the information age with collective and process-based education. By learning outdoors every day, students develop strong connections to the natural environment and become stewards of its future.

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Location250 SE Division Place

Sitedimensions: 380’ x 325’ area: 80,000 square feet or 1.8 acres.

Building30,000 square feet

ClientThe Waterfront SchoolCitywide Public Middle School

UsersStudents: 250, Enrolled grades 6-8Teachers: 16Staff: 5, Principal, administrators, counselors, facilities, and food servicesPublic Inside School: Parents, volunteers, attending a workshop, school fi eld tripPublic Outside school: Recreational users of path, visitors to the new Innovative Learning District.

context

PSU

OHSU

OMSI

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OMSI

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SE DIVISION AVE.

OLD

WAT

ER A

VE.

NEW WATER AVE.

SE DIVISION PL

SE CARUTHERS ST

SE SHERMAN ST

SE GRANT ST

SE LINCOLN ST

SE HARRISON ST

SE STEPHENS ST

SE MILL ST

SE MARKET ST

SE CLAY ST

SE HAWTHORNE BLVD

SE MADISON ST

MAJOR AUTOMOTIVE ARTERIALS

HEAVY RAIL

LIGHT RAIL AND STREET CAR

T

T

T

T

T

T

T

T

INNOVATION QUADRANT : TRANSPORTATION DIAGRAM

SE CARUTHERS ST

SE DIVISION PL

SE CLAY STPEDESTRIAN / BIKE PATH

FAST - PACED BIKE PATH

INNOVATION QUADRANT : PEDESTRIAN ACCESS DIAGRAM

LOOK-OUT POINT

MAIN ACCESS TO RIVER / GREEN STREET

INNOVATION QUADRANT : CONCEPTUAL DIAGRAM

HABITAT RESTORATION

PEDESTRIAN PLAZA

innovative learning districtwith Daniel Childs, Meagan Dickman, Hannah Feil, and Jim Lutzke

miterm diagrams

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diagram model

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urban contextwith Daniel Childs, Meagan Dickman, Hannah Feil, and Jim Lutzke

illustrative plan

The Innovative Learning District encompasses the land between the Ross Island Bridge and the Hawthorne Bridge on the East bank of the Willamette River. Formerly a lumberyard and currently an industrial area, the district is on the brink of enormous change, with the Portland-Milwaukie Light Rail Bridge as a catalyst.

The Portland-Milwaukie Light Rail Bridge will bring pedestrian, light rail, and streetcar access and amenities to the area. When completed in 2015, the bridge will directly connect the Innovative Learning District to the South Waterfront, downtown, and the city of Portland.

The thesis projects proposed by the Innovative Learning District design group will transform this area into a center for research, learning, recreation, and community building.The urban plan prioritizes:A continuous multiuse path along the water’s edgeConnected pedestrian streetsHabitat restoration at the shorelineShared open green spacesDirect access to the waterRemediation of the industrial area

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site models

the urban plan prioritizesA continuous multiuse path along the water’s edge

Connected pedestrian streetsHabitat restoration at the shoreline

Shared open green spacesDirect access to the water

Remediation of the industrial area

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campus design with Hannah Feil

se caruthers

se sherman

se division pl.

se ivon

se water

se grand

se third

proposalThe project encompasses a larger urban proposal (Hawthorne Bridge to Ross Island Bridge) and a campus proposal with amenities shared by the adjacent elementary school.

The larger urban gesture includes natural habitat at the river’s edge, a twenty-five foot setback from the top of the riverbank with space for a multiuse path, underground parking, and open green space for the district. A pedestrian plaza and amphitheater at the end of SE Division Place provides a unique opportunity to connect the city of Portland directly to the water.

The campus includes space for baseball, basketball, community gardens, and pedestrian trails, as well as facilities for vehicles including pick-up and drop-off, parking, and deliveries.

Major outdoor spaces for the school include an entry plaza, an outdoor commons with a view out to the river, outdoor classroom spaces, and a learning garden. A floating dock will allow the students direct access to the water.

13campus design with Hannah Feil

concept developmentth

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public-private

sequence

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classroom modules

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processfi rst schemes

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midtermmarch 2012

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1. Entry2. Offices3. Commons4. Outdoor Commons5. Classrooms6. Teacher Prep7. Learning Porch

8. Laboratory9. Learning Garden10. Media Center11. W.C.12. Commons Storage13. Maintenance14. Kitchen

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processprocess

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process23

School is a place for kids to safely explore and build identity while learning about and engaging their surroundings. A nest on a branch shelters its inhabitants while providing opportunities to safely learn about the larger world, grow, and gain confi dence. A nest functions as a space for a community of learners while a branch provides a connection to the outdoors.

Two bars of classrooms twist to form an inward focus at the center of the building and reach out into the site to connect students to the city and river. These bars create fi ve distinct spaces: the entry, the central commons, the outdoor commons, and two groupings of outdoor classroom courtyards.

The entry connects the school to the campus and learning district. A glass face allows for easy understanding of the space, while the threshold introduces the idea of frames as places where connections are made. The arms of the classroom bars and roof plane enclose the entry, creating a sense of shelter and welcome.

The center of the building is a commons, which connects the urban campus to the natural waterfront while allowing for views into and between classroom spaces. A roof plane fl oats above and defi nes the common space; the form recalling ripples in the river. At the center of the commons frames, connections to different ideas and places, surround a student. A seating stair at the south end of the commons provides a gathering space and orients the students towards the outdoor commons and the river beyond. The commons is a space for all-school events, meals, performances, meetings, and group work space.

The south face of the school hosts the outdoor commons. This area is visually and functionally connected to the school’s core, serving as a back porch with views of the river and space to gather.

Each classroom connects directly to an outdoor courtyard space. No longer separated by walls, the outdoor classrooms spill into each other. The outdoor classrooms are a space for sketching, music, discussions, experiments, and gardening.

Each classroom includes fl exible breakout spaces for different scales and styles of learning. Moveable walls create permeable classrooms, reaching into the commons and outdoor spaces. The classrooms also utilize changes in ceiling height, frames, and material to defi ne space. Large classrooms at the end of the bars provide space for classes that require movement, specialty equipment, and larger groups of students.

Teacher planning areas for each cluster of classrooms create a space specifi c to teachers, with eyes on the hallways. In The Waterfront School, instructors teach in several different spaces and classrooms are in constant use. This approach requires highly fl exible classrooms, as they will not be “owned” by a particular teacher or subject. This approach offers students a diverse range of courses despite the small size of the school

building concept + organization

kitchenwc

wc

maint.

wcwc

storage

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School is a place for kids to safely explore and build identity while learning about and engaging their surroundings. A nest on a branch shelters its inhabitants while providing opportunities to safely learn about the larger world, grow, and gain confi dence. A nest functions as a space for a community of learners while a branch provides a connection to the outdoors.

Two bars of classrooms twist to form an inward focus at the center of the building and reach out into the site to connect students to the city and river. These bars create fi ve distinct spaces: the entry, the central commons, the outdoor commons, and two groupings of outdoor classroom courtyards.

The entry connects the school to the campus and learning district. A glass face allows for easy understanding of the space, while the threshold introduces the idea of frames as places where connections are made. The arms of the classroom bars and roof plane enclose the entry, creating a sense of shelter and welcome.

The center of the building is a commons, which connects the urban campus to the natural waterfront while allowing for views into and between classroom spaces. A roof plane fl oats above and defi nes the common space; the form recalling ripples in the river. At the center of the commons frames, connections to different ideas and places, surround a student. A seating stair at the south end of the commons provides a gathering space and orients the students towards the outdoor commons and the river beyond. The commons is a space for all-school events, meals, performances, meetings, and group work space.

The south face of the school hosts the outdoor commons. This area is visually and functionally connected to the school’s core, serving as a back porch with views of the river and space to gather.

Each classroom connects directly to an outdoor courtyard space. No longer separated by walls, the outdoor classrooms spill into each other. The outdoor classrooms are a space for sketching, music, discussions, experiments, and gardening.

Each classroom includes fl exible breakout spaces for different scales and styles of learning. Moveable walls create permeable classrooms, reaching into the commons and outdoor spaces. The classrooms also utilize changes in ceiling height, frames, and material to defi ne space. Large classrooms at the end of the bars provide space for classes that require movement, specialty equipment, and larger groups of students.

Teacher planning areas for each cluster of classrooms create a space specifi c to teachers, with eyes on the hallways. In The Waterfront School, instructors teach in several different spaces and classrooms are in constant use. This approach requires highly fl exible classrooms, as they will not be “owned” by a particular teacher or subject. This approach offers students a diverse range of courses despite the small size of the school

east-west section

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north-south section

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west elevation

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structure and materialsThe steel and concrete structure of the roof and classroom bars are visible in the commons area. Within the classroom spaces, the building scale becomes more intimate, with lowered ceilings, carpeting, and wood fi nishes. The repeating wood frames connect the classrooms to the commons and outdoor spaces. The wood frames create space to learn on a smaller scale while emphasizing connections to the outdoor views. The seating stair is also clad in wood, bringing warmth to places where people are meant to gather.

The outsides of the classroom bars are clad in vertical composite panels. A repeated module in varied shades of blues recalls the bricks of a traditional school, while creating an identity specifi c to the waterfront. Wood frames penetrate the blue bars, allowing the classrooms to directly reach to the outdoors. On the faces of the bars that open to the commons, wood cladding reinforces the idea that wood spaces are community spaces.

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ecs and sustainabilityUnderstanding sustainable design is essential to an environmental education. Natural ventilation, daylighting, shading, green roofs, and bioswales are demonstrated throughout the building.

Orienting the classrooms around a commons space creates an opportunity for natural ventilation. Louvers at the exterior face of the classroom take in cool air, while clerestory openings at the interior of the classrooms draw the air upwards, though the commons. The commons roof will include operable vents to draw warmed air upwards and out of the building.

The boxes at the exterior of the classroom spaces create shade at the edge of the room. The top of the box acts as a light shelf, bringing diffuse daylight deeper into the classroom.

An ecoroof above the classrooms treats stormwater and connect the building to the surrounding landscape. Bioswales collect and treat runoff and defi ne edges and paths through the campus.

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classroom Each classroom includes fl exible breakout spaces for different scales and styles of learning. Moveable walls create permeable classrooms, reaching into the commons and outdoor spaces. The classrooms also utilize changes in ceiling height, frames, and material to defi ne space.

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detailed wall section

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parapet cap

ventilation profile

swisspearl panels

z-girt, 1” gap

4” XPS insulated board

Cascadia clip insulated fiberglass spacer

peel and stick membrane

1/2” sheathing

deflection joint and sealant

root barrier

hot rubber roofing

drainage mat

4” XPS Board Insulation

spray foam insulation in stud cavity

gravel edge

neoprene cover

Metal Angle

drainage panel

filter fabric

4” engineered growing medium

Laura Craig-BennettHigh Performance Envelopes

Spring 2012

ecoroof parapet detail1 1/2” = 1’-0”

tectonics

parapet detail

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Space Primary User

Function / Activities Design Requirements Furniture and Equipment Environmental and ECS Daylighting Adjacencies Quantity Square Feet

Commons Students Teachers Staff Public

School Meetings Lunch Performances Public workshops

Seats entire school Visual connection to waterfront

Flexible tables and chairs Stage

Opens to outdoor space Yes Moderate Control

Main entry Outdoor commons Food Service Prep Teacher Offices Student Lounges

1 3600

Library Students Teachers Staff Public

Research Technology learning Public workshops

Acoustic Control Media access and display Technology access and storage

Shelves Librarian Desk Flexible work tables

Control for media storage and technology

Yes Heavy Control

Main entry 1 2400

Waterfront Classroom

Students Teachers Public

Project and experiment-based learning Public workshops

Direct access to water Space for up to 20 students

Flexible work surfaces and chairs Thermal Comfort Opens to outdoor space Heavy Ventilation

Yes Moderate Control

Dock 1 1200

Laboratories Students Teachers

Project and experiment-based learning Direct access to outdoors Space for up to 20 students

Teacher work area Wall for writing and media Work benches with gas and electric Stools Storage

Thermal Comfort Opens to outdoor space Heavy Ventilation


Outdoor space 2 1200

Classrooms Students Teachers

Teaching and learning Space for up to 20 students Teacher work area Wall for writing and media Flexible desks and chairs Storage

Thermal Comfort Yes Heavy Control

Flexible Learning Spaces 10 1000

Flexible Learning Spaces

Students Small group project work Acoustic privacy, visual connection to teacher Space for 2-6 students

Work surface, flexible seating Yes Moderate Control

Classrooms 10 50-200

Student Lounges (grade level)

Students Space for students to personalize Interact with peers and teachers in casual setting

Acoustic privacy, visual connection to teacher Space for up to 20 students

Casual furnishings Walls for writing, media, personalization


Teacher Offices

4 700

Administrative Offices

Staff Sentry: control point for entry and circulation Maintaining connection to students Privacy when needed

Waiting area Work space for principal and support staff Small meeting room

Desks Task Chairs Visitor Chairs Conference table


Main Entry Circulation Teacher Offices Counseling Offices

1 1000

Counseling Offices Staff Privacy Individual offices Acoustic privacy

Desks and chairs Thermal Comfort Yes Heavy Control

Administrative Offices 1 400

Teacher Offices Teachers Connection to students Privacy when needed

Individual work spaces for 4 teachers Team meeting area Acoustic privacy

Desks and chairs Wall space to personalize


Student Lounges Administrative Offices

4 500

Facilities Office Staff Secure Repairs Materials Prep

Work Space Storage

Work Bench Shelves Sink

Heavy Ventilation No Service entry 1 500

Food Service Prep Staff Preparing and serving food Commercial kitchen Countertops, Sinks, Refrigeration. Dishwasher, Ovens and Stoves, Service window

Control for heat of cooking and cleaning processes Heavy Ventilation

No Commons Service entry

1 500

Storage Room Teachers Staff

Secure storage for learning materials and furnishings

Shelves Carts

No Service entry 1 1000

30,000

Space Primary User








1 3600






Yes Heavy Control

Main entry 1 2400







Dock 1 1200




















Teacher Offices

4 700







1 1000









4 500


Work Space Storage






1 500



Shelves Carts


30,000

appendix: interior programth

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Space Primary User








1 3600






Yes Heavy Control

Main entry 1 2400







Dock 1 1200




















Teacher Offices

4 700







1 1000









4 500


Work Space Storage






1 500



Shelves Carts


30,000

Space Primary User








1 3600






Yes Heavy Control

Main entry 1 2400







Dock 1 1200




















Teacher Offices

4 700







1 1000









4 500


Work Space Storage






1 500



Shelves Carts


30,000

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classrooms

small group spaces

labs

commons

offices

storage

floating classroom

library

student lounges

teacheroffices

1200 sf

1200 sf

1000 sf 1000 sf 1000 sf 1000 sf 1000 sf

1000 sf 1000 sf 1000 sf 1000 sf 1000 sf

2400 sf

50 - 200 sf each

1200 sf

3600 sf

1000 sf

400 sf 500 sf

500 sf

1000 sf

500 sf

500 sf

500 sf

500 sf

700 sf

700 sf

700 sf

700 sf

appendix: interior program diagramth

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classrooms

small group spaces

labs

commons

offices

storage

floating classroom

library

student lounges

teacheroffices

1200 sf

1200 sf

1000 sf 1000 sf 1000 sf 1000 sf 1000 sf

1000 sf 1000 sf 1000 sf 1000 sf 1000 sf

2400 sf

50 - 200 sf each

1200 sf

3600 sf

1000 sf

400 sf 500 sf

500 sf

1000 sf

500 sf

500 sf

500 sf

500 sf

700 sf

700 sf

700 sf

700 sf

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outdoor classrooms

outdoorcommons

school

play field

mainaccess

serviceaccess

greenway

dock +ramp

3,000 sf

30,000 sf

6,000 sf

20,000 sf

4,800 sf

1,200 sf1,200 sf

8,750 sf

4,200 sf

Space Primary User

Function / Activities Design Requirements Adjacencies Quantity Square Feet

Greenway Public Public bike and walking path connected to regional network

Visual access to waterfront Security separation from students 12ʼ0” wide

Willamette River 1 8,750

Dock Students Teachers Public

Entry to floating classroom Access to water Docking for visiting watercraft

Physical access to waterfront

Willamette River Dock ramp

1 2,400

Dock Ramp Students Teachers Public

Connects school grounds to floating classroom

Physical access to waterfront Possible control point

Willamette River Dock Outdoor Commons

1 1,800

Service Access Staff Deliveries Garbage

Secure Vehicle access

Facilities Office Food Service Prep

1 3,000

Main Access Students Public

Arrival point for all users of the school

Control point Connection to vehicle turnout

Administrative Office 1 6,000

Outdoor Classroom Space

Students Teachers

Outdoor learning space Garden

Secure Space for 20 students

Laboratories 2 1,200

Outdoor Commons Students Teachers Staff Public

Outdoor gathering space

Strong visual connection to waterfront

Commons 1 4,800

Play Field Students Basketball, Small soccer Access control Outdoor Commons 1 20,000 50,000

appendix: exterior program and diagramth

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outdoor classrooms

outdoorcommons

school

play field

mainaccess

serviceaccess

greenway

dock +ramp

3,000 sf

30,000 sf

6,000 sf

20,000 sf

4,800 sf

1,200 sf1,200 sf

8,750 sf

4,200 sf

Space Primary User

Function / Activities Design Requirements Adjacencies Quantity Square Feet

Greenway Public Public bike and walking path connected to regional network

Visual access to waterfront Security separation from students 12ʼ0” wide

Willamette River 1 8,750

Dock Students Teachers Public

Entry to floating classroom Access to water Docking for visiting watercraft

Physical access to waterfront

Willamette River Dock ramp

1 2,400

Dock Ramp Students Teachers Public

Connects school grounds to floating classroom

Physical access to waterfront Possible control point

Willamette River Dock Outdoor Commons

1 1,800

Service Access Staff Deliveries Garbage

Secure Vehicle access

Facilities Office Food Service Prep

1 3,000

Main Access Students Public

Arrival point for all users of the school

Control point Connection to vehicle turnout

Administrative Office 1 6,000

Outdoor Classroom Space

Students Teachers

Outdoor learning space Garden

Secure Space for 20 students

Laboratories 2 1,200

Outdoor Commons Students Teachers Staff Public

Outdoor gathering space

Strong visual connection to waterfront

Commons 1 4,800

Play Field Students Basketball, Small soccer Access control Outdoor Commons 1 20,000 50,000

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thesis monograph

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