Debra Fulton, Executive Director, Support Services, Mukilteo School District
1. North Cascades: While this project does not have to respond to many of the challenges faced in the development of a comprehensive school, it uses that advantage to models the ideals of sustainability, flexibility, aesthetic and program support. Beautiful.
2. Lincoln High School: The design makes a valiant effort to maintain autonomy for the academies in an existing large high school. Their efforts should contribute to the success of the program.
3. Forest View: Good circulation. Good orientation of public v school spaces allowing for community use opportunities. The clever massing of the building makes a large elementary school appear more in scale with the neighborhood.
4. Marysville:
The concept takes a remarkable site and a remarkable program and combines them
to define a new high school in a traditional community. If this concept
is realized, it will reflect the culmination of many efforts to
provide a supportive facility designed for the breakdown of a large high school
into true academies.
Larry Rosenstock, High Tech High
1. North Cascade Environmental Center: This is a graceful, well-sited, simple, adaptable, and sustainable effort. The spaces have a strong connection to the outdoors, adults are dispersed, and the materials are durable, cost-effective, and have strong sustainable attributes.
2. Lincoln High School: Overcoming a very difficult program, the designers have endeavored to create an individual identity for the academies, and have added a sense of freshness to this historic building.
3. Forest View Elementary School: This is a very good response to the streambed’s orientation, with good site circulation and classroom clusters that allow for future evolution of teaching methods.
4. Marysville
Getchell High School: This is a
very flexible design, with operable partitions, distributed adults, varying
space sizes, strong outdoor connections, good visibility, and an efficient,
dense, plan. The narrative does an excellent job of describing what it means to
design for adaptability.
Stephen Starling, Schreiber Starling Lane Architects
1. North Cascade Environmental Center: The center is a wonderful example of architecture that is fully integrated with the learning environment. This collection of individual structures, set upon the footprint of its predecessors, demonstrates through its construction and articulation a respect for the North Cascades ecosystem and issues of sustainability. It is a great example of a clearly defined educational mission.
2. Lincoln High School: This demonstrates a commendable effort to restore a traditional comprehensive high school into a new academy-based educational program. Working within the existing building’s fixed structure, the design team crafted identifiable academies by including new “front doors”, living rooms, and joint-use spaces that afford students and teachers the ability to create unique culture and community for each academy.
3. Forest View Elementary School: This design skillfully integrates the building and the site. The primary building circulation mirrors the adjacent creek and stand of trees. This creek-like circulation path undulates through the building’s structure. Each subtle bend is an opportunity to view the outside, a small break-out space, or a light filled stairwell. The project uses the sloping site to advantageously position the larger masses of the building on the lower slope away from the main entrances giving the school a nice personal scale as one approaches the site and building.
4. Marysville Getchell High School: This project really takes the academy
educational program to the next level. Each academy is its own independent
structure nestled in the woods and connected by wonderful outdoor spaces gently
cascading down the hillside. The buildings make use of architectural elements
to celebrate the uniqueness of each academy’s culture and focus. The structures
are highly flexible utilizing movable walls to make a variety of classroom
shapes and sizes used for small break-out, casual study, traditional lecture,
etc. Flexibility extends to the basic structure of the school by using core and
shell building systems. By removing load bearing structure from the middle of
the building, adapting the organization to meet the needs of future changes in
instructional methodologies will be easily adopted.
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