Chabad Hebrew Academy

Narratives

Architect Narrative

School is located in San Diego and the first phase building project of an overall master plan which includes a high school, a pre-school, a cultural center with sculpture garden, and amphitheater, a gymnasium and faculty housing. The property is surrounded by a grove of eucalyptus trees and has three existing pads which terrace down the sloping site.

This new campus is comprised of seven distinctly different buildings and individualized courtyards provide an alternative to the standard school designs.

The following adjacent conditions are a determining factor in the planning and configuration of the campus: General parking is located on the upper pad; the K-9 school is on the middle pad; and a soccer field and gymnasium are located on the lowest pad. The school has direct access to the parking lot above, and the soccer filed/gymnasium below. The other two sides (east-west) are open to the eucalyptus grove.

The focus is placed on incorporating natural environment into the campus. The campus is organized around two large public courtyards with smaller individualized spaces around its perimeter. The larger eastern courtyard is flanked by the multi-purpose building and Synagogue (phase II), and is open on its eastern side allowing surrounding trees and ocean breeze spill into its confines and continue though the western courtyards. The northern side of the campus provides a generous terrace, which overlooks the soccer field and distant views. We also attempt to offer maximum natural light and ventilation into the classrooms.

The main design idea of the school is to provide a sense of identity for the school¡¯s various functions to particular activities and age groups. Different age groups (1-2, 3-4, 5-6, 7-9) have unique classrooms and courtyards in terms of color, shape and light. The various individualized interior and exterior spaces enable the students to ¡®place¡¯ themselves within the campus.

We believe that this school will help facilitate the children to appreciate the harmony in environments where their unique identities are being defined. Just as the school has withstood the recent fire disaster, the idea of integration and individuality hopefully will live on throughout each child¡¯s life.

Educator Narrative

Our campus straddles a fine line between being boldly creative and soothingly tranquil. It was designed with a master¡¯s touch and has the resulting effect of a calm, magical experience. No two elevations are similar and every building with in the campus is defined by a different bold color, yet together it fits to the extent that it could not be imagined otherwise.

At the start of our planning stage the many groups involved focused on a single minded goal to create an environment that would make a difference in the lives of all who become part of it. Teachers, parents, students, alumni, community members, administrators, private donors, maintenance staff and our adjoining neighbors each added design criteria that would enhance their environment.

The campus is in the midst of 27 acres of a rustic eucalyptus forest. Our educational philosophy and methods is to create a fluid environment between the forest and our school environment. To that extent classes are held in the forest outdoor study is promoted with in the environment.

The criteria for the design of our school campus were:

a) Structures were to be a fluid part of the surrounding forest environment
b) The environment would have a life of its own
c) Structures would give students insight and an appreciation for the architectural process and materials
d) To bring students outdoors wherever possible
f) There is no such thing as to much (indirect) natural light in the classroom
g) To create an organic village community

The different color for each room provides students with a sense of place and progression as they go from grade to grade. Each classroom has its own private outdoor space and was specifically designed so that the views from the large full wall windows do not face another classroom or the other room¡¯s outdoor playing space.

Each building has its own outdoor classroom with its own natural views. Every two classrooms have a teachers workroom and remedial studies room attached so that teachers are able to remain within view while working and students are able to remain have additional assistance while still remaining within their classroom environment.

Interior color is very subtle and calming other then in the kindergarten classrooms where the floor tiles are an assortment of bold colors yet wondrously the environment remains tranquil

Floor to ceiling tack board on all walls that are not covered by window space, ample storage space behind sliding white/black boards, curved and tiered wooden seating in class corners and additional natural light through clerestory window are special touches which every teacher thoroughly enjoys.