Chugach Optional Elementary School

Narratives

Chugach Optional Elementary School

The original school was constructed in the 1970’s in response to an educational philosophy that stressed individual learning, student interaction and a fluid style of curriculum delivery generally referred to as open concept. The renovated design solution balances open and closed spaces creating an environment that encourages interaction while respecting boundaries. Key features include:

• Transformation of the plan from a narrow dual hallway scheme to a central ‘Learning Street’. Opening the center of the school leveraged existing south facing clerestories to create an open, light filled environment.
• Open, L shaped classrooms that provide a variety of learning spaces while remaining open for collaboration, team teaching and multi-class projects.
• Transition Buffer Zones: Classrooms are separated from main circulation by cubbies and informal learning spaces providing needed acoustical separation from the active ‘Learning Street’.
• Informal Learning Spaces: throughout the school, nooks, crannies, and window seats create cozy spaces for students to read, work and study, celebrating the flexible school curriculum.
• Design Integration: the old school and additions are seamlessly integrated creating a unified school inside and out.
• Elongated Library: Formal instruction, socializing, research, individual reading and storytelling happen simultaneously without conflict.
• View Capture: Relocation of the Library with expansive fenestration makes the spectacular view a part of each student’s daily life.

The design process was characterized by a high level of participation of key stakeholders including, students, parents, staff and neighbors. Participants both challenged and stimulated the design team resulting in a solution that is uniquely responsive to the educational program and neighborhood context. Specific contributions from stakeholders include:

Students: the design team sponsored workshops with each class in the school. Kindergarten students drew pictures of their favorite places. Primary designed a new playground and upper grades created 3D classrooms. Trees were frequent subjects of student projects and were seen as metaphors for student growth; setting firm foundations, developing inner strength and confidence, exploring possibilities, creative expression and nurturing younger students. Inspired by this vision the design features open classrooms that branch off of the central street, tree themed artwork, dividers and window seats.

Parents: supportive parent group lobbied for funding to increase classroom sizes needed to support the unique curriculum and engaged in spirited debate over the location and configuration of the library, ultimately supporting the idea of moving it away from the physical center of the school while still maintaining the library as the visual focus.

Community: neighbors brought concerns about traffic, parking, street amenities and preservation of views. Computerized view studies helped the design team work collaboratively to shape the additions to minimize impacts and enhance ‘curb appeal’.

Staff: all teachers participated, bringing classroom ideas and concerns. A particular focus was the layout of the cubbies in the transition zones ultimately leading to 3 design solutions to meet the needs of different grade levels. The librarian brought the idea of window seats which was enthusiastically adopted by the design team.

Educator's Narrative

The school is an open concept elementary school serving 250 students in grades k-6. Our unique school provides an enthusiastic, dynamic learning environment that capitalizes on the innate curiosity of children. The school staff generates and sustains a strong sense of community while planning and preparing theme-based experiential curricula. We strive to develop a warm nurturing family atmosphere that promotes openness, trust, acceptance, responsibility, self-evaluation and self-discipline. The open nature of the design supports these goals. Community members flow freely from one space to another without the barrier of doorways. Class work is accomplished cooperatively throughout the program in a variety of settings.

Curriculum is integrated across disciplines and teachers do not rely on textbooks as a primary source of lessons. The library and its rich source of information is a critical component of the program. Students gather in the library for group lessons and individual reading and research.

Because the classrooms are not enclosed rooms there is a visual connection between the classes which enhances our bonds as a community; a student, parent or teacher standing in one classroom, may have visual contact with four other classrooms at three different grade levels. The relationships developed during cross-age learning partner activities are nurtured by the proximity to one another throughout the day. Teachers encourage their students to become active participants in their own learning; students may be found working independently in the hall, in the library, or in nooks and crannies within the classroom. Merely by walking down the hall to the library a visitor or community member will be a participant in students’ learning.

Parent involvement is an integral part of the program at the school. One might find parents in the following places: giving input at staff meetings, working in the computer lab helping students with their web pages, reading or working with small groups of students in the library, preparing work for the teachers in the production room, working on a class project in the classroom project area, or serving a celebratory breakfast in the art/science room. The design of the school encourages parents to enter classrooms and become a part of the life of the school.

Children are taught to respect and celebrate differences. They are encouraged to become independent, self-reliant learners and self-confident risk takers. The variety of learning spaces within the building allow for large group instruction, small group instruction and individual work time. Learning in an open environment provides for the students’ growing awareness of the impact of their actions on others, and helps cultivate a sense of responsibility for self and others. As self-reliant learners students move independently from different learning spaces and are supported in their developing sense of responsibility by the open design.