Jenkins School

Narratives

Architect Narrative

Sited on 6.4 acres in a residential neighborhood, the new 77,000 sf grades K-6 school has a footprint approximately 40% smaller than the 43,000 sf school, which it replaced. This constraint imposed by the Massachusetts Department of Education coupled with the difficulties presented by the 38-foot vertical grade differential between the two streets providing access to the school, were primary factors that informed the eventual siting of the building. Secondary considerations for the siting of the new school were to make provisions for safe vehicular and pedestrian circulation, child play areas and multi-purpose open space. A true neighborhood school, many students walk instead of being bussed. For this reason the scale and massing of the school is residential in nature. This scale is very approachable for young children and is appropriate within the context of this small seaside town.Inspired by the coastal community setting, the design team created a weathered wood shingled building constructed in durable, civic-minded masonry for this 26-classroom elementary school. The cladding transitions from exterior to the interior of the building calling attention to the logically organized grade-clustered classrooms, residentially scaled interior elements, and consistent use of background colors.Influenced by the image of a traditional shaker-style tapestry, wayfinding through the interior of the facility is facilitated through the “woven” corridor and classroom floors. Linear “threads” of VCT, highlighted with accent colors gracefully guide the student through the corridors and into their classrooms. By design, natural light streams through the windows creating a navigational path “across” the floor tapestry.Earth-toned background colors reinforce the more natural hues that are one of the hallmarks of the Shaker movement and provide a suitable backdrop for the colorful accents provided by the students and their proudly displayed artwork. Painted wainscoting, at child-height, combined with 6’8” doors, pendant lighting fixtures and naturally finished wood casework assist in scaling the building to the young users.The facility “security system” manifests itself through both technology (unobtrusive video monitoring of major entrances and corridors) and school facility planning concepts. Public entrances are located near “adult supervised areas including; the main office, reception area, library, media center, guidance office, and cafeteria. In planning for security the design team carefully considered the climate of fear created by the violence in schools across the nation. The goal was to provide a safe environment, which would be largely undetected by the students and average observer.The design process was an inclusive one. Regular-user groups meetings were held during the course of the project. Comprised of educators, parents, and staff, all design ideas were reviewed and tested by this group to ensure the viability of the planning concepts, and ultimately the facility. Additionally, the design team conducted regular meetings with representatives of the local town boards and commissions. These regulatory group meetings were essential to an efficient permitting process.

Educator Narrative

The teachers of this small seaside community were well versed at instructing students on reading, writing and arithmetic — the building blocks of any good education, but they were struggling with the challenges posed by overcrowding, poor air quality, and inadequate lighting. Bathrooms were few and far between posing problems for the smaller children. Classrooms made too hot by overcrowding and aging HVAC systems caused distraction in youngsters unaccustomed to maintaining a disciplined focus on their studies.

In 1999, when teachers and staff learned they would have a new 630 student K-6 elementary school their goals for the school began with ensuring the design of the facility would provide for maximum opportunity for young minds to quest and explore. Large operable windows that would provide plenty of natural light and admit the cool sea breezes of the Atlantic Ocean were top on the wish list. They requested separation of general classrooms from the more active and somewhat noisy core facilities including; art, gymnasium, cafeteria and administration, which would be located near the main entrance of the school.

Input from parents and members of the community revealed a desire to use the core facilities after hours for a variety of Town Meetings, PTO gatherings, youth group meetings, productions, and youth and adult athletic leagues. This informed the decision to locate the library, gymnasium, and cafeteria near public entrances to the facility allowing securable portion of the building after hours.

The teachers report that the acoustics in the building are superior. Large windows provide an abundance of natural light and an ever-changing landscape for which to display art. Classrooms house the latest instructional technology and ample storage space for teachers and students alike. The buildings logically organized to allow all users easy navigation throughout the entire school.

The elementary school is considered a true neighborhood and community center. Accessible for use seven days a week, twelve months a year, the library is fully utilized for meetings after school and early evening, the gymnasium is in virtual constant use seven days a week, on weekends functioning as the venue for many town-wide athletic leagues. When the library is booked the cafeteria doubles as an alternate meeting space, and during rare town-wide power outages meetings and performances can continue undisturbed due to a back-up generator that powers the facility during outages.

The prevailing desire to fill the school with natural light and create an airy spaciousness resulted in one minor drawback; the gymnasium and library cannot be made dark during the day. This makes showing video presentations difficult. Parking remains an issue on this very tight site, located in the heart of a neighborhood. The chosen location for the school with its increased enrollment and use year round made parking constraints inevitable.

The teachers agree that students are performing better in their new school. There is a real sense of pride in the building and the students that learn there. Summed up best by the sign that greets you as you enter, “Through these doors pass the greatest students in the world.”