Little Elm High School

Narratives

Architect Narrative

Little Elm is an aspiring suburb north of Dallas. Resolved that it wanted to transition the image of the school district and community from small and rural to progressive and corporate, it chose what would be its largest facility to-date to lay the groundwork.

While the school would have to be large enough to handle certain growth, it had to provide both a quality teaching environment that would attract and retain superior administrators and instructors and an effective atmosphere for students to learn. Design began with collaboration between board members, principals, teachers, students, parents and the community. In this case, a professional, progressive high school was what the committee felt would

* boost student pride and motivate them to succeed,

* accommodate impending enrollment growth and attract the best teachers.

A program was then developed that resulted in a design that concentrated on evolving career and technology programs; increased advanced elective opportunities; enhanced fine arts; and encouraged athletics. A 9th grade center was included to help support freshman in the transitions they were experiencing in life and school. Separating 9th graders made the high school feel smaller and not overwhelming and intimidating.

The facility’s floor plan is on a spine that acts as an organizing device clearly connecting all functions. This not only saves student time traveling between classes but offers a high level of security. The central spine also serves as a reception area for auditorium, dining room and gymnasium use by the community and school after-hours. Clerestory windows bring daylight into the heart of the building. The compact, multi-level plan was designed to

1)adapt to the sloping site;

2) maximize the view to the community’s lake; and

3)adapt for future expansion of the library, cafeteria, classrooms, fine arts and athletics.

Library and dining areas serve as community spaces with a central lobby and direct exterior access so not to disrupt or encroach upon classrooms. The design also uses flexible, durable, low maintenance materials that expand easily. While the form is simple, the space is very dynamic with varieties of volumes and materials.

Educator Narrative

The school’s program, just like all other high schools, provides the required curriculum and courses for students to meet state graduation requirements. Yet, the atmosphere at the school, due in large part to the architectural design and visual characteristics of the facility, has a higher level academic and social feel to it. The use of natural light and open space has also created an inviting atmosphere for students, staff and visitors. When the design team and facility committee set out to create the building’s environment, this is the affect they’d hoped for when the school was complete and the functioning on a daily basis. As superintendent for this wonderfully diverse, fast- growth school district, I believe that the architectural design goals, along with the environmental goals for the delivery of education for Little Elm High School were met with a high degree of accuracy and success.

In education, we teach and learn lessons every single day. We believe that the lessons and goals sought out in the concept and design phase of Little Elm High School have proved to be exemplary. As we continue to grow, and as we look at future expansion for Little Elm High School (which was planned and facilitated fully by original design features), we will strive to extend and continue the design and function concepts that have proved to be so successful and meaningful for all concerned here at the school, in the school district, and for the entire community.