Nellie Stone Johnson Community School

Narratives

Architect Narrative

This school was designed as an innovative learning environment and neighborhood community center to help a blighted city area see a positive future. It will accommodate the continuing increase in student population in the area, which is economically depressed and prone to crime. It is one of four new K-8th grade schools that was commissioned by the District. These schools are within walking distance for many of the students and are designed to serve all members of the community.

This school was named after a local activist, who was committed to diversity, equality in labor and educational rights. The dedication of the school was to honor her involvement in shaping civil rights.

Planning the school meant extensive neighborhood involvement and neighborhood approval had to be obtained before construction could begin. Therefore, the design criteria were established by the community and became the foundation for the layout of the school. Improved student performances and increased community involvement with the school have been the results. Reinforced during the planning phase was the need for community after-hours access to the gymnasium, multipurpose space, computer lab, and other areas.

The site is bound between alleys rather than streets on the east and west edges. Because the site has very limited space, preserving green areas was important to the community. It was during the neighborhood meetings that it was decided that the school should be partially three-stories to help to keep the building’s footprint to a minimum. The building itself is orientated to minimize the school’s height impact on nearby homes by angling the building away from the residential areas.

The K-5 classrooms are located in one three-story tower and the 6-8 classrooms are in a separate tower. Shared functions are located at the north end in the two-story portion of the building. Beyond the typical classrooms, small group rooms were included for pullout instruction and student group projects. Common areas at the end of each classroom wing are large enough to accommodate a full class. In addition, initiatives for increased indoor air quality requirements, technological innovations, and educational flexibility have been planned into the building.

The central lobby is the main focus of the school. By bringing materials used for the exterior into the heart of the building, a more seamless transition was formed. The dark lines done in brick were brought from the outside of the building into the lobby to visually help the visitors to areas of interest, such as the information desk, media center, and classroom hallways with minimal use of signage. The patterning gives the lobby an enlivened and playful feeling reminiscent of a historic shopping district. It creates a “streetscape” for the school.

Located in a prominent area off the lobby is the media center. The two-story windows on most of the three sides of the room let in natural light and are orientated to take advantage of views of the school’s playing fields and the downtown seen in the distance. The placement of the media center will accommodate evening use when much of the rest of the building is closed.

The school was open for the District’s request of the first day of classes in September 2001. It meets the goals of the community while embracing new standards for educational facilities.

Educator Narrative

The school was developed to act as not only an educational space for student learning, but also as a community resource. When designing the school, there were meetings open to the entire community. People were allowed to give input on the design of the school. One of the important suggestions was that the layout of the building allows for access to areas such as the media center, the cafeteria, the gymnasium and multipurpose spaces when the rest of the school is closed. Community groups can host activities such as ESL classes, neighborhood meetings, and recreational events that are open to not only students and parents, but to other members of the community. The District has found that when people in the neighborhood have a connection to the school and feel welcome, it improves the neighborhood. People take pride in their neighborhood’s school building. This is especially important, since the area in which the school is located has had trouble with crime in the past.

Also, if the parents feel that the school is an open place where they are heard instead of a threatening place where they are criticized, the parents are more apt to be involved with their children’s education. Parent involvement is key to a successful learning process for students.

The District feels that strong schools are a way to build strong families, neighborhoods and communities.