Noble High School

Narratives

Architect Narrative

1. Exemplary ideas the design contains that enhance learning

This school in a rural state participates in the Coalition of Essential Schools, a nationwide organization whose members adhere to a set of principles that encourages innovation in teaching. The district uses a project-based, interdisciplinary approach, where teams consisting of a math, science, English, and social studies teacher work with learning communities of no more than 100 students. All classes are heterogenous because there is no tracking, and traditional departmental structures have been dissolved. Democratic processes, a collaborative environment, and standards-based curricula are central.

The approach has brought dramatic results, with student scores rising from the bottom third to the top third in state testing, and the district wanted its new high school facility to be compatible. The district also wanted to encourage life-long learning for all ages and to provide much-needed space for community programs in a rural area that had no real center. And despite needing space for 1,500 students, the three towns in the district wanted a friendly, small-school ambiance.

100-student learning communities
The design was carefully shaped to fit collaborative learning and to create a smaller, more personal, less anonymous environment. Fifteen identical “schools within a school” were created Each learning community includes a large multipurpose room that functions much like a living room, where the “family” of 100 students and four teachers can meet and where students can present their work to each other. Student lockers are located in the room, reinforcing the concept of community.

For flexibility, each community has rooms of varying sizes and functions and has state-of-the art technology infrastructure. The layout facilitates the hands-on, project-based curriculum that puts the student as worker and teacher as coach. A large classroom can become two when a moveable wall is in place. A science lab has moveable tables in the middle of the room, with gas and water lines on the sides. A large project room with a sink and a large storage room facilitate student work. Teachers share an office which has a window looking out onto the multipurpose room. Planning sessions inherent in team teaching are easy to schedule.

Supportive, welcoming, small-school atmosphere
The school is large for a rural community — 270,000-sq.-ft. But design features make it appear small and fit its surroundings and heritage, in addition to providing an ambiance that students and community users find inviting. The building comprises a sculpted composition of diverse forms, which reduces its scale. Almost 60 percent of the building’s mass is hidden from view on approach. Protruding classroom wings screen parts of building, the gymnasium wing is pushed back in perspective, and large stands of trees were left undisturbed. The use of brick and wood and a traditional design are compatible with the surrounding countryside and architecture and set a friendly, inviting tone. The building is oriented to the southeast to take maximum advantage of solar gain, capturing sunlight at the main entrance for most of the day.

The “town square” inside is the crossroads of the school with ample places to sit, to see, and be seen, and is bright and welcoming with a 48-ft. long skylight. Three 12-ft.-square skylights in the cafeteria, and numerous large, arched windows throughout the building bring in light and offer views to the woods outside. Throughout the school a palette of earth-tone colors adds to the inviting ambiance as does the abundant use of natural wood accents.

Wherever possible, corridors are offset and single-loaded to avoid the institutional look given by long, double-loaded halls. In addition, they are wide enough to accommodate benches along window walls, providing light-filled areas for informal gatherings or quiet study. Heating units under the windows make the benches comfortable even in winter. In addition to the cafeteria, a small cafe provides another spot for socializing.

Technology infrastructure
The school has an extensive technology infrastructure, with over 2,000 data outlets to meet current and future needs. The availability has enabled teachers to take advantage of sophisticated educational software to enhance their curricula, and it is easy for students to avail themselves of the wealth of information and resources online. For students needing specialized help in writing or other tasks, the school has a computerized learning lab. A videography studio supports the interdisciplinary curriculum.

The system also provides cost-effective ways for handling administrative tasks. Teachers have individual accounts on the school’s computer network systems, where they can save files. Student attendance is entered daily over the network, as are report cards and interim reports when they’re due. Each teacher has a direct phone line with voice mail in his/her room, facilitating contact with other staff as well as parents and other community members.

Communications with stakeholders is also enhanced and facilitated through the school web site. Teachers can enter homework assignments on the web, available to both students and parents. In addition, news about school activities is posted as well as the school calendar.

Enhancing community use
A large permanent display case in the town square is set aside for each town in the district, a visible reminder that each is an owner of the building. The design takes the concept of community use to a new level. A community health care clinic staffed by a local hospital has its own entrance. A day care vocational center is located adjacent to the adult education center, making life-long learning easier. A 50-seat restaurant open to the public provides training for culinary arts students. A performing arts center seating 1,000 is one of the largest and best-equipped theaters in the region. A spot in the library is set aside for volunteers to read to children enrolled in day care. When not needed for scholastic activities, 11 athletic fields, two gymnasiums and a fitness-training center can be used by the community.

2. What innovations in the planning, programming and design process supported the realization of these exemplary ideas.

The planning and design process was truly democratic, with intensive involvement by faculty, students, administrators, staff, parents and community members over a year. Architects held meetings with the faculty and conducted indepth interviews, individually with each teacher and with all departments. They distributed detailed questionnaires, gathering information on specific needs and general ideas about the design. A student committee developed a survey questionnaire. Student facilitators led discussions in all classes. A half-day workshop was held for faculty, students, administrators, parents, and community members.

Every element in the design of the school was based on determining what was best for students and began with five basic principles. The new facility should:
–abolish anonymity by creating schools within schools;
–reflect the concept of teacher as coach, student as worker;
–accommodate a curriculum that is collaboratively designed, interdisciplinary and project-based;
–be a community center that embraces the community, so community functions are integrated and not separated from education functions; and
–be flexible in design, material, and function.

These principles were expanded through the planning and design process and are clearly reflected in the facility.