Prairie View High School

Narratives

Vision of the Future

Planning Process
A collaborative programming effort began with the formation of the Design Advisory Group (DAG) to not only respond to current programmatic needs, but also focus on the programs and curriculum of the future facility within the community. The DAG consisted of a group of 26 committed school officials, educators, students, parents, and citizens of the community. Their high interest aided the design dialogue, outlining the tasks that had to be completed for the successful completion of the planning and design.

The design team facilitated a series of “vision sessions” to determine the goals and vision. Additional interactive planning meetings were held bi-weekly to develop specific program components. After an intense and highly interactive two months of planning and programming, the DAG revised the educational specifications, amended the district specifications as necessary and developed the facility program to guide building design as it began to evolve into the “real” high school solution.

Learning Environment
Designed around the concept of “small learning communities”, flexibility of the building adapts to varying educational philosophies, and curriculum models. Creating small schools within the larger school was an important goal that the group achieved. The building opened under the departmental teaching model, but will adapt quickly as the school administrators move into an interdisciplinary teaching approach.

The High School allows view alignments to Longs Peak, the dominant sky, the ground and horizon line punctuating the learning environment and creating an experience with the high plains topography of the Front Range. Orientations both active and passive are used as learning tools in response to the changing environmental conditions and seasons. Studies of water flow, erosion, water conservation and energy shelters may be separated within these courts and used as outdoor teaching tools.

Organization of “neighborhoods” offer flexibility of curriculum and educational philosophy alterations, natural lighting abundant for focused learning. Technology and information transfer weave through the traditions of formal building systems. The diverse materials within the palette exhibit a common timelessness in their connection to the earth. The finishes provide tactile and visual textures. This environment provides comforts of the past, yet excitement of the future.

Physical Environment
The High School plan embraces the concept of the Civic Court, providing a foreground to the building, and creating a sense of remembrance and presence. The Plaza is a very active environment with student functions during the day and serving as a lively community event space in the evenings. The Architecture speaks of a place of transition, moving steadily into the future of information transfer, travel and technology all within the traditions of Utility, Economy and Permanence.

High tech elements are abundant and include wireless technology and state-of-the-art audiovisual equipment, throughout the learning environment. The exterior design of the building is very modern, but is also reflective of Brighton’s history and strong traditional values.

This High School is a great example of how a School District, Architect and General Contractor can successfully design, manage, and construct a benchmark facility that will carry the students and educators into the future.

Environment for Learning

Our educational goal for this High School was to create small learning communities. Knowing that the project was going to be a large school of 1500 plus students, we wanted to ensure that we created an environment where students were known and recognized by as many teachers as possible. This would help create a safe school environment and raise academic success as teachers, students and parents would create tighter bonds, better communication, and positive relationships.

The High School building was built with four academic wings and one centrally located science wing. Each wing consists of 6 classrooms, teacher work center, student lockers, staff restrooms and student restrooms. Our students are currently in two communities of approximately 300 students and 8 teachers each. The teaching community consists of two language arts, two science, two math, and two social studies teachers. Students are assigned to a community where they will interact with the same teachers for four years (their entire high school career). The design of the building allows us to keep students situated with their community. As students become juniors and seniors, they tend to intermix more with the other communities and we will offer more specialized classes. Students also are able to interact with other communities during their elective times which utilize the athletics wing and the performing arts wing. Teachers working in the communities are able to integrate curriculum and communicate more effectively about students since they deal with the same students.

Safety has also been one of our main concerns. The learning communities and academic wings allow us to have a smaller group of students moving from one location in the school to another. Since students are known to the teachers in the area, they can better deal with tardies, student issues, and students who do not belong in that area.

Overall, I have been thrilled with the design of this school. The building allows great visibility of kids during passing periods, lunches and classes. The horseshoe front of the building allows a place for students to congregate and be seen by each other and by the administration. The horseshoe connects the three areas of the building but also allows us to shut them off from each other for weekend or evening events. The auditorium is on the west end of the horseshoe and the gyms are on the east side. The academic wings are totally separated from these community areas allowing for an environment for learning.