4.1 PRECEDENT STUDIES
4.1.1 Career Academy of Pella, Pella, United States of America
Typology | Vocational Learning Centre Area | 23 000m²
Year completed | 2015
Client | Pella Community Schools
4.1.1.1 Introduction
The Career Academy of Pella is a vocational learning centre which provides STEM instruction, a teaching method which combines science, technology, engineering, and mathematics. The skills training provided is to cater for particular skills required in the local economy (Neumann Monson Architects, 2017). Its selection as a secondary international precedent is based on its
63 | P a g e Figure 4.2 - Locality and site plans (Neumann Monson Architects, 2017)
primary use of space dedicated to vocational workshops, in a simple, yet pragmatic and contemporary form and aesthetic, as well as its expression of the curricular in the building.
4.1.1.2 Participatory Planning
The project was realised through a participatory planning process, with various stakeholders, namely, the community, the building occupants, the school administration, and the design consultants. They worked together to seek to establish an appropriate design with the funding available (Neumann Monson Architects, 2017).
4.1.1.3 Context
The building is located next to an existing high school in what is an educational precinct. It is across the street from a residential area, and diagonally opposite the Pella City Park. In this context, the centre stands out, creating interest with its pure modernist shape and contemporary concrete, brick, timber and glazed finishes. The building is a maximum of two storeys high, with half of it tucked into the terrain to reveal only one storey in the South and East Elevations. The allows for the centre to respect the scale of the neighbouring one storey houses. The brick coursing and sizes mimicking those of the neighbouring buildings as well (Neumann Monson Architects).
4.1.1.4 Structure and Finishes
The building structure is in concrete, masonry and steel. The facades’ materials are primarily of natural glass and the tactile materials of dark face brick and timber slats.
64 | P a g e Figure 4.3 - Primary finishes (Neumann Monson
Architects, 2017)
Figure 4.4 - North elevation (Neumann Monson Architects, 2017)
Figure 4.5 - Floor plans (Neumann Monson Architects, 2017)
4.1.1.5 Spatial Programme
The upper storey hosts ‘flexible’ classrooms, a computer laboratory, a meeting space, and an administration office. The lower storey consists of double volume vocational workshops and support spaces for industrial technology, automotive mechanics, and welding and advanced manufacturing, and an agricultural science classroom. They house high-tech equipment to expose learners to current production methods. All the spaces are linked via a double volume circulation spine that also links the two storeys (Neumann Monson Architects).
65 | P a g e Figure 4.7 - I.T. classroom (Neumann
Monson Architects, 2017)
Figure 4.6 - Corridor (Neumann Monson Architects, 2017)
4.1.1.6 Learning Stimuli
The learning spaces of the workshops and classroom are simple utilitarian rectangular forms, with no shapes of interest, typical of traditional instructional spaces. The ceiling heights are consistent with anticipated activities. The high double volume soffit in the workshops suits the high level of movements, physical activity, and noise that occurs in workshops. The ceilings are lower in the classrooms where quiet and concentration required.
The simple arrangement of the buildings spaces and uses is clear, and easily interpretable, making way-finding easy. Users can orient themselves, therefore influencing confidence and a sense of safety.
Colour has been kept to a minimum, and a palette of durable finishes is opted for instead, leaving those spaces very hard, industrial and lifeless. Where colour was introduced in the computer laboratory, a brighter colour was used on the teaching wall, and light colours on the side walls, drawing the students’ attention to the educator in the front, and allowing for varied stimulation to the side. The colour palette of the circulation spaces is dull, and uninviting.
Daylighting strategies were implemented despite the main axis of the building running along the North-South axis. The workshop spaces enjoy diffused daylight through translucent panels along the entire upper part of the workshop wall, on the one side. In the absence of secondary window walls, the height and positioning of the translucent panels allows light to
66 | P a g e Figure 4.9 - Exposed building services in utilitarian vocational workshops
(Neumann Monson Architects, 2017)
Figure 4.8 – Corridor (Neumann Monson Architects, 2017)
penetrate deep into the workshop space, providing stimulating natural light to workspaces without glare. The solid lower section of the workshop however provides a disconnect from the outside, isolating students from the outside world. Students would have benefitted from a visual connection with the outdoors.
The I.T. and agricultural science classroom in contrast have a visual connection to the outdoors through full height glazing that allows for deeper penetration of daylight which is reflected by the white ceilings.
The other learning spaces, however, are artificially lit, which compromises the receipt of daylight stimulation.
The whole building is mechanically ventilated to ensure controlled air quality ventilation.
The exposure of the building’s structure and services in the workshops and corridors lends itself to a didactic expression that provides occupants an opportunity and spatial experience to explore their environment and make discoveries. The STEM curricula and concepts, and workings of the building is evident in the exposed polished floors slabs, walls, columns, girders, electrical and HVAC reticulation.
67 | P a g e Figure 4.10 - East façade (Neumann Monson
Architects, 2017) Figure 4.11 – Perspective (Neumann Monson
Architects, 2017)
68 | P a g e Figure 4.12 - (K2S Architects, 2017)
4.1.2 Maunula House, Metsäpurontie 4, Helsinki, Finland