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August 30, 2001
Photo by Steve Hornaday, courtesy of Heery International The design review committee for the new Cooper Elementary sought to create a large group setting inside the school. The $16.9 million building was designed by BCRA Tsang Partnership and built by Wick Constructors.
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Public schools are public issues, and neighborhood schools in urban settings have a significant presence in their community. By involving the community in the design process, school districts can build positive relationships and support for school activities.
In the Seattle School District, each school has its own design review committee that considers new projects. The principal, serving as chairperson, appoints 10-30 people, depending on school type, to represent the school’s staff, users, local community and neighbors. Members usually include a cross section of the community, the PTA, faculty, local government, support staff, and sometimes even students. The committee may meet weekly, biweekly or monthly, depending on the design process needs.
Photo by Steve Hornaday, courtesy of Heery International Highland Park Elementary’s design review committee required classrooms to be organized around small group instructional areas. The school cafeteria is shown here. The $14.6 million building was designed by BLR+B Architects and built by Lydig Construction. |
Before the district plans its renovation projects, the design review committees receive generic educational specifications and amend them to meet the unique requirements of their particular schools. For example, the committees may pursue a specific focus, theme or educational philosophy that the school is organized around, such as a magnet school for performing arts.
Since each design review committee carries out the same generic educational specifications through the architect’s design, different schools will have difference responses to the specifications. Whereas the Highland Park Elementary design review committee in West Seattle required classrooms to be organized around small group instructional areas, nearby Cooper Elementary needed a large group setting.
Following the customizing exercise by the design review committee, the architects proceed with the design phase. The architects then return to the design review committee with several concepts from which to choose, or develop a concept through a design charrette.
The design team — architect, program manager and owner — keeps the design review committee informed of the evolution of the design throughout the process. This provides the design review committee the opportunity to review, comment and approve. Procedurally, design review committees must formally accept the design at the schematic design phase in order to proceed.
These design review committee meetings are generally open to the public, but only the committee members may vote. Other community contact occurs through evening meetings to inform, answer questions and solicit feedback.
Rules of engagement |
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In some schools, community meetings are coordinated through parent-teacher associations or site council groups. At Sanislo Elementary School, for example, a design display was set up for the school’s multicultural dinner. Representatives from the design team were on hand to answer questions and take comments.
Design review committees have provided valuable input to the Building Excellence Program, but unless safeguards are in place, you could be faced with gridlock or “squeaky wheels.”
When working with design review committees, the meeting facilitator must have conflict resolution experience. For example, some design review committee members may represent special interests and not have the whole school in mind, while other members may tend to lose focus.
Sometimes community representatives may need to be reminded of the big picture — budget, schedule or education program needs. It’s important to accommodate them as much as possible, but be specific when you can’t meet demands.
There are limits to the design review committee’s authority. In Seattle’s case, design review committees cannot rewrite district policy or standards, rewrite design standards or material standards. Also, they do not have the authority to change the scope, budget or schedule of their project. Only the school board may authorize such changes.
Overall, design review committees are valuable design tools. Tapping into the knowledge and experience of the users, as well as the community, is essential when it comes to neighborhood schools. The committees will continue to be an integral part of Seattle’s building program.
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