Page 34 - spaces4learning, November/December 2019

spaces4learning ADAPTIVE REUSE FOR EDUCATION
a gymnasium and library. The new addition incorporated one narrow window per classroom with masonry walls that provided minimal thermal comfort — typical of design and construction techniques at the time.
Today, TCALC supports an innovative program in profes- sion-based learning. Serving as design architect, DLR Group partnered with Architect One in Topeka to transform the existing facility into a professional work and learning environment with highly interactive, creative and technolo-
portunities for a welcoming discovery zone; long structural spans gave way to freely planning spatial adjacencies; and minimal exist- ing interior construction helped expedite completion of the facility.
The 26,400 square-foot facility serves two functions: an ear- ly childhood program and a new district office. It comprises 11 classrooms, from infant care to pre-K, all connected by an ex- pansive discovery zone for hands-on learning and indoor activity. Classroom spaces have ample transparency to allow for passive su-
gy-laden spaces. The center features new classroom, lab, research and collaboration venues that mirror those found in high-end workplace facilities.
AN EXISTING FACILITY WITH GOOD BONES CAN BE EASILY TRANSFORMED TO SERVE A SPECIFIC NEED.
pervision and access to daylight, which is achieved through new skylights throughout the facility. The organization of classrooms around a central discovery zone removes the need for corridors, reinforcing the notion that every space is a learning space.
The district office section of the facility incorporates seven private offices, a shared working space and multiple collaborative environments ranging from a central café space to varying sized conference rooms. The new board room — a functional space the district was previously lacking — is de-
The design adds much needed daylight
to all spaces. An aluminum-finned shade
structure along the south side of the build-
ing reflects daylight deep into the space. In
addition, all interior walls, minus the gym-
nasium and storm shelter, were demolished
to allow for ample flexibility within the
learning environment. The existing gym-
nasium was transformed into a new social commons which incorpo- rates a learning stair and introduces daylight through new cleresto- ries, while pops of vibrant color create a sense of excitement in the space. Contrasting materials and masses playfully hide and reveal the existing and new masonry and frame new openings for daylight.
signed to be divided into three separate spaces with operable par- titions that allow for functionality beyond formal board meetings. There are countless opportunities to create new and innova- tive environments for learning within existing buildings. Some require simple modifications while others need massive over- hauls. An existing facility with good bones can be easily trans- formed to serve a specific need, and the examples I shared above demonstrate what’s possible when school districts consider adap- tive reuse and look outside the education industry to solve their
capacity challenges.
DLR Group Senior Associate Ian Kilpatrick, AIA, is a multifac- eted designer specializing in K-12 education projects. Designing from the inside out, Ian has a passion for shaping learning en- vironments that encourage student engagement and motivation.
DLR Group / Michael Robinson
Transitioning from Big Box Retail to Education Center
DLR Group’s design for the Kearney Early Education Center in Missouri responds to Kearney School District’s increasing need to accommodate exponential growth across the community. Con- verting an existing grocery store, with a large open floor plan, al- lowed DLR Group to start this project with a blank canvas and to successfully create dynamic educational environments through adaptive reuse. The volume and openness of the space fostered op-
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