Main EntranceCommunity Environment:The underlying goal of the new middle schooldesign is to create an environment for learningthat captivates the imagination of the studentsand actively encourages exploration and growth.The space intends to simultaneously stimulateteachers, staff and visitors through theirexperience within the school. The result is a designthat creates a series of carefully considered, light-filled spaces which seamlessly integrate into thenatural landscape.

The School is to be located in the Village ofAnmore, British Columbia. 25 KM east ofVancouver, Anmore lies above the Burrard Inlet, aroute used heavily by industry for its ease ofshipping. Nestled in the base of the mountains,the village is an idyllic community which hasmanaged to maintain its semi-rural, naturalenvironment. Bordered by parkland, old growthforests and lakes, the surrounding scene typifiesthe relationship between the residents of Anmoreand the natural landscape.

Central HallCommunity Environment: Rather than advancing with a response based on the idea of “teaching”, the design team consciously redirected point of view and formalized acreative response from the standpoint of “learning”. Understanding the manner in which children learn, interpret and discover our worldprovided the underlying design methodology for the design of the new middle school which focused on education through interaction. Thisapproach was a fundamental means of informing and ultimately formalizing an architectural response which was a direct result of the act ofinterpretation and discovery. It allowed the design team to approach the design process without preconception or reticence. The derivative is adesign which innovatively responds to the specific program, the client’s needs, budget constraints and simultaneously addresses the uniquechallenges of this particular site. As a synthesis, the product is a design concept which places emphasis on student exploration and provides alearning-based environment which has been conceived “through the eyes of the students”.

CourtyardLearning Environment: narrative

21st CENTURY LEARNINGMEDIAGaining a better understanding of 21st Century Learninghas lead to new learning initiatives and pedagogy withinour current school systems. It is obvious that mediashapes the direction of our current society and influencesthe direction of 21 century learning environments. Arecomputers taking over classroom? There are numerouslectures, articles and books relating to the influence ofcomputers in the classroom. Understanding howtechnology will be used within the curriculum was a vitalcomponent that directed the design and helped shape theprogrammatic response of the West Coast Middle School.

PROJECT BASED LEARNINGThe 21st century learning environment is fast paced andless predictable. As a result, personalized learning hasdeveloped which focuses on teamwork which involvesproject based learning with a focus on collaboration. Thisstrengthens the students ability to work effectively andcommunicate with others. Project based learning allowsthe teacher to act as a guide. The ideology that theteacher holds all of the knowledge which can be deliveredto students has been redirected through accessibility todigital information. Project based learning capitalizes onthe students initiative and ability to work remotely orwith others. Blended learning is often referenced whichacknowledges that content is available on line at all timesand the teacher becomes the facilitator to produce activelearning. The teamwork areas which actively join theclassroom pods facilitate project based learning andpromote student collaboration

INTERDISCIPLINARY LEARNINGFuture trends in learning focus on interdisciplinary learning which cross traditional segmentedcourse work. This concept relies on the open exchange of ideas which has resulted in theemergence of themed learning academies. Interdisciplinary learning by nature, is collaborative.Collaborative environments employ “Appreciative Inquiry” which is a process of inquiry andrequires action and the collaboration is generative. The elevated courtyard brings the natureindoors and provides a contemplative space to effectively bind all of the learning environmentstogether.

HANDS ON LEARNINGThe act of making or doing is a key component to learning and is outlined in numerous booksrelated to 21st Century Learning such as “Shop Class as Soul-craft by Matthew Crawford”. This is anapproach which operates with the act of engagement at the core with the overall methodologybeing active and applied. The gymnasium, project spaces, classrooms and media centre are allhighly visible which display all aspects of the educational curriculum.

DaycareLearning Environment: Continued

SOCIAL LEARNINGLearning is a social experience and factors such ascomfort have been shown to enhance learning. Socialengagement provoke interaction between students,teachers and our natural environment. Learning takesplace within the confines of the school and beyond. Theoverall design of the school placed the spaces betweenthe classrooms as the primary spaces that encourageinterconnection. The inwardly focused central courtyardand the central hall become the spatial heart of theschool.

EXERCISE AND LEARNINGExercise and learning are not disconnected. Recentstudies accumulated and presented by leadingdevelopmental molecular biologists make directcorrelation between cognitive ability, and studentaptitude when it follows exercise. Studies such as theseare helping to inform modifications to the currentteaching curriculum which is typically defined. Schoolshave emerged that allow students to start their day with50 minutes of an exercise of their choice. An opengymnasium encourages activity and promotes activity.Direct connection to the outdoor environment was also adesign element which inspires students to explore thenatural environment.

DaycareLearning Environment: Continued

CREATIVITYWords such as passion and creativity did not arise as oftenas they do in current teaching pedagogy. Theidentification of multiple intelligences has diverged fromthe historical measure of intelligence, which was basedprimarily based on mathematics and linguistics. This shiftin measuring intelligence has evolved around the four“C’’s which are Creativity, Critical thinking,Communication and Collaboration / Life skills. Oneexample of this shift in the educational paradigm isevident in the revision made to “Blooms Taxonomy Chart”which has been revised and now places creativity at thetop of the pyramid. Current trends acknowledge thatwhen the arts are integrated into core learning, learninggoes up. The design of the school was directed by thedesire to create comfortable spaces which were filled withnatural daylight and views which encourage creativity.

SUSTAINABLE LEARNINGSustainability in our built world is all important in today’sarchitectural discourse; however, the sustainableinitiatives encompassed in the design of the school act notonly to address environmental concerns but to create asetting where students can interact with nature and learnfrom their environment. Exposure to a building whichprovides palpable green building systems creates criticaleducational opportunities in every area of the school.These opportunities play a large part in the student’seducation while challenging future generations to re-evaluate their relationship with the natural environment,and become inspired, sustainability-conscious thinkers.What is learned within schools today and the years tocome will shape the future. The direction of our futurecities and the environment are in the hands of our youth.

Model PhotoPhysical Environment– Narrative

SITE STRATEGYThe overall site strategy for the placement of thebuilding was influenced by a number of factors. Adesire to reduce the amount of trees to beremoved and minimize the impact of the naturalforest was at the forefront of design decisions.Recognizing the significant existing gradedifference on site, as well as acknowledging themunicipal requirement, which dictated that it wasmandatory to deliver a two-story structure whichprovides easy and direct firefighters response,ultimately led to a tiered building strategy. Thetiered building design is characterized by an earth-bermed lower level which supports the elevatedmain level classroom level where the buildingeffectively acts as a new connective link betweenthe upper Anmore Village and the lower PortMoody side adjacent to an existing SecondarySchool. A number of challenges presentedthemselves in maintaining a two-level structure,and in order to achieve this requirement thegymnasium has been depressed one full story andhas been oriented in an east / west direction toallow for optimal egress as well as the idealorientation for the control of natural daylight intothe space.

The result is a “U-shaped” configuration where thetwo primary classroom wings and the centrallylocated library open onto a common elevatedcourtyard space which optimally binds theprogram spaces in which students learn.

Site DiagramPhysical Environment – ContinuedThe placement of the building takes advantageof the natural surroundings. Visual and audibleconnections with the adjacent park,encompassing scenery, sloping terrain and opensky were incorporated into the scheme. Theselinks with the natural world will play a criticalrole in the education of the students.

SectionPlanning Process: NarrativeTo connect spaces is to connect all ways oflearning. By opening and linking the learningenvironments within a school, we bridge variededucational scenarios while encouraging adynamic and rich environment in which new ideasand concepts emerge without boundaries. Theconnection to nature and specifically the adjacentforest creates a place where children learn tointeract with their environment, while playingwithout structure or program. The students arepositively impacted and provided with a tangibleconnection with the environment whichencourages creative thinking and independence.The green courtyard and its proximity to theclassrooms bridges the indoor learningenvironment to nature. By connecting theclassrooms and the courtyard, the designencourages teachers and students to look at theoutdoors as a space for learning and exploration.As a core philosophy, there is a belief thatsustainability is ultimately achieved througheducation. By connecting the classrooms and thecourtyard, the design encourages teachers andstudents to look at the outdoors as a space forlearning and exploration. The creation of thesemicroclimates will allow the local bird habitat toflourish which reinforces a visually and audibleconnection to nature. As a core philosophy, thereis a belief that sustainability is ultimately achievedthrough education.

ElevationsPlanning Process: ContinuedThe arrangement of spaces in conventional schoolstypically create separations - separation of spaces,as well as separation between teaching andapplied studies. Reorganizing these spaces andremoving separations allow for the students tobecome immersed in their environment byproviding links and removing boundaries whichexpand the domain of learning beyond theclassroom walls. By creating links to the naturalenvironment, as well as incorporating sustainableinitiatives, students are encouraged to break freeof the chalkboard and interact with theirsurroundings. The outside walls of the elevatedcourtyard have been aligned with the gymnasiumwalls below to allow for simple and efficientstructural loading.

Submitting Firm : B+H BuntingCoadyProject Role ArchitectProject Contact Dwayne Smyth Title PrincipalAddress #200 – 1132 Alberni StreetCity, State or Province, Country Vancouver, BC, CanadaPhone 604.685.9913

Other Firms:Structural CWMM Consulting Engineers Ltd.Mechanical & Electrical MCW Consultants Ltd.Landscape Sharp + Diamond Landscape Architecture Inc.Interiors B+H BuntingCoady Architects Inc.

Project Name West Coast Middle School

City Anmore

State British Columbia

District Name Coquitlam School District No. 43

Supt/President n/a

Occupancy Date 2013

Grades Housed 7 – 9

Capacity(Students) 500

Site Size (acres) 10.165

Gross Area (sq. ft.) 58,400

Per Student t(pupil) 116.8

gross/net please indicate Gross

Design and Build? Design-Bid-Build Procurement Method

If yes, Total Cost: TBD

Includes:

If no,

Site Development:

Building Construction:

Fixed Equipment:

Other:

Total: TBD