The design approach to the Tuk School Addition/Renovation Schematic Design involvement was to focus on two key factors:

• Create a high school/CTS addition that is centrally located to allow the high school students easy access to the other educational programs not included in the addition (gymnasium, library, home economics, science and culture and language), while still providing them a distinct space and sense of identity.
• Re-organize the existing building into a school that functions both as a school with distince zone (Primary, Elementary, Middle and High school) and also as a facility that is inviting adn usable by the community

It was also important to create a comfortable, inviting facility in order to engage the community and create enthusiasm amongst the wider public for the educational process. It therefore made sense to locate the program spaces shared by the community adjacent to a welcoming, open area at the main public entrance. This also allows for the other areas of the school (classrooms, offices, etc.) to be secured after school hours while keeping the community spaces open to public use.

Proposed Main Floor Plan

Proposed Second Floor Plan – High School Area

Site Plan Study

Interior Rendering

The Lutsel K’e School Schematic Design project involved the examination of the existing facility (determining where maintenance, upgrading or renovations were required to be carried out) and undertaking schematic design exercises for the addition of a CTS shop and new library.

There are two primary concerns when developing a design for an existing facility.
• Is the desired functional and operational approach served by the existing building plan?
• What are the cost implications of building modifications/additions?

With these two considerations in mind, PTA determined that the best approach to the school renovation and addition project was to use the existing school organization and structural scheme, making minor (non-structural) modifications to the existing facility while also creating new additions that enhance the existing circulation. However, for this to be successful, the site needs to be reconfigured to encourage the use of the existing foyer/main entrance.

Central to the design approach is the reconfiguration of the site around the building. Access to the foyer main entrance should be encouraged. To achieve this, the schematic design proposes a new playground layout that divides the courtyard into primary, elementary, middle and high school zones. It also provides convenient pathways that lead through the site directly to the main zoned entrances (Kindergarten/Primary, Elementary/Middle school and High School) and that provides a distinct separation between access to school and to community/school shared uses.

Floor Plan – Movement Study

In order to create flexible social, educational and break-out spaces, the bay windows on the south elevation were removed and replaced with small additions which extended towards the playground. For the high school zone, the partitions between the classrooms and corridors were pushed back slightly to, again, create break-out spaces.

Partitions between the kindergarten and primary classrooms are cubbies up to 1200mm and glazing above; Partitions between the middle school/high school classrooms are typical gypsum bd. partitions up to desk height and glazing above. Storage walls are used between classrooms with clerestory glazing above. This use of glazing allows for natural light to penetrate through the building,  provide a sense of openness and all for passive supervision.

Movement and space studies (above)

Site Study (above)

North and South Elevations (above)

Interior Perspectives (above)

Exterior Perspectives (above)

“Arctic Adaptations: Nunavut at 15, is a team-based submission initiated and led by the research and design studio Lateral Office. It celebrates the 15th anniversary of the founding of Canada’s newest territory, Nunavut, in 1999. Working in collaboration with five Nunavut-based organizations, five design teams, each made up of a Canadian school of architecture and a Canadian architecture office with extensive experience working in the North, will develop proposals on five themes – Health, Education, Housing, Recreation, and Arts – that are significant for nurturing robust and vibrant northern communities.”

Pin / Taylor, in conjunction with the University of British Columbia,  is to take on the topic of Health in the north.

Visit the project website @ www.arcticadaptations.ca

See news articles @ The Globe and Mail (March 26) &  CBC.ca (March 27)

The intent of the East Three Secondary School (or Inuvik Schools) was to create a facility for the community which incorporates cultural elements of the indigineous groups living in Inuvik while minimizing its sense of scale and imposition. The facility is comprised of personable, low scale, set back school facilities with separate identities located in a park-like setting with natural play structures (such as hillocks that are usable year round).

Open, light filled and transparent interiors create comfortable, calm teaching and learning environments open to engaging not just the student but also their supporting community. To further the community inclusion as well as to enhance the student experience, cultural imagery adorns key focal exterior and interior surfaces.

INTERIOR

The design focus of the schools interiors has been the creation of open and transparent learning environments that incorporate cultural imagery to replicate and create interest in Inuvik Delta experiences.

The school is a meeting place of Inuvik’s cultures. As such it is important that the imagery, artifacts speak to the students and community, however, it is also important that the school environment engages and invites the teaching staff to also consider community cultural aspirations.

OPENNESS & LIGHT

In order to ensure natural light penetrates into the centre of the building, light lanterns were installed on the roof. Light wells are used throughout the building to bring light from the lanterns down through to the first floor. These are often incorporated in circulation spaces or common areas.

Glazing is also used extensively to allow light to pass through from one room to another and to allow views through the building. Common areas and corridors were designed to allow for a number of social and educational activities to take place while maintaining an openness and connectedness to the rest of the school.

STAIRS/ENTRIES

The entrances to each school are the first point of contact for anyone entering the school. As such each is designed to be inviting – providing views toward most of the important elements of the school via glass panels to: administration, gathering areas, gymnasium as well as the classroom areas. From a glance, the operation of the school is visible to all who enter. Nothing is hidden.

Each stair has glass panels that extend from the main floor to the 2nd floor for after hours security purposes. Each panel has a similar Delta Braid/Northern light pattern to reflect and accentuate the pattern from the exterior transparent canopy.

GYMNASIUM

In many school gymnasiums, sporting images of typical games are painted onto the perimeter walls: Soccer, wrestling, high jump, running et cetera. For the Inuvik School, Northern games and sports images incorporated instead are:

• Kayaking
• Head pull
• One Foot High Kick
• Knuckle Hop
• One Hand Reach
• Arm Pull
• Spear Throwing
• Two Foot High Kick
• Airplane
• Blanket Toss

Each game’s image is cut into acoustical wall panels and accentuate with black paint.

ENTRY CANOPIES

In order to create a sense of indentity for each age group in the school and to instill colour and playfullness onto the exterior of the building, brightly colored canopies were installed above each entrance – one for kindergarten, one for elementary and one for high school. Each transparent entrance canopy is adorned with unique patterns that combine the Northern Lights with the Delta Braid. As the sun passes over each entrance, the coloured light flows through the transparent canopies and through the entrance wall glazing into the each school entrance changing each day with the movement and quality of sun light. When it is dark, the back lit canopies highlight the entrances and act as laterns. Each entrance has its own dominant colour so as to more clearly identify the uniqueness of each entry with either the High School,  Elementary school or Kindergarten.

SITE

The site is park-like with trees surrounding the building and with paved walkways, gathering areas and games courts while the elementary and primary students will have playgrounds with planned hillocks and other natural elements to play upon that are more conducive to playing in all seasons.

The design intent for the building exterior is to minimize its visual presence both on the site itself and upon the surrounding community. At the same time, the intent is to focus interest upon the friendly, safe, engaging and inviting exterior spaces that will be usable year round.

Photographs courtesy of Ihor Pona

The design of the Arts and Library Building creates a new focus for the campus by forming a landscaped courtyard with the existing Thebacha Trades Complex. Large quantities of glass throughout the interior combined with continuous clerestory windows permit natural light to illuminate all parts of the building. The exterior is clad with zinc, chosen not only for aesthetic reasons but also because of its durability, local, and low maintenance.

The school designed for the hamlet of Tulita and is created to be an adaptable learning environment where educational activities of varying scales and intensities can be housed.

The eight units of the condominium gently curve to match the contours of the bedrock on which they sit. The curve of the building creates a sheltered micro-climate at the back, south facing, facade. The front access to the building is provided through a long, gently slopping bridge clad with cedar boards. The warmth of the cedar plays off the coolness of the zinc siding, emphasizing a contrast of materiality that is found throughout the project.

The function of the facility is to provide space to deliver interpretation and orientation to visitors. The aerodynamic form is designed to minimize snow drifting and create an interior character reminiscent of “a whale’s ribcage”. The building is seen as “cocooned” in the winter, and through various devices (such as shutters, awnings, site furnishings and exterior exhibits) unfolds and invites during the “open” season.

Located at the confluence of the Blackstone and Laird Rivers, the park provides wilderness information and relief to travellers descending the Nahanni and Laird Rivers, and to tourists using the Laird Highway.

Structures including bath house, cooking house and other shelters formed to reflect leaning dead wood are constructed using the historical building materials of the area: logs, boards, and corrugated galvanized metal. The structures are designed to completely close against the weather and vandalism in winter and to unfold to accept natural light and enhance air movement in summer.