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Greenwich Academy Upper School. Schematic Design Proposal. matt fracassini Penn State AE lighting/electrical. | Greenwich Academy. Greenwich Academy is an independent college preparatory school for girls and young women, located in Greenwich, Connecticut.
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Greenwich AcademyUpper School Schematic Design Proposal matt fracassini Penn State AE lighting/electrical
| Greenwich Academy Greenwich Academy is an independent college preparatory school for girls and young women, located in Greenwich, Connecticut. The campus is an inclusive community for students from pre-K to 12th grade. In general, the goals of the institution are to: • promote the highest ethical and moral values • enable each student to reach her highest level of academic achievement • foster a sense of aesthetic sensitivity and creativity
| Greenwich Academy Upper School Main Entrance
| Architectural Overview | For young women in 9th through 12th grade, the Upper School provides a means of accomplishing the goals of the Academy. | Completed in 2001, and opened for the Fall session of that year, the building already has become closely integrated into the Greenwich Academy campus and community. | The building itself is designed to look and feel “open” and bright, and contains many sustainable design elements, such as planted roofs, stormwater management, and recycled materials.
2 stories of glulam and steel structure, mostly enveloped by glass curtain wall • 4 “Light Chambers”; large glazed spaces that protrude above the 2nd level. • a 4400 sq. ft. library with a separate entrance located in the northwest corner. • the building itself is cut into a hillside, the roof is at the same elevation as the top of the hill.
| Spaces for Consideration • 1 | Library • 2 | Science Room • 3 | West Corridor • 4 | Main Entrance (Exterior)
1 | Library | The Learning Center and Reading Room combine into one large space to form the Upper School library, the largest open space in the building.
1 | Library | Furniture Plan • |||||||| General Work Plane • |||||||| Bookshelves • |||||||| VDT Stations • |||||||| Information Desk • |||||||| Light Chambers
1 | Library | Ceiling Heights • /////// Light Chambers @ 26’ • Remainder of space is @ 9’ • Light Chambers are open to 2nd floor and are entirely encased in clear glass.
1 | Library | Goals of Proposal • Reduce/Control daylight throughout space. • Emphasize open space and “clean” environment. • Create reduced-glare environment for VDT use. • Provide strong Illuminance at reading tables • At least 40 fc.
1 | Library | Solutions: Large expanses of clear glass require: • Method of controlling daylight. • System for lighting at night. Provide translucent baffles at roof height to keep space open, but reduce direct sunlight. Install pendant direct T8 fixtures either at roof or 2nd floor level.
1 | Library | Solutions:
1 | Library | Solutions: Emphasize open space: Using recessed parabolic troffers. • Repetitive use of fixtures to retain uniformity of space. • No pendants to disrupt open plan.
1 | Library | Solutions: Reduce Glare at VDTs: Strong Illumination at Tables: • Equipped with glare-reducing, VDT safe baffles. • Illuminance on 3’ workspace height = 47 fc
2 | Science Room | This science room is typical of the labs in the school. These rooms will be used for Chemistry and Biology classes, and require high lighting levels for the delicate tasks that will be performed. | Students need very high luminances on the lab tables in the rear of the room, as well as a satisfactory amount of light to read from the whiteboard at the front of the room.
2 | Science Room The space can be broken up into 3 basic zones: | Zone 1: Contains whiteboard and teacher’s desk. Requires strong vertical illumination and ambient lighting. Zone 2: Contains tables and chairs for students. Requires task lighting on table workplane. Zone 3: Contains lab tables and counterspace. Requires strong task lighting.
2 | Science Room | Goals for Proposal • Provide vertical illuminance on whiteboard • Maintain high illuminance and contrast ratio levels in rear of room. • Keep a uniform feel between each zone.
2 | Science Room | Solutions Zone 3: Suspended Direct-Indirect T5 Fluorescents Zone 1: Compact Fluorescent Wallwashers Zone 2: 2’x4’ Parabolic Troffers
2 | Science Room | Solutions power density = 880 W / 857 ft2 = 1.02 W/ft2
3 | West Corridor | The West Corridor is the main circuit of the building, leading visitors down from the Main Stair, and into the various connected spaces.
3 | West Corridor | As the primary thoroughfare in the school, this corridor is like an artery directing blood (people in this case) to the adjacent spaces. entrance corridors | The lighting system should reflect this sense of movement.
3 | West Corridor | Goals for Proposal • Lead visitors into other areas of building. • Retain sense of open space. • Integrate light quality with daylight.
3 | West Corridor | Solutions: Lead visitors to other parts of building • Use compact fluorescent downlights along center of corridor. • Arrangement “points” visitors toward the central areas of the building.
3 | West Corridor | Solutions: Retain Sense of Open Space • Use indirect cove lighting to create ambient light and prevent boring, dim light in corridor • Light on walls and ceiling will give feeling of open space.
3 | West Corridor | Solutions: Integrate light with daylight • As with the light chambers in the library, translucent baffles will be used to control the daylight that penetrates the space. • For night and overcast lighting, compact fluorescent downlights will be installed along the roof mullions.
3 | West Corridor | Solutions:
4 | Main Entrance | The main entrance is a focal point for any building, but especially here, since it is the only part of the building that is visible from this elevation.
