Bargmann Hendrie + Archetype Inc.
Early Education
Capacity: 49 students
Size: 3,700 sq. feet

Located on the second floor of a new 37-story high-end residential tower in downtown Boston, the new home for this nursery school is a significant departure for the school that previously had occupied a quaint building in the historic Beacon Hill neighborhood. Four classrooms are provided for children aged 2 to 5 in a 3,700-square-foot space despite both a restrictive budget and site. However, a thoughtful collaboration between educators and architects resulted in a marvelous solution. Details like cubbies in the kitchen and airplane lamps hanging over the computers grace this child-centered world.

"This wonderful project has many qualities that should be found, but alas, are not, in educational facilities for adults. In particular, l love the sense of warmth and intimacy and the sense that individuals can inhabit this facility in ways and means of their choosing."

– Peter Jamieson

"In spite of the restrictions (columns, elevators, ceiling heights, three sides with no windows), the result of the open plan, allowing interchange between children, the decoration, furniture, colors and lights, make it a splendid space for learning and playing."

– Rodolfo Almeida

Paschalisschol
The Hague, Netherlands

Atelier PRO Architects
Elementary School and Child Daycare
Capacity: 400 students
Size: 38,578 sq. feet

This primary school and daycare center blurs the lines between classroom and corridor, indoor and outdoor space. Each design decision makes effective use of resources while maximizing the space for learning. The treatment of an old chestnut tree exemplifies the approach: the tree was located centrally on the site where the school was to be constructed. Rather than remove the tree, the school’s volumes were divided to work around it, and it became a focal point for the play court.

Opening onto the play court classrooms, gym, and a central aula (gathering hall), the student body is divided in three houses. Each classroom is divided in two zones: one zone for instruction by the teacher and the other for independent work. The independent work area is provided for in the hall, joined to the classroom by large, transparent sliding doors.

Here is an approach that provides a delightful learning environment with fewer than 100 square feet per student.

"The light, color and transparency between outdoor and indoor is brilliant. A place you can overview as a student and feel serenity."

–Ulla Kjœrvang

"A beautifully transparent and intimate school that meets and exceeds the educational vision where ‘children develop in openness and trust.’ The extension of the primary learning space into the hallway and to the outside courtyard is exceptional. The use of wide glass doors provides a unique and flexible subdivision of space."

–Jeff Lackney

High Tech High International
San Diego

Carrier Johnson
Capacity: 400 students
Size: 32,000 sq. feet, 0.638 acres

Adapted from a 1950s Navy facility, the design takes good advantage of the tall, industrial-scaled spaces. The plan is based on an adviser rather than classroom-based system, where each faculty member serves as an adviser to approximately 12 students. Working in teams of varying size, teachers are responsible for the academic achievement of the 50 to 60 students in their group. While the advisory groups and larger teams provide a sense of identity, the school is anything but turned inward. High Tech High is designed to support community-based internships – the flowing space and transparency of the design successfully fosters internal collaboration and views out to the community.

"Outstanding in my view. The ideas expressed here are very important – personalization, outward looking approach, etc., and the free-flowing and warm spaces are very impressive."

–John Mayfield

"The design stands out by its compactness, excellent scale and the variety of spaces, flexible and visually connected, allowing interaction between students and teachers. The school commons is of particular attraction, which serves as an entrance and a multipurpose space. There is a beautiful use of space, colors and structure."

–Rodolfo Almeida

Universidad de Salamanca
Villamayor, Spain

Dr. Pablo Campos Calvo-Sotelo
New Campus
Capacity: 1,500-2,000 students
Size: 75 acres

The master plan for the University of Salamanca embodies the principles of sustainable development within the historic and economic context of an 800-year-old tradition. As the oldest university in Spain, founded in 1218, the expansion from Salamanca into the neighboring town of Villamayor is a bold projection into the 21st century. This is the first campus in Spain adapted from its genesis to the Bologna 2010 requirements of no more than 25 students per teacher.

Architect and campus planner Dr. Pablo Campos Calvo-Sotelo builds the master plan upon years of research on North America and Europe campuses, as published in his award-winning book, El Viaje de la Utopia (The Voyage to Utopia: a history and analysis of campus master planning in North America and Europe, 2002).

"This project provides many thoughtful and creative ideas worth cheering for. The campus is being developed from the ground up to serve as a learning community fully integrated with the surrounding neighborhoods, with strong connections to nature, a solid grounding in the age-old historic precedents it must protect and preserve, attention to multiple modalities of learning, care for personalization of the learning experience, blurring the lines between academic and real-world learning, using the natural beauty of the site itself to foster physical fitness activities like walking and bicycling, attention to the social and spiritual dimensions of a campus design and care for local building traditions, including the use of local sandstone."

–Prakash Nair

"Poetic in its approach, this master plan celebrates nature, curiosity and campus-community connections. Among the most appealing ideas are the intentional 25:1 student-to-teacher ratio (personalized education) complemented by the deliberate use of the agora, which celebrates the marketplace of ideas. Such circuitry concurrently engages the mind and celebrates the senses."

–Victoria Bergsagel

"The campus site planning is structured by taking advantage of the river Tormes. Thematic parks along the river bank serve to integrate the university’s programs with citizens’ recreation and life experiences."

–Mariza Alves

Zhangde Primary School
Singapore

CPG Consultants Pte. Ltd.
Elementary School
Capacity: 1,400 students
Size: 184,440 sq. feet

Singapore, with one of the most densely packed populations in the world, provides a model to balance large scale public areas, smaller reflective spaces and play areas. The Zhangde Primary School elegantly steps between multi-story blocks and landscaped courts, creating learning gardens with a storybook appeal.

"As an island, Singapore has an incredible space challenge. While the Ministry of Education might seek alternative approaches to site usage – locating ‘left-over’ pocket sites for smaller schools, this program for 1,400 elementary school students has been planned with consummate skill. The colors and handling of the exterior courtyard are an affirmation of life, individuality and the importance of art in a tiny nation with a past tradition that placed the public good over individual expression. The learning garden has a fairy-tale appeal that will make anyone relax and open their senses to learning."

–Randall Fielding

"The design clearly supports active and integrated learning. The connection between indoors and outdoors is done very well in an extreme urban area. The recognition of the importance and attention paid to the void is unique and often missing in other projects."

–Susan Wolff

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Tajimi Junior High School
Tajimi-shi, Gifu, Japan

Grades: 7-9
Capacity: 580 students
Size: 113,500 square feet
Acreage: 7 acres

Lead Architect: Atelier Zo
Display Firms: Atelier Zo with Atelier Shura

This remarkable school adapts to changing aims and situations day to day: the flexible structure meets changing situations. The site spreads between the old town and the new town. The three school building wings line on a north-south axis, with a courtyard and promenade in between.

The classrooms and resource center face the courtyard. The succession from a classroom to roofed exterior hallway adds life to the courtyard. The hallway acts as an extension of both the classrooms and the courtyard. Each floor has terraces in various sizes.

The rooftops and verandas, places usually prohibited to students, are designed for student activities. The many exterior stairs connect the courtyard and the rooftop. People move freely from inside to outside, up and down. A reminder that both body and mind should not be closed up in a box. Inside and outside, the space must continue in succession.

The site and buildings are covered with plants that blend with the surrounding hills and park greenery. These plant belts integrate each level of the environment. Many elements here affect the senses: the wind; the silence and whiteness of snow; the sound of crickets; the smell of flowers, plants, and rain. The space appeals to all five senses.

A priority in planning was to create spaces where students can find time to relax. It was important to design a school environment that generates mental ease and comfort, nurturing the student.

A school is a place for living and activity where many people spend most of their day. All around, there are benches, small corners, and ambiguous spaces for people to sit and relax. Each of these places will be someone’s favorite place, and become a part of their school day memories.

High Tech Middle School
San Diego, Calif., United States

Grades: 6-8
Capacity: 400 students
Size: 25,700 square feet
Acreage: 1 acre
Lead Architect: Carrier Johnson

"Overall, an outstanding example of a ‘new paradigm’ school facility. The school of the future is here – today. Elements of flexibility, collaborative space and seamless transition between formal and informal learning zones. very well done."

-Prakash Nair

Launched by an industry and educator coalition, this middle school is founded on three design principles:

• Personalization: The learning community is structured to allow teachers to know their students well.
• Adult World Connection: Through community service and community-based projects, students collaborate with adults on work whose success has meaning well beyond the school walls.
• Common Intellectual Mission: School leadership expects all students to go on to high school and graduate well prepared for post-secondary work, education and citizenship.

Designed to allow flexibility for varying grade levels, the school integrates technical and academic education, preparing students for post-secondary education and leadership in the high technology industry.

The project site is in an old Navy building built in 1943, originally used as a technical training school for Navy air-conditioning repairmen. The building had undergone numerous renovations and retrofits, each of which had to be carefully peeled back in order to establish a clean, safe environment for children.

The classrooms for each grade are clustered into neighborhoods. Each neighborhood has a central plaza space called a studio. The studios allow for both entire-grade gatherings and additional teaching space. The faculty is decentralized with the offices for each neighborhood’s teachers located off the studios.

Windows allow for observation from the offices of the classrooms and studio spaces, as well as the circulation areas. The solution of high-visibility, coupled with high sound ratings (STC), allows students to remain within a teacher’s view while providing office privacy and eliminating distractions.

Classrooms open up to each other via large overhead doors to accommodate team-teaching. The 25-foot-wide doors incorporate full-height marker board writing surfaces and projection surfaces. These Classroom clusters are arranged along a naturally-lit circulation spine. This area is beneath sawtooth skylights, providing 100 percent of the required lighting levels via diffused daylight.

The spine is reminiscent of an urban streetscape, complete with varying setbacks, heights, and a neighborhood for each grade – sixth, seventh and eighth. The three neighborhoods reinforce the three guiding principles, and each expresses a separate, but related principle through changes in materials and textures.

As a public space, the spine is also a gallery to exhibit student work, and it connects the neighborhoods to the main school commons, a sunken amphitheatre for all-school gatherings and presentations.

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This project, built on the site of an existing Tertiary and Further Education (TAFE) campus, is unique for its master plan that combines senior school students, TAFE, and university students on a single campus. The facility allows adult education and vocational training to occur within one facility, therefore helping to boost student retention rates and promote the concept of lifelong learning.

A lengthy planning process brought together three, traditionally separate education providers-the education department, TAFE, and the university-to plan a flexible, coherent, and united campus. Six student-centered principles were established before beginning the design process, which included workshops, value management sessions, and a series of public consultation meetings. An environmental engineer helped with a series of passive environmental strategies that moderate climate, acoustics, natural lighting, and ventilation.

A “learning street” consolidates display, exhibition, gathering, and learning spaces within one large covered but unenclosed area, offering high visibility and easy access to learning and specialist facilities. Group discussion rooms are scattered throughout the campus in an effort to limit the “ownership” of individual curriculum areas. A “ubiquitous technology” approach to general, flexible, and group learning areas is designed to address short and long-term needs as well as the future sharing of facilities, which is likely to occur as a result of the evolving relationship between the different educational providers.

The facility’s layout and design, with its internal community focus and egalitarian access for all, is key to enhancing comfort, safety, and respect for others. An indigenous center within the TAFE facilities promotes cross-cultural interaction. The grounds include tracts of natural vegetation as part of an Indigenous Natural Heritage Zone within the horticultural studies area. Connection to the outside community also is part of the campus’s master plan. Zones are set aside for development by businesses who want to partner with the school and create ties to the vocational study and workshop facilities.

P. Iglesias Educational and Cultural Center, Alcobendas, Spain
BN Asociados

In the words of this project’s designers: “education and culture cannot be kept inside a shell, as something for the privileged ones. Nowadays they are a sign of freedom and progress, which can and must be communicated by architecture.” This line of thinking illustrates the idea that education is not an undefined concept but rather the result of community development.

Located in a lower middle-class district, the project works as an educational institution and a civic center. Not only does the facility offer cultural activities for both students and the community, it compensates for the shortcomings of an urban plan and is situated in an area where no provisions for educational structures where made.

The facility originally was planned to symbolize the “pulsating heart of the new generations,” fully equipped with the latest communication technology. It evolved into an efficient contemporary building, suitable for the requirements of a heterogeneous public, as well as a work of architecture integrated into its context within the local architectural tradition. The large, glass, north-facing façade is a powerful, symbolic force and a striking contemporary landmark. Visible behind it, the main spine of the building serves as a student center and social space, as well as a path to the rest of the building that streamlines control and security.

Since the building serves a variety of education, training, and cultural requirements, public authorities received some private donations, including the building’s electronic equipment, which was donated by mass media and telecommunication companies. Use of the building for musical and theater events contributes to the building’s maintenance funds.

Halls Head Middle School, Mandurah, Australia
Spowers Architects

Designed as a community precinct, Halls Head Middle School combines educational spaces with a community recreation center, sports fields, library, and tiered lecture theatre; transition zones at each end of the school indicate public areas.

Four learning communities, each with two learning teams, have been designed so that location, form, and texture increase the idea of an identifiable ‘home’ for middle school students moving up from the primary school system. Spaces were designed for maximum flexibility, an idea that allows for a range of configurations and the creation of ‘classroom labs.’ Students use the labs-which have compressed air, gas, water, and other features-to increase self-directed learning opportunities. Group resource rooms, project rooms, and ‘ubiquitous technology’ also allow for flexibility.

The design process commenced with workshops on the nature of middle schooling and with meetings attended by the community and educators. During a series of public workshops and meetings, the architects presented concepts ranging from very preliminary ‘opportunity and constraints’ diagrams to detailed planning and three-dimensional computer ‘fly-throughs.’

A Local Area Planning initiative by the Education Department was provided to give the local community a certain level of autonomy in their decision making.

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"Absolutely fabulous. Great stuff. Love it!" These sentiments from John Mayfield resonated among the entire group of reviewers. The mission of the gorilla exhibit is to use technology, art, and architecture, as well as the very proximity of wild animals in "nature,"to inspire millions of visitors to care about vanishing gorillas and wild habitats in Africa, as well as encourage them to take direct action to protect important rain forests.

The mission of the educational space is to create materials and programming to make the exhibit an accessible and exciting learning experience for up to 250 students and their teachers, as well as for families.

There was agreement among reviewers that having classrooms with windows into the world of animals is good preparation for a leap into the real world. Like Mayfield, Betty Politi was enthusiastic when she said, "Incredible idea! The project provides a variety of learning spaces that translates the principles established by community representatives, educators, parents, and experts."

Harbor City International School, Duluth, Minn.,
High School, Randall Fielding and Scalzo Architects

A handful of teachers with a passion for working with teenagers launched this school from their living rooms. The 200-student, public charter school occupies the third floor of an 1860 industrial building in Duluth’s central business district. The school provides a small, learner-directed community that encourages investigative learning, global citizenship, and nurtures a sense of belonging; its purpose is to graduate students who are knowledgeable, discerning, passionate, creative, and reflective.

Collaboration and project-based learning were identified as key objectives in the planning of this educational environment; these methods foster creative connections and synthesis, skills that students need to succeed.

Anne Taylor liked the non-traditional furnishings, the individual workstations, the good presentation spaces, and the attempt to keep costs down while exacting innovation.
John Mayfield said, "Very important. Rich with ideas. Right at the edge in many respects." Edward Kirkbride spoke for many other reviewers when he said that the "plan with furniture and ‘bubble’ explanations helps both understanding and the imagination of how the school can be used flexibly for a multitude of learning experiences; I’ll want to visit this project when it is in session."

Canning Vale High School, Perth, Australia,
High School, Spowers Architects, Vitetta, and Canning Vale Community

The Western Australia Department of Education had one simple rule: every decision relating to this 1,200-student high school had to put children first. Ten guiding project principles, including the nurturing of mind, body, and spirit and the personalization of learning experiences led to the architectural philosophy embodied by four ideas:

• The architecture should not be a limiting factor
• The architecture should be inspiring
• Special attention should be paid to the spaces between buildings
• The building should be designed to allow customization by end-users

Reviewers liked the excellent programming questions that resulted in
a design that is a playful mix of forms representing various learning
neighborhoods, which lie along a learning street that leads to the colorful campus center.

Some reviewers made special reference to the importance of the staff-training plan, which is an essential part of this project. Comments by Jeff Lackney reflected what others felt as well, "This project included many progressive educational goals such as scaled environments and personalized learning that resulted in an innovative project. The architecture of this project supports its project principles by creating motivational spaces for social as well as academic learning."

Vensterschool, Groningen, Netherlands,
Elementary School, Atelier PRO Architects

"In our design vision, a school is more than just a collection of classrooms. A school gives expression to the sensitive process of teaching and learning, of being mature and becoming mature, with places where you can talk in an informal way, where you can meet, or just where you can watch each other." This vision is the one proffered by the 1,100-student Vensterschool, which captured the imaginations of the entire review panel. It is the first school in the Netherlands to be entirely devoted to the new teaching method of the "studiehuis" or study house, a new system characterized by a shift from teaching to learning, with students playing a more active and independent role as individuals.

Anne Taylor liked the interesting mix of materials and felt the design is functional yet traditional. Reviewers particularly liked one feature that’s playful – but also fully functional and innovative – and that’s the way in which backpacks are stored and locked safely at the ceiling level using a system of chains and pulleys. Reviewers also commented about the multi-functional atrium that serves as entry zone, circulation space, sheltered school playground, festivity hall, and auditorium.

Reflecting the views of so many others, reviewer Prakash Nair said, "Truly a new paradigm school!"

The Gary and Jerri-Ann Jacobs High Tech High, San Diego, Calif.,
High School, David Stephen Design and The Stichler Design Group

Launched in September 2000 by an industry and educator coalition, High Tech High is a bold innovation in public education. A small, diverse learning community with a projected student count of 600 in grades 7-12, this cutting-edge school is founded on three design principles: personalization, adult world connection, and a common intellectual mission. Designed as a collaborative effort, the project boasts one of the most advanced animation labs in the country. The facility houses state-of-the-art biochemistry and engineering labs, and flexible classroom space, all connected to an advanced electronic infrastructure.

The building, formerly a U.S. Navy technical training center, includes multi-purpose seminar rooms, cutting-edge labs, project studios, a centralized commons, and a large, high-ceilinged open area known as the "great room." Students have their own workstations for a significant part of the day and move easily between seminar, lab, and group project workspaces.

Bill DeJong liked the many teaming opportunities afforded by the educational program and building configuration. Anne Taylor’s comments reflected the views of many on the panel when she said, "Good collaboration with industry. Innovative student work stations. Design principles emphasized include personalization, adult world connection, and common intellectual mission. Excellent model for learning and the architecture supports it."

Shitara Middle School, Shitara Town, Aichi prefecture, Japan,
Middle School, Akihiko Watanabe and ITO Architects and Engineers

The school day for the 250 students attending the Shitara Middle School begins and ends by passing through the generous porch formed below the second floor judo space. Up on the roof, seven towers evoke images of the townscape of San Gimignano in Italy. When students walk into the entrance hall, they are bathed in the morning sun from the towers above.

There is a hierarchical division of the school into four zones:

Public zone, which consists of the cafeteria, library, corridor, and central court area used mainly for informal socializing.

Semi-public zone, which consists of laboratories used mostly by students but also are open to the community.

Semi-private zone, which consists of three grade commons with a multi-purpose room and court used for group work and informal education.

Private-zone consisting of classrooms.

Reviewers commented on the project’s use of daylighting and the organization of classrooms so they open onto common areas. Jeff Lackney liked the project’s sensitive public/private gradient, which is a unique conceptual framework for school design. He also appreciated the plan’s flexibility.

Yeshiva Elementary School, Milwaukee, Wis.,
Other Grade Configurations, Randall Fielding and Haag Muller Architects

Henry Sanoff noted that this submission "should win an award for the narrative. It is thoughtful and innovative, not unlike many of the features of this school. The classroom concepts are on target and certainly reflect an understanding of the best research in the field. Perhaps the most important aspect of the project is the way in which the architect initiated the project with follow-through until the building opened." Another important reason for the success of the design is the close working relationship between architect and client community.

At this school, "Tradition called for an intensely Jewish education, protected from the television-entwined values of the public system." In its planning and implementation, reviewers felt that this project is a very powerful symbol for the way in which innovation and tradition can be both compatible and harmoniously blended. Design elements they liked include the angled bay in the kindergarten, which creates a niche for small group play. The ceiling is lower over the bay to emphasize the feeling of a separate, more intimate space. Additionally, the new environment emphasizes natural light and varied, flexible spaces. Prior to the 2001 addition and renovation, individual tutoring and special education typically occurred in a narrow, window-less corridor.

Blackrock Forest Center for Science and Education, Cornwall, N.Y.,
Other Grade Configurations, Fox & Fowle Architects

"To teach students natural science in a forest is a wonderful idea!" said Betty Politi, and most of the review panel agreed. The Blackrock Forest Center for Science and Education provides student groups, ranging in age from kindergarten through graduate school, as well as staff and scientific teams, a setting for environmental study and research. The facility was conceived as a home for a non-profit consortium of 20 public and private schools, colleges, and universities, as well as scientific and cultural institutions engaged in research, education, and conservation in this 3,750-acre forest preserve.

The center, which is seamlessly incorporated into its natural setting in a sensitive and sustainable manner, helps demonstrate how we can learn about our natural world. Jeff Lackney observed that the project deserves an award for the interagency cooperation alone. He also added that the "building practices what it preaches with environmental green principles and acts as a teaching tool." In fact, much of the material used in the construction of the center was harvested from the forest. Building materials, such as the stone veneer and the building’s pine paneling, are from local sources; the columns framing the atrium are four different oak species and found in the surrounding forest.

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Nature and learning are in perfect harmony at Kvernhuset Junior High School. The organic, varied furniture arrangements in the "home base" learning wings are orderly and random at the same time-reminiscent of leaves on a forest floor. The rocky, forested site is expressed but never dominated.

To approach the site, you cross a bridge over a pond. Three individual learning wings/houses are cut into the natural rock on the ground floor, and 40-ton granite blocks that were removed during excavation were built back into the main hall. Holes drilled directly into the rock provide geothermal energy. Students helped remove bark from trees that were harvested on the site and used as columns in the main hall, supporting a concrete roof covered with green sod. The same trees are part of the facade, juxtaposed with concrete to appear modern and primitive at the same time.

Each of the learning houses has a different color and theme, all relating to the site: the yellow wing focuses on energy-active and passive use of solar energy, solar cells, and monitoring of energy use. The blue wing focuses on water-collecting water from the roof, water saving utilities in toilets, and washbasins. The green wing focuses on ecological cycles-the growth and recycling of materials, vegetables, and plants both inside and outside.

Plans for the "home base" learning areas offer a wide variety of furniture configurations, supported by movable walls and a flexible infrastructure. Workbenches with sinks, informal meeting places, and small meeting areas permit individual, group, and project-based learning fluidly-surrounded by light filtering through the surrounding forest.

Honor Award
Hachoresh Elementary School
Zichron Ya’acov, Israel, Simon and Gideon Powsner

Hachoresh Elementary is like a Mediterranean village stepping down to the sea. "Even the smallest child can enjoy the view of the sea from the central piazza," the architect states. The school accommodates 800 students in a series of flexible learning areas clustered around courtyards. All learning areas have direct access to both a private outdoor court and a common interior court.

Each learning cluster includes five classrooms that share washrooms, a larger multipurpose space, and a smaller meeting area. The classrooms have a comfortable balance of enclosure-dividing walls on two sides, a window wall and door opening to a private outdoor court on the third side, and a clear-span opening to a common area on the fourth side. The result is a clearly defined space with acoustical and visual privacy and an opportunity to expand into common areas.

The early childhood area has its own small courtyard-a cozy little patio with a colonnade covering the entrance to the three junior units.

Review member John Mayfield identifies the key themes as home, the sea, and learning, and calls the execution superb. Another reviewer, Bill Ainsworth, called it a delightfully integrated and sensitive solution.

Honor Award
Auroville Kindergarten
Tamil Nadu, India, Architecture Department/Auroville Building Centre

Bill Ainsworth said, "This little school for 70 students is delightfully scaled for use. It is a simple but elegant solution using local materials and techniques, producing pleasant volumes with flexibility accommodating multiuse spaces without a teaching/student hierarchy. Each classroom is physically linked to a personalized outdoor green space for gardening, building activity, and nature projects. This is a friendly and informal layout producing challenging interaction for a wide range of activity."

Rodolfo Almeida notes that the architecture takes advantage of the tropical climate, local materials, and building techniques, which provide partially open spaces and create "charming" learning spaces where children can sit and learn.

Susan J. Wolff supports the no teacher-student hierarchy, which encourages development of the whole person and progression at the child’s pace.

Honor Award
Yocha-de-He Preparatory School
Brooks, California, Gordon H Chong & Partners

Sharon Risedorph

The plan for a community center, elementary school, and administrative tribal office for the Rumsey Band of Wintun Indians celebrates the interrelationship of culture, sheltered space, and its scenic surroundings. The center features an exhibition hall to showcase tribal art and artifacts, and a 2,000-square-foot multipurpose assembly/conference center reminiscent of a traditional tribal lodge. Additionally, the school has a fitness room, library, classrooms, an office suite, and kitchen.

In its philosophy and execution, this school is definitely "new paradigm," according to Prakash Nair. The facility features multi-age classes, "cave" space that encourages various learning styles and respect for the outdoors, and interesting architectural elements such as the covered canopy over the performance area. The spaces nicely incorporate Native American culture while creating an intimate setting that does not have the look and feel of an institution.

Honor Award
IslandWood: A School in the Woods
Bainbridge Island, Washington, Mithun

Bill Ainsworth likes this facility’s ambitious "mission" of inspiring environmental awareness and community stewardship. Each element was carefully considered, including the use of site-harvested materials crafted into the structures by local artisans. The architecture responded directly to the program and the technology is clearly articulated in the building form and scale. This school design is thoughtful, interactive, and friendly.

Jeff Lackney, who remarked that this project took the 3D textbook idea seriously, liked how the project incorporates much of the state-of-the-art in sustainable design.

Honor Award-Reviewer category
Heinavaara Elementary School
Heinavaara, Finland, Cuningham Group Architecture P.A., with Bruce Jilk, review team member

Lots of new ideas and the beauty lies in the fact that each is uniquely local even though they imported not only the building technique but architects and carpenters as well. The architects describe the project as one where, "the design and construction of the school met unique community needs: it used local resources, taught a new construction technique, provided flexible learning spaces, incorporated local customs and architecture-including a 10-foot-high traditional Karelian fireplace and an ornate front entry canopy-and allowed for multiple community uses."

Heinavaara Elementary School was designed with learning spaces of varying sizes that support hands-on learning, individual learning, group learning, and myriad school and community gatherings.

The mayor of a small town (population of 1,000) in Finland wanted to boost his community’s economic development by building a new elementary school. He wanted to expand the local wood products industry using the North American school building technique of wood platform framing. The school was to be a "wooden school of tomorrow," blending leading edge school design and 21st century technology with the rich heritage of North Karelia. To accomplish the mayor’s goal, a vision-based planning approach was used with a design team composed of parents, teachers, students, and local university professors.

Honor Award – Reviewer category
Kapolei High School
Kapolei, Hawaii, Mitsunaga & Associates Inc., with Bruce Jilk, review team member

Recognizing the total student population is quite large, this project works at multiple levels to realize an extremely human setting by carefully weaving social spaces throughout the campus. According to Prakash Nair, "This is one of the few projects that actually relied on a well-respected research study ‘Breaking Ranks’ to design all aspects of the school’s organization and facilities. Though this is a very large school, there are some good efforts to break down its scale through identifiable neighborhoods. All the usual ideas about encouraging different kinds of learning are represented. I particularly like the outdoor areas for students to mingle and socialize, such as the food court and the plazas."

Honor Award – Reviewer category
Crosswinds Arts and Science Middle School
Woodbury, Minnesota, Cuningham Group Architecture P.A., with Bruce Jilk, review team member

This project was highly regarded by the panel. One reviewer summed up the panel’s response by saying that one of the most valuable things this school does is bring urban and suburban students together. The school recognizes most of the well-established principles of size, variety, real home bases as opposed to "classrooms," flexibility of learning spaces, and opportunities to accommodate a variety of learning styles. Where many projects start out seeking human scale and intimate spaces-and fail-this school is a valuable reference point for all who value those attributes.

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