ARCHITECTURAL DESIGN GUIDELINES FOR SCHOOLS
ARCHITECTURAL DESIGN GUIDELINES FOR SCHOOLS
TECHNICAL SERVICES BRANCH
Facility Planning & Architecture Section
November 2012
ARCHITECTURAL DESIGN GUIDELINES FOR SCHOOLS
TABLE OF CONTENTS
Section 1: Section 2: Section 3: Section 4: Section 5: Section 6: Section 7: Section 8: Section 9: Section 10: Section 11: Section 12: Section 13: Section 14: Section 15:
Appendix A:
INTRODUCTION
FIVE SCHOOL PLANNING TYPOLOGIES
01
FIVE EDUCATION MODEL TYPOLOGIES
03
URBAN DESIGN
05
SITE PLANNING & LANDSCAPING
08
COMPOSITION & AESTHETICS
12
COMMUNITY INTEGRATION, INVOLVEMENT & IDENTITY 14
EXPERIENTIAL SPACE PLANNING
16
UNIVERSAL DESIGN
19
NEAT & ACTIVE DESIGN
23
DESIGN FOR FLEXIBILITY
27
MODULAR CLASSROOMS
30
MATERIALITY
33
SIGNAGE, GRAPHICS & ART
36
SUMMARY
38
REFERENCES & LINKS
39
SAMPLE DESIGN DEVELOPMENT REPORT TABLE OF CONTENTS
Cover image: Lawrence Grassi
Middle School Canmore, Alberta
GEC Architecture
Photo by Architect
ARCHITECTURAL DESIGN GUIDELINES FOR SCHOOLS
INTRODUCTION
"Alberta is to be known through its architecture as a place of innovation, excellence, technology, creativity, strength and beauty."
-Government of Alberta Infrastructure Department Policy Statement "Design Excellence", Policy Number O1241
The Ministry of Infrastructure advocates for the value and benefit of architecture and urban design in order to raise both the quality and the profile of Alberta's built environment, and to demonstrate leadership, collaboration, creativity and accountability in its pursuit of design excellence.
Quality of space and quality of experience are core architectural concepts which are often challenging to express in the two-dimensional realm of spreadsheets and procedural documents. While poor design is readily apparent to most, good design can be so subtle that it may go completely unnoticed. In the process of satisfying demanding technical and temporal requirements for a new project, spatial and experiential quality may be overlooked or taken for granted, and although the finished product may be perfectly adequate, it may miss opportunities to fully engage and better serve its users and its surroundings.
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