Location: Los
Angeles, CA, USA
Landscape Architect: Melendrez Design Partners
Area: 351,070 sqft
Year: 2012
Landscape Architect: Melendrez Design Partners
Area: 351,070 sqft
Year: 2012
The new Augustus F.
Hawkins High School is part of the largest school construction building program
in the history of Los Angeles Unified School District (LAUSD). Located on 15.37
acres in highly urbanized South Los Angeles, the new school serves 2,025
students. The school consists of three (3) Small Learning Communities (SLC’s),
each including classrooms, science labs and administration offices. Each of the
learning communities shares the goal of preparing and inspiring students to
become transformative leaders in South Los Angeles and the global community.
Named after “Gus”
Hawkins, a Watts political leader, 12-term Assemblyman, and California’s first
African American elected to the United States Congress, the 4-story
neighborhood high school is a high performance educational facility that was
designed to relieve overcrowding at nearby schools and eliminate student
busing. The school responds to LAUSD’s goal to facilitate better education
through the design, construction and maintenance of healthy, safe and modern
facilities that promote schools as centers of community andreflect the wise and
efficient use of public funds and limited land and public resources.
Embracing the high
performance concept to build healthy and sustainable schools, Augustus F.
Hawkins HS was designed to meet the United States’ first green building rating
program especially designed for K-12 schools. Known as theCollaborative for
High Performance Schools (CHPS), the program sets forth criteria for the design
of environmentally responsible and high performance learning spaces that
promoteenergy and water efficiency, sustainable site planning and use of
“green” materials. CHPS components integrated into the design of the Augustus
F. Hawkins HS include:
· Limiting turf areas
and using native plants and drip irrigation systems for landscaping to reduce
potable water use for sewer conveyance by 35%.
· Installing operable windows and/or separate controls for each classroom to cut down on energy costs and increase occupant comfort.
· Using low-emitting health-conscious materials and products (i.e., carpets, paints, adhesives, sealants) in all classrooms and staff work areas to improve indoor air quality and reduce health related illnesses.
· Installation of a “cool roof” to reduce energy use by up to 50%.
· Designing a Central Plant to house all HVAC equipment needed to generate heating and cooling requirements for campus buildings thereby increasing energy efficiency, lowering operating costs, and generating cleaner air and providing enhanced occupant comfort.
· Installing operable windows and/or separate controls for each classroom to cut down on energy costs and increase occupant comfort.
· Using low-emitting health-conscious materials and products (i.e., carpets, paints, adhesives, sealants) in all classrooms and staff work areas to improve indoor air quality and reduce health related illnesses.
· Installation of a “cool roof” to reduce energy use by up to 50%.
· Designing a Central Plant to house all HVAC equipment needed to generate heating and cooling requirements for campus buildings thereby increasing energy efficiency, lowering operating costs, and generating cleaner air and providing enhanced occupant comfort.
The SLC organization
of the academic buildings revolves around the verticality of the exterior main
stairways that allow open interaction amongst the school and students while
providing shade by stainless-steel mesh screens. The tight urban site
challenged designers to maximize program and security solutions through
continued verticality including locating campus basketball courts on the roof
of the on-grade parking garage for staff, students and guests.
The outdoor spaces
around and within the campus were designed to provide a park-like sanctuary for
students and the adjacent community that conveys a collegiate landscape
character. Reminiscent of many urban college campuses, the overall landscape
suggests a school built within a park; tranquil and sheltered from the
surrounding inner-city context. Broad, spreading canopy trees shade new
pedestrian sidewalks. Spacious synthetic turf fields lie along Menlo Street,
the most visually permeable edge of the site, presenting a lush green
foreground for views of the campus beyond.
A Community Plaza
bounded by the Academic Buildings, Multi-Purpose Building and Gymnasium
Building functions as a formal receiving space for the school as well as a
community amenity after school hours, allowing open internal pedestrian access
to gym, library and performing arts facilities for neighborhood visitors. This
centralized plaza unifies the campus SLC’s as well as its extracurricular
activities and outdoor sitting areas are provided throughout the campus to
encourage interaction between students. Accent paving in the form of asphalt
color-coating, asphalt pavers and/or integral color tactile pavers highlight
major nodes and routes of travel, aiding intuitive way-finding through the
plaza with a pattern inspired by circuitry that is vital to information
technology, the cornerstone of the school’s curriculum.
A sunken outdoor
amphitheater with seat walls, sloped turf and bench seating provide seating up
to 350 students for larger performances, while maintaining a sense of intimacy.
Athletic fields and courts occupy the northernmost parts of campus, nestled
within a perimeter of water-wise low growing shrubs and groundcovers. A visual
corridor into the Community Plaza is punctuated by a large outdoor classroom
situated within verdant green surroundings and sheltered by canopy trees.
How do we retrofit or renovate the multipurpose room at this campus to make it more functional? Sub-contractor's installation of the infra-red fire detection system makes it impossible to focus lights on the stage without either causing a school-wide fire alarm, or without first disabling the fire alarm system, altogether. Neither are workable choices for a tech theatre class unit on lighting. Also, where is the system of communication for the stage crew. A clear-com amplifier in in the rack; but, where are the ports to permit communication between crew during a production? Did anyone notice that the four (4) xlr mic ports onstage (literally, in the middle of the stage...) are pins, not sockets? We had to make adapters to connect microphones. A roll-up gate in the control booth window would be nice, too. You can't really hear anything in there... I notice the lighting rack room, behind the stage, is empty. Also, performers have to leave the building to go into the dressing rooms. Can't we just knock a hole in the rack-room wall, frame it, install a door, add a set of stairs, and provide direct access to the stage? By the way, where is the scene shop, again? Thanks, Eric Thomas. Theatre Teacher.
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