Memorial projects seem to be coming online at a faster pace than ever before due to the fatal events our country has experienced in the last three years. Such rapid production of commemorative architectural spaces appears to immediately bring healing and hope back to the communities and victims where these tragedies have occurred. While it’s more important than ever to honor the countless lives lost from social violence, terrorism, and natural disasters, to Svigals+Partners, the process of memorial creation, sometimes slow and complicated, exposes the heart of the design. The firm recently released renderings of a new memorial garden dedicated to victims of gun violence in New Haven, Connecticut. Led by the company’s Director of Art Integration Marissa Mead and Associate Principal Julia McFadden, the (tentatively-named) Healing Memorial Garden will soon be built at the base of West Rock, a monumental boulder that bounds New Haven. Born from the vision of Marlene Miller Pratt, a school teacher whose son was shot and killed over 20 years ago, the landscape is the result of her many years spent advocating for a communal place to remember her child’s life. She connected Yale University's Urban Resources Initiative and other mothers who’ve suffered similar losses to jumpstart her long-awaited vision. After countless hours of community engagement, Mead and McFadden, the latter of whom was responsible for the redesign of Sandy Hook Elementary School in Newtown, Connecticut, discovered that this particular memorial effort has further embedded into them the value of listening. AN spoke with the architects about modern monument design and why they herald conversation and collaboration as the foundation of memorial creation. AN: What drew you both to get involved in this project? Julia McFadden: When this came our way, I was working on a side project—a competition entry for the Sandy Hook Memorial, a tragedy that also resulted from an act of gun violence. I believe experiential design and public art define what a memorial is today, two things Marissa and I specialize in, so this, along with our personal interests, was important to us. I’m also particularly attracted to social justice issues and concerned about the allocation of resources that create economic segregation in neighborhoods, such as unequal community policing. That method was actually born in New Haven and then dropped nationwide, which led to more disproportionate levels of communities of color being sent to jail. Marissa Mead: I’m also interested in creating meaningful environments for people by engaging them in the process and helping to tell stories. As director of art here at Svigals, I aim to create places where we want to be and places where we’re inspired. This has been an ongoing process of raising awareness in the area both about the memorial and education on gun violence. AN: Prior to rethinking designing for school safety at Sandy Hook, had either of you been involved in projects that were birthed out of community tragedy? MM: No, but at our firm, we’ve developed over time a very inclusive and collaborative process for the early stages of our building projects. That’s been hugely successful in school projects. We learned we have to get people together to listen to each other from the start. They need to feel heard and comfortable to share opinions. That’s how we get them to hone in on most important aspirations for the school. AN: What do you both think are the challenges of designing memorials for 21st-century loss? JM: Our impulse to memorialize is a very human kind of thing we’ve seen throughout history. We want to recognize and pay our respects to losses that have occurred by leaving teddy bears and heart balloons at the site of car accidents and house fires. I’m not sure we as a society fully understand what that impulse is all about, but the history of commemorating death is obviously evident with cemeteries and grave sites, which are static tributes. Nowadays, we see through working with people like Marlene that people want these memorials to be interactive. Today’s memorials dedicated to these types of loss are different than say, memorials around war. Those are typically planned as we expect death from war. I think historically Maya Lin’s Vietnam War Memorial shifted the purpose of what a memorial could serve since the deaths exceeded what was initially projected. The challenges of designing around tragic events today are that we’re constantly trying to balance transitory commemoration versus more permanent sculptures set in place. To me, what leads us to build a permanent memorial is the communal need to remember something for a longer period of time. There must be a recognition that there’s a lesson to be had for current and future generation in memorializing this subject. It must find greater purpose and promote a larger message that has meaning for a broad range of people to tap into some larger universal themes. AN: What about designing memorials that honor America's harsh past years after the fact? MM: A hurdle in highlighting more historic issues is that perceptions may be challenged. People should be encouraged to recognize that the history they’ve learned may be incomplete. It takes some time to get past the layers of defensiveness and/or shame and arrive at acknowledgment. Acknowledging the past is a mechanism that helps us more fully understand the present, so we can begin collectively to heal from painful, even catastrophic, events. In the case of the Newport Middle Passage Port Marker Project, which I’m helping with, a driving reason to create a memorial is to bring stories to light which have been previously hidden. Newport, along with nearly all other major ports in the eastern U.S., has not publicly acknowledged how the city built its staggering wealth. Rhode Island alone participated in the trafficking of over 100,000 enslaved individuals, and the proud historic buildings of Newport were made possible by the trade of human beings. But these truths are not at all evident in the city. It’s an incomplete history, which leads to an incomplete understanding of the continuing impact that slavery has on our communities. A theme repeated in the visioning workshop I helped lead for the Middle Passage committee is that injustice is not was. There is work to be done. AN: We’ve noticed many memorial projects announced in the last year, some of which have fast-paced construction goals. What do you think about this newfound attention to both memorial commissions and competitions? JM: To me, the process is and can often be the point of memorial making. If a project moves too fast or doesn’t get the right input, you’re going to miss some major opportunities and the memorial will have a stifled response that isn’t fully formed. The best memorials create a visceral bodily experience that doesn’t depend on reading a plaque. You feel something because your senses are engaged, and I think it takes a long-term input process to solicit the needs of the community you’re designing for. With the Healing Memorial Garden, we’ve been really conscious about what you’d see, hear, feel, and smell on the site. Through a variety of design components, we want people to connect to the memorial through both their head and their heart. MM: That’s not easily achieved if we don’t know the emotions people want to be expressed through the design. If the design happens in a vacuum, it’s the wrong design. It’s short-changing that front end of memorial making which really is so critical. I truly believe grief compels people into action—they want to be involved. While the final, completed memorial might be the ultimate goal, the journey to get there is healing in its own way. That’s why I think when a memorial project comes online, the commissioning team would start a qualifications-based solicitation process of designers, instead of a full-fledged competition. That way designers are chosen based on their merits and experience, as well as their knowledge of a community, and willingness to truly understand what those people are going through.
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Earlier this week, the American Institute of Architects (AIA) announced its new initiative to advocate for improved school design policies. Yesterday a representative from the architectural organization met with senior White House cabinet members to discuss legislation that promotes the design of open learning environments that enhance security and safety. Jay Brotman, AIA, the partner at Svigals+Partners who led the design of the new Sandy Hook Elementary School in Newtown, Connecticut, spoke on behalf of the AIA in Washington. In his statement, Brotman presented best practices used for the school’s secure design and how his team collected input from the community, teachers, and students to address the most crucial needs. “The desire to craft design strategies that mitigate the challenges schools face is an absolute priority,” he said. “As architects, we do this every day. However, two ongoing problems prevent local school officials from implementing these solutions: a lack of access to quality school-design information and the ability to fund them.” Part of the AIA’s goal is to assist the government in creating legislation that provides pathways for federally-funded architecture and design services and grants. They also want to establish a “federal clearinghouse” of resources detailing best practices for school officials, architects, and design professionals to stay updated on the latest research involving safe school design. In front of the Federal Commission on School Safety, Brotman explained that a one-size-fits-all approach won’t work in designing these facilities. “Whether it’s a retrofit or new school, each school must be designed for its unique student population, for its unique location, and to meet the needs of its unique community,” he said. “The primary goal is to provide an inspiring, health environment that promotes learning. Security features, while vital and necessary, should be as invisible as possible and incorporated into the school’s design. Failing to do so puts children’s education, emotional development and pro-social behavior at risk.” The AIA has yet to unveil any specific design prescriptions for school safety, but Brotman’s testimony is one step closer toward creating more awareness on the importance of safe education architecture. Yesterday’s meeting isn’t the first instance this month in which the AIA has spoken out on the topic. RTA Architects principal Stuart Coppedge, FAIA, presented insights into the collaborative design and community evaluation process to the U.S. Department of Education’s Federal Commission on School Safety in early August while members of the AIA’s Committee on Architecture for Education (CAE) also gave recommendations for safe school design to the U.S. Department of Homeland Security.
In response to the rising tide of school shootings and subsequent debates over the role and responsibilities architects face in designing schools, the American Institute of Architects (AIA) has codified their stance and has launched a bipartisan initiative to help schools secure architectural services. In a statement released earlier today, Where We Stand: School Design & Student Safety, the AIA broke down how it will advocate for schools to improve their design policies and how it will help schools secure funding to do so; notably absent were any specific design prescriptions. “Architects have a role to play in addressing school violence,” wrote AIA President Carl Elefante, FAIA, in a press release. “For two decades, architects have worked with school communities racked by tragedy to develop better strategies in school design. While public discourse on access to firearms and mental health services remains deadlocked, the power of design can improve school safety now. AIA is committed to working with stakeholders and officials to make schools safer while building the positive, nurturing, learning environments we all want for our children.” To meet those goals, the AIA will be taking a two-pronged approach: lobbying for schools to be able to use federal funding and grants on architectural and design services, and creating a federal repository of best practices for designers to draw on. The AIA already maintains a list of academic design resources and hosts the Committee on Architecture for Education, but wants to create what they describe as a “federal clearinghouse” to serve as a national resource. The AIA is also touting its participation in the two-day 2018 National School Security Roundtable sponsored by the Department of Homeland Security on August 1, in which members fielded suggestions from the community on how to design schools that were safe but still open. Of course, all of this is to say that, as the Institute has itself acknowledged, design is only a piece of the equation and won’t solve the problem in the long run. The AIA says that it wants to create scalable design guidelines based on local feedback from the community and local chapters. As the renewed Sandy Hook School from Svigals + Partners demonstrated, it is possible to balance those concerns in a practical manner, and is a welcome alternative to proposals calling for the "hardening" of schools– such as calls to use federal funding to harden buildings into windowless bunkers.
In the wake of the horrific mass shooting at Marjory Stoneman Douglas High School in Parkland, Florida, we the members of the American Institute of Architects Committee on Architecture for Education (AIA CAE), feel compelled to express our collective sympathies to all affected by this horrible tragedy. Since the school shooting at Columbine High School in 1999, there have been over 200 school shootings with nearly 150,000 Americans directly affected by these incidents. The courage, grace, eloquence, and poise of the students from Stoneman Douglas serve as an inspiration to us all. We hear their call for action and stand ready to support the cause. As architects of educational environments across the learning continuum, we look to Crime Prevention Through Environmental Design (CPTED) guidelines to help us design school facilities that discourage criminal behavior and bullying through the incorporation of unobtrusive security features that are compatible with positive learning environments. These include providing clear sightlines to parking lots from staffed administration locations, limiting building access to a single entry point with a sallyport design, target hardening through security glazing, enhancing passive supervision through interior transparency, territorial reinforcement through fencing and thoughtful landscaping, and other solutions. One of the dangers of these and other school hardening strategies, however, is that these measures alone aren’t enough. Sandy Hook Elementary and Marjory Stoneman Douglas High School had some of the “target hardening” elements described in many CPTED standards installed, and it didn’t stop perpetrators from entering the schools and causing tragedies. As architects, we are being asked to develop designs that provide for bullet-proof glass, secure entry vestibules, surveillance camera systems, etc. These can be beneficial to deter an active shooter and can also aid in providing deterrents for bullying and other unfavorable behavior, but they are not the exclusive answer. Our clients are being barraged with offers from various manufacturers about products that will shield students in the event of an active-shooter situation, and you can certainly understand the pressure from parents and community members to provide these measures and more to keep their kids safe. While we believe the safety and security of students, educators and administrators on school campuses are of paramount importance, it is our responsibility as architects, however, to serve as a counterpoint to some of these hardening tactics. We cannot let fear dictate design or advocate for designing our schools to resemble prisons. Our schools and communities deserve more from us. It is important to create spaces that are warm and welcoming to students, educators, and communities. We often work with schools, districts, and colleges to balance the need for safety and security with a strong desire for flexibility, collaboration and connection. In addition to providing enhanced security measures, we also need to look at research on provisions of “soft design” as well. In response to the MSD school shooting, we have seen many school and university officials, national educational organizations, affiliated organizations, and individuals come together as an interdisciplinary group to develop a “Call for Action to Prevent Gun Violence in the US” where they stress the importance of creating stronger, more connected school communities focused on development and identification of soft skills in students to reduce the incidence of isolation, depression, bullying and discrimination in our schools. The design of schools can and should be an active partner in this conversation. Through transparency, adjacency, and the creation of warm, welcoming environments, architects can provide the physical spaces to nurture these activities. Svigals + Partners redesigned Sandy Hook Elementary School in Newtown, Connecticut, after the horrifying 2012 shooting that killed twenty students and six adults. Today, it stands as a shining example of how to provide the highest safety and security features while emphasizing its educational mission and connection to the community. The members of the AIA CAE are fortunate in our work to bear witness to the incredible efforts of educators and administrators of public and private schools. In addition to their diligent focus on developing the knowledge, skills, and character of their students, we have seen how hard they work, within their often-meager resources, to attend to the social and emotional needs of their students. Today’s students face issues of stress, drug and alcohol abuse, anxiety, depression and mental illness in quantities never before seen. It is through this lens that we understand the critical need for space and resources to support the creation of strong communities where each and every student feels heard, accepted and loved. Design of collaborative areas, transparency, and informal learning environments are keys to supporting next generation learning practices and to creating a strong sense of connectedness within a school or university campus. Although it is an uncomfortable and often controversial topic, no conversation about school safety and security can be complete without addressing the issue of gun ownership and safeguards. Recommendations to train and arm teachers to protect their students are inconsistent with the expert advice from school resource officers, school administrators, and teachers we encounter every day as we work with them to design safe and nurturing school communities. The National Association of School Resource Officers, the leading organization in school-based policing, issued a statement in the days following the MSD massacre opposing arming teachers. In the discussions we have with our school and university clients across the country, it is often stated that the answer to providing greater security on school campuses is fewer guns, not more. The leaders of the AIA CAE have heard from school and university administrators, educators, and students that we need to join them to compel our legislators to enact common-sense gun laws that are supported by a vast majority of Americans. The protection of responsible gun ownership and the prevention of gun violence can both be achieved through thoughtful and forceful legislation that works in concert with mental health services and safe school design to ensure our schools remain a bastion of hope for our nation’s children. The voices of the Stoneman Douglas students and those from around the country that are joining them should inspire us all to be contributors to the solution. The time for words is over and the time for action is now. The leadership group of the AIA CAE continues to work closely with AIA National staff and officers to find ways to encourage a continued, multidisciplinary, and comprehensive dialogue around school safety and security. While working with a school community to envision their new school, we were recently asked, “How can the architecture support relationships?” This should be the lens we are using in designing our schools, and we as the AIA CAE look forward to continuing to develop opportunities at the national and local level to further this very important conversation. We hope you will join us! Karina Ruiz is vice chair of the American Institute of Architects Committee on Architecture for Education.
New Sandy Hook School, centered on the healing properties of water, light, and ducks, opens for its first class
Three years ago, the community of Newtown, Connecticut selected New Haven–based Svigals + Partners to design a new elementary school to replace the facility at the center of a horrific tragedy. This month, the new Sandy Hook School is ready to welcome its first class of students. In concert with local and state officials, the firm convened a wide cross-section of stakeholders—townspeople, parents, emergency personnel—for series of visioning meetings, the largest of which attracted 50 participants. The community was intent on preserving community traditions and ensuring continuity after the traumatic 2012 shooting in which gunman Adam Lanza killed 26 students and staff at the Sandy Hook School. Svigals+Partners designed the new $50 million Sandy Hook School around the healing themes of light, land, and water, all adapted to local custom. The undulating form references Newtown's rolling hills, explained Julia McFadden, associate principal at Svigals+Partners. The front facade is grounded by New England fieldstone and clad in contrasting Machiche and Brazilian Ash to accentuate the curving roofline of the partial two-story structure. A sense of play, balanced with passive security measures, permeates the 86,800-square-foot school. At the old Sandy Hook School—which was demolished in 2013—a family of migrating ducks would make a pilgrimage each year to the school's inner courtyard. In homage to Sandy Hook's verdant setting and visiting fowl, "Hanging Leaf," a leaf mobile by Tim Prentice, shares space with fiberglass duck sculptures by firm principal Barry Svigals in a light-filled central lobby. The lobby's glass curtain wall, interspersed with colorful panes, faces onto an outdoor courtyard with an amphitheater where assemblies and classes can be held. Bright vertical sunshades cascade over two of the courtyard's interior walls, while two treehouses overlook the main courtyard, providing an enviable and more intimate breakout classroom space. Instead of securitizing the 12.5 acre site with barriers and metal detectors, "we utilized natural observation as primary driver throughout—you create real security when you have great sight lines," managing partner Jay Brotman noted. The lobby's see-though wall creates a seamless sightline to the school's interior, while a "Main Street" orients shared spaces like the cafeteria and gym along a curved corridor that offers unobstructed views down the hall. Although the community debated design features that projected "security" overtly, stakeholders decided "it was essential to avoid features that signaled doom and gloom create a nurturing environment through passive measures," McFadden elaborated (strategically placed hidden cameras observe what human eyes may miss). The design was guided by new state security guidelines which encourage such passive design. The site is surrounded by woodlands, the architects noted, and the design sought to draw nature into the site. Referencing the bridges that crisscross the area's many streams, bioswales swoop underneath the three entrance ramps, providing an ecology learning opportunity for the school's 464 pre-kindergarten through fourth grade students that reference the "sandy hooks" for which the area is named. The river stones near the door transition to polished concrete flooring inside, offering cool calm material continuity. The school is set to welcome its first class of students this month for the 2016-2017 school year.