Greenwich AcademyUpper School

Schematic Design Proposal

matt fracassiniPenn State AElighting/electrical

| Greenwich AcademyGreenwich 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 AcademyUpper 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.

| 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.

| 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.

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)

| Overall Layout

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:

Illuminance on 3’ workspace height = 47 fc

Equipped with glare-reducing, VDT safe baffles.Reduce Glare at VDTs:

Strong Illumination at Tables:

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 RoomThe 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 1: Compact Fluorescent Wallwashers

Zone 2: 2’x4’ Parabolic Troffers

Zone 3: Suspended Direct-Indirect T5 Fluorescents

2 | Science Room| Solutions

Type # Wattage(total)

CF Wallwash 4 160 Vertical Wash on Whiteboard

T8 Troffer 10 500 High Illuminance on Desks

T5 Suspended 4 220 Direct-Indirect

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.

| The lighting system should reflect this sense of movement.

entrance

corridors

3 | West Corridor| Goals for Proposal

Lead visitors into other areas of building.

Integrate light quality with daylight.

Retain sense of open space.

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.

4 | Main Entrance

4 | Main Entrance