Transcript Slide 1

Greenwich Academy
Upper School
Schematic Design Proposal
matt fracassini
Penn State AE
lighting/electrical
| Greenwich Academy
Greenwich 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 Academy
Upper 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.
| 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.
| 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.
 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:
Reduce Glare at VDTs:
 Equipped with glare-reducing, VDT safe baffles.
Strong Illumination at Tables:  Illuminance on 3’ workspace height = 47 fc
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 Room
The 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 DirectIndirect 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.
entrance
corridors
| The lighting system should reflect this sense of movement.
3 | West Corridor
| Goals for Proposal
 Lead visitors into other areas of building.
 Retain sense of open space.
 Integrate light quality with daylight.
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