Rumney Marsh Academy

1. 2009 Exhibition of School Planning and Architecture Rumney Marsh Academy Revere, MA Category of Entry Project of Distinction Drummey Rosane Anderson, Inc.

2. Rumney Marsh Academy Main Exterior Image

3. LOCAL MATERIALS AND TEXTURES Community Context Previously utilized as athletic fields for adjacent High School, the 11.7 acre urban property occupies a site directly adjacent to a State Highway and abutting industrial, commercial and residential use groups. The exterior building design features a terra-cotta ground face concrete masonry unit (CMU) veneer with accent units and courses of split faced CMU, each an intentional connection to the vernacular architecture of the community. The location of Rumney Marsh Academy on this site establishes an educational center for the community in the heart of Revere.

4. Educational Programme: A Communications-based Approach Grade 8 Educational Philosophy & Program Expectations Provide a stimulating environment with an orientation in the classics and an emphasis communication across the curriculum that maximizes individual potential Deploy technology and advanced presentation equipment throughout the building Solution – Building Organization Educationally, the design organizes functions in three distinct zones: an academic instructional zone, a non-academic/social zone, and a intermediate instructional zone between that houses central administration, a formal presentation space, the Library, Art and Music. Instructional spaces are organized into grade level communities that include grade level classrooms, science and technology spaces, and teacher planning zones in an effort to increase communication between staff members Grade 7 Third Floor Grade 6 Second Floor Entry First Floor Academic Instruction Intermediate Instruction Circulation Non-Academic/Social

5. Lecture Theater Special Ed. Classroom Educational Programme: A Communications-based Approach Solution – Programmatic Details Customized presentation space for speech and debate, a TV production studio and digital imaging lab to support thematic programs Classrooms are equipped with LCD projectors and smartboards Classrooms are zoned to accommodate different activity centers that respond to different learning modalities Laptop carts and wireless transponders in the classrooms provide instant access to technology for all students Main Lobby serves a programmatic desire to house small music performance and art exhibitions Supervision and security were accommodated via minimized corridors and simple plan layout Typical Classroom Main Lobby

6. Architectural Characteristics Communications Expressed Through Architecture The design was informed by and is intended to communicate: A high degree of visibility from the adjacent arterial highway and a response to the strong dynamic movement at the edge of the site The client’s vision for a progressive design that would be attractive to students and a technologically progressive attitude Fiscal economy without compromising programmatic requirements or inspirational aesthetic Solution – Site Development As viable building sites were limited, construction was restricted to the existing High School recreation fields. The design incorporated an efficient footprint and a new artificial playfield to minimize the impact to the site and accommodate the exterior programs of both facilities. Community synergy was improved with the integration of a community walking path that doubles as a pedestrian connection to the adjacent high school site and the creation of a publicly accessible artificial play field on the site. Building on the site also provided the opportunity to upgrade drainage systems and resolve a long-standing drainage issue for the local community. RT. 60 Pedestrian Walking Path Entry To High School

7. Architectural Characteristics Solution – Building Form The building form possess two dichotomous expressions. The first is a linear volume with rhythmic fenestration in the classroom wing that subtlety communicates with the highway that runs tangent to its face. The second is a more dynamic, expressive volume at the main entry that serves to both terminate the long planar face of the classroom wing as well as redirect access and set up a new axis for entry into the building. The intersection of these two axis, as well as the tension between the two volumes and different vocabularies, sets up a system by which the interior program and functions can be manifest and meaningful on the exterior façade. Secondary Axis Entry Primary Axis First Floor Plan Entry

8. Architectural Characteristics Solution – Interiors The 180 seat Lecture Theater offers a flexible layout and media options for various uses including theatrical and graphic communication, but primarily focused on expressing the value of verbal communication. Acoustics, lighting and configuration are specifically adapted for spoken work productions such as lectures and debates. Each grade-level community possess a bulge in the otherwise efficient corridors to establish a nodal moment at the head of each community to architecturally communicate two programmatic concepts: The location of administrative and staff spaces with a welcoming, concave gesture The threshold between the three zones of the building clearly indicating an area that belongs to a specific sub-groups of students, an educational concept that improves student attitudes of belonging and reduces student anonymity To Lobby

9. Community Engagement: An Inclusive & Continuous Process Collecting • Community Participation • Although directed by the Superintendent’s Office, the design process solicited input and incorporated design concepts from a wide variety of community and school-based groups via programming and design meetings. • Faculty and Staff • Parents and Community Members • Department of Public Works • Fire Department • Health Department • Police Department • The final design outcome is rich with a synthesis of ideas from these diverse stakeholders. • Professional Continuity • Planning and design team was able to maintain a high degree of continuity throughout the design and construction process. DRA’s Project Manager, Project Architect continued to be significantly involved in the project through construction administration. Listening Visioning Documents

10. Exhibition of School Planning and Architecture 2008 Project Data

11. Exhibition of School Planning and Architecture 2008 Project Details