Corbin Primary School

1. 2009 Exhibition of School Planning and Architecture Corbin Primary School Corbin, Kentucky New Construction Elementary School Sherman Carter Barnhart

2. Corbin Primary School, Corbin, Kentucky

3. Railroad Heritage Community Environment: What sets Corbin Primary apart from other schools is the use of the local theme throughout the facility to tie the school to the community and its history. Corbin was founded as a railroad town and a railroad theme was used in planning both the building and the interiors. The bus and car loading area connotes a train station. The main lobby includes a large train clock. The media center is dominated by a large water tower typical of those used with steam trains and has an active water feature that provides desirable “white noise” for the media center. The three learning pods and support spaces are accessed through corridors depicted as railroad tunnels with a different local historic image visible in each pod, giving each an identity as well as familiarizing students with significant local venues. Media Center Entry to Learning Families Main Lobby

4. Railroad Heritage Community Environment: Continued The use of the “local” community theme has many benefits: Provides students exposure to locally significant entities. Individualizes areas of the facility so that students can easily identify their academic home and various support areas. Ties the community together by stressing a locally relevant theme – the railroad – that has been a primary economic and historic feature of Corbin. Applies the theme in a way that is very appealing to the early elementary students (k-2) occupying the facility. Creates a natural, meaningful curriculum theme that can be used in innumerable ways. Entry Hall Entry to Learning Families Media Center

5. Small Learning Families Learning Environment: Corbin Primary’s building design is customized to support learning and the desired pedagogy including a school within a school configuration and multi-age placements. The students experience begins with a welcoming and inviting entry, in both scale and interiors, to provide students the ease of transition from home to a new and exciting school environment. The K-2 school is organized into small learning communities referred to as “Families”. Each “Family” includes an extended learning center complete with computer lab, student restrooms, outdoor classroom, staff work / conference room, and staff restrooms. Classrooms are approximately 977 SF to create flexible space for instruction and include individual storage rooms for each teacher. Each “Family” has a designated outdoor classroom area for use by family groups for outdoor education and group activities. Local artisan murals and historic landmark graphics provide distinct identity to each “Family”, aid in student way-finding, enrich the community connectivity, and provide learning opportunities throughout circulation spaces. The design incorporates the latest technology for student learning. This includes interactive white boards, audio amplification for teachers, surround sound systems, and wireless technology. Entry to Learning Families Extended Learning Center Outside Classroom From Media Center To Small Learning Center Entry to Learning Families

6. Small Learning Families Learning Environment: continued The Media Center is functionally and physically the hub of the school. It is integrated into the primary circulation system linking the three learning families with each other, as well as the support facilities. The Media Center also offers dynamic functional and flexible learning environments by incorporating areas for large group instruction, activity spaces, and traditional learning areas. The four areas of the Media Center are: Storytelling Area Creation Area Presentation Area Traditional Library Space Storytelling Traditional Library Space Creation Area

7. Physical Environment The physical layout defines a 600 student grades K-2 school by creating 3 learning “pods” to support the pedagogy of creating smaller learning communities for collaboration among teachers and group instruction. The use of sustainable design principles and green technology such as geothermal HVAC, no wax floor finishes, and the use of natural day lighting throughout the facility, reduce energy costs, maintenance costs and the carbon footprint. The extensive daylighting throughout the classrooms and Media Center, enhance student performance and the instructional environment. Exterior design elements were selected to reflect period railroad stations and complement adjacent residential development. Extensive Daylighting

8. Physical Environment – Continued The large covered bus loading and unloading areas also serve as an outdoor covered classroom. The cohesive theme and fenestration is successfully carried from the exterior to the interior by use of materials such as brick and stone at both the interior and exterior, providing a timeless appearance. Open restroom entries provide increased security and staff monitoring of students resulting in reduced disciplinary issues. Outdoor Learning Areas – Covered Bus Loading Area Timeless Appearance

9. Interactive Design Process Planning Process: Sherman Carter Barnhart utilized an interactive design process to identify project goals and visions. This process encourages active participation through open meetings with administrators, teachers, maintenance staff, the community, parents, as well as stake holders and integral team members. The interactive design process is instrumental in developing an Educational Program from which a complimentary Building Program is developed. This “Vision” is developed directly from stakeholder input resulting in a school design that is “Teacher and Student Centered”, which is the philosophy that Sherman Carter Barnhart uses to design schools. The interactive design process fosters ownership and consensus, strengthening the bond between the school and community. Vision Session With Design Principal Superintendent Ed McNeel Vision Session With Community

10. Interactive Design Process Planning Process: Continued Throughout each design phase, meetings are conducted with the various stakeholders to review the progress and design to ensure the original vision was maintained. Monthly progress reports are provided to the Board utilizing current video and digital technology along with schedule updates. This provides the Board and community current information regarding project progress. Design Review With Community Construction Progress Report With Board of Education & Community

11. Exhibition of School Planning and Architecture 2008 Project Data

12. Exhibition of School Planning and Architecture 2008 Project Details

13. Community Involvement Ground Breaking Ceremony