St. Hilda’s School – Jennifer Reeves Building

The Jennifer Reeves Building refurbishment was a substantial redesign and new creation of the learning and socializing space that had existed in the original building. The original building consisted of 17 teaching spaces and an area we would describe as an undercroft enclosed by a roof that provided shelter rather than any aesthetic appeal or interest.

The intent of the project was to design modern classrooms that mimicked the professional office environment of a dynamic, integrated corporate space. The brief therefore included the need to have classroom spaces, meeting spaces, private work areas, group relaxation spaces and ambulatory channels that were functional but not disruptive to the alternate uses of space. We wanted private and public spaces. We wanted spaces to be separate and connected. We designed the space to be open and also defined and private. The building was intended to be comfortable for the individual, the small group and also for class and larger groups. The same space was to have multiple uses. The brief was complex because we sought a seamless connection between functional areas. Indeed, the brief was to connect spaces and integrate uses without abrupt changes in landscape style or the need for clumsy additions to the use of any part of the building.

This project gives example to how tired educational architecture can be transformed and moulded into something profound in regards to ‘re-use’, ‘recycling’ and re-thinking of educational spaces. The spaces within have been shaped and re-programmed to enhanced and build upon a strong sense of campus connectivity, both within the building and outside of the building. The building has been designed to break from the traditional educational program to form something seen to be more familiar in higher educational facilities.

Operability, transparency and flexibility sets up the conceptual framework for an unfamiliar teaching and learning experience. Developing on the idea of spaces that encourage confidence and self-education. Operability has been developed into something of a physical appearance. In the way large operable walls create open large floor space, for interactive learning, whilst having the flexibility to enclose spaces for focused learning activities. Transparency is expressed in glass. Expanses of glass contribute to visually connect spaces within. Creating an appearance of complete connectivity, and no-disrupting elements between spaces. The glass operable walls are treated as a writable canvas, taking full advantage of finding use out of every available surface as a teaching and learning devise.