Project Highlight: - Gilbert Community Schools

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Speaker 1:
Welcome to another episode of
Laying the Foundation.
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(Skyler)::
Welcome, everybody, to another
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(Skyler)::
episode of the Laying the
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(Skyler)::
Foundation podcast.
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(Skyler)::
My name is Skylar.
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(Skyler)::
I'm your host.
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(Skyler)::
But more importantly, today, one
of our our special guests that
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(Skyler)::
we're going to be having is
Andrew Miller from over at our
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(Skyler)::
Des Moines office, one of our
amazing architects there.
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(Skyler)::
Andrew, welcome to the show.
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(Andrew)::
Great to be here.
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(Skyler)::
Awesome. Great to have you.
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(Skyler)::
I think this is the first time
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(Skyler)::
you've been on an episode,
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(Skyler)::
right?
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(Andrew)::
It is.
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(Andrew)::
Yeah.
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(Skyler)::
Right on.
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(Skyler)::
Awesome.
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(Skyler)::
Well, excited to have you here.
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(Skyler)::
Uh, talking about a really cool
project.
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(Skyler)::
Gilbert elementary school, uh,
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(Skyler)::
over in Gilbert, uh, Iowa,
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(Skyler)::
right?
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(Andrew)::
Yes.
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(Skyler)::
Perfect. So first of all, I
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(Skyler)::
guess we'll start from the
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(Skyler)::
beginning.
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(Skyler)::
How did we get this project?
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(Skyler)::
You know, how were we approached
about it?
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(Skyler)::
Was it something that we did
sort of a bid on or something
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(Skyler)::
along those lines?
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(Skyler)::
Like how did how did we end up
with this?
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(Andrew)::
So this is actually a project
that we interviewed for.
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(Andrew)::
Um, and at that point it was for
master planning services.
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(Andrew)::
So they, they're, uh, they're
growing pretty rapidly.
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(Andrew)::
So they knew that they needed
more space, but they weren't
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(Andrew)::
exactly sure how to tackle it
and how to allocate their
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(Andrew)::
resources in the best manner.
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(Andrew)::
So that's how we got our foot in
the door is by interviewing for
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(Andrew)::
that master planning service.
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(Andrew)::
And through that, we created a
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(Andrew)::
plan which ultimately led to
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(Andrew)::
this project, which is a new
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(Andrew)::
elementary school.
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(Skyler)::
Right on.
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(Skyler)::
So we, you know, did all the did
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(Skyler)::
all the master plan work led to
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(Skyler)::
something more?
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(Skyler)::
And this isn't even the extent
of this project or like the
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(Skyler)::
larger project, I guess you
could say, because we've been
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(Skyler)::
doing a lot of stuff for Gilbert
schools, haven't we?
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(Andrew)::
There's actually six projects
within the district, so.
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(Andrew)::
Wow.
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(Skyler)::
Yeah, we've kind of been
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(Skyler)::
involved in practically the
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(Skyler)::
whole campus at this point, it
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(Skyler)::
sounds like.
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(Skyler)::
So that's really cool.
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(Skyler)::
That's awesome.
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(Skyler)::
So I guess starting from the
beginning, right, we've got,
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(Skyler)::
we're focusing on the elementary
school for this episode.
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(Skyler)::
You had mentioned that twenty
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(Skyler)::
percent of the homes in Gilbert
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(Skyler)::
were actually kind of in a
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(Skyler)::
direct path to the school from
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(Skyler)::
their backyards.
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(Skyler)::
So that's like a fifth of the,
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(Skyler)::
the homes in the area that are
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(Skyler)::
like actively touching the
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(Skyler)::
school.
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(Skyler)::
How, how is that affecting our
direction for sort of the
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(Skyler)::
exterior of the building?
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(Skyler)::
Obviously, since it's connecting
to so many different people?
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(Andrew)::
Well, the twenty percent, it
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(Andrew)::
started kind of anecdotally
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(Andrew)::
where you can step into their
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(Andrew)::
existing site and realize that,
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(Andrew)::
wow, we that's somebody else's
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(Andrew)::
backyard.
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(Andrew)::
You can see it.
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(Andrew)::
But then we actually did an
exercise where we looked at
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(Andrew)::
historical satellite imagery and
kind of saw the development of
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(Andrew)::
the town and how it's
intentional that the
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(Andrew)::
neighborhoods are kind of
encapsulating of this site and
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(Andrew)::
even the newer neighborhoods.
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(Andrew)::
While it may not be this site,
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(Andrew)::
they're built around parks and
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(Andrew)::
each park has this kind of path
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(Andrew)::
that's like connecting
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(Andrew)::
everything.
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(Andrew)::
So even if it's not directly
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(Andrew)::
adjacent to this school, it has
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(Andrew)::
that kind of like small town
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(Andrew)::
feel where you can hop out the
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(Andrew)::
back door, get on a bike path,
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(Andrew)::
and you're at the school in a
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(Andrew)::
minute.
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(Andrew)::
So it started out really as just
like, this is how it is.
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(Andrew)::
But once we realize how
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(Andrew)::
intentional it was, we really
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(Andrew)::
decided to make that kind of the
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(Andrew)::
feature of the exterior where we
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(Andrew)::
tried to pull in materials, um,
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(Andrew)::
colors and have this building
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(Andrew)::
fit in with the neighborhood
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(Andrew)::
because it really, it's a part
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(Andrew)::
of it.
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(Andrew)::
It's so interwoven that we
didn't want to do anything that
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(Andrew)::
is new or flashier than
everything else around it.
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(Andrew)::
So we use some wood tones, some
concrete tones.
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(Andrew)::
We use a lot of brick textures,
stuff that is, it's really you
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(Andrew)::
can see it in the building or in
the house next door.
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(Andrew)::
That's kind of how we designed
the school exterior was.
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(Skyler)::
Kind of keeping things
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(Skyler)::
consistent, keeping things so it
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(Skyler)::
doesn't feel like it's really
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(Skyler)::
out of place or kind of weirdly
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(Skyler)::
poking out or something like
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(Skyler)::
that.
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(Skyler)::
Yeah.
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(Skyler)::
Awesome.
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(Skyler)::
And I mean, obviously it makes
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(Skyler)::
sense that the community would
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(Skyler)::
kind of build itself around that
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(Skyler)::
because I mean, as a parent,
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(Skyler)::
right?
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(Skyler)::
Like sending my, my kid to go
walk to school can be kind of a
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(Skyler)::
nerve wracking thing.
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(Skyler)::
And I know that it's basically
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(Skyler)::
through our backyard and then
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(Skyler)::
bada bing, bada boom, you're
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(Skyler)::
there.
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(Skyler)::
That's, that's kind of nice,
right?
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(Skyler)::
Like, that's a nice feature.
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(Andrew)::
It's kind of unique to Gilbert.
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(Andrew)::
A lot of other small towns kind
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(Andrew)::
of have it, but not every school
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(Andrew)::
district is as fortunate as them
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(Andrew)::
that they planned it out so
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(Andrew)::
well.
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(Skyler)::
Absolutely.
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(Skyler)::
So were there any like
challenges or, or complications
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(Skyler)::
that kind of arose because of
the fact that you're trying to
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(Skyler)::
build this new facility kind of
right by because it was right by
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(Skyler)::
the old one.
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(Skyler)::
This is a full like new build.
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(Skyler)::
And then on top of it, you've
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(Skyler)::
got, you know, everybody's
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(Skyler)::
backyards in the picture as
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(Skyler)::
well.
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(Andrew)::
Yeah. So there have definitely
been a lot of conversations
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(Andrew)::
regarding construction, a lot
of, um, a lot of just things to
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(Andrew)::
consider construction wise.
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(Andrew)::
And luckily we thought about
those during design.
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(Andrew)::
So just making sure that there's
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(Andrew)::
no way that a child is ever even
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(Andrew)::
in proximity to the construction
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(Andrew)::
site.
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(Andrew)::
Mhm.
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(Andrew)::
Making sure that all of our
construction items are away from
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(Andrew)::
the school and in a safe manner.
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(Andrew)::
That's that was probably the
biggest consideration that we
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(Andrew)::
had to take.
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(Andrew)::
And obviously some parts of the
site had to be shut down just
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(Andrew)::
because you can't use the bike
path when we're taking over it.
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(Andrew)::
So some of those features, yeah,
we did have to, um, temporarily
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(Andrew)::
shut them down.
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(Andrew)::
But hopefully in the long term
it's a benefit.
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(Skyler)::
Yeah, absolutely.
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(Skyler)::
Going off of kind of what you
said earlier, you mentioned, you
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(Skyler)::
know, kind of trying to make the
school fit in design wise to the
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(Skyler)::
rest of the community.
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(Skyler)::
But did we do anything to also,
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(Skyler)::
as weird as it might sound,
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(Skyler)::
stand out from the rest of the
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(Skyler)::
area around it for those that
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(Skyler)::
might be driving by and they
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(Skyler)::
want to differentiate, here's
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(Skyler)::
the school, here's elements of
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(Skyler)::
the community kind of a thing we
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(Skyler)::
did.
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(Andrew)::
We incorporated a lot of signage
and we used their, their school
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(Andrew)::
colors in the facade as well.
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(Andrew)::
So it's not all what I would say
is like your generic materials
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(Andrew)::
that you're finding.
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(Andrew)::
We found ways to incorporate
their school colors and school
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(Andrew)::
logos so that you understood
exactly what it was.
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(Skyler)::
Perfect.
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(Skyler)::
Yeah, because obviously we want,
you know, again, this facility
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(Skyler)::
is the school.
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(Skyler)::
We want people to know it's the
school.
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(Skyler)::
It's kind of like what we talk
about with healthcare facilities
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(Skyler)::
and things like that, right?
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(Skyler)::
Signage is important.
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(Skyler)::
Being able to identify where it
is that you're going.
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(Skyler)::
And even with a school, right,
you've got a full campus here,
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(Skyler)::
you've got the elementary,
you've probably got high school,
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(Skyler)::
middle school, etc. you want
people to be able to find it.
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(Skyler)::
So yeah, perfect.
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(Skyler)::
Awesome.
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(Skyler)::
Making things notable while
still fitting in with the rest
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(Skyler)::
of the community, which I think
we do a really great job of too.
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(Skyler)::
We really look at communities
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(Skyler)::
and say, hey, what's kind of the
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(Skyler)::
tone here?
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(Skyler)::
What's the feel here?
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(Skyler)::
And let's try to match that.
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(Skyler)::
Let's try to make sure that this
fits within that.
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(Skyler)::
Because a lot of times,
especially here in the Midwest,
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(Skyler)::
we've got sort of this smaller
town feel a lot of times, but
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(Skyler)::
very hospitable, which is
something that we really want to
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(Skyler)::
play off of, match that energy.
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(Andrew)::
There's definitely a fine line
that I think you can't be too
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(Andrew)::
far on either side where you're
getting a new building.
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(Andrew)::
It better look like a new
building.
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(Skyler)::
And yes.
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(Andrew)::
You better be on the cutting
edge of.
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(Andrew)::
If it's going to last for fifty
years, you better make it look
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00:07:12,089 --> 00:07:15,290
(Andrew)::
like it's some part of the
future, but without totally
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00:07:15,290 --> 00:07:16,529
(Andrew)::
disrespecting what's there.
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(Andrew)::
So there's definitely a healthy
balance with that.
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00:07:19,370 --> 00:07:20,569
(Skyler)::
Yeah, absolutely.
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00:07:20,569 --> 00:07:22,170
(Skyler)::
And it's a, it's interesting to
225
00:07:22,170 --> 00:07:23,209
(Skyler)::
see, I think, and that's
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00:07:23,209 --> 00:07:24,250
(Skyler)::
something that I think is really
227
00:07:24,250 --> 00:07:26,370
(Skyler)::
cool about what we do is seeing
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00:07:26,370 --> 00:07:27,850
(Skyler)::
how we juggle those two areas
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00:07:27,850 --> 00:07:29,410
(Skyler)::
because we, we know we do our
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00:07:29,410 --> 00:07:30,850
(Skyler)::
research and we know a lot of
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(Skyler)::
those.
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(Skyler)::
What are other people doing with
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00:07:33,250 --> 00:07:34,889
(Skyler)::
their with their K twelve
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00:07:34,889 --> 00:07:35,769
(Skyler)::
facilities?
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00:07:35,769 --> 00:07:38,529
(Skyler)::
How can we also match that level
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00:07:38,529 --> 00:07:40,170
(Skyler)::
of education and stuff like
237
00:07:40,170 --> 00:07:40,370
(Skyler)::
that?
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00:07:40,370 --> 00:07:41,449
(Skyler)::
So that's awesome.
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00:07:41,449 --> 00:07:42,970
(Skyler)::
I think that's really cool.
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00:07:42,970 --> 00:07:46,689
(Skyler)::
So obviously one thing also that
we love to do is work with the
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00:07:46,689 --> 00:07:47,810
(Skyler)::
staff at the school.
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00:07:47,810 --> 00:07:50,250
(Skyler)::
It's not just about, you know,
the school board, although of
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00:07:50,250 --> 00:07:52,689
(Skyler)::
course, they're kind of behind a
lot of the projects and the
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00:07:52,689 --> 00:07:54,329
(Skyler)::
superintendent and so forth.
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00:07:54,329 --> 00:07:56,370
(Skyler)::
But what about everybody else
that's in the school that's
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00:07:56,370 --> 00:08:00,089
(Skyler)::
working every day with the kids,
trying to help educate them?
247
00:08:00,089 --> 00:08:03,670
(Skyler)::
How are we working with the
teachers, for example, to make
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00:08:03,670 --> 00:08:04,870
(Skyler)::
this particular project.
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00:08:04,870 --> 00:08:07,990
(Skyler)::
How did we do it to make this
that much better?
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00:08:07,910 --> 00:08:11,870
(Andrew)::
So we had, I'm not sure the
exact amount, five to ten
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00:08:11,870 --> 00:08:15,829
(Andrew)::
meetings where we talked with
each teacher and had focus group
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00:08:15,829 --> 00:08:19,629
(Andrew)::
sessions where we tried to
really understand exactly what
253
00:08:19,629 --> 00:08:20,470
(Andrew)::
their needs are.
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00:08:20,470 --> 00:08:23,550
(Andrew)::
And I remember a specific day on
site.
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00:08:23,550 --> 00:08:25,449
(Andrew)::
One that stands out to me is
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(Andrew)::
this was early in the design
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(Andrew)::
process.
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00:08:27,029 --> 00:08:30,050
(Andrew)::
We had maybe met with teachers
once or twice, and we kind of
259
00:08:30,050 --> 00:08:32,710
(Andrew)::
developed this floor plan and
had our own understanding of
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00:08:32,710 --> 00:08:35,309
(Andrew)::
what we think that they were
trying to tell us.
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00:08:35,309 --> 00:08:36,389
(Andrew)::
But we showed up for a meeting
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(Andrew)::
on site what we thought was a
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00:08:38,070 --> 00:08:38,990
(Andrew)::
normal meeting, but they were
264
00:08:38,990 --> 00:08:40,789
(Andrew)::
actually what they call they,
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00:08:40,789 --> 00:08:42,549
(Andrew)::
they had a day of play where
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00:08:42,549 --> 00:08:44,409
(Andrew)::
they kind of abandoned their
267
00:08:44,409 --> 00:08:46,029
(Andrew)::
traditional methodologies.
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00:08:46,029 --> 00:08:49,110
(Andrew)::
They're not in really sitting
down in the classroom.
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00:08:49,110 --> 00:08:51,190
(Andrew)::
All the students rotate from
each classroom and they do a
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00:08:51,190 --> 00:08:52,990
(Andrew)::
different activity in each
classroom, and they're in the
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00:08:52,990 --> 00:08:54,549
(Andrew)::
hallways running and jumping.
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(Andrew)::
And we had talked about how
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00:08:56,669 --> 00:08:58,710
(Andrew)::
important activity was and how
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(Andrew)::
they used their classrooms
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00:08:59,669 --> 00:09:00,190
(Andrew)::
differently.
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00:09:00,190 --> 00:09:02,980
(Andrew)::
And we all kind of came to our
own conclusion about it.
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00:09:02,980 --> 00:09:05,700
(Andrew)::
But to see that in reality it
became really real.
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00:09:05,700 --> 00:09:09,740
(Andrew)::
And I think we were able to use
that experience to think if
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00:09:09,740 --> 00:09:13,220
(Andrew)::
they're able to do all this
activity in a building where the
280
00:09:13,220 --> 00:09:15,019
(Andrew)::
previous architect could have
never dreamed of all the
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00:09:15,019 --> 00:09:17,580
(Andrew)::
activities that's happening in
there, imagine what they could
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00:09:17,580 --> 00:09:20,460
(Andrew)::
do with a building that was
intentionally created for that.
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00:09:20,460 --> 00:09:23,899
(Andrew)::
So we had those meetings, but
actually seeing them in that day
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00:09:23,899 --> 00:09:27,960
(Andrew)::
of play in action on what they
want to do was really eye
285
00:09:27,960 --> 00:09:28,740
(Andrew)::
opening for us.
286
00:09:28,740 --> 00:09:31,379
(Andrew)::
And I think it led to a better
product overall.
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00:09:31,179 --> 00:09:32,059
(Skyler)::
Absolutely.
288
00:09:32,059 --> 00:09:33,980
(Skyler)::
And it's exactly what we were
saying before, right?
289
00:09:33,980 --> 00:09:37,399
(Skyler)::
We're making this specific to
the user or the community or,
290
00:09:37,399 --> 00:09:39,980
(Skyler)::
you know, the students and the
teachers that are there.
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00:09:39,980 --> 00:09:42,139
(Skyler)::
It's not one size fits all.
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00:09:42,139 --> 00:09:44,419
(Skyler)::
That's obviously the best way to
design, right?
293
00:09:44,419 --> 00:09:45,340
(Skyler)::
What do you need?
294
00:09:45,340 --> 00:09:47,179
(Skyler)::
What do you specifically want in
need?
295
00:09:47,179 --> 00:09:49,419
(Skyler)::
And let's do, let's do design
based on that.
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00:09:49,419 --> 00:09:51,700
(Skyler)::
So you had mentioned that, uh, I
297
00:09:51,700 --> 00:09:52,879
(Skyler)::
think one of the teachers had
298
00:09:52,879 --> 00:09:55,480
(Skyler)::
kind of mentioned the idea of a
299
00:09:55,480 --> 00:09:57,100
(Skyler)::
seasonal concept, or maybe that
300
00:09:57,100 --> 00:09:58,960
(Skyler)::
was your guys's concept of
301
00:09:58,960 --> 00:10:01,179
(Skyler)::
creating based around the theme
302
00:10:01,179 --> 00:10:02,059
(Skyler)::
of seasons.
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00:10:02,059 --> 00:10:03,799
(Skyler)::
Can you tell me a little bit
more about that?
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00:10:03,639 --> 00:10:07,480
(Andrew)::
Yeah. So we had developed this
floor plan and we kind of knew
305
00:10:07,480 --> 00:10:09,000
(Andrew)::
what each grade got.
306
00:10:09,000 --> 00:10:10,399
(Andrew)::
And it was very similar.
307
00:10:10,399 --> 00:10:12,600
(Andrew)::
Each grade had the same amount
of classrooms that spill out
308
00:10:12,600 --> 00:10:13,639
(Andrew)::
into a central space.
309
00:10:13,639 --> 00:10:14,639
(Andrew)::
And the central space was
310
00:10:14,639 --> 00:10:16,059
(Andrew)::
supposed to be for this
311
00:10:16,059 --> 00:10:17,419
(Andrew)::
activity, this activity and this
312
00:10:17,419 --> 00:10:17,919
(Andrew)::
activity.
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00:10:17,919 --> 00:10:21,120
(Andrew)::
So we knew that that's how it
was going to work.
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00:10:21,120 --> 00:10:24,960
(Andrew)::
The next step was trying to
develop that into some sort of
315
00:10:24,960 --> 00:10:28,279
(Andrew)::
different experience in each
what we're calling neighborhood.
316
00:10:28,279 --> 00:10:30,519
(Andrew)::
Uh, we didn't want each one to
look exactly the same.
317
00:10:30,519 --> 00:10:31,840
(Andrew)::
So when you go from first grade
318
00:10:31,840 --> 00:10:32,840
(Andrew)::
to second grade, there's no
319
00:10:32,840 --> 00:10:33,559
(Andrew)::
difference.
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00:10:33,559 --> 00:10:37,720
(Andrew)::
And so it really was a way of
differentiating, which in
321
00:10:37,720 --> 00:10:40,279
(Andrew)::
previous schools, we've tackled
it a lot of different ways.
322
00:10:40,279 --> 00:10:41,759
(Andrew)::
Um, you can use colors, you can
323
00:10:41,759 --> 00:10:43,559
(Andrew)::
use signage, you can use all
324
00:10:43,559 --> 00:10:44,659
(Andrew)::
sorts of different wayfinding
325
00:10:44,659 --> 00:10:45,000
(Andrew)::
tools.
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00:10:45,000 --> 00:10:48,759
(Andrew)::
But for this particular one, we
challenged ourselves and talking
327
00:10:48,759 --> 00:10:51,620
(Andrew)::
with the client, they, they
really challenged us to is
328
00:10:51,620 --> 00:10:55,240
(Andrew)::
making it an experience and not
just a wayfinding tool, not just
329
00:10:55,240 --> 00:10:56,360
(Andrew)::
a different color.
330
00:10:56,360 --> 00:10:57,980
(Andrew)::
And so we had a couple different
331
00:10:57,980 --> 00:10:59,320
(Andrew)::
iterations, but the one we
332
00:10:59,320 --> 00:11:00,679
(Andrew)::
ultimately landed on was this
333
00:11:00,679 --> 00:11:02,514
(Andrew)::
building that grew with the
334
00:11:02,514 --> 00:11:03,029
(Andrew)::
students.
335
00:11:03,029 --> 00:11:06,909
(Andrew)::
So as the students got older,
the building got older and they
336
00:11:06,909 --> 00:11:10,389
(Andrew)::
really clung to this season's
concept, where the youngest
337
00:11:10,389 --> 00:11:13,669
(Andrew)::
students are in the spring, kind
of like waiting to develop.
338
00:11:13,669 --> 00:11:16,269
(Andrew)::
And as you get a little bit
older, you get into summer,
339
00:11:16,269 --> 00:11:18,470
(Andrew)::
which is where you start to see
everything in bloom.
340
00:11:18,470 --> 00:11:21,070
(Andrew)::
And by the time you're the
seasoned veteran of second
341
00:11:21,070 --> 00:11:23,970
(Andrew)::
grader, you're in the fall and
your, your leaves are ready to
342
00:11:23,970 --> 00:11:26,070
(Andrew)::
fall off and you're ready to
move on to a different school.
343
00:11:26,070 --> 00:11:29,370
(Andrew)::
So, um, it's really an
experiential thing where we
344
00:11:29,370 --> 00:11:33,509
(Andrew)::
don't just want them to feel
different or look different.
345
00:11:33,509 --> 00:11:35,750
(Andrew)::
We want the experience to be
different.
346
00:11:35,750 --> 00:11:37,309
(Andrew)::
Even though you have the exact
347
00:11:37,309 --> 00:11:38,950
(Andrew)::
same amount of classroom center
348
00:11:38,950 --> 00:11:40,230
(Andrew)::
spaces, etc..
349
00:11:40,230 --> 00:11:41,110
(Skyler)::
Yeah, absolutely.
350
00:11:41,110 --> 00:11:41,870
(Skyler)::
And I love it.
351
00:11:41,870 --> 00:11:45,590
(Skyler)::
There's very metaphorical, uh,
concepts here with the seasons.
352
00:11:45,590 --> 00:11:47,950
(Skyler)::
Like you said, you start out in
spring, you're, you're just
353
00:11:47,950 --> 00:11:50,669
(Skyler)::
sprouting, you're growing all
the way down to fall where
354
00:11:50,669 --> 00:11:53,429
(Skyler)::
you've kind of reached that,
that highest level.
355
00:11:53,429 --> 00:11:56,830
(Skyler)::
And I'm sure with design, you
know, you want kids to be able
356
00:11:56,830 --> 00:12:00,990
(Skyler)::
to who are in the spring and
they look over and they see, you
357
00:12:00,990 --> 00:12:04,370
(Skyler)::
know, the summer and the fall
classes and like you said,
358
00:12:04,370 --> 00:12:07,330
(Skyler)::
differentiate, you know, be able
to say, hey, those are that's
359
00:12:07,330 --> 00:12:09,970
(Skyler)::
where I'm going to be next year
and have kind of an excitement
360
00:12:09,970 --> 00:12:12,889
(Skyler)::
and be excited to, to be a part
of that as well.
361
00:12:24,129 --> 00:12:25,490
(Skyler)::
With that being said, did we
362
00:12:25,490 --> 00:12:27,230
(Skyler)::
have spaces that brought it all
363
00:12:27,230 --> 00:12:28,409
(Skyler)::
together that kind of brought
364
00:12:28,409 --> 00:12:29,929
(Skyler)::
together all the, the different
365
00:12:29,929 --> 00:12:30,929
(Skyler)::
seasons, these different
366
00:12:30,929 --> 00:12:31,929
(Skyler)::
students for different age
367
00:12:31,929 --> 00:12:32,649
(Skyler)::
groups?
368
00:12:32,649 --> 00:12:36,250
(Andrew)::
Yeah. The culmination is really
in the media center, which is in
369
00:12:36,250 --> 00:12:37,610
(Andrew)::
the very center of the building.
370
00:12:37,610 --> 00:12:43,769
(Andrew)::
So each grade has very like
equal adjacency to this space
371
00:12:43,769 --> 00:12:44,929
(Andrew)::
and their media center.
372
00:12:44,929 --> 00:12:47,809
(Andrew)::
Even in their old media center,
we kind of understood it to be
373
00:12:47,809 --> 00:12:50,649
(Andrew)::
more than just a place for
books, a place to sit down and
374
00:12:50,649 --> 00:12:51,490
(Andrew)::
read your book.
375
00:12:51,490 --> 00:12:52,970
(Andrew)::
It's really a gathering space.
376
00:12:52,970 --> 00:12:55,250
(Andrew)::
It's a space where entire grades
377
00:12:55,250 --> 00:12:56,409
(Andrew)::
go there and they can read
378
00:12:56,409 --> 00:12:57,090
(Andrew)::
aloud.
379
00:12:57,090 --> 00:13:01,649
(Andrew)::
So we, we really tried to make
that the gathering space, the
380
00:13:01,649 --> 00:13:03,240
(Andrew)::
hub within the building.
381
00:13:03,240 --> 00:13:06,840
(Andrew)::
And so there are books, there is
storage, but it's really focused
382
00:13:06,840 --> 00:13:08,399
(Andrew)::
on that gathering space.
383
00:13:08,399 --> 00:13:10,000
(Andrew)::
And there's a mural that has all
384
00:13:10,000 --> 00:13:11,460
(Andrew)::
four seasons kind of growing,
385
00:13:11,460 --> 00:13:12,759
(Andrew)::
and each of the neighborhoods
386
00:13:12,759 --> 00:13:14,480
(Andrew)::
has its own like whimsical tree
387
00:13:14,480 --> 00:13:16,120
(Andrew)::
with curving branches going
388
00:13:16,120 --> 00:13:16,360
(Andrew)::
through it.
389
00:13:16,360 --> 00:13:18,039
(Andrew)::
And the media center has that as
well.
390
00:13:18,039 --> 00:13:20,320
(Andrew)::
So it takes pieces from each
391
00:13:20,320 --> 00:13:21,340
(Andrew)::
neighborhood, but tries to
392
00:13:21,340 --> 00:13:23,860
(Andrew)::
combine them right in that that
393
00:13:23,860 --> 00:13:26,240
(Andrew)::
gathering area of the media
394
00:13:26,240 --> 00:13:26,919
(Andrew)::
center.
395
00:13:26,759 --> 00:13:27,360
(Skyler)::
Awesome.
396
00:13:27,360 --> 00:13:29,899
(Skyler)::
Awesome opportunities for story
397
00:13:29,899 --> 00:13:31,899
(Skyler)::
times and again, collaborative
398
00:13:31,899 --> 00:13:33,320
(Skyler)::
group stuff, which is really
399
00:13:33,320 --> 00:13:34,039
(Skyler)::
cool.
400
00:13:34,039 --> 00:13:35,080
(Skyler)::
Very good opportunity.
401
00:13:35,080 --> 00:13:38,440
(Skyler)::
And I love how we took the
concept of a media center and we
402
00:13:38,440 --> 00:13:40,480
(Skyler)::
made it very literal because we
kept it in the center.
403
00:13:40,480 --> 00:13:44,120
(Skyler)::
I think that's kind of a fun
play on words there.
404
00:13:44,120 --> 00:13:45,639
(Skyler)::
Maybe that's just me, I don't
know.
405
00:13:45,639 --> 00:13:47,600
(Skyler)::
With that being said, you
mentioned earlier that the
406
00:13:47,600 --> 00:13:50,039
(Skyler)::
students like to be very active.
407
00:13:50,039 --> 00:13:52,200
(Skyler)::
They have that kind of fun time.
408
00:13:52,200 --> 00:13:56,759
(Skyler)::
How did we design their spaces,
regardless of what season they
409
00:13:56,759 --> 00:14:00,559
(Skyler)::
might be in, to be able to
accommodate for all of this?
410
00:14:00,559 --> 00:14:01,840
(Skyler)::
Maybe physical activity, right?
411
00:14:01,840 --> 00:14:04,539
(Skyler)::
The media center is kind of more
like sit down, read your books
412
00:14:04,539 --> 00:14:05,700
(Skyler)::
and things like that.
413
00:14:05,700 --> 00:14:07,299
(Skyler)::
Whereas you might want a lot of
414
00:14:07,299 --> 00:14:09,240
(Skyler)::
opportunity for play and
415
00:14:09,240 --> 00:14:10,179
(Skyler)::
physical activity.
416
00:14:10,179 --> 00:14:12,019
(Skyler)::
How are we balancing that?
417
00:14:11,860 --> 00:14:13,299
(Andrew)::
So I think first and foremost, a
418
00:14:13,299 --> 00:14:14,419
(Andrew)::
lot of that's accomplished with
419
00:14:14,419 --> 00:14:16,620
(Andrew)::
furniture, which we were
420
00:14:16,620 --> 00:14:18,679
(Andrew)::
involved with onboarding a
421
00:14:18,679 --> 00:14:19,899
(Andrew)::
furniture vendor with the
422
00:14:19,899 --> 00:14:20,539
(Andrew)::
school.
423
00:14:20,539 --> 00:14:24,100
(Andrew)::
We were in all of the meetings
kind of saying, this is what we
424
00:14:24,100 --> 00:14:26,259
(Andrew)::
imagined the space to be, what
can you do with it?
425
00:14:26,259 --> 00:14:29,399
(Andrew)::
And so we took some of those
visions of how they would be
426
00:14:29,399 --> 00:14:32,620
(Andrew)::
acting in the spaces and
purchased furniture that was
427
00:14:32,620 --> 00:14:33,860
(Andrew)::
specifically catered to that.
428
00:14:33,860 --> 00:14:38,440
(Andrew)::
I think architecturally, our
biggest job is to get rid of any
429
00:14:38,440 --> 00:14:42,980
(Andrew)::
obstacles that would prevent
them from using the space in the
430
00:14:42,980 --> 00:14:43,700
(Andrew)::
way that they want it.
431
00:14:43,700 --> 00:14:46,899
(Andrew)::
So if we have mobile furniture,
making sure that they have a
432
00:14:46,899 --> 00:14:50,580
(Andrew)::
space to store it or put it up
against the wall, making sure
433
00:14:50,580 --> 00:14:53,460
(Andrew)::
that they have plenty of storage
elsewhere so that things aren't
434
00:14:53,460 --> 00:14:55,740
(Andrew)::
just lingering out in the
classrooms and hard to clean.
435
00:14:55,740 --> 00:14:58,259
(Andrew)::
We want to make that as
configurable as possible.
436
00:14:58,259 --> 00:15:01,059
(Andrew)::
And then there's other things
like if they're going to be
437
00:15:01,059 --> 00:15:03,870
(Andrew)::
using water in the space, making
sure that they have the ability
438
00:15:03,870 --> 00:15:05,769
(Andrew)::
for water and the ability to
clean it up.
439
00:15:05,769 --> 00:15:07,850
(Andrew)::
And it's really.
440
00:15:07,850 --> 00:15:12,230
(Andrew)::
Architecturally speaking, the
main goal is to just reduce any
441
00:15:12,230 --> 00:15:14,889
(Andrew)::
obstacles and make sure that
they have access to everything,
442
00:15:14,889 --> 00:15:18,450
(Andrew)::
because we can say this is how
we imagine the space to be used.
443
00:15:18,450 --> 00:15:20,049
(Andrew)::
Ten years from now, they're
going to have a totally
444
00:15:20,049 --> 00:15:22,850
(Andrew)::
different list, and we want to
make sure that they have access
445
00:15:22,850 --> 00:15:24,289
(Andrew)::
to everything that they need.
446
00:15:24,129 --> 00:15:25,169
(Skyler)::
Absolutely, absolutely.
447
00:15:25,169 --> 00:15:26,769
(Skyler)::
Planning for the future, which
448
00:15:26,769 --> 00:15:27,970
(Skyler)::
we've said it before, and we'll
449
00:15:27,970 --> 00:15:29,049
(Skyler)::
say it again, we don't have a
450
00:15:29,049 --> 00:15:29,529
(Skyler)::
crystal ball.
451
00:15:29,529 --> 00:15:30,409
(Skyler)::
We can't foresee that.
452
00:15:30,409 --> 00:15:32,570
(Skyler)::
We don't know exactly how
they're going to use it, but
453
00:15:32,570 --> 00:15:36,570
(Skyler)::
making it so that regardless of
how they decide to change things
454
00:15:36,570 --> 00:15:40,389
(Skyler)::
or do things in the future, we
have opportunities to adjust
455
00:15:40,389 --> 00:15:43,370
(Skyler)::
what we've designed and we've
put forward to, to accommodate
456
00:15:43,370 --> 00:15:45,129
(Skyler)::
for that, which is really cool.
457
00:15:45,129 --> 00:15:46,149
(Skyler)::
It's the best we can, you know,
458
00:15:46,149 --> 00:15:47,250
(Skyler)::
it's the best that we as humans
459
00:15:47,250 --> 00:15:48,610
(Skyler)::
can do because we don't have we
460
00:15:48,610 --> 00:15:49,730
(Skyler)::
don't have the ability to see
461
00:15:49,730 --> 00:15:51,529
(Skyler)::
the future per se, but we can
462
00:15:51,529 --> 00:15:52,490
(Skyler)::
prepare to the best of our
463
00:15:52,490 --> 00:15:53,090
(Skyler)::
abilities.
464
00:15:53,090 --> 00:15:56,129
(Skyler)::
So you mentioned at the
beginning, obviously the school,
465
00:15:56,129 --> 00:15:58,769
(Skyler)::
everything, the community was
really built around the school.
466
00:15:58,769 --> 00:16:02,809
(Skyler)::
So obviously the school is a
pretty important element of it.
467
00:16:02,809 --> 00:16:07,309
(Skyler)::
If we're looking at after hours
for the school, how is how is it
468
00:16:07,309 --> 00:16:12,029
(Skyler)::
being used for the community's
benefit outside of just being a
469
00:16:12,029 --> 00:16:13,870
(Skyler)::
school, right, for their kids?
470
00:16:13,669 --> 00:16:15,629
(Andrew)::
So one component of that is the
community.
471
00:16:15,629 --> 00:16:18,470
(Andrew)::
The other component is the other
schools within the district.
472
00:16:18,470 --> 00:16:19,990
(Andrew)::
As I said, we're we're touching
473
00:16:19,990 --> 00:16:21,149
(Andrew)::
almost every school within the
474
00:16:21,149 --> 00:16:21,669
(Andrew)::
district.
475
00:16:21,669 --> 00:16:24,190
(Andrew)::
They they're growing to a point
476
00:16:24,190 --> 00:16:26,309
(Andrew)::
where we wanted to make sure
477
00:16:26,309 --> 00:16:28,190
(Andrew)::
that they would have a space for
478
00:16:28,190 --> 00:16:28,710
(Andrew)::
everything.
479
00:16:28,710 --> 00:16:34,110
(Andrew)::
So, um, we made this the right
when you walk in the door is
480
00:16:34,110 --> 00:16:37,690
(Andrew)::
kind of a public space, a space
where if a community member
481
00:16:37,690 --> 00:16:42,029
(Andrew)::
wanted to maybe have an event at
some point, we could have that.
482
00:16:42,029 --> 00:16:43,149
(Andrew)::
If the school opted to do that
483
00:16:43,149 --> 00:16:44,750
(Andrew)::
down the line, if the high
484
00:16:44,750 --> 00:16:46,070
(Andrew)::
school needed an additional
485
00:16:46,070 --> 00:16:47,710
(Andrew)::
place to practice, they have a
486
00:16:47,710 --> 00:16:49,190
(Andrew)::
full size gymnasium and not a
487
00:16:49,190 --> 00:16:50,830
(Andrew)::
half size gymnasium, so they're
488
00:16:50,830 --> 00:16:52,409
(Andrew)::
very conscious choices to make
489
00:16:52,409 --> 00:16:54,350
(Andrew)::
sure that the space could be
490
00:16:54,350 --> 00:16:55,429
(Andrew)::
used for more than just
491
00:16:55,429 --> 00:16:56,470
(Andrew)::
elementary school.
492
00:16:56,470 --> 00:16:59,029
(Andrew)::
And this was early in design.
493
00:16:59,029 --> 00:17:01,389
(Andrew)::
We wanted to make sure that
those adjacencies were there so
494
00:17:01,389 --> 00:17:04,609
(Andrew)::
that we could still have as
secure of a building as
495
00:17:04,609 --> 00:17:08,369
(Andrew)::
possible, so we can
compartmentalize those spaces
496
00:17:08,369 --> 00:17:11,849
(Andrew)::
without ever accessing the
student spaces, without ever
497
00:17:11,849 --> 00:17:14,730
(Andrew)::
going into somebody's classroom
or office or private space.
498
00:17:14,730 --> 00:17:18,390
(Andrew)::
So I think being thoughtful
about that in the very beginning
499
00:17:18,390 --> 00:17:23,250
(Andrew)::
helped us to really enact that
and to make it secure while
500
00:17:23,250 --> 00:17:24,809
(Andrew)::
still being public, right?
501
00:17:24,609 --> 00:17:25,730
(Skyler)::
Because it's always, yeah, big
502
00:17:25,730 --> 00:17:27,329
(Skyler)::
challenge is maintaining
503
00:17:27,329 --> 00:17:28,329
(Skyler)::
security.
504
00:17:28,329 --> 00:17:31,089
(Skyler)::
One of the first episodes we did
was, you know, designing
505
00:17:31,089 --> 00:17:32,009
(Skyler)::
schools, not prisons.
506
00:17:32,009 --> 00:17:33,210
(Skyler)::
We want it to be very secure,
507
00:17:33,210 --> 00:17:34,369
(Skyler)::
but we still want it to be
508
00:17:34,369 --> 00:17:37,049
(Skyler)::
accessible and not feel like
509
00:17:37,049 --> 00:17:38,650
(Skyler)::
you're just trapped in a box or
510
00:17:38,650 --> 00:17:39,769
(Skyler)::
a cage or something along those
511
00:17:39,769 --> 00:17:40,049
(Skyler)::
lines.
512
00:17:40,049 --> 00:17:43,150
(Skyler)::
So yeah, being able to access it
from the community standpoint
513
00:17:43,150 --> 00:17:46,569
(Skyler)::
for beneficial uses to the
community, but then also keeping
514
00:17:46,569 --> 00:17:49,730
(Skyler)::
it safe and secure, which is
it's a tricky juggle, but
515
00:17:49,730 --> 00:17:53,829
(Skyler)::
obviously you guys have figured
out a lot of very good, clever
516
00:17:53,829 --> 00:17:56,650
(Skyler)::
ways of doing that to make sure
that it works.
517
00:17:56,450 --> 00:18:00,750
(Andrew)::
So the sooner you think about
it, the the easier it is to
518
00:18:00,750 --> 00:18:01,809
(Andrew)::
really enact it.
519
00:18:01,809 --> 00:18:04,440
(Andrew)::
If that comes up when the floor
plans are already set that, hey,
520
00:18:04,440 --> 00:18:06,279
(Andrew)::
we want other people to use it.
521
00:18:06,279 --> 00:18:07,759
(Andrew)::
It gets really hard, right?
522
00:18:07,759 --> 00:18:10,480
(Skyler)::
You gotta pretty much scrap the
old idea and be like, oh man, we
523
00:18:10,480 --> 00:18:13,920
(Skyler)::
gotta rework so much to ensure
that we have the things in place
524
00:18:13,920 --> 00:18:14,960
(Skyler)::
to be able to do that.
525
00:18:14,960 --> 00:18:16,240
(Skyler)::
So that makes sense.
526
00:18:16,240 --> 00:18:17,759
(Skyler)::
So when we're looking at maybe
527
00:18:17,759 --> 00:18:18,980
(Skyler)::
some of the more outdoor
528
00:18:18,980 --> 00:18:20,900
(Skyler)::
elements of this, you mentioned,
529
00:18:20,900 --> 00:18:22,000
(Skyler)::
like bike trails had to be
530
00:18:22,000 --> 00:18:23,359
(Skyler)::
closed down while this was being
531
00:18:23,359 --> 00:18:23,799
(Skyler)::
worked on.
532
00:18:23,799 --> 00:18:26,079
(Skyler)::
So what did we do with the new
533
00:18:26,079 --> 00:18:28,059
(Skyler)::
facility, the new build, to
534
00:18:28,059 --> 00:18:29,440
(Skyler)::
allow for some more outside
535
00:18:29,440 --> 00:18:30,920
(Skyler)::
activity or enhance the outside
536
00:18:30,920 --> 00:18:32,000
(Skyler)::
activity that might have already
537
00:18:32,000 --> 00:18:32,599
(Skyler)::
been there?
538
00:18:32,440 --> 00:18:34,039
(Andrew)::
Yeah. So one component of this
539
00:18:34,039 --> 00:18:36,559
(Andrew)::
project is a playground upgrade,
540
00:18:36,559 --> 00:18:37,839
(Andrew)::
which they have a playground
541
00:18:37,839 --> 00:18:39,599
(Andrew)::
that's very instrumental to the
542
00:18:39,599 --> 00:18:40,119
(Andrew)::
community.
543
00:18:40,119 --> 00:18:41,480
(Andrew)::
Been there for a long time.
544
00:18:41,480 --> 00:18:45,720
(Andrew)::
They have this like hill that
slides can come down, which is
545
00:18:45,720 --> 00:18:47,720
(Andrew)::
really it's a beloved piece.
546
00:18:47,720 --> 00:18:50,900
(Andrew)::
It's a tricky piece to design
around, but we're kind of
547
00:18:50,900 --> 00:18:54,039
(Andrew)::
upgrading that and giving it a
facelift, introducing new
548
00:18:54,039 --> 00:18:55,599
(Andrew)::
slides, safer slides.
549
00:18:55,599 --> 00:18:58,559
(Andrew)::
So we are updating that
playground, giving them some
550
00:18:58,559 --> 00:18:59,680
(Andrew)::
more play area.
551
00:18:59,680 --> 00:19:02,039
(Andrew)::
Athletics and sporting are so
552
00:19:02,039 --> 00:19:03,910
(Andrew)::
instrumental to the community
553
00:19:03,910 --> 00:19:05,400
(Andrew)::
starting at a young age, going
554
00:19:05,400 --> 00:19:06,059
(Andrew)::
upwards to.
555
00:19:06,059 --> 00:19:07,539
(Andrew)::
So there are so many ball
556
00:19:07,539 --> 00:19:10,099
(Andrew)::
fields, soccer fields that young
557
00:19:10,099 --> 00:19:10,700
(Andrew)::
kids need.
558
00:19:10,700 --> 00:19:11,700
(Andrew)::
Old kids need too.
559
00:19:11,700 --> 00:19:14,779
(Andrew)::
So I think thinking through some
of those and making sure that we
560
00:19:14,779 --> 00:19:17,380
(Andrew)::
were able to keep what was
already there and make it better
561
00:19:17,380 --> 00:19:18,019
(Andrew)::
if we could.
562
00:19:18,019 --> 00:19:19,640
(Andrew)::
There was a really active
563
00:19:19,640 --> 00:19:22,220
(Andrew)::
exercise early on and making
564
00:19:22,220 --> 00:19:23,619
(Andrew)::
sure that the site was working,
565
00:19:23,619 --> 00:19:24,779
(Andrew)::
and that we still had those
566
00:19:24,779 --> 00:19:26,900
(Andrew)::
areas for athletics for all
567
00:19:26,900 --> 00:19:27,539
(Andrew)::
ages.
568
00:19:27,380 --> 00:19:29,660
(Skyler)::
Awesome. And I think that's,
it's one of those things that if
569
00:19:29,660 --> 00:19:33,559
(Skyler)::
I, if I live within that
community and the school, the
570
00:19:33,559 --> 00:19:37,059
(Skyler)::
again, playground or other
equipment like that or spaces
571
00:19:37,059 --> 00:19:39,900
(Skyler)::
like that are in my backyard, I
mean, I'm going to be itching to
572
00:19:39,900 --> 00:19:40,579
(Skyler)::
go use them.
573
00:19:40,579 --> 00:19:43,900
(Skyler)::
So it's good that it's being put
together in such a way that it
574
00:19:43,900 --> 00:19:44,859
(Skyler)::
really enhances it.
575
00:19:44,859 --> 00:19:49,579
(Skyler)::
Because I mean, man, that'd be a
real bummer to live right next
576
00:19:49,579 --> 00:19:52,299
(Skyler)::
door to the school and not be
able to go run over and go on
577
00:19:52,299 --> 00:19:54,380
(Skyler)::
the slide or go on the swings
whenever I want to.
578
00:19:54,380 --> 00:19:55,980
(Skyler)::
So and then, okay, so you'll
579
00:19:55,980 --> 00:19:58,140
(Skyler)::
have to remind me, when is this
580
00:19:58,140 --> 00:19:59,900
(Skyler)::
project completed or are we
581
00:19:59,900 --> 00:20:01,140
(Skyler)::
putting on the finishing touches
582
00:20:01,140 --> 00:20:01,740
(Skyler)::
here?
583
00:20:01,539 --> 00:20:05,490
(Andrew)::
It's going to be complete for
the next school year.
584
00:20:05,329 --> 00:20:06,089
(Skyler)::
For the next school year.
585
00:20:06,089 --> 00:20:06,970
(Skyler)::
Okay. Perfect.
586
00:20:06,970 --> 00:20:07,369
(Skyler)::
Awesome.
587
00:20:07,369 --> 00:20:12,210
(Skyler)::
So I guess the question remains,
when they do get a chance to go
588
00:20:12,210 --> 00:20:14,849
(Skyler)::
in there, what's going to be
kind of like that first moment
589
00:20:14,849 --> 00:20:17,690
(Skyler)::
that when they walk in there and
see the space, they're going to
590
00:20:17,690 --> 00:20:19,529
(Skyler)::
be super stoked and excited for?
591
00:20:19,529 --> 00:20:21,250
(Skyler)::
What do you think they're going
to be running at?
592
00:20:21,049 --> 00:20:22,170
(Andrew)::
I think it's going to be those
593
00:20:22,170 --> 00:20:23,609
(Andrew)::
center spaces that are outside
594
00:20:23,609 --> 00:20:25,250
(Andrew)::
of each classroom that's really
595
00:20:25,250 --> 00:20:26,009
(Andrew)::
taking the place of a
596
00:20:26,009 --> 00:20:27,529
(Andrew)::
traditional hallway.
597
00:20:27,529 --> 00:20:30,650
(Andrew)::
So a lot of times what would
normally happen is students
598
00:20:30,650 --> 00:20:32,690
(Andrew)::
would exit the classroom right
into a hallway, and that's how
599
00:20:32,690 --> 00:20:35,329
(Andrew)::
they were using the hallways
during the day of play.
600
00:20:35,329 --> 00:20:37,970
(Andrew)::
Now they have this extremely
wide open space.
601
00:20:37,970 --> 00:20:39,890
(Andrew)::
There's presentation areas.
602
00:20:39,890 --> 00:20:41,210
(Andrew)::
There's that whimsical tree
603
00:20:41,210 --> 00:20:42,250
(Andrew)::
element where you can actually
604
00:20:42,250 --> 00:20:44,089
(Andrew)::
go inside of the tree and have
605
00:20:44,089 --> 00:20:46,450
(Andrew)::
like a, a little, um, like small
606
00:20:46,450 --> 00:20:47,049
(Andrew)::
group space.
607
00:20:47,049 --> 00:20:48,930
(Andrew)::
So there's all sorts of nooks
608
00:20:48,930 --> 00:20:50,450
(Andrew)::
and crannies within that space
609
00:20:50,450 --> 00:20:53,250
(Andrew)::
where I go back to seeing that
610
00:20:53,250 --> 00:20:54,529
(Andrew)::
day of play, where they're able
611
00:20:54,529 --> 00:20:56,210
(Andrew)::
to do so much with a building
612
00:20:56,210 --> 00:20:57,329
(Andrew)::
where that was never even
613
00:20:57,329 --> 00:20:57,930
(Andrew)::
thought about.
614
00:20:57,930 --> 00:21:00,890
(Andrew)::
I'm very excited to see what
they can do with a building that
615
00:21:00,890 --> 00:21:03,130
(Andrew)::
they thought very hard about it.
616
00:21:02,930 --> 00:21:03,549
(Skyler)::
Right?
617
00:21:03,549 --> 00:21:04,549
(Skyler)::
Absolutely.
618
00:21:04,549 --> 00:21:07,789
(Skyler)::
It's the perfect fulfillment of,
again, what they were hoping for
619
00:21:07,789 --> 00:21:09,029
(Skyler)::
and what they were looking for.
620
00:21:09,029 --> 00:21:10,549
(Skyler)::
So perfect, I think.
621
00:21:10,549 --> 00:21:12,710
(Skyler)::
I mean, that's everything that I
have from my end.
622
00:21:12,710 --> 00:21:16,349
(Skyler)::
If I missed anything, don't
hesitate to say, hey, Skyler,
623
00:21:16,349 --> 00:21:19,150
(Skyler)::
but anything else that you want
to mention about this project or
624
00:21:19,150 --> 00:21:21,990
(Skyler)::
the process that you, you guys
went through to put it together?
625
00:21:21,829 --> 00:21:24,829
(Andrew)::
Just it was an insanely fun
project to work on.
626
00:21:24,829 --> 00:21:26,230
(Andrew)::
This was a great school
district.
627
00:21:26,230 --> 00:21:30,109
(Andrew)::
It really is kind of a dream
client where there's no idea
628
00:21:30,109 --> 00:21:31,509
(Andrew)::
that was too far out there.
629
00:21:31,509 --> 00:21:34,950
(Andrew)::
They were not afraid to say, I
like this idea, but what if we
630
00:21:34,950 --> 00:21:36,230
(Andrew)::
did this, this, this and this?
631
00:21:36,230 --> 00:21:39,630
(Andrew)::
And when the envelope is pushed
so far, I think it really
632
00:21:39,630 --> 00:21:41,269
(Andrew)::
elevates the final design.
633
00:21:41,269 --> 00:21:44,190
(Andrew)::
So I'm really proud of how it is
turning out.
634
00:21:44,190 --> 00:21:46,750
(Andrew)::
I can't wait to see it open up
next fall.
635
00:21:46,549 --> 00:21:47,309
(Skyler)::
Yeah, absolutely.
636
00:21:47,309 --> 00:21:48,269
(Skyler)::
That's going to be awesome.
637
00:21:48,269 --> 00:21:51,190
(Skyler)::
I hope that, uh, either I'm able
to get pictures there or maybe
638
00:21:51,190 --> 00:21:53,829
(Skyler)::
somebody else's, uh, from the,
from the Des Moines office is
639
00:21:53,829 --> 00:21:55,750
(Skyler)::
able to get pictures because I'm
sure that'll be a really
640
00:21:55,750 --> 00:21:58,829
(Skyler)::
exciting moment for the school
and of course, for us at the
641
00:21:58,829 --> 00:22:01,309
(Skyler)::
MBA, since we're the ones that
do the design work for it, it's
642
00:22:01,309 --> 00:22:03,670
(Skyler)::
always exciting to see the final
project at the end.
643
00:22:03,670 --> 00:22:06,940
(Skyler)::
So, whatever the case, Andrew,
thank you so much for taking the
644
00:22:06,940 --> 00:22:09,140
(Skyler)::
time out of your day to sit down
with me and talk about this
645
00:22:09,140 --> 00:22:11,259
(Skyler)::
awesome project again.
646
00:22:11,259 --> 00:22:12,140
(Skyler)::
You're excited for it.
647
00:22:12,140 --> 00:22:15,160
(Skyler)::
I'm sure everybody else in Des
Moines and anybody else on the
648
00:22:15,160 --> 00:22:18,819
(Skyler)::
team are excited too, to see it
open here in the fall.
649
00:22:18,819 --> 00:22:19,859
(Skyler)::
So awesome.
650
00:22:19,859 --> 00:22:20,579
(Skyler)::
Thank you again.
651
00:22:20,579 --> 00:22:21,619
(Skyler)::
Thank you so much for taking the
652
00:22:21,619 --> 00:22:22,940
(Skyler)::
time to to chat with me about
653
00:22:22,940 --> 00:22:23,380
(Skyler)::
it.
654
00:22:23,180 --> 00:22:24,099
(Andrew)::
Thanks, Skylar.
655
00:22:24,140 --> 00:22:26,779
Speaker 1:
If you'd like to find out more
about the Laying the Foundation
656
00:22:26,779 --> 00:22:30,579
Speaker 1:
podcast, you can head over to
any podcast streaming platform
657
00:22:30,579 --> 00:22:34,539
Speaker 1:
such as Spotify, iTunes, Google
Podcasts, and others.
658
00:22:34,539 --> 00:22:35,960
Speaker 1:
You can also find out more about
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Speaker 1:
Cmba Architects through social
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00:22:37,740 --> 00:22:39,160
Speaker 1:
media such as Facebook,
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Speaker 1:
LinkedIn, Twitter, and
662
00:22:40,619 --> 00:22:41,460
Speaker 1:
Instagram.
663
00:22:41,460 --> 00:22:45,740
Speaker 1:
Additionally, you can head over
to the Cmba website at cmba
664
00:22:45,740 --> 00:22:47,140
Speaker 1:
architects dot com.
665
00:22:47,140 --> 00:22:48,579
Speaker 1:
If you're an architecture or
666
00:22:48,579 --> 00:22:50,700
Speaker 1:
design professional or an intern
667
00:22:50,700 --> 00:22:52,099
Speaker 1:
looking for an internship within
668
00:22:52,099 --> 00:22:53,519
Speaker 1:
those fields, please be sure to
669
00:22:53,519 --> 00:22:54,740
Speaker 1:
check out our website and click
670
00:22:54,740 --> 00:22:56,220
Speaker 1:
on the careers tab to find out
671
00:22:56,220 --> 00:22:57,900
Speaker 1:
more about what opportunities we
672
00:22:57,900 --> 00:22:58,500
Speaker 1:
offer.
673
00:22:58,500 --> 00:22:59,859
Speaker 1:
This has been another episode of
674
00:22:59,859 --> 00:23:00,859
Speaker 1:
the Laying the Foundation
675
00:23:00,859 --> 00:23:01,579
Speaker 1:
podcast.
676
00:23:01,579 --> 00:23:02,980
Speaker 1:
We'll see you next time.