As the landscape architects started the design work for the new pre-k school on Manhattan's Lower East Side at 99 Suffolk Street and Delancey Street, they quickly realized the site was the opposite of what they would want for an outdoor playing and learning area. The space is a narrow corridor going straight back from the street, then making a right angle right turn. Picture a "L" upside down. Sunlight is limited, there's a deep stairwell (safety hazard), buildings loom overhead. The inevitable razor wire adds a prison-like touch. For the entry, the designers needed to preserve enough open space for arrivals/departures, but propose a mural, outdoor chalkboards, a tile wall (right) with all past students' names and a rock walk into the main play area.

The Montessori School on Suffolk Street on the Lower East Side, NYC, is giving way to the new Elements Preschool, a center billed as emphasizing natural elements and learning outside of the traditional classroom. The owner, Ms. Shilpa Sethi, wants to create a learning environment for young kids to reconnect them with nature and natural processes: a good idea, but making that happen on Manhattan's Lower East Side, one of the most urbanized neighborhoods in the country, is a tricky proposition.

The Lower East Side is between the Bowery and the East River and Canal Street and Houston Street. Historically, it's been an immigrant working-class neighborhood, but that has changed. There was the construction of the Blue Condominium, a modern16-story luxury condominium tower in 2007. That edifice, compared to the rest of the neighborhood, looked like it was set down from another planet. The subsequent erection of several other new upscale condos buildings and more high-end shops and dining establishments, has over the last 10 years promulgated the gentrification of the Lower East Side.

The new design, versus the old play area, packs in a lot of nature elements: an edible garden; a trellis growing wall; an "observation" corner; a play structure with a green roof; an activity hill; activity wall panels; a woodlands; a council ring; open lawn; stage, boardwalk and picnic area.

The new design, versus the old play area, packs in a lot of nature elements: an edible garden; a trellis growing wall; an "observation" corner; a play structure with a green roof; an activity hill; activity wall panels; a woodlands; a council ring; open lawn; stage, boardwalk and picnic area.

The realization of Sethi's vision for a new Elements Pre-K has been produced in the design of Central Landscape Architecture (CLA) of New York City. The landscape architecture firm certainly understood Ms. Sethi's desire to bring more nature to urban youngsters. The firm has noticed a deficiency in the nature connection for all ages, and is concerned about the consequences for a world where an increasing number of people have little understanding about how nature functions.

"It has been a pleasure to work with Ms. Shilpa Sethi on the design of this groundbreaking educational facility," said Alex Hart, RLA, a principal at CLA and the design lead. "We have worked hard to make her unique vision a reality, and we are excited to see how the space continues to develop over time."

The design for the connection between the entry and the main outdoor activity area is a shady stone path with bamboo and kid-sized boulders. Climbing on the rocks is encouraged.

The design for Elements Pre-K, in the words of CLA, is a setting for kids to "explore the world boldly but safely, losing their fear of the unknown, while gaining a respect for the natural world." That is a fine goal to implement anywhere, but in the dense heart of high-rise New York City the need is even greater. The technical challenges are substantial: space and sun are limited, costs are high, and security is a significant factor. In close coordination with Ms. Sethi, CLA assembled a design that rises to those challenges while integrating the school's curriculum. The design allows classes to flow smoothly between indoor and outdoor experiences, providing the kids with interesting new ideas, social experiences and fun, all in a safe setting.

Existing Conditions
CLA has worked on many sites in New York City, but this design is amongst the most challenging. As the landscape architects began the design work they quickly realized the site represented almost the exact opposite of what they would want for an outdoor playing and learning area. The space is narrow, sunlight limited, and some of the neighboring buildings loom overhead menacingly.

 
Beyond that context, the site presents other challenges. The good news is the soil is not contaminated, although not what you'd call "fertile." It's mandatory to protect kids from certain building features, such as the deep stairwell, but also protecting the building as much as possible from the kids. Because the site is leased, there can be no permanent structures built. The landscape architect fudged a bit there, as the plan calls for a "semi-permanent" play unit.

Design Solutions
Project designer Adrian Hayes, RLA, started by devising broad organizing principles, which gradually coalesced into a specific design. The design established a variety of outdoor rooms, with varying types and levels of activity. The design brings flexibility to the very small space, allowing group activities, but also options for solitary play.

The picnic area tables will be for everyday snacks, but given the school's nature-based focus, the school's owner probably envisions some of the kids eating from the garden instead of unwrapping a packaged, processed carbohydrate treat ladened with sugar. Well, it's possible! The tables will also foster writing, drawing and assembling models.

The Entry
The designers wanted the connection from the street to create enthusiasm immediately on entering the grounds. While it was necessary to preserve enough open space for arrival and departure logistics, the designers included a mural and outdoor chalkboards. These displays will change over time, possibly even during a single school year. A tile wall on the opposite side would have all the names of past students. If incorporated, one hopes the school would continue to record the names of all those youngsters who pass through here.

Rock Garden
Once past the entry, the linear space transitions into a shady spot of bamboo and kid-sized boulders, a calm setting for exploration or just pondering. Kids can enjoy moving along the path from stone to stone. A small breakout classes could hold appropriate activities here.

The designers wanted a semi-formal space right off the classroom door for assemblies. The council ring allows kids to gather for instruction or for social interaction. The rendering shows a typical class format, but the designers also expect these stumps and the larger cable spools for the teachers to be reorganized in creative ways.

Picnic Area, Council Circle and a Stage
Straight back (just before the right angle turn) will be some picnic tables where the kids can enjoy a snack. A small lawn nearby will allow the youngsters the scent of growing grass on which they can lounge or roll around a bit. The designers have provided a wall for rotating activities with panels that can change with the seasons. The pavement here will be permeable, and will include some very small ground fountains. This adjoins a council ring of tree stumps where small classes can be held. A small stage nearby is a flexible space for performances, planned or impromptu, or just as a solid surface for building block towers, for example.

Veggie Garden
The plan incorporates a vegetable garden with raised beds that allows youngsters to learn about all aspects of food growth and production: preparing soil, planting, caring for the plants, organic pest control and harvesting; maybe even commodities trading? For some kids, this is the first time they've seen food growing, a revelation that food doesn't simply come from the store.

Council Ring
The designers wanted a space right outside the classroom door for semi-formal assemblies. Kids can gather here and sit on the low stumps to hear the latest information from their teachers about the day's activities, or gather here before returning indoor to classrooms. These stumps and the larger cable spools for the teachers can be combined and reorganized in creative ways by the classes. Surrounding the space are plantings to provide a subtle measure of separation from the rest of the campus, allowing breakout classes to continue with less interruption from other activities.

An edible garden will be grown and harvested by the kids in raised planters. They will learn about preparing the soil for planting, caring for the plants and organic pest control. Here, too, they will plant and care for various ornamental vines and watch their progress over the course of the school year.

Woodland Walk
This special area beneath some trees will allow kids just a soup?????on of the wonders of a deciduous forest. Using the site's existing trees for canopy cover, the designers placed a variety of logs, stones and woodland plants to inspire explorations. The logs can also be used as a small informal classroom. Here is also a spot for "climbing vine experiments," a place for kids to plant and care for various types of ornamental vines, and then watching their progress over the course of the year. It's also a good viewpoint to see the reclaimed timber infinity path, so named for the approximate shape it takes of the infinity symbol, which ties all of the spaces together.

Play Structure
A play structure and hill offer more active play and collaborative social interaction, including well-chosen loose toys for kids to exercise their creativity. The play structure is a platform for various activities, and even sports a small but functional green roof. Teachers will be able to remove the roof panels so the children can plant and maintain them, while learning about the benefits of a green roof.

A panel wall by the stairwell will display rotating activities. The pavement below the panels will be permeable, and include some very small ground fountains. Some materials have still not been selected. Many elements, including some pieces of play equipment, will be constructed on site from repurposed materials. Plans thus far include a play piece from Landscape Structures, Trex decking and 3.25" permeable pavers from Hanover (likely, but not finalized).

Although the space is small, the primary users are also small. Within that scale, the landscape architects feel the design provides many opportunities for fun and interesting outdoor activities, and that the site can hold together as a unified package.

Ms. Sethi envisioned the outdoor space of her school as an integral part of the curriculum. The landscape architects have worked to design it accordingly – as a platform for the nature-based curriculum with room for the space itself to grow and evolve. This concept is now coming to life. Elements Preschool (www.elementspreschool.com) is set to open in September 2015.

"We hope it inspires many children (and their parents) to reconnect with our amazing natural world while having a lot of fun along the way," concluded Alex Hart, RLA.