A symbolic wood fiber stream separates the play areas between younger and older children at Breakthrough.

The judicious use of stone in many different forms was determined to be a powerful tool in teaching students about the natural world. The initial concept was to incorporate stone in all of its different incarnations, from raw boulders collected in the field to polished granite. Barlow felt that by using stone in many forms, children would learn how stone is fabricated into useful items, and that the finished refined pieces that they may take for granted have been worked and crafted by people.

Stone elements of the courtyard include:

• Granite bleachers (thermal finish)
• Igneous Boulders
• Polished granite fountain
• River Rock Cobbles to form a dry stream bed
• Granite sets for edging materials
• Salvaged granite curbing from the site formed to make a wall
• Stone bird bath and sundial

Large diameter concrete pipes, like the one shown here, are some of the shared elements between the play areas at the Montessori and Breakthrough schools. They provide a stimulating tunnel exploration experience while being a remarkably simple concept.

It goes without saying that a courtyard of this type will require more maintenance resources than is normally provided for a public school. This type of opportunity is possible only because the Learning Corridor, through public and private partnerships, will have a higher level of maintenance and security that is typical at most public educational facilities.

Asphalt pavers and simple metal bollards embellish an entry plaza at Breakthrough Magnet School. Designed by the landscape architect, W. Phillips Barlow, they lead to the main entrance of the school.

The learning courtyard is intended to be an educational tool for teachers at the Montessori School. By providing a variety of choices, the school ideals can be reinforced in an outdoor environment.

The granite risers provide an amphitheatre area adjacent to an outdoor performance area. Colored concrete provides a playful element to the paving, while columnar red maple, Ironwood and Birch tree embellish the space.

Throughout the play environment at Breakthrough, child safe trees, shrubs and perennials with a variety of textures, smells shapes and colors enliven the play experience. A seating area built into the hillside is a resource for outdoor classroom instruction and impromptu performances.

Breakthrough Magnet School

In contrast to the Learning Corridor at Montessori, the play area at the Breakthrough Magnet School, located about three miles away, is much more traditional in terms of design and construction. While it does have a number of shared elements, it is aimed at a more diverse population of students both in age and demographics, and needs to be able to keep their attention while also posing its own set of unique challenges. An inter-district magnet school, Breakthrough serves 330 Pre-K through 8th graders, has students from 18 countries making up its population and has a curriculum that emphasizes international diversity.

This schematic plan for the Breakthrough site, including parking, bus and passenger car circulation, fields and play areas was completed by the landscape architects at TO Design LLC for the design build team.

Design

Completed in 2006, the park was created in accordance with Breakthrough?EUR??,,????'?????<

With an overall concept to provide a variety of different spaces for self directed and flexible use in addition to more traditional play structures, school leaders stipulated that the play areas be in close proximity to the building. For obvious safety reasons, they also required the site have separation from parking and vehicular traffic. Additionally, to give their students a blank canvas if you will, they asked for paved areas that would allow for ball play. Separate play areas were then required for Pre-K through 2nd grade students, as well as 3rd through 6th graders.

Location Challenges

TO Design, LLC provided site planning and landscape architecture services for the play areas. Unlike the Montessori School, the site constraints were numerous and challenging. In addition to being sandwiched between a steep hillside and a floodplain the location contained approximately 30,000 cubic yards of contaminated soil. In order to avoid the high cost of hauling the soil offsite, the property was graded so that the soils could be used as fill under the parking lots and capped with pavement. Through this work, the cut/fill was balanced and the property was brought back to residential standards, posing no threat to students or staff.

Colors of the courtyard at Montessori are reflective of those in the building fa??????ade. A dry streambed serves to stimulate a child?EUR??,,????'?????<

Play Elements

The larger 3rd through 6th grade play area was set within a large circular form that slopes from north to south allowing the top of the radius to function as a stepped sitting area. A small amphitheater, outdoor classroom and simulated streambed, complete with a bridge crossing, separate the two play areas. Adjacent to the pre-k through 2nd grade play area is a micro nature trail with100 feet of meandering path. This area ?EUR??,,????'?????<

A major difference between Breakthrough and Montessori is the inclusion of the traditional play structures. ?EUR??,,????'?????<

Moreover, throughout the play environment, child safe trees, shrubs and perennials with a variety of textures, smells shapes and colors were added to enliven the play experience. A seating area built into the hillside was also created to be a resource for outdoor classroom instruction and impromptu performances.

The judicious use of stone in many different forms was thought to be a powerful tool in teaching students at Montessori about the natural world. The initial concept was to incorporate stone in all of its different incarnations, from raw boulders collected in the field to polished granite.

Contrasting Environments

The Learning Corridor at Montessori Magnet School and the play area at Breakthrough Magnet School have contrasting styles yet share some core similarities. In sharing design elements such as sand play areas, an amphitheatre, plant material and gardening areas, as well as concrete pipe play tunnels, the two sites are forward thinking in how children can actively play and learn. While both schools approached the question differently to what type of play area is most effective to the development of the students, they both achieved their unique goals and in the end created some outstanding play environments.

Both were built with the overall theme of creating play areas that promote education and independence. They show how combining traditional play structures, unique flexible play environments, and ?EUR??,,????'?????<

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FIRM PROFILE
Play and Learning Environments:

TO Design LLC?EUR??,,????'?????<

Founded in 1987, TO Design LLC is a collaborative partnership led by W. Phillips Barlow, ASLA and Mark G. Smith, P.E. that offers Landscape Architecture and Civil Engineering Services.

Our firm has a staff of ten, including four Landscape Architects & four Engineers.

We utilize the advantages of a multi-disciplined firm by providing our clients with a high quality, well-coordinated package. Our clients enjoy the benefit of a reduced number of consultants, avoiding the usual delays and coordination difficulties associated with multiple firms. Our wide range of experience allows us to work together to complete many different types of projects and to meet the needs of a diverse client base.

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W. Phillips Barlow, A.S.L.A.

Interested in architecture as a child, W. Phillips Barlow grew up in West Virginia unaware the profession of Landscape Architect existed. He started in the engineering program at West Virginia University but after finding himself unhappy with the courses he was taking, he read the description of a class on landscape and urban planning and eventually fell in love with it. In 1981 he graduated WVU with a Bachelor of Science in Landscape Architecture. He spent some time working for firms in Texas before heading to Connecticut over 20 years ago. Then in 1987 he became a Founding partner for TO Design LLC, a multi-disciplined office specializing in site and urban design. Today, with over 25 years experience he has won numerous awards in Connecticut, and often can be found giving lectures.