SANTA ROSA, Calif.鈥擲onoma Academy recently completed construction of its new 350-seat Community Performing Arts Center. The professional-grade facility will host the school鈥檚 theater, music and film productions, as well as serve as a gathering place for the campus and a community resource hosting various types of arts programming. The Community Performing Arts Center was designed by Quattrocchi Kwok Architects (QKA) and WRNS Studio, and built by DPR Construction with The Shalleck Collaborative serving as the theatrical consultant.

鈥淭he opening of the Community Performing Arts Center marks the start of a new era for our school,鈥� said Head of School Tucker Foehl. 鈥淭his beautiful, state-of-the-art facility will provide a gathering place for our school community and a home for our stellar theater, music and dance programs. The high-tech features and thoughtfully designed spaces will allow us to stage more ambitious productions and involve more student performers than ever before. Equally exciting is the opportunity we have to welcome the surrounding community to our campus, as we expand our roster of events and develop partnerships with other local organizations.鈥�

The 27,500-square-foot facility includes a 350-seat theater, stage and full orchestra pit, along with supporting spaces that together provide an experience on par with that of a professional theater. Technical capabilities include theater lighting that can be controlled digitally and an audio-visual system that boasts a Dolby Laboratories sound system coupled with a Christie Digital 4K laser projector for a true cinematic experience. Further, a tension grid is located above the entire stage area for the placement of lighting and other equipment needed for immersive performances. The theater seating can be configured to accommodate small and large audiences.

In addition to the main theater space, the Community Performing Arts Center includes an Actors Studio with an adjacent classroom for instruction and rehearsal space that mirrors the capabilities of the theater. Backdrops and stage scenery can be built in the scene shop that is located directly behind the stage. The building provides spaces that support the theater鈥檚 activities, such as a glass-enclosed lobby, box office, dressing rooms, and an additional classroom and storage space on the lower level.

鈥淚t has been a remarkable experience to work alongside Sonoma Academy and the collaborative project team to design this truly remarkable and cutting-edge performing arts building,鈥� said QKA Principal Emeritus Steve Kwok. 鈥淭he various spaces will allow students to participate in the complete production of a performance, and it will certainly be an invaluable community asset.鈥�

Sustainable features are incorporated throughout the facility, such as energy-efficient lighting and HVAC systems, including a displacement heating and cooling design for the audience seating area. These systems are run by a digital building management system that can be fully and precisely controlled by the school.

Sonoma Academy鈥檚 new Community Performing Arts Center is ideally suited for the school鈥檚 theatrical and musical performances, as well as lecture presentations. It provides a welcome space for the entire school to gather for weekly community meetings and will also be made available to a variety of community organizations. The first large-scale school production, Guys & Dolls, took place in May with a run of six shows.

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SANTA ROSA, Calif.鈥擲onoma Academy鈥檚 Janet Durgin Guild and Commons was recently awarded LEED Platinum, the U.S. Green Building Council鈥檚 highest green building rating. The $17 million project鈥攁t the private co-ed college preparatory high school鈥攈as also been recognized for its low carbon footprint and material transparency.

Designed by architecture and planning firm, WRNS Studio,听the two-story, 19,500-square-foot nature-inspired building houses the school鈥檚 student and education center 鈥� a hybrid maker space, student dining with an all-electric commercial kitchen, and听indoor/outdoor learning facility.

This project showcases how architecture can make nature part of the classroom experience while meeting strict sustainability and energy efficiency听objectives. Focused on health and regional considerations, the project is also targeting WELL Education Pilot and LBC Material and Energy Petals鈥� certifications expected later this year.
鈥淩ooted in a culture committed to sustainability, Sonoma Academy鈥檚 decision to embrace multiple rigorous benchmarks, demonstrates how they lead by example, working to understand and transform the wider market towards a more sustainable future,鈥� explained WRNS Studio Partner and Sustainability Director Pauline Souza.

鈥淲e are excited to achieve this level of certification, and are grateful to our engineering and construction partners who helped us reach this target.鈥�

Sited on a 34-acre campus at the base of Taylor Mountain in Santa Rosa, the Y-shaped, steel-glass-and-wood structure employed several creative design and engineering solutions to lessen its carbon footprint and establish a safe, healthy environment for students to learn.

Leading with biophilia, the building integrates active and passive systems allowing for a ZNE approach that decreases high-energy-component demand by 75+%. To reduce operational energy consumption, the building is 80% naturally lit, wrapped with operable windows and coiling doors for natural ventilation, and has high-performing, low-e glazing. Deep overhangs provide shade and shelter from the elements. Adjustable exterior sunshades and moveable screens tune for user-comfort and curb heat gain.

In more extreme months, heating and cooling is through geoexchange and radiant systems. These efficient methods drive down energy use and reduce water demand compared to traditional HVAC systems. Other energy saving strategies include a photovoltaic rooftop array, a living roof that helps insulate and keeps the PV鈥檚 undersides cool, naturally heat-regulating earth block, an all-electric kitchen with induction cooktops which reduces energy consumption while idling, and a waste water management system that accounts for 88% of the building鈥檚 total non-potable water demand.

To ensure a space that promotes well-being, a reductive, low-VOC material palette was the foundation for the project. With an emphasis on health and transparency, material selection was guided by LBC Materials Petal, and in compliance with ILFI鈥檚 Red List imperative and CDPH.

RHAA Landscape Architects was the landscape and garden architect on this impressive project. The contractor was XL Construction.

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MERCED, Calif.鈥擳he new $60 million Arts and Computational Sciences building at UC Merced鈥攕panning 90,000 square feet鈥攚as completed last August following a four-year design and construction schedule using the Public Private Partnership delivery model.

The scale of this P3 delivery model sponsors a holistic, systems-thinking approach to campus development rooted in efficiency, innovation, flexibility and sustainability. The P3 development team included a consortium of financial experts, contractors, operations and maintenance teams, architects, engineers, and consultants, with WRNS Studio serving as academic architect. Webcor was the general contractor.

The UC Merced 2020 Project was planned to support the college鈥檚 Triple Net Zero Commitment (zero net energy, zero landfill waste, and zero net greenhouse gas emissions),鈥� said Kristen DiStefano, associate director, San Francisco Studio, Atelier Ten, the environmental design consultant firm on this project.

听This commitment was integral to the design approach, putting a fine point on the ways in which a complicated, large-scale P3 can enhance campus life. This project has a goal of offering students an engaging, inclusive campus experience that supports evolving learning modalities with a variety of flexible, mixed-use spaces that blend student life with education.

The entire development is comprised of several buildings, which represents 1.2 million new square feet of construction.

鈥淟ive/Learn鈥� became a guiding theme in the planning and design of the Arts and Computational Sciences Building, which includes computational labs, administrative workspaces, dance studios, painting workshops, screening rooms, informal indoor/outdoor spaces, music and sound recording rooms, and a large 299-seat auditorium and lecture hall serving campus-wide events.

听鈥淎n integrated design approach connects this varied program, incorporates sustainability goals, and blends living with learning,鈥� explained Lillian Asperin, partner, WRNS Studio.

Added Bryan Shiles, partner, WRNS Studio, 鈥淐olloquy spaces distributed throughout the building act as a social glue, encouraging students to gather, socialize, relax and study in a series of informal, comfortable lounges.鈥�

The building also links a new academic quad with future housing and extends a primary circulation path through the existing and new parts of the campus. Angled cast-in-place concrete columns run along the south side of the building, offering students an outdoor, sheltered gathering space and comfortable transition from the quad to the interior. More active programs, including art studios and the lecture hall, are located on the ground floor encouraging interaction between students, faculty and staff.

The auditorium was crafted by local tradespeople using regional wood species. Modular, offsite fabrication helped achieve technical accuracy, as well as cost and schedule efficiencies. Views of both the immediate campus and the open landscape connect students with Merced鈥檚 distinct agrarian valleys. Daylight and views reach into all spaces, including the computational labs, achieved through internal glazing and thoughtful space planning. All spaces are flexible for multiple uses鈥攏ow and into the future.

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University of California, Davis (UC Davis) Health will change the way nursing schools operate, with an innovative new education building for the Betty Irene Moore School of Nursing at UC Davis that begs students to ask questions, solve problems and simply practice what it鈥檚 like to care for people.

Completed this past summer and officially opened in October, the 70,000-square-foot Betty Irene Moore Hall is the ideal home to what is essentially a new school for the university. A $100 million donation from the Gordon and Betty Moore Foundation, the nation鈥檚 largest grant for nursing education, allowed the school to launch in 2009. And since launching, it has grown to include five different programs, with a student body of about 300 that will soon surpass 400 in the next few years. While borrowing space from the School of Medicine has served the nursing school well for the past decade, it was time for it to build its own space, according to Heather M. Young, founding dean of the nursing school.

San Francisco-based WRNS Studio teamed up with national construction firm McCarthy Building Companies Inc. under a design-build delivery methodology that helped the project stay on schedule and within its $38 million budget. Timothy Albiani, McCarthy鈥檚 project director for the project, emphasized that the delivery method was also rewarding in that the design-build team saw the project through from early programming to the final outcome of the top-rate educational building.

The school had a very clear vision for the project from the start. Young said that there were nearly 100 people involved, including several subcommittees to discuss everything from technology needs to facility issues. Together, faculty and staff created an 800-page specification document that guided the project through design and resulted in less than 1 percent change orders throughout the construction process.

鈥淭his project is really cutting edge,鈥� Albiani added. 鈥淭his whole building is about learning and the next wave of graduate students being educated to become better nurses and healthcare leaders. In fact, that鈥檚 the school鈥檚 entire purpose. Betty Irene Moore experienced treatment challenges during a hospital stay and made a personal commitment to expand nursing education to ensure nurses of the future had the most up-to-date training and skills. We really hit a home run, and we believe the School of Nursing got what they wanted to a tee. I think they asked for something they weren鈥檛 sure could be delivered, and with this building, they are able to push the envelope on progressive education further than they thought.鈥�

In fact, Albiani thinks the school could change the approach to health education overall. 鈥淭hey鈥檙e changing the way a professional degree should be taught,鈥� he said.

Nursing a New Education Approach

Veering away from the traditional lecture approach to education, the nursing school sought to engage students more actively from the get-go, and this new building only furthers that goal.

Specifically, the school wanted the capacity to do simulation, Young said. This ability to physically practice what it鈥檚 like to care for people is brought to life by either high-fidelity mannequins or patients who are live actors hired by the school to act as if they have a certain health condition. Students can get firsthand practice on clinical skills and bedside manner in a variety of simulation environments. They include the inpatient eight-bed 鈥渉ospital ward,鈥� task and anatomy skills labs, a 15-room primary care clinic and a one-bedroom apartment home health simulation suite that allows students to practice giving care in different residential spaces such as a bedroom, bathroom or kitchen. A lot of the practice is also recorded on video, so students can debrief and learn from what they see.

鈥淚t鈥檚 very different than lecturing because students get to use classroom time to have in-depth case discussions or practice in simulation,鈥� Young emphasized. 鈥淭he way [the building] is laid out is very different from a traditional education building.鈥�

鈥淸The building] probably doesn鈥檛 compare to many, if any, other nursing facilities,鈥� said Kevin Black, McCarthy鈥檚 project manager for the project. 鈥淭he larger classrooms are set up to be interactive with students engaging and interfacing with each other, while instructors move throughout the space; it doesn鈥檛 have the traditional podium up front with auditorium-style seating.鈥�

Another thing that was really important to the university was that they wanted to use the circulation corridors efficiently. Edward Kim, WRNS project manager associate, emphasized the design team鈥檚 focus on 鈥渢he third place.鈥� Since students are no longer just commuting between the classroom and home, they need a 鈥減lace鈥� to study either individually or collaboratively with a group. Two of the main building program elements consist of active learning classrooms and skill or simulation labs. But equally as important to the university was the learning commons, the space between the classrooms and labs. The 鈥渓earning commons鈥� was programmed and designed to create a place where students can study and collaborate between classroom sessions.

鈥淲hen talking about this 鈥榯hird place,鈥� we have conceptually identified it as 鈥楾he Guts鈥� of the nursing school,鈥� Kim said. 鈥淥n the first, second and third floors, interconnected learning commons are treated with a bamboo wood wall that curves and bends to create different size alcoves for studying or collaborating. The third-floor learning commons has a window looking directly into the simulation lab, so there are even options to learn as a spectator while other classes are in session.鈥�

The learning commons weaves throughout to continue both classroom and clinical learning. 鈥淧ropeller tables鈥� are strategically placed throughout these areas designed to encourage engaged learning and create an atmosphere where new ideas are discussed, debated and remembered.

鈥淲e wanted a place to invite people to connect, to spark the ability to have interesting conversations,鈥� Young said. 鈥淎ll of our common spaces 鈥� corridors and lobbies 鈥� we wanted to be learning commons. So, the building was designed with places to sit and plug in a laptop and connect. It invites that kind of engagement; for instance, the walls are writable. We wanted a building that encouraged collaboration because we value that.鈥�

To read the entire article, check out the January/February issue of .

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