Distribution of programs within interstitial spaces create the agoras, which serve as social programs that connect to each other and open onto outdoor areas and to the site. Site, in forms of landscape, flows into the school, providing an awareness of the natural context. The use of landscape features, continuity of materials and the transparency of the façade reinforce the links between inside and outside and the overall cohesion of the school with the site.
This connectivity helps to p romote the school as an institution that is embedded in the life of the city and lives of its citizens. Although the architecture is strikingly visible from multiple viewpoints, the school establishes a significant presence in the visual landscape of the city and region, while also promoting permeability and accessibility. The project’s connection to the ground level between the school and the site produces an atmosphere of openness and accessibility both physically and symbolically.
From inside, the outside world is observed, reflected and learned. The outside world inspires and integrated into the experience, as the high school becomes both object and subject.