TRANSFORMING HACKLEY PETER GISOLFI ASSOCIATES
For Walter Johnson whose vision and leadership transformed Hackley
Table of Contents Introduction A New Vision for Hackley Transforming the Academic Campus • Saperstein Middle School, Allen Memorial Hall and the Science Building • Kathleen Allen Lower School • Akin Common The New Athletics Campus Out of the Ashes: Goodhue Memorial Hall and Sternberg Library Raymond Hall and the Main Quadrangle Concluding Thoughts 2 4 8 36 44 58 66
2 At the end of the 1990s, Hackley recognized a contradiction between the vision embodied in the original hilltop campus (the Upper School) and the western expansion into the valley. The school’s original Tudor-style buildings define an informal quadrangle; together the buildings and the landscape represent a communal view of academic life, based on shared outdoor space surrounded by edge buildings. But between 1960 and 1975, in order to meet increasing enrollment, the school undertook an expansion program on the open land to the west of the original quadrangle, constructing a series of object buildings that served isolated functions. To address this inconsistency and to meet the need for new space, the school commissioned a master plan to evaluate its options for long-term development. In the end, Hackley chose to return to its original roots by creating an expanded communal campus for the school. Defining a campus What is a campus? The word comes from the Latin for “field,” and is often used to describe the grounds of an academic institution. But in fact, a campus is much more. A campus defines the physical character of an institution — how it is organized by buildings that delineate open green spaces for communal activity. The character of this arrangement triggers an intellectual response to the design, an aesthetic response to the beauty of the space, and an emotional response to the sense of place the campus inspires. A school is loved for many reasons — teachers, students, individual experiences — but it is the campus that often remains most vivid in memory. The tradition of campus began with the Medieval European universities, where students and their teachers (monks) lived and worked together in a cloistered environment. In America, educational institutions acknowledged this unity of setting and academic life, as illustrated by the campus arrangements at many of our major universities, including Princeton, Harvard, the University of Virginia, and others. At the beginning of the 20th century, the founders of Hackley sought to bring the campus idea to an independent school. As a result of deliberate planning at the end of that century, the school now inhabits a unique and identifiable place. A Plan for Hackley Based on the school’s master plan, a core academic campus of four connected outdoor spaces builds on the idea of the original quadrangle. A second quadrangle, an elongated green space — a meadow — connects to a third quadrangle, a small courtyard that resembles a cloister. The fourth quadrangle, a south-facing courtyard formed by the wings of a new lower school, sits on a hillside and defines part of the northwestern edge of the meadow, now called Akin Common. To create the quadrangles, the object buildings were demolished. The new buildings (Saperstein Middle School, Allen Memorial Hall, the Science Building, and the Kathleen Allen Lower School) are organized by single-loaded corridors that face predominately south toward outdoor open spaces, encouraging serendipitous participation in the communal life of the school. In 2007, Goodhue Memorial Hall was ravaged by fire, leaving only its stone shell. In 2010, the original onestory Goodhue was replaced by a two-story building which more intensely engages Akin Common and the main quadrangle. The most recent construction has been the renovation and transformation of Raymond Hall, and the creation of Kroeger Arch which supports the second-story connection between Raymond Hall and Goodhue. The Vision for Hackley Excellent design, functional buildings, and connecting landscapes produce outstanding campuses. The guiding influences behind all successful campus projects are exceptional clients. These clients are active participants in the planning process; they are thoughtful, critical and informed. Working collaboratively with them, we discover the objectives that speak to the high purposes of the project. When these elements are in place, it is possible to build something that is magical. Walter Johnson and his colleagues — Phil Variano, Peter McAndrew, and Keith Kroeger ‘54 — are among the best clients it has been my privilege to know. Under their stewardship, Hackley has been transformed; it is one of the finest examples of campus planning among independent schools today. We are grateful to Walter Johnson for his vision, his leadership, and his unwavering commitment to Hackley. Introduction
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4 A New Vision for Hackley The 1998 Master Plan established a new vision for the 285-acre Hackley campus. The plan evolved from an intense study of the natural and man-made features of the original 113 acre campus and the additional 172 acre parcel to the north, acquired from the Laurance S. Rockefeller Fund with the help of a gift from Hackley alumnus and benefactor, Herbert A. Allen ’58. As the Master Plan on page 9 indicates, the core campus at the southern end of the property is expanded and strengthened. A new ring road around the core campus creates a vehicle-free pedestrian zone of interconnected quadrangles. An athletics campus is envisioned uphill and to the north of the core academic campus. Existing Conditions CAMPUS ANALYSIS “...Buildings...are only the outward manifestation of a more profound change....our new buildings are only the setting, the stage on which our future will be acted. The true achievement is a new cohesion in the Hackley community, a sense of common purpose and vision that has brought old friends together and reached out to embrace new friends.” --Walter Johnson, Summer 2004
5 Existing Conditions : Slopes Existing Conditions : Natural Features 0-8% 8-15% 15-25% 25+% Legend
6 Existing Conditions : Opportunities and Constraints Existing Conditions : Buildable Areas
7 1 Future Athletics Fields Former Property Line Separating Hackley from the Rockefeller Estate Conservation Easement 2 4 3 3 5 TARRYTOWN RESERVOIR EXISTING BUILDINGS PROPOSED BUILDINGS ATHLETICS SPACES NATURAL WOODS AND BUFFER AREAS QUADRANGLES, COMMONS, AND LAWNS PARKING MAIN ENTRIES AND LOOP ROAD POTENTIAL PROJECTS: 1. New Middle School and Science Building 2. Lower School Expansion 3. Athletics Fields 4. Athletics Center 5. Expansion of the Peforming Arts Center 1 Future Athletics Fields Former Property Line Separating Hackley from the Rockefeller Estate Conservation Easement 2 4 3 3 5 TARRYTOWN RESERVOIR EXISTING BUILDINGS PROPOSED BUILDINGS ATHLETICS SPACES NATURAL WOODS AND BUFFER AREAS QUADRANGLES, COMMONS, AND LAWNS PARKING MAIN ENTRIES AND LOOP ROAD POTENTIAL PROJECTS: 1. New Middle School and Science Building 2. Lower School Expansion 3. Athletics Fields 4. Athletics Center 5. Expansion of the Peforming Arts Center 1 Future Athletic Fields Former Property Line Separating Hackley from the Rockefeller Estate Conservation Easement 2 4 3 3 5 TARRYTOWN RESERVOIR EXISTING BUILDINGS PROPOSED BUILDINGS ATHLETIC SPACES NATURAL WOODS AND BUFFER AREEAS QUADRANGLES, COMMONS, AND LAWNS PARKING MAIN ENTRIES AND LOOP ROAD POTENTIAL PROJECTS: 1. New Middle School and Science Center 2. Lower School Expansion 3. Athletic Fields 4. Athletic Center 5. Expansion of the Peforming Arts Center 1998 MASTER PLAN Master Plan Concept Diagram
8 Transforming the Hackley Campus • Saperstein Middle School, Allen Memorial Hall and the Science Building • Kathleen Allen Lower School • Akin Common During the initial implementation of the Master Plan, four buildings, three quadrangles, and a new ring road were constructed north and west of the original quadrangle. Circulation patterns in the new buildings are based on single-loaded corridors, modeled after the circulation patterns of the early 20th-century buildings. Akin Common is an elongated, outdoor space that runs parallel to the main quadrangle of the early buildings. It connects to the lower school courtyard and to the courtyard that is defined by the new Allen Memorial Hall, the new Science Building and the original early 20th century buildings. Satellite view of campus after transformation Satellite view of campus before transformation (ca. 1998) 1 A B C 2 3 4 NEW BUILDINGS 1. Kathleen Allen Lower School 2. Saperstein Middle School 3. Allen Memorial Hall 4. The Science Building QUADRANGLES A. Lower School Play Courtyard B. Akin Common C. Courtyard Quadrangle “I recall walking around campus in the fall of 1997 upon my arrival on the Hilltop with Paul Gould, John Cooney, Keith Kroeger, Phil Variano, and Walter at an ad hoc meeting of the Buildings and Grounds Committee thinking about how easily we could modernize the school’s grounds with MINIMAL money and hard work. Oh, how wrong we were… “ --Peter McAndrew
9 Satellite view of campus before transformation (ca. 1998) Campus plan before transformation (ca. 1998) Campus plan after transformation “In all these changes, from buildings to classes, from students to teachers, Hackley has maintained our vital culture, the spirit of ‘Enter Here To Be And Find A Friend.’ Alumni visiting the Hilltop have felt that continuity and respect for our past in the beauty of our new buildings and the character of our students.” --Walter Johnson, Summer 2004
10 Saperstein Middle School, Allen Memorial Hall and the Science Building Saperstein Middle School, Allen Memorial Hall and the Science Building were the first projects constructed after completion of the Master Plan. The placement of these buildings to the north of the Upper School created a new “courtyard quadrangle” and the northern edge of the new “meadow quadrangle” — Akin Common. Saperstein and the Science Building are organized with single-loaded corridors that face predominately to the south. This arrangement of buildings and open space reinforces the school’s sense of community. Students in the corridors can observe the activities of other students in the courtyards and quadrangles. Even Allen Memorial Hall has an outdoor single-loaded corridor on the east side, which helps to define one edge of the “courtyard” quadrangle. Saperstein Arch View from Saperstein Arch “The character of a space shapes the character of those within it. There is an air of easy-going luxury about the design. The whole campus has that — especially now with the additional acreage — but these big corridors have a generous feeling to them, and I think that feeling of generosity permeates the school.” --Keith Kroeger ’54
11 View from Saperstein Arch
12 Lower Level Akin Common Roof Akin Common 1 2 3 4 6 7 7 7 5
13 Akin Common Level 1 FLOOR PLANS Akin Common Courtyard Quadrangle Courtyard Quadrangle Science Building Allen Memorial Saperstein Middle School Level 2 LEGEND 1. Tuck Shop 2. Infirmary 3. Saperstein Arch 4. Lobby/Gallery 5. Art 6. Music 7. Science Labs 8. Middle School Classrooms 9. Grade Level Offices 10. Faculty Spaces 11. Break-out Spaces 12. Computer Lab 13. Middle School Offices 14. Allen Memorial Hall 15. Middle School Dining 8 8 8 8 8 8 9 11 11 11 11 13 14 14 15 8 8 12 12 8 8 8 8 8 8 8 8 7 7 7 7 7 7 7 7 10 10
14 “For Walter, the overall size, shape and structure of a building were paramount; but he also applied his energy and attention to minute details. For instance, he insisted that the exterior finishes of the buildings blend impeccably with the neighboring structures; he would debate the merits of brick vs. stone, what kind of brick, and in what color. I think, had it been possible, Walter would have visited the stone quarries in order to better understand the texture and color of the materials. Often, Walter would email the design team images of exterior façades he had discovered on the Internet, asking them to consider replicating some aspect of those solutions for Hackley. “ -- Phil Variano The courtyard viewed from the outdoor “corridor” in front of Allen Memorial. Single-loaded corridor with seating bays face out to the courtyard.
15 The courtyard viewed from the outdoor “corridor” in front of Allen Memorial.
16 Allen Memorial Hall connects to the courtyard. The courtyard and fountain Allen Memorial Hall and rose window
17 The courtyard and fountain Allen Memorial Hall and rose window “One way in which these buildings may succeed is in feeling like a flowering of the old Hackley rather than the grafting on of a different plant.” -- Walter Johnson, Summer 2005
18 The diagrams on pages 20 and 21 indicate the organizing principles of the Kathleen Allen Lower School. The C-shaped building has singleloaded corridors facing southwest, southeast, and east. The building’s shape defines an outdoor play courtyard which faces south. Windows along the corridors have low sills allowing the students to observe the activities of their friends in the courtyard. Three seating alcoves are attached to the corridors on each floor. The corridors are lined with child-scaled lockers. Wide expanses of tackboards display student work, creating a continuous gallery throughout the building. From the environmental point of view, the south courtyard shields the children from the winter winds, and creates a protected environment for play. The classrooms face predominately north, which provides nonglare daylight that is advantageous in instructional spaces. In a building that is not air conditioned, natural cross ventilation, augmented by ceiling fans, helps to maintain a comfortable environment in warm weather. Kathleen Allen Lower School Entry to the Kathleen Allen Lower School Seating bay on the second floor of the Lower School overlooking Akin Common
19 Seating bay on the second floor of the Lower School overlooking Akin Common
20 BREAKOUT BREAKOUT BREAKOUT GRADE CLUSTER GRADE QUIET (CLASSROOM) ZONE CLUSTER N QUIET (CLASSROOM) ZONE OUTDOOR PLAY GRADE CLUSTER COMMON AREA QUIET (CLASSROOM) ZONE V I E W S TO C A M P U S
21 Lower Level Upper Level LEGEND 1. Entry 2. Lower School Offices 3. Kindergarten 4. Art Studio 5. Dining Room LEGEND 10. Music 11. Computer 12. Library 13. Gymasium 6. 1st Grade Classroom 7. Faculty Room 8. 2nd Grade Classroom 9. Alcove 14. 3rd Grade Classroom 15. Science Lab 16. 4th Grade Classroom 0 32 64 FT 1 2 10 3 3 11 4 12 5 13 6 14 6 14 6 14 7 15 8 16 8 16 8 16 9 9 9 9 9
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23 “Walter has strong ideas about what a school building should look like, and how it should sit in its environment. At the same time, he is able to balance the limitations of budget with the visual beauty of a particular building, considering the surrounding context as well as the presence of each structure.“ -- Phil Variano
24 One of the seating bays on the second floor Single-loaded corridors in the Lower School are filled with natural daylight. The single-loaded corridor on the first floor overlooks the central play courtyard. “Hackley has something no other school has: single-loaded corridors, with the classrooms all on one side, and the circulation space — the corridors — facing into the courtyard with sunshine pouring in the windows.” --Keith Kroeger, ’54
25 Single-loaded corridors in the Lower School are filled with natural daylight.
26 The Lower School’s Santomero Library (right) and story area (above)
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28 Two kindergarten classrooms share a common reading space behind sliding glass doors. Typical Lower School classroom for the third and fourth grades Lower School science room Kindergarten classroom Right: Multipurpose gym
29 Typical Lower School classroom for the third and fourth grades
30 “When I think of the Allen Lower School, I picture the tower and the playground. Both were enthusiastically embraced by Walter. Walter continually sought defining elements for this new building. He envisioned a playground surrounded by the wings of the building, visible from the single-loaded corridors on both floors. He believed also that whimsy and fantasy belong in an environment for children. To that end, he suggested the addition of a stone tower. Even then, he wasn’t finished; he proposed a large bell for the tower, and ceramic tiles for the exterior building walls surrounding the playground. The tiles, designed by an Upper School art teacher, depict stories derived from local lore to inspire students to create their own stories.” --Phil Variano Lower school play courtyard with stone tower Story tiles on the exterior walls were derived from local lore. The play courtyard is surrounded by single-loaded corridors on both floors of the Lower School.
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32 Akin Common is the key element in the transformation of the Hackley campus. It occupies the base of the valley that separates the original hilltop campus from the hill on which the Kathleen Allen Lower School is located. It displaced two former 1960s object buildings — the middle school and science buildings, as well as a service road that ran a confusing course from the southwest up to the northeast. The new plan features three interconnected ellipses. The central small ellipse is planted in grass, and the two larger ellipses are covered in synthetic turf to allow for outdoor play. The service traffic has been relocated to the perimeter of the core campus. Akin Common is defined: • on the south and east by the original early 20th-century buildings and the hillside • on the north by the middle school, and • on the northwest by the new Kathleen Allen Lower School, which sits on top of a hill. It is connected to the lower school by steps on a terraced hillside; it is connected to the surrounding ring road at the Saperstein Arch; it is connected to the courtyard quadrangle by a grand staircase; and finally, it is connected back to the main quadrangle by a winding staircase and the Kroeger Arch. Akin Common AKIN COMMON Akin Common with Kathleen Allen Lower School (left) and Saperstein Middle School and Allen Memorial Hall (right) A Before transformation Site plan “Walter was relieved when the old Science Building was demolished. Finally, he could stop worrying about fire safety and the building’s aesthetics.” --Peter McAndrew
33 Before transformation
34 “The time and attention that Walter contributed to the design and development of the buildings was always appreciated. If he was unable to attend a design meeting, we often found it difficult proceed without his participation. His insights provided us with valuable guidance. He did not believe in rushing through the design deliberations, or settling for lesser materials, or taking shortcuts for economy. He was committed to seeing that we brought our best to the projects, and he was willing to search for additional resources if that’s what it took to get each project right. To Walter, the buildings and landscapes represented more than what a team in a room might achieve; they were a legacy for Hackley.” --Phil Variano “The time and attention that Walter contributed to the design and development of the buildings was always appreciated. If he was unable to attend a design meeting, we often found it difficult proceed without his participation. His insights provided us with valuable guidance. He did not believe in rushing through the design deliberations, or settling for lesser materials, or taking shortcuts for economy. He was committed to seeing that we brought our best to the projects, and he was willing to search for additional resources if that’s what it took to get each project right. To Walter, the buildings and landscapes represented more than what a team in a room might achieve; they were a legacy for Hackley.” --Phil Variano
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36 The New Athletics Campus The 1998 Master Plan envisioned an athletics campus at the top of the hill. There were two main challenges: First, the top of the hill included an additional rise in the topography; second, the site included a freshwater wetland that had to be preserved and protected. The first project was to construct a new football field and track. It involved removing a significant amount of rock. The plan for the remaining four fields is unique with respect to the preservation and enhancement of the wetland. The runoff from the four fields does not disturb the wetland or the watershed of the Tarrytown reservoir, which is located downhill. Rainfall onto the synthetic turf permeates to deep layers of gravel below the fields. It is gradually re-absorbed into the ground and is slowly released on the slopes to the north. This emulates the patterns of runoff that existed before construction took place. The overall site, with the preserved wetlands and five playing fields, feels more like a state park from the 1930s than like a typical secondary school grouping of playing fields. The essence of the natural environment survives, and can be most appreciated in the photo on page 41 of the elevated walkway that passes through the freshwater wetland. An added benefit is that a new cross-country track starts at this athletics complex and winds through the woods, downhill from the athletics fields. “With a 285-acre campus, Hackley’s consciousness changed, our community’s sense of the possibility of greatness was kindled. Mr. Rockefeller’s generosity and vision had larger effects than even he may have anticipated. By giving Hackley the incentive and the model for greatness, Mr. Rockefeller gave us as well a deep responsibility to serve our society more effectively.” --Walter Johnson Dedication Ceremony October 25, 2013 Dedicaton plaque Aerial view of site after completion of the new track
37 “Present and future generations of Hackley students, parents, alumni and staff owe a deep debt of gratitude to Mr. Rockefeller. Because of his support of Hackley, young people have run on our cross-country course, studied ecology in these woods, and played sports on these fields.” --Walter Johnson, October 2013 Aerial view of site after completion of the new track Plan for new fields, roads, paking and cross-country trails Rendered view of new fields, roads, and parking
38 Enlarged plan of athletics fields and wetland nature preserve
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40 Aerial view of Pickert Field Pickert Field DelMoro Field Right: Class of 2011 bridge through wetland nature preserve
41 Aerial view of Pickert Field
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44 Out of the Ashes: Goodhue Memorial Hall and Sternberg Library In the summer of 2007, lightning struck the roof of Goodhue Memorial Hall, the most revered building on the campus. The fire that burned through the night destroyed the wood interior and framing, leaving only the masonry shell of the 1903 neoclassical building. After a three-year design and construction process, the restored and expanded building reopened with its new second-floor Sternberg Library, and with an entire first floor of classrooms, faculty offices, and a student lounge. Goodhue resumed its position as the iconic building that identifies Hackley. The redesign of Goodhue not only revived this historic campus landmark, it created an important model of sustainable design and adaptive reuse. A new geothermal heating and cooling system was installed. By insulating the walls and roof and adding new, thermally efficient windows, the energy loss through the building’s skin was significantly reduced. Energy savings, in total, enable the expanded building to operate using approximately 10 to 15% of the energy required by the original building. One major challenge of sustainable practice is to transform buildings we already own into sustainable places rather than to tear them down and build new ones. The restoration, expansion, and transformation of Goodhue Memoral Hall met that challenge and received Gold LEED certification. “For over a hundred years of boarders and day students, from abroad, throughout our nation, and Westchester County, Hackley and Goodhue Memorial Hall, its principal building, have been important influences in shaping their educations and their lives. In that context, Hackley faced an extraordinary challenge. It was immediately clear that the simplest and most financially-sensible course would be to raze the building and create a totally new building on the same location. On the other hand, Goodhue Memorial Hall is the defining building of Hackley’s historic quadrangle — as one crests the hill leading up from Benedict Avenue, the emergence of Goodhue Memorial Hall has signified Hackley for generations.” -- Walter Johnson Goodhue from the main quadrangle Right: Goodhue restored and expanded Goodhue from Akin Common during the fire in August 2007
45 Goodhue from Akin Common during the fire in August 2007
46 Classroom Classroom History Office Classroom Reading Room Work Room Media Room LIBRARY English Office Classroom Classroom Classroom Classroom Libr. Off. Dir. Off. Faculty Lounge Classroom Original First Floor Plan Section before expansion Section after expansion
47 First Floor Second Floor GOODHUE MEMORIAL HALL FLOOR PLANS LEGEND 1. Lobby/Lounge 2. Presentation Room 3. Seminar Rooms 4. Computer Lab 5. Sternberg Library 6. Librarian 7. Quiet Study 8. Computer Labs 9. Offices
48 South elevation before Kaskel Library after the fire Sternberg Library under construction “I recall Walter’s calmness on the morning of the fire. In contrast to my trembling while watching the fire, Walter began talking enthusiastically about the opportunity to rebuild Goodhue and make it better.” --Peter McAndrew