In lighter news, back in February before remote learning became the new normal, ESKW/Architects Senior Project Manager Ruth Dresdner took a group of her Bard High School Early College Manhattan students to our 1921 Cortelyou Road project as part of her seminar “Reading the Built Environment,” which teaches students to develop a critical approach for evaluating buildings and infrastructure. The partly sunny, not-too-cool day made for a fun experience of considering the construction industry along with its social value and environmental impact.
“I wanted the students to understand that building a building is very complicated, and many people work on it,” Ruth said. “And they did.”
The project is an interesting mixed use of Housing and Assembly. The land was owned by the Baptist Church of the Redeemer, which then partnered with non-profit housing developer MHANY Management Inc. to re-develop the property to more fully serve the community and the congregation. This blend of development and innovation is not unique to New York City, but we certainly have a broad collection of development types, so for high school students to get an up-close look at one such project is definitely “learning outside of the classroom,” which we fully endorse.
The tour began on the ground floor where students first saw the church portion of the project, including the entrance and open sanctuary space. From there, the group took the construction lift to the top floor of the residential portion, working their way down to see how the building comes together. Students saw everything from plumbing and insulation to flooring and finishes in the span of an hour.
“I have always had this rosy idea that constructing a building was a somewhat easy job,” wrote one student in their written report. “That image has drastically changed.”
“The absolute enormity of the task of balancing all these factors while still making the building economical is absurd,” wrote another, before describing an anecdote that involved a plumber having to move piping 4 inches to the right while on-site, so that it didn’t interfere with insulation being installed. “This to me signified the millions of assignments that architects are tasked with, and how simple it is to make one little mistake that could hypothetically ruin the building.” We assured him that with a great team like ours, it’s pretty rare that a building gets ruined.
After students encountered the tangible materials and structures of the building process, they began thinking in more abstract social and environmental terms. On the 6th floor, the building’s continuous insulation and exterior wall system especially captured their interest. By the ground floor, they asked about who would actually be living in these units. One student wrote:
I was impressed that these small studios are offered to homeless women. One of the things that I noticed in each room is that they all had at least one large window. Having this large window highlights how much light is valued in this design. I was also thinking about how these big windows can personally affect its tenants. Knowing that some of its tenants are homeless women and having a non-profit apartment building means bringing in the less fortunate, I think having these huge windows allows them to feel like they are seen and acknowledged by the “outside.” These people might have been stuck in the dark due to several reasons, and giving them the chance to see more of the outside at night from the safety of their room is such a beautiful idea.
The tour concluded with each student receiving a swag bag from the project’s general contractor. The students were all smiles wearing Mega Contracting Group-branded hats, stuffing water bottles and other items into their bags. But their excitement belied the strenuous coursework each of them takes on.
Ruth explained that the school is very selective, only accepting about 1 in 15 applicants, and that by the time each student graduates, the accelerated curriculum has prepared them to pass the regents exam while also earning many an Associate’s Degree (or about two years of college credit). She got involved there because her son was one of the first to attend and graduate, and Ruth got to know the principal as a kind of architectural consultant advising on maintaining the school’s aging facility.
“At some point I pitched a class about these things, and they had me write and develop a syllabus,” she said. “Which took about two years!” And the level of thought Ruth put into the syllabus is rubbing off on her students, if this last excerpt is any indication:
As the tour continues, I have accepted the fact that the only Vitruvian principles for a perfect building that are valued in this project are Firmitas (Durability) and Utilitas (Convenience). This idea brings me back to our discussion in class about whether apartment buildings are beautiful. We argued that most buildings exist without Venustas (Beauty), and usually focus on the utility of stacking people on top of each other. However, as we continued to walk I remembered that Vitruvius defined Beauty as “appearance of the work is pleasing and in good taste.” I kept remembering the fact that homeless/unfortunate people will live here, and I smiled. Then, I turned to the large window again and had an even bigger smile on my face. I realized that the appearance of the work is more than pleasing because of who this hard work is for. I believe that this building is beautiful. Therefore, since it accomplished all the Vitruvian values such as Firmitas, Utilitas, and Venustas, I believe that this a perfect building.
We are honored and tend to agree with this student, but are mostly thrilled that a new generation of New Yorkers are thinking so deeply about their built environment. We’re also glad that the students had a chance to see the construction site before remote learning and social distancing became the norm. We wish them all well with the remainder of their school year and hope that their peek behind the “construction curtain” was a highlight of the semester.