Transforming Cafeterias: From Empty Lunchrooms to Dynamic Hubs of Learning, Performance, and Creativity Catherine Hefler, ALEP, Senior Architect, National Education Studio Lead, Architecture49

Quick Facts Project: Halifax Peninsula K-8 Public School Client: Departments of Public Works and Education Stakeholders: Conseil Scolaire Acadien Provincial (French school board), School Steering team of faculty, parents and students, Community Centre Operator, Daycare Operator Size: 110 000 sf School: 98 000sf, Occupancy: 700 students, 100 staff, Community Centre: 12 000sf, Occupancy: 60 Budget: Approx. 56 million CAD (40 million USD)

In our K-12 schools, we must maximize our built environment for the budget, ensuring every square foot can be used for dynamic and flexible learning, and that all spaces have a high utilization ratio. The cafeteria exemplifies a frequently underutilized area that can serve as an effective case study to examine the range of purposes that a multifunctional learning environment can support – and what architectural considerations are needed for these diverse activities to be successful. A49’s National Education Studio Lead, Catherine Hefler, has outlined five key considerations to a multifunctional cafeteria space that were examined to achieve a higher degree of utilization and flexibility in the Halifax Peninsula School.

Key Consideration 1: Establish the Hierarchy of Use

At the Halifax Peninsula K – 8 school, the cafeteria space was designed for shared use with the adjoining community centre. The primary function of the space is as a cafeteria, allowing 70% of the student body to eat lunch at one time. We often design cafeterias as cafetoriums with a multipurpose stage. The school uses this space for assemblies, presentations, drama, and music. In a growing school board, it was critical to the school’s administration to maximize the space available for flexible learning outside of classrooms, so the second usage of the cafeteria and stage is as functional informal learning space. Thirdly, the adjacent community centre group (CG) subsidized the space to enhance its size and equipment to share as black box theatre. The CG hoped to have access to this performance space during school hours on occasion. Important considerations layered on these logistical needs were the wide age-range in a K-8 school, the social and emotional development in the 9- 14 age group, and the importance of belonging to self-esteem and school culture.

Key Consideration 2: Programming and Adjacencies

We assessed time of use, acoustic requirements, and necessary adjacencies to organize how these functions could co-exist. We arranged the majority of the allotted cafeteria square footage into one large space, Café 1, and pulled a portion into a connected space, Café 2 (see image 1). Café 1 is at the heart of the school, and for daily use functions as one large cafeteria, with the stage as a music room. For performances, Café 1 is reconfigured into zones A, B and C – a lobby (A), a Black Box theatre (B), and balcony seating (C) (see images 2 and 3). Operable walls open the music room/stage to zone B, becoming the black box theatre. Zone B is double height and finished in a range of dark grey/black materials. It has retractable bleachers and a sound booth on the mezzanine level. To complete the black box, motorized black curtains descend from the ceiling. When zone B is a theatre, zone A is still open for school use or as a lobby. A locked vestibule connects the zone A lobby to the community centre, allowing after hour use and access control. Zone C is located on level 2 overlooking the cafeteria. During a performance, it is balcony seating and a sound booth, during lunch hour, it provides another option for students to sit away from the crowd, and with its placement directly outside of the library, it acts as a breakout space during class time. The remaining square footage is allocated to the connected Café 2. A whiteboard, projector, and flexible furniture quickly reconfigure Café 2 to a classroom setting. Cafés 1 and 2 are designed with gradual layers of entry, with counters and high tables to create touchdown points, benches and soft seating provide to provide options, and locations for an individual or pair to sit without appearing out of the crowd. Café 2 remains fully accessible when the other zones are in use.

Key Consideration 3: Acoustics

The architects collaborated with an acoustic engineer to model the space in its various configurations, to ensure the materials would allow complementary functions. Acoustic ceiling clouds, an acoustic treatment on the stage wall, and the weight of the theatre curtains support the control of sound in the space. Zone A (lobby) has a dropped ceiling. Café 2, which requires a full sound separation to be successful as a flexible classroom, is separated by doors and is located next to the learning wing.

Key Consideration 4: Materiality and Haptic Environment

Imagine a black box theatre, then imagine a cafeteria for kids. Vastly different spaces! The colour palette of the spaces required balance, as a welcoming children’s cafeteria is in direct conflict with the needs of a black box theatre. The material palette was integrated to allow for a portion to be a black box at times. The majority of the space has a bright neutral palette with pops of colour. The dropped ceiling in the lobby space is white and helps conceal the exposed, dark painted ceiling above the theatre. Both Café 1 and 2 prioritize open view planes for clear and easy supervision by staff members, daylight and views to the exterior. The double height space is balanced with areas with lowered ceilings, booths and soft seating to help provide choice for students.

Key Consideration 5: FFE to Help Not Hinder

To support the function of the space, the team judiciously assessed what needed to be flexible and what needed to be fixed. A fixed countertop with stools defines the perimeter and is balanced with flexible tables and chairs throughout the room. Storage rooms for equipment and furniture are built in, along with whiteboards, motorized screens and projectors to allow quick transformation to a learning environment. The enhancement from the community group helped fund the retractable theatre-style seating. When specifying equipment, we carefully reviewed with the stakeholders what could be implemented in the base build, and what additional theatre elements could be added when funding becomes available. The base building has the flexibility and ability built in to accommodate additional audio visual and lighting equipment to further enhance the capabilities of the space for years to come.

About the Author

Catherine Hefler is a Senior Architect who is passionate about spaces that inspire learning, wellbeing and connection. As the National Lead for Architecture49’s Education Studio, she leads the conceptualization, development and implementation of design projects such as schools and community learning spaces. Catherine is an Accredited Learning Environment Planner, highlighting the importance of building design to facilitate educational paradigms and support all learners to thrive. Her background in Psychology and training as a LEED Accredited Professional, underscore her commitment to sustainable, high-quality environments that support wellbeing. Her work on Early Years programs, K-12 schools, community centres and libraries, has an emphasis on life-long education, fostering vibrant communities with places to gather, learn, and improve our quality of life. Catherine has worked with many diverse stakeholder groups through all phases, representing culture and local connection intertwined with forward thinking environments.