The I.D.L. Schools' Sustainable Materials, Vision, Layout and Research

At the core of sustainability is a commitment to learning. The I.D.L. School is in and of itself an endeavor to promote sustainable lessons, and as such, its design and materials will teach its community a myriad of sustainability principles and methods in perpetuity—it is after all the best attempt to link the physical sustainability of learning facilities with lessons for the community writ large.

The I.D.L. School’s layout embodies the central tenet to regionalism in design because it responds to the “spirit of place,” (Miller, 2005). Not only will the school meet the lowest of the Leadership in Energy Efficiency and Design (LEED) certification standards, but also she will exceed and replace some of the highest regional standards by incorporating a variety of sustainable design techniques (different concepts specific to Northwest region in each building) and production methods, (Miller, 2005). In this way, the I.D.L. School will be designed with the intention to further research in sustainable design and principles.

For example, one classroom might be made from reclaimed wood and fly ash concrete. Another will be made of reclaimed wood, fly ash concrete, with straw-bale as its insulation. One building’s material will be a compilation of bamboo, reclaimed brick, fly ash concrete, straw bale, and reclaimed wood and another will be made of fly ash concrete used to mortar the reclaimed stone we will excavate and remove for some of the facilities built into the cliff sides. Additionally, some of the less permanent structures (like green houses and fences) could be rebuilt every year as class projects using some of the fallen branches and other forest material (if it doesn’t negatively affect the surrounding biodiversity), (Balmori & Benoit, 2007).

Also, each classroom might be structured and localized according to age-specific activities. For instance, the 5 to 6 years classroom may be located closer to the chicken coops and green rooms, while the 10 to 11 years class room will be located next to the ground keep and facilities. The 10 to 11 years room may be laid out in fashion that is more conducive to small group activities, and one circular discussion table, while the 7 to 8 years classroom is a large open spaced room equipped with a multitude of non-age specific technologies and learning mediums. The 9 years classroom may be located next to the community center/gymnasium for a curriculum that fosters their awareness of the larger world.

In order for the I.D.L. school to put to test the best possible methods of construction, optimal design in energy efficiency and classroom lay out (referred to below by Paul Soles) the schools facilities must be varied in approach and design every step of the way. This will allow our community to research how the schools’ sustainable aspects interact with biodiversity, which promote a more varied pedagogical experience, and which prove to conserve the most energy—the things that make each building unique will be weighed in ways that provide us with feedback. Therefore, how we assess our school’s overall energy and biodiversity innovations will have to vary in form as well. The I.D.L. school will exemplify a true attempt at achieving sustainability because it will require the commitment of our community in measuring its overall effectiveness through collaborative preparation, research and meaningful work.

Balmori, D. & Benoit, G. (2007). Land nad Natural Development (LAND) Code: Guidelines for Sustainable Land Development. Hoboken, NJ: John Wiley & Sons, Inc.

McLennan, Jason F. The Philosophy of Sustainable Design. Kansas City, MO: Ecotone Publishing, 2004.

Miller, David E. (2005). Toward a New Regionalism: Environmental Architecture in the Pacific Northwest. Canada: Washington University Press.


By Ross Tollick