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Paul-G\u00e9rin-Lajoie d\u2019Outremont, situ\u00e9e au c\u0153ur de la charmante communaut\u00e9 d\u2019<strong>Outremont<\/strong> \u00e0 <strong>Montr\u00e9al<\/strong>, est un <strong>\u00e9tablissement d\u2019enseignement secondaire<\/strong> qui incarne l\u2019excellence acad\u00e9mique et la diversit\u00e9 culturelle qui caract\u00e9risent le patrimoine qu\u00e9b\u00e9cois. Fond\u00e9e avec une vision <strong>novatrice<\/strong> et <strong>progressiste<\/strong>, l\u2019\u00e9cole porte le nom de Paul G\u00e9rin-Lajoie, un pionnier de l\u2019\u00e9ducation qu\u00e9b\u00e9coise et un d\u00e9fenseur ardent de l\u2019acc\u00e8s \u00e0 l\u2019\u00e9ducation pour tous.<\/p>\n<p>Depuis sa cr\u00e9ation, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie s\u2019est engag\u00e9e \u00e0 offrir un environnement <strong>\u00e9ducatif<\/strong> <strong>stimulant<\/strong> et <strong>inclusif<\/strong> o\u00f9 chaque \u00e9l\u00e8ve est encourag\u00e9 \u00e0 s\u2019\u00e9panouir et \u00e0 atteindre son plein potentiel. En plus de son engagement envers l\u2019excellence acad\u00e9mique et la diversit\u00e9 culturelle, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie accorde \u00e9galement une grande importance au <strong>bien-\u00eatre<\/strong> de ses \u00e9l\u00e8ves.<\/p>\n<p>Cependant faisant face \u00e0 un accroissement d\u00e9mographique et \u00e0 un manque de structure et de classes, le Centre de services scolaire Marguerite-Bourgeoys a mandat\u00e9 la firme PRISME architecture afin de r\u00e9aliser un agrandissement et un r\u00e9am\u00e9nagement de l\u2019existant proposant ainsi une \u00e9cole plus spacieuse pouvant r\u00e9pondre aux besoins de ses occupants.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Paul-G\u00e9rin-Lajoie, une \u00e9cole \u00e0 forte valeur patrimoniale<\/u><\/strong><\/p>\n<p>L\u2019\u00e9cole Paul-G\u00e9rin-Lajoie d\u2019Outremont occupe une place privil\u00e9gi\u00e9e au sein du quartier, non seulement en tant qu\u2019institution \u00e9ducative renomm\u00e9e, mais \u00e9galement en tant que <strong>b\u00e2timent<\/strong> <strong>patrimonial<\/strong> qui incarne l\u2019histoire et l\u2019identit\u00e9 de la communaut\u00e9. Sa valeur patrimoniale a \u00e9t\u00e9 reconnue selon la Fiche du Rapport Bisson de la ville d\u2019Outremont (cote de 2 sur 5 \u2013 1 \u00e9tant d\u2019une valeur exceptionnelle). Nich\u00e9e au c\u0153ur du <strong>quartier<\/strong> <strong>historique<\/strong> d\u2019Outremont \u00e0 Montr\u00e9al, l\u2019\u00e9cole est bien plus qu\u2019un simple lieu d\u2019apprentissage ; c\u2019est un v\u00e9ritable tr\u00e9sor architectural qui t\u00e9moigne du riche patrimoine culturel du Qu\u00e9bec.<\/p>\n<p>L\u2019architecture de l\u2019\u00e9cole Paul-G\u00e9rin Lajoie, correspond \u00e0 la p\u00e9riode de <strong>transition<\/strong>, entre la p\u00e9riode classique et la p\u00e9riode moderne. Alors que les \u00e9coles con\u00e7ues de mani\u00e8re tradi\u00adtionnelle pr\u00e9sentaient souvent une sym\u00e9trie des fa\u00e7ades, un escalier monumental menant vers l\u2019entr\u00e9e principale, une hi\u00e9rarchisation des \u00e9tages (socle, mur et couronnement) et des insertions en pierre ornementales (frontons, cl\u00e9 de vo\u00fbte et mo\u00adtifs sculpt\u00e9s), les \u00e9coles modernes appartenant \u00e0 la p\u00e9riode dite \u00ab de transition \u00bb pr\u00e9\u00adsentent un vocabulaire g\u00e9n\u00e9ralement en <strong>ruptures<\/strong> avec les codes du pass\u00e9es, sans toutefois exprimer une modernit\u00e9 flamboyante. La composition des fa\u00e7ades de l\u2019\u00e9cole se distingue par sa <strong>rigueur<\/strong>, sa <strong>sobri\u00e9t\u00e9<\/strong> et sa <strong>fonctionnalit\u00e9<\/strong>. L\u2019horizontalit\u00e9 des volumes et des \u00e9l\u00e9ments qui composent la fa\u00e7ade incarne l\u2019esth\u00e9tisme de la p\u00e9riode de transition, en plus d\u2019unifier les diff\u00e9rents agrandissements existants.<\/p>\n<p>Ainsi en tant que b\u00e2timent patrimonial, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie rev\u00eat une importance particuli\u00e8re pour la communaut\u00e9. Il incarne les valeurs et les traditions qui ont fa\u00e7onn\u00e9 l\u2019identit\u00e9 de la r\u00e9gion et constitue un lien tangible avec le pass\u00e9. Sa <strong>pr\u00e9servation<\/strong> et sa <strong>restauration<\/strong> sont donc d\u2019une importance capitale pour pr\u00e9server l\u2019h\u00e9ritage culturel et historique de la communaut\u00e9.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Le concept architectural, la signature qu\u00e9b\u00e9coise<\/u><\/strong><\/p>\n<p>L\u2019architecture de l\u2019\u00e9cole existante Paul-G\u00e9rin Lajoie correspond \u00e0 la p\u00e9riode dite de <strong>transition<\/strong> et la <strong>composition<\/strong> de ses fa\u00e7ades se distingue par sa <strong>rigueur<\/strong>, sa <strong>sobri\u00e9t\u00e9<\/strong> et sa <strong>fonctionnalit\u00e9<\/strong>. Le projet visait <strong>l\u2019agrandissement<\/strong> et le <strong>r\u00e9am\u00e9nagement<\/strong> dont le besoin principal, r\u00e9pondant \u00e0 celui des \u00e9coles secondaires contemporaines, \u00e9tait de construire un gymnase double 23x32m, qui permettait de lib\u00e9rer la palestre existante pour la convertir en espace de regroupement avec casiers et espace d\u00eener. Comme l\u2019agrandissement incluait principalement de nouvelles salles de classes r\u00e9guli\u00e8res, le r\u00e9am\u00e9nagement de l\u2019existant comprenait la transformation de salles de classe en classes de laboratoire, qui \u00e9taient manquantes dans l\u2019\u00e9cole existante.<\/p>\n<p>Le nouvel agrandissement comporte 2 \u00e9tages avec sous-sol. Il forme un lien avec l\u2019\u00e9cole existante \u00e0 son extr\u00e9mit\u00e9 coin Bloomfield et St-Viateur, ce qui relie la programmation sportive pr\u00e9sente au sous-sol dans les deux annexes. Le sous-sol de l\u2019agrandissement vient s\u2019implanter au m\u00eame niveau que le sous-sol existant, d\u00fb \u00e0 la contrainte du roc pr\u00e9sent pr\u00e8s de la surface du sol. Le niveau des \u00e9tages sup\u00e9rieurs sont d\u00e9cal\u00e9s avec les niveaux du b\u00e2timent existant, mais unifi\u00e9s par un hall (maximum 150 m2 selon le code) qui fait office d\u2019interface entre les deux portions de b\u00e2timent, avec un mur coupe-feu en b\u00e9ton coul\u00e9 int\u00e9gr\u00e9 \u00e0 l\u2019interface du hall et l\u2019agrandissement.<\/p>\n<p>Le nouveau volume du hall est en retrait et ins\u00e9r\u00e9 derri\u00e8re la cage d\u2019issue existante d\u2019une grande valeur patrimoniale, afin de la <strong>mettre en valeur<\/strong> et de la <strong>conserver<\/strong> dans la proposition. La marquise existante de la cage d\u2019issue est conserv\u00e9e et prolong\u00e9e vers le nouveau volume du gymnase qui est largement fen\u00eatr\u00e9, permettant une entr\u00e9e maximale de lumi\u00e8re. L\u2019entr\u00e9e est soulign\u00e9e <strong>asym\u00e9triquement<\/strong> de cette mani\u00e8re et un espace ext\u00e9rieur comportant des gradins est cr\u00e9\u00e9 en fa\u00e7ade, permettant un peu de vie \u00e9tudiante \u00e0 l\u2019ext\u00e9rieur et cr\u00e9ant une place publique \u00e0 l\u2019\u00e9chelle du quartier. La brique est reprise pour le volume des classes et l\u2019effet d\u2019horizontalit\u00e9 est rehauss\u00e9 par le bandeau en pierre artificielle ceinturant les fen\u00eatres.<\/p>\n<p>Une attention particuli\u00e8re a \u00e9t\u00e9 port\u00e9e \u00e0 la fonctionnalit\u00e9 et \u00e0 l\u2019ergonomie des espaces, en veillant \u00e0 ce qu\u2019ils r\u00e9pondent aux besoins sp\u00e9cifiques des \u00e9l\u00e8ves et du personnel. Des salles de classe polyvalentes, des laboratoires modernes, des espaces communs accueillants et des aires de d\u00e9tente ext\u00e9rieures ont \u00e9t\u00e9 soigneusement am\u00e9nag\u00e9s pour favoriser l\u2019apprentissage, la collaboration et le bien-\u00eatre des occupants.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Un milieu stimulant et \u00e0 l\u2019\u00e9chelle de l\u2019usager<\/u><\/strong><\/p>\n<p>Derri\u00e8re cette apparence traditionnelle ext\u00e9rieure se cache une vision audacieuse et innovante. Les architectes ont su int\u00e9grer des \u00e9l\u00e9ments modernes et fonctionnels qui r\u00e9pondent aux besoins \u00e9ducatifs du XXIe si\u00e8cle. De vastes fen\u00eatres inondent les salles de classe de <strong>lumi\u00e8re<\/strong> <strong>naturelle<\/strong>, cr\u00e9ant un environnement propice \u00e0 l\u2019apprentissage et \u00e0 la cr\u00e9ativit\u00e9. Le local de regroupement est con\u00e7u comme un vaste espace avec gradins int\u00e9rieurs qui peuvent servir \u00e0 la fois pour visionner les parties sportives se d\u00e9roulant dans le gymnase, pour se rassembler sur l\u2019heure du d\u00eener que comme classe polyvalente. Le corridor \u00e0 l\u2019\u00e9tage abrite des d\u2019alc\u00f4ves de travail, de concentration ou d\u2019intervention. Elles peuvent \u00eatre utilis\u00e9es par les intervenants pour une intervention pr\u00e9cise ou par les \u00e9l\u00e8ves pour des travaux d\u2019\u00e9quipes.<\/p>\n<p>L\u2019architecture de l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie d\u2019Outremont a \u00e9t\u00e9 soigneusement con\u00e7ue pour favoriser le <strong>bien-\u00eatre<\/strong> de ses occupants, en cr\u00e9ant un environnement propice \u00e0 l\u2019apprentissage, \u00e0 la cr\u00e9ativit\u00e9 et au d\u00e9veloppement personnel. Chaque aspect du design architectural a \u00e9t\u00e9 pens\u00e9 avec une attention particuli\u00e8re aux besoins des \u00e9l\u00e8ves, du personnel enseignant et du personnel administratif, afin de cr\u00e9er un espace qui inspire, motive et soutient.<\/p>\n<p>Les b\u00e2timents de l\u2019\u00e9cole sont caract\u00e9ris\u00e9s par des espaces <strong>lumineux<\/strong> et <strong>a\u00e9r\u00e9s<\/strong> qui invitent \u00e0 la concentration et \u00e0 la <strong>r\u00e9flexion<\/strong>. De vastes fen\u00eatres laissent entrer la <strong>lumi\u00e8re<\/strong> <strong>naturelle<\/strong>, cr\u00e9ant ainsi une ambiance <strong>chaleureuse<\/strong> et <strong>dynamique<\/strong> dans les salles de classe, les couloirs et les espaces communs. Cette abondance de lumi\u00e8re naturelle contribue non seulement \u00e0 r\u00e9duire la fatigue oculaire, mais aussi \u00e0 am\u00e9liorer l\u2019humeur et la productivit\u00e9 des occupants.<\/p>\n<p>Les espaces int\u00e9rieurs sont \u00e9galement am\u00e9nag\u00e9s de mani\u00e8re \u00e0 favoriser la <strong>collaboration<\/strong> et l\u2019interaction sociale. Des salles de classe <strong>modulables<\/strong>, des zones communes ouvertes et des espaces de d\u00e9tente invitent les \u00e9l\u00e8ves \u00e0 travailler ensemble, \u00e0 \u00e9changer des id\u00e9es et \u00e0 tisser des liens. Un choix de <strong>couleurs<\/strong> appropri\u00e9 est propos\u00e9 pour rendre le milieu de vie des \u00e9l\u00e8ves ludique et stimulant. Diff\u00e9rentes couleurs sont utilis\u00e9es pour diff\u00e9rencier les zones et les classes. Les sous-lieux qui sont cr\u00e9\u00e9s dans l\u2019am\u00e9nagement sont color\u00e9s et dynamiques et donnent un sens d\u2019appartenance \u00e0 l\u2019usager par rapport \u00e0 l\u2019espace et \u00e0 son \u00e9cole.<\/p>\n<p>Parall\u00e8lement, l\u2019architecture de l\u2019\u00e9cole int\u00e8gre des \u00e9l\u00e9ments de nature et de verdure qui contribuent au bien-\u00eatre physique et mental des occupants. Des jardins int\u00e9rieurs, des espaces verts et des cours ext\u00e9rieures offrent des lieux de ressourcement et de relaxation o\u00f9 les \u00e9l\u00e8ves peuvent se d\u00e9tendre et se reconnecter avec la nature. Des \u00e9tudes ont montr\u00e9 que la pr\u00e9sence de v\u00e9g\u00e9tation peut r\u00e9duire le stress, am\u00e9liorer la concentration et stimuler la cr\u00e9ativit\u00e9, ce qui en fait un \u00e9l\u00e9ment essentiel du design architectural ax\u00e9 sur le bien-\u00eatre. Le volume du nouveau b\u00e2timent vient cr\u00e9er une cour ext\u00e9rieure referm\u00e9e sur 3 c\u00f4t\u00e9s. Une zone d\u2019entra\u00eenement physique y est propos\u00e9e avec des appareils de fitness ext\u00e9rieurs. S\u2019y retrouve \u00e9galement une zone de d\u00eener avec tables \u00e0 pique-nique et petits arbres, ainsi qu\u2019une table de tennis ext\u00e9rieure. Un nouveau stationnement est cr\u00e9\u00e9 en bordure de la rue Querbes, avec \u00e0 proximit\u00e9 un nouveau terrain de basketball. Dans une vision de partage avec le quartier, les nouvelles installations sont aussi accessibles \u00e0 la communaut\u00e9.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Une \u00e9cole durable tourn\u00e9e vers l\u2019\u00e9co-responsabilit\u00e9<\/u><\/strong><\/p>\n<p>Les architectes conscients de l\u2019impact environnemental des construction et soucieux de pr\u00e9server les ressources naturelles pour les g\u00e9n\u00e9rations futures, s\u2019engagent, \u00e0 chacun de leur projet \u00e0 s\u2019inscrire r\u00e9solument dans une d\u00e9marche <strong>durable<\/strong> et <strong>\u00e9co-responsable<\/strong>, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie n\u2019y a pas \u00e9chapp\u00e9. Le projet a adopt\u00e9 une approche <strong>holistique<\/strong> en mati\u00e8re de durabilit\u00e9, en commen\u00e7ant par la conception et la gestion de ses infrastructures. Le b\u00e2timent existant a \u00e9t\u00e9 r\u00e9nov\u00e9s et l\u2019agrandissement a \u00e9t\u00e9 con\u00e7u pour r\u00e9pondre aux normes les plus \u00e9lev\u00e9es en mati\u00e8re d\u2019<strong>efficacit\u00e9 \u00e9nerg\u00e9tique <\/strong>et de conservation des ressources. Des initiatives telles que l\u2019installation de puits de <strong>g\u00e9othermies<\/strong> et de ventilation \u00e9co\u00e9nerg\u00e9tiques, l\u2019utilisation de mat\u00e9riaux de construction durables et la mise en place de programmes de gestion des d\u00e9chets ont permis de r\u00e9duire l\u2019empreinte \u00e9cologique de l\u2019\u00e9cole.<\/p>\n"},"jury_text":[{"category":3654,"fr":"","en":"","original":"<p>L\u2019\u00e9cole Paul-G\u00e9rin-Lajoie d\u2019Outremont, situ\u00e9e au c\u0153ur de la charmante communaut\u00e9 d\u2019<strong>Outremont<\/strong> \u00e0 <strong>Montr\u00e9al<\/strong>, est un <strong>\u00e9tablissement d\u2019enseignement secondaire<\/strong> qui incarne l\u2019excellence acad\u00e9mique et la diversit\u00e9 culturelle qui caract\u00e9risent le patrimoine qu\u00e9b\u00e9cois. Fond\u00e9e avec une vision <strong>novatrice<\/strong> et <strong>progressiste<\/strong>, l\u2019\u00e9cole porte le nom de Paul G\u00e9rin-Lajoie, un pionnier de l\u2019\u00e9ducation qu\u00e9b\u00e9coise et un d\u00e9fenseur ardent de l\u2019acc\u00e8s \u00e0 l\u2019\u00e9ducation pour tous.<\/p>\n<p>Depuis sa cr\u00e9ation, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie s\u2019est engag\u00e9e \u00e0 offrir un environnement <strong>\u00e9ducatif<\/strong> <strong>stimulant<\/strong> et <strong>inclusif<\/strong> o\u00f9 chaque \u00e9l\u00e8ve est encourag\u00e9 \u00e0 s\u2019\u00e9panouir et \u00e0 atteindre son plein potentiel. En plus de son engagement envers l\u2019excellence acad\u00e9mique et la diversit\u00e9 culturelle, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie accorde \u00e9galement une grande importance au <strong>bien-\u00eatre<\/strong> de ses \u00e9l\u00e8ves.<\/p>\n<p>Cependant faisant face \u00e0 un accroissement d\u00e9mographique et \u00e0 un manque de structure et de classes, le Centre de services scolaire Marguerite-Bourgeoys a mandat\u00e9 la firme PRISME architecture afin de r\u00e9aliser un agrandissement et un r\u00e9am\u00e9nagement de l\u2019existant proposant ainsi une \u00e9cole plus spacieuse pouvant r\u00e9pondre aux besoins de ses occupants.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Paul-G\u00e9rin-Lajoie, une \u00e9cole \u00e0 forte valeur patrimoniale<\/u><\/strong><\/p>\n<p>L\u2019\u00e9cole Paul-G\u00e9rin-Lajoie d\u2019Outremont occupe une place privil\u00e9gi\u00e9e au sein du quartier, non seulement en tant qu\u2019institution \u00e9ducative renomm\u00e9e, mais \u00e9galement en tant que <strong>b\u00e2timent<\/strong> <strong>patrimonial<\/strong> qui incarne l\u2019histoire et l\u2019identit\u00e9 de la communaut\u00e9. Sa valeur patrimoniale a \u00e9t\u00e9 reconnue selon la Fiche du Rapport Bisson de la ville d\u2019Outremont (cote de 2 sur 5 \u2013 1 \u00e9tant d\u2019une valeur exceptionnelle). Nich\u00e9e au c\u0153ur du <strong>quartier<\/strong> <strong>historique<\/strong> d\u2019Outremont \u00e0 Montr\u00e9al, l\u2019\u00e9cole est bien plus qu\u2019un simple lieu d\u2019apprentissage ; c\u2019est un v\u00e9ritable tr\u00e9sor architectural qui t\u00e9moigne du riche patrimoine culturel du Qu\u00e9bec.<\/p>\n<p>La construction du b\u00e2timent d\u2019origine a \u00e9t\u00e9 command\u00e9e \u00e0 l\u2019architecte Jean-Marie Lafleur en 1952 par les Clercs de St-Viateur pour leur externat classique. Le b\u00e2timent a \u00e9t\u00e9 plusieurs fois agrandi par la suite. Parmi les ajouts, on compte des ailes de r\u00e9sidences, une chapelle et en 1970, l\u2019auditorium. C\u2019est dans cet environnement que PRISME architecture est venu int\u00e9grer de nouvelles classes et en transformer d\u2019autres en laboratoire.<\/p>\n<p>L\u2019architecture de l\u2019\u00e9cole Paul-G\u00e9rin Lajoie, correspond \u00e0 la p\u00e9riode de <strong>transition<\/strong>, entre la p\u00e9riode classique et la p\u00e9riode moderne. Alors que les \u00e9coles con\u00e7ues de mani\u00e8re tradi\u00adtionnelle pr\u00e9sentaient souvent une sym\u00e9trie des fa\u00e7ades, un escalier monumental menant vers l\u2019entr\u00e9e principale, une hi\u00e9rarchisation des \u00e9tages (socle, mur et couronnement) et des insertions en pierre ornementales (frontons, cl\u00e9 de vo\u00fbte et mo\u00adtifs sculpt\u00e9s), les \u00e9coles modernes appartenant \u00e0 la p\u00e9riode dite \u00ab de transition \u00bb pr\u00e9\u00adsentent un vocabulaire g\u00e9n\u00e9ralement en <strong>ruptures<\/strong> avec les codes du pass\u00e9es, sans toutefois exprimer une modernit\u00e9 flamboyante. La composition des fa\u00e7ades de l\u2019\u00e9cole se distingue par sa <strong>rigueur<\/strong>, sa <strong>sobri\u00e9t\u00e9<\/strong> et sa <strong>fonctionnalit\u00e9<\/strong>. L\u2019horizontalit\u00e9 des volumes et des \u00e9l\u00e9ments qui composent la fa\u00e7ade incarne l\u2019esth\u00e9tisme de la p\u00e9riode de transition, en plus d\u2019unifier les diff\u00e9rents agrandissements existants.<\/p>\n<p>Ainsi en tant que b\u00e2timent patrimonial, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie rev\u00eat une importance particuli\u00e8re pour la communaut\u00e9. Il incarne les valeurs et les traditions qui ont fa\u00e7onn\u00e9 l\u2019identit\u00e9 de la r\u00e9gion et constitue un lien tangible avec le pass\u00e9. Sa <strong>pr\u00e9servation<\/strong> et sa <strong>restauration<\/strong> sont donc d\u2019une importance capitale pour pr\u00e9server l\u2019h\u00e9ritage culturel et historique de la communaut\u00e9.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Le concept architectural, la signature qu\u00e9b\u00e9coise<\/u><\/strong><\/p>\n<p>L\u2019architecture de l\u2019\u00e9cole existante Paul-G\u00e9rin Lajoie correspond \u00e0 la p\u00e9riode dite de <strong>transition<\/strong> et la <strong>composition<\/strong> de ses fa\u00e7ades se distingue par sa <strong>rigueur<\/strong>, sa <strong>sobri\u00e9t\u00e9<\/strong> et sa <strong>fonctionnalit\u00e9<\/strong>. Le projet visait <strong>l\u2019agrandissement<\/strong> et le <strong>r\u00e9am\u00e9nagement<\/strong> dont le besoin principal, r\u00e9pondant \u00e0 celui des \u00e9coles secondaires contemporaines, \u00e9tait de construire un gymnase double 23x32m, qui permettait de lib\u00e9rer la palestre existante pour la convertir en espace de regroupement avec casiers et espace d\u00eener. Comme l\u2019agrandissement incluait principalement de nouvelles salles de classes r\u00e9guli\u00e8res, le r\u00e9am\u00e9nagement de l\u2019existant comprenait la transformation de salles de classe en classes de laboratoire, qui \u00e9taient manquantes dans l\u2019\u00e9cole existante.<\/p>\n<p>Le nouvel agrandissement comporte 2 \u00e9tages avec sous-sol. Il forme un lien avec l\u2019\u00e9cole existante \u00e0 son extr\u00e9mit\u00e9 coin Bloomfield et St-Viateur, ce qui relie la programmation sportive pr\u00e9sente au sous-sol dans les deux annexes. Le sous-sol de l\u2019agrandissement vient s\u2019implanter au m\u00eame niveau que le sous-sol existant, d\u00fb \u00e0 la contrainte du roc pr\u00e9sent pr\u00e8s de la surface du sol. Le niveau des \u00e9tages sup\u00e9rieurs sont d\u00e9cal\u00e9s avec les niveaux du b\u00e2timent existant, mais unifi\u00e9s par un hall (maximum 150 m2 selon le code) qui fait office d\u2019interface entre les deux portions de b\u00e2timent, avec un mur coupe-feu en b\u00e9ton coul\u00e9 int\u00e9gr\u00e9 \u00e0 l\u2019interface du hall et l\u2019agrandissement.<\/p>\n<p>L\u2019agrandissement poursuit la r\u00e9flexion sur le lien entre la <strong>mat\u00e9rialit\u00e9<\/strong> des volumes et des usages, l\u2019utilisation de <strong>l\u2019horizontalit\u00e9<\/strong> et la consid\u00e9ration des \u00e9l\u00e9ments architecturaux en <strong>saillie<\/strong> dans une optique d\u2019accentuer l\u2019effet d\u2019horizontalit\u00e9 et le soulignement d\u2019un usage particulier.<\/p>\n<p>Le nouveau volume du hall est en retrait et ins\u00e9r\u00e9 derri\u00e8re la cage d\u2019issue existante d\u2019une grande valeur patrimoniale, afin de la <strong>mettre en valeur<\/strong> et de la <strong>conserver<\/strong> dans la proposition. La marquise existante de la cage d\u2019issue est conserv\u00e9e et prolong\u00e9e vers le nouveau volume du gymnase qui est largement fen\u00eatr\u00e9, permettant une entr\u00e9e maximale de lumi\u00e8re. L\u2019entr\u00e9e est soulign\u00e9e <strong>asym\u00e9triquement<\/strong> de cette mani\u00e8re et un espace ext\u00e9rieur comportant des gradins est cr\u00e9\u00e9 en fa\u00e7ade, permettant un peu de vie \u00e9tudiante \u00e0 l\u2019ext\u00e9rieur et cr\u00e9ant une place publique \u00e0 l\u2019\u00e9chelle du quartier. La brique est reprise pour le volume des classes et l\u2019effet d\u2019horizontalit\u00e9 est rehauss\u00e9 par le bandeau en pierre artificielle ceinturant les fen\u00eatres.<\/p>\n<p>Une attention particuli\u00e8re a \u00e9t\u00e9 port\u00e9e \u00e0 la fonctionnalit\u00e9 et \u00e0 l\u2019ergonomie des espaces, en veillant \u00e0 ce qu\u2019ils r\u00e9pondent aux besoins sp\u00e9cifiques des \u00e9l\u00e8ves et du personnel. Des salles de classe polyvalentes, des laboratoires modernes, des espaces communs accueillants et des aires de d\u00e9tente ext\u00e9rieures ont \u00e9t\u00e9 soigneusement am\u00e9nag\u00e9s pour favoriser l\u2019apprentissage, la collaboration et le bien-\u00eatre des occupants.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Un milieu stimulant et \u00e0 l\u2019\u00e9chelle de l\u2019usager<\/u><\/strong><\/p>\n<p>Derri\u00e8re cette apparence traditionnelle ext\u00e9rieure se cache une vision audacieuse et innovante. Les architectes ont su int\u00e9grer des \u00e9l\u00e9ments modernes et fonctionnels qui r\u00e9pondent aux besoins \u00e9ducatifs du XXIe si\u00e8cle. De vastes fen\u00eatres inondent les salles de classe de <strong>lumi\u00e8re<\/strong> <strong>naturelle<\/strong>, cr\u00e9ant un environnement propice \u00e0 l\u2019apprentissage et \u00e0 la cr\u00e9ativit\u00e9. Le local de regroupement est con\u00e7u comme un vaste espace avec gradins int\u00e9rieurs qui peuvent servir \u00e0 la fois pour visionner les parties sportives se d\u00e9roulant dans le gymnase, pour se rassembler sur l\u2019heure du d\u00eener que comme classe polyvalente. Le corridor \u00e0 l\u2019\u00e9tage abrite des d\u2019alc\u00f4ves de travail, de concentration ou d\u2019intervention. Elles peuvent \u00eatre utilis\u00e9es par les intervenants pour une intervention pr\u00e9cise ou par les \u00e9l\u00e8ves pour des travaux d\u2019\u00e9quipes.<\/p>\n<p>L\u2019architecture de l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie d\u2019Outremont a \u00e9t\u00e9 soigneusement con\u00e7ue pour favoriser le <strong>bien-\u00eatre<\/strong> de ses occupants, en cr\u00e9ant un environnement propice \u00e0 l\u2019apprentissage, \u00e0 la cr\u00e9ativit\u00e9 et au d\u00e9veloppement personnel. Chaque aspect du design architectural a \u00e9t\u00e9 pens\u00e9 avec une attention particuli\u00e8re aux besoins des \u00e9l\u00e8ves, du personnel enseignant et du personnel administratif, afin de cr\u00e9er un espace qui inspire, motive et soutient.<\/p>\n<p>Les b\u00e2timents de l\u2019\u00e9cole sont caract\u00e9ris\u00e9s par des espaces <strong>lumineux<\/strong> et <strong>a\u00e9r\u00e9s<\/strong> qui invitent \u00e0 la concentration et \u00e0 la <strong>r\u00e9flexion<\/strong>. De vastes fen\u00eatres laissent entrer la <strong>lumi\u00e8re<\/strong> <strong>naturelle<\/strong>, cr\u00e9ant ainsi une ambiance <strong>chaleureuse<\/strong> et <strong>dynamique<\/strong> dans les salles de classe, les couloirs et les espaces communs. Cette abondance de lumi\u00e8re naturelle contribue non seulement \u00e0 r\u00e9duire la fatigue oculaire, mais aussi \u00e0 am\u00e9liorer l\u2019humeur et la productivit\u00e9 des occupants.<\/p>\n<p>Les espaces int\u00e9rieurs sont \u00e9galement am\u00e9nag\u00e9s de mani\u00e8re \u00e0 favoriser la <strong>collaboration<\/strong> et l\u2019interaction sociale. Des salles de classe <strong>modulables<\/strong>, des zones communes ouvertes et des espaces de d\u00e9tente invitent les \u00e9l\u00e8ves \u00e0 travailler ensemble, \u00e0 \u00e9changer des id\u00e9es et \u00e0 tisser des liens. Un choix de <strong>couleurs<\/strong> appropri\u00e9 est propos\u00e9 pour rendre le milieu de vie des \u00e9l\u00e8ves ludique et stimulant. Diff\u00e9rentes couleurs sont utilis\u00e9es pour diff\u00e9rencier les zones et les classes. Les sous-lieux qui sont cr\u00e9\u00e9s dans l\u2019am\u00e9nagement sont color\u00e9s et dynamiques et donnent un sens d\u2019appartenance \u00e0 l\u2019usager par rapport \u00e0 l\u2019espace et \u00e0 son \u00e9cole.<\/p>\n<p>Parall\u00e8lement, l\u2019architecture de l\u2019\u00e9cole int\u00e8gre des \u00e9l\u00e9ments de nature et de verdure qui contribuent au bien-\u00eatre physique et mental des occupants. Des jardins int\u00e9rieurs, des espaces verts et des cours ext\u00e9rieures offrent des lieux de ressourcement et de relaxation o\u00f9 les \u00e9l\u00e8ves peuvent se d\u00e9tendre et se reconnecter avec la nature. Des \u00e9tudes ont montr\u00e9 que la pr\u00e9sence de v\u00e9g\u00e9tation peut r\u00e9duire le stress, am\u00e9liorer la concentration et stimuler la cr\u00e9ativit\u00e9, ce qui en fait un \u00e9l\u00e9ment essentiel du design architectural ax\u00e9 sur le bien-\u00eatre. Le volume du nouveau b\u00e2timent vient cr\u00e9er une cour ext\u00e9rieure referm\u00e9e sur 3 c\u00f4t\u00e9s. Une zone d\u2019entra\u00eenement physique y est propos\u00e9e avec des appareils de fitness ext\u00e9rieurs. S\u2019y retrouve \u00e9galement une zone de d\u00eener avec tables \u00e0 pique-nique et petits arbres, ainsi qu\u2019une table de tennis ext\u00e9rieure. Un nouveau stationnement est cr\u00e9\u00e9 en bordure de la rue Querbes, avec \u00e0 proximit\u00e9 un nouveau terrain de basketball. Dans une vision de partage avec le quartier, les nouvelles installations sont aussi accessibles \u00e0 la communaut\u00e9.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Une \u00e9cole durable tourn\u00e9e vers l\u2019\u00e9co-responsabilit\u00e9<\/u><\/strong><\/p>\n<p>Les architectes conscients de l\u2019impact environnemental des construction et soucieux de pr\u00e9server les ressources naturelles pour les g\u00e9n\u00e9rations futures, s\u2019engagent, \u00e0 chacun de leur projet \u00e0 s\u2019inscrire r\u00e9solument dans une d\u00e9marche <strong>durable<\/strong> et <strong>\u00e9co-responsable<\/strong>, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie n\u2019y a pas \u00e9chapp\u00e9. Le projet a adopt\u00e9 une approche <strong>holistique<\/strong> en mati\u00e8re de durabilit\u00e9, en commen\u00e7ant par la conception et la gestion de ses infrastructures. Le b\u00e2timent existant a \u00e9t\u00e9 r\u00e9nov\u00e9s et l\u2019agrandissement a \u00e9t\u00e9 con\u00e7u pour r\u00e9pondre aux normes les plus \u00e9lev\u00e9es en mati\u00e8re d\u2019<strong>efficacit\u00e9 \u00e9nerg\u00e9tique <\/strong>et de conservation des ressources. Des initiatives telles que l\u2019installation de puits de g\u00e9othermie et de ventilation \u00e9co\u00e9nerg\u00e9tiques, l\u2019utilisation de mat\u00e9riaux de construction durables et la mise en place de programmes de gestion des d\u00e9chets ont permis de r\u00e9duire l\u2019empreinte \u00e9cologique de l\u2019\u00e9cole.<\/p>\n<p>Bas\u00e9 sur le Guide de planification immobili\u00e8re pour les \u00e9coles secondaires du MEES, les nouveaux laboratoires ont \u00e9t\u00e9 con\u00e7us \u00e0 base mat\u00e9riaux ultra robustes, durables et soucieux de l\u2019environnement. La conception de ces d\u00e9tails de construction a \u00e9t\u00e9 r\u00e9alis\u00e9e dans une perspective de longue dur\u00e9e, avec le minimum d\u2019entretien.<\/p>\n<p>Qui plus est, afin d\u2019offrir des laboratoires accueillants et agr\u00e9ables \u00e0 l\u2019apprentissage, tous les plafonds sont par\u00e9s de <strong>panneaux<\/strong> <strong>acoustiques<\/strong> permettant de r\u00e9duire l\u2019impact sonore qui peut nuire \u00e0 la concentration et \u00e0 la r\u00e9alisation des ateliers s\u2019y d\u00e9roulant. Dans la m\u00eame lign\u00e9e, des \u00e9l\u00e9ments acoustiques sur les murs et\/ou \u00e9l\u00e9ments acoustiques muraux en tissus compl\u00e8te l\u2019att\u00e9nuation sonore.<\/p>\n<p>Enfin, un maximum de <strong>lumi\u00e8re<\/strong> <strong>naturelle<\/strong> a \u00e9t\u00e9 pr\u00e9vu dans les locaux, offrant le confort des yeux et favorisant la concentration et l\u2019\u00e9veil des \u00e9l\u00e8ves. Les classes laboratoires ont \u00e9galement vues sur la nature, ce qui am\u00e8ne le concept de la <strong>biophilie<\/strong> qui vise \u00e0 apporter bien-\u00eatre et calme dans ces classes qui demandent souvent beaucoup d\u2019\u00e9changes et d\u2019activit\u00e9s en mouvement.<\/p>\n"},{"category":3628,"fr":"","en":"","original":"<p>L\u2019\u00e9cole Paul-G\u00e9rin-Lajoie d\u2019Outremont, situ\u00e9e au c\u0153ur de la charmante communaut\u00e9 d\u2019<strong>Outremont<\/strong> \u00e0 <strong>Montr\u00e9al<\/strong>, est un <strong>\u00e9tablissement d\u2019enseignement secondaire<\/strong> qui incarne l\u2019excellence acad\u00e9mique et la diversit\u00e9 culturelle qui caract\u00e9risent le patrimoine qu\u00e9b\u00e9cois. Fond\u00e9e avec une vision <strong>novatrice<\/strong> et <strong>progressiste<\/strong>, l\u2019\u00e9cole porte le nom de Paul G\u00e9rin-Lajoie, un pionnier de l\u2019\u00e9ducation qu\u00e9b\u00e9coise et un d\u00e9fenseur ardent de l\u2019acc\u00e8s \u00e0 l\u2019\u00e9ducation pour tous.<\/p>\n<p>Depuis sa cr\u00e9ation, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie s\u2019est engag\u00e9e \u00e0 offrir un environnement <strong>\u00e9ducatif<\/strong> <strong>stimulant<\/strong> et <strong>inclusif<\/strong> o\u00f9 chaque \u00e9l\u00e8ve est encourag\u00e9 \u00e0 s\u2019\u00e9panouir et \u00e0 atteindre son plein potentiel. En plus de son engagement envers l\u2019excellence acad\u00e9mique et la diversit\u00e9 culturelle, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie accorde \u00e9galement une grande importance au <strong>bien-\u00eatre<\/strong> de ses \u00e9l\u00e8ves.<\/p>\n<p>Cependant faisant face \u00e0 un accroissement d\u00e9mographique et \u00e0 un manque de structure et de classes, le Centre de services scolaire Marguerite-Bourgeoys a mandat\u00e9 la firme PRISME architecture afin de r\u00e9aliser un agrandissement et un r\u00e9am\u00e9nagement de l\u2019existant proposant ainsi une \u00e9cole plus spacieuse pouvant r\u00e9pondre aux besoins de ses occupants.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Paul-G\u00e9rin-Lajoie, une \u00e9cole \u00e0 forte valeur patrimoniale<\/u><\/strong><\/p>\n<p>L\u2019\u00e9cole Paul-G\u00e9rin-Lajoie d\u2019Outremont occupe une place privil\u00e9gi\u00e9e au sein du quartier, non seulement en tant qu\u2019institution \u00e9ducative renomm\u00e9e, mais \u00e9galement en tant que <strong>b\u00e2timent<\/strong> <strong>patrimonial<\/strong> qui incarne l\u2019histoire et l\u2019identit\u00e9 de la communaut\u00e9. Sa valeur patrimoniale a \u00e9t\u00e9 reconnue selon la Fiche du Rapport Bisson de la ville d\u2019Outremont (cote de 2 sur 5 \u2013 1 \u00e9tant d\u2019une valeur exceptionnelle). Nich\u00e9e au c\u0153ur du <strong>quartier<\/strong> <strong>historique<\/strong> d\u2019Outremont \u00e0 Montr\u00e9al, l\u2019\u00e9cole est bien plus qu\u2019un simple lieu d\u2019apprentissage ; c\u2019est un v\u00e9ritable tr\u00e9sor architectural qui t\u00e9moigne du riche patrimoine culturel du Qu\u00e9bec.<\/p>\n<p>La construction du b\u00e2timent d\u2019origine a \u00e9t\u00e9 command\u00e9e \u00e0 l\u2019architecte Jean-Marie Lafleur en 1952 par les Clercs de St-Viateur pour leur externat classique. Le b\u00e2timent a \u00e9t\u00e9 plusieurs fois agrandi par la suite. Parmi les ajouts, on compte des ailes de r\u00e9sidences, une chapelle et en 1970, l\u2019auditorium. C\u2019est dans cet environnement que PRISME architecture est venu int\u00e9grer de nouvelles classes et en transformer d\u2019autres en laboratoire.<\/p>\n<p>L\u2019architecture de l\u2019\u00e9cole Paul-G\u00e9rin Lajoie, correspond \u00e0 la p\u00e9riode de <strong>transition<\/strong>, entre la p\u00e9riode classique et la p\u00e9riode moderne. Alors que les \u00e9coles con\u00e7ues de mani\u00e8re tradi\u00adtionnelle pr\u00e9sentaient souvent une sym\u00e9trie des fa\u00e7ades, un escalier monumental menant vers l\u2019entr\u00e9e principale, une hi\u00e9rarchisation des \u00e9tages (socle, mur et couronnement) et des insertions en pierre ornementales (frontons, cl\u00e9 de vo\u00fbte et mo\u00adtifs sculpt\u00e9s), les \u00e9coles modernes appartenant \u00e0 la p\u00e9riode dite \u00ab de transition \u00bb pr\u00e9\u00adsentent un vocabulaire g\u00e9n\u00e9ralement en <strong>ruptures<\/strong> avec les codes du pass\u00e9es, sans toutefois exprimer une modernit\u00e9 flamboyante. La composition des fa\u00e7ades de l\u2019\u00e9cole se distingue par sa <strong>rigueur<\/strong>, sa <strong>sobri\u00e9t\u00e9<\/strong> et sa <strong>fonctionnalit\u00e9<\/strong>. L\u2019horizontalit\u00e9 des volumes et des \u00e9l\u00e9ments qui composent la fa\u00e7ade incarne l\u2019esth\u00e9tisme de la p\u00e9riode de transition, en plus d\u2019unifier les diff\u00e9rents agrandissements existants.<\/p>\n<p>Ainsi en tant que b\u00e2timent patrimonial, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie rev\u00eat une importance particuli\u00e8re pour la communaut\u00e9. Il incarne les valeurs et les traditions qui ont fa\u00e7onn\u00e9 l\u2019identit\u00e9 de la r\u00e9gion et constitue un lien tangible avec le pass\u00e9. Sa <strong>pr\u00e9servation<\/strong> et sa <strong>restauration<\/strong> sont donc d\u2019une importance capitale pour pr\u00e9server l\u2019h\u00e9ritage culturel et historique de la communaut\u00e9.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Le concept architectural, la signature qu\u00e9b\u00e9coise<\/u><\/strong><\/p>\n<p>L\u2019architecture de l\u2019\u00e9cole existante Paul-G\u00e9rin Lajoie correspond \u00e0 la p\u00e9riode dite de <strong>transition<\/strong> et la <strong>composition<\/strong> de ses fa\u00e7ades se distingue par sa <strong>rigueur<\/strong>, sa <strong>sobri\u00e9t\u00e9<\/strong> et sa <strong>fonctionnalit\u00e9<\/strong>. Le projet visait <strong>l\u2019agrandissement<\/strong> et le <strong>r\u00e9am\u00e9nagement<\/strong> dont le besoin principal, r\u00e9pondant \u00e0 celui des \u00e9coles secondaires contemporaines, \u00e9tait de construire un gymnase double 23x32m, qui permettait de lib\u00e9rer la palestre existante pour la convertir en espace de regroupement avec casiers et espace d\u00eener. Comme l\u2019agrandissement incluait principalement de nouvelles salles de classes r\u00e9guli\u00e8res, le r\u00e9am\u00e9nagement de l\u2019existant comprenait la transformation de salles de classe en classes de laboratoire, qui \u00e9taient manquantes dans l\u2019\u00e9cole existante.<\/p>\n<p>Le nouvel agrandissement comporte 2 \u00e9tages avec sous-sol. Il forme un lien avec l\u2019\u00e9cole existante \u00e0 son extr\u00e9mit\u00e9 coin Bloomfield et St-Viateur, ce qui relie la programmation sportive pr\u00e9sente au sous-sol dans les deux annexes. Le sous-sol de l\u2019agrandissement vient s\u2019implanter au m\u00eame niveau que le sous-sol existant, d\u00fb \u00e0 la contrainte du roc pr\u00e9sent pr\u00e8s de la surface du sol. Le niveau des \u00e9tages sup\u00e9rieurs sont d\u00e9cal\u00e9s avec les niveaux du b\u00e2timent existant, mais unifi\u00e9s par un hall (maximum 150 m2 selon le code) qui fait office d\u2019interface entre les deux portions de b\u00e2timent, avec un mur coupe-feu en b\u00e9ton coul\u00e9 int\u00e9gr\u00e9 \u00e0 l\u2019interface du hall et l\u2019agrandissement.<\/p>\n<p>L\u2019agrandissement poursuit la r\u00e9flexion sur le lien entre la <strong>mat\u00e9rialit\u00e9<\/strong> des volumes et des usages, l\u2019utilisation de <strong>l\u2019horizontalit\u00e9<\/strong> et la consid\u00e9ration des \u00e9l\u00e9ments architecturaux en <strong>saillie<\/strong> dans une optique d\u2019accentuer l\u2019effet d\u2019horizontalit\u00e9 et le soulignement d\u2019un usage particulier.<\/p>\n<p>Le nouveau volume du hall est en retrait et ins\u00e9r\u00e9 derri\u00e8re la cage d\u2019issue existante d\u2019une grande valeur patrimoniale, afin de la <strong>mettre en valeur<\/strong> et de la <strong>conserver<\/strong> dans la proposition. La marquise existante de la cage d\u2019issue est conserv\u00e9e et prolong\u00e9e vers le nouveau volume du gymnase qui est largement fen\u00eatr\u00e9, permettant une entr\u00e9e maximale de lumi\u00e8re. L\u2019entr\u00e9e est soulign\u00e9e <strong>asym\u00e9triquement<\/strong> de cette mani\u00e8re et un espace ext\u00e9rieur comportant des gradins est cr\u00e9\u00e9 en fa\u00e7ade, permettant un peu de vie \u00e9tudiante \u00e0 l\u2019ext\u00e9rieur et cr\u00e9ant une place publique \u00e0 l\u2019\u00e9chelle du quartier. La brique est reprise pour le volume des classes et l\u2019effet d\u2019horizontalit\u00e9 est rehauss\u00e9 par le bandeau en pierre artificielle ceinturant les fen\u00eatres.<\/p>\n<p>Une attention particuli\u00e8re a \u00e9t\u00e9 port\u00e9e \u00e0 la fonctionnalit\u00e9 et \u00e0 l\u2019ergonomie des espaces, en veillant \u00e0 ce qu\u2019ils r\u00e9pondent aux besoins sp\u00e9cifiques des \u00e9l\u00e8ves et du personnel. Des salles de classe polyvalentes, des laboratoires modernes, des espaces communs accueillants et des aires de d\u00e9tente ext\u00e9rieures ont \u00e9t\u00e9 soigneusement am\u00e9nag\u00e9s pour favoriser l\u2019apprentissage, la collaboration et le bien-\u00eatre des occupants.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Un milieu stimulant et \u00e0 l\u2019\u00e9chelle de l\u2019usager<\/u><\/strong><\/p>\n<p>Derri\u00e8re cette apparence traditionnelle ext\u00e9rieure se cache une vision audacieuse et innovante. Les architectes ont su int\u00e9grer des \u00e9l\u00e9ments modernes et fonctionnels qui r\u00e9pondent aux besoins \u00e9ducatifs du XXIe si\u00e8cle. De vastes fen\u00eatres inondent les salles de classe de <strong>lumi\u00e8re<\/strong> <strong>naturelle<\/strong>, cr\u00e9ant un environnement propice \u00e0 l\u2019apprentissage et \u00e0 la cr\u00e9ativit\u00e9. Le local de regroupement est con\u00e7u comme un vaste espace avec gradins int\u00e9rieurs qui peuvent servir \u00e0 la fois pour visionner les parties sportives se d\u00e9roulant dans le gymnase, pour se rassembler sur l\u2019heure du d\u00eener que comme classe polyvalente. Le corridor \u00e0 l\u2019\u00e9tage abrite des d\u2019alc\u00f4ves de travail, de concentration ou d\u2019intervention. Elles peuvent \u00eatre utilis\u00e9es par les intervenants pour une intervention pr\u00e9cise ou par les \u00e9l\u00e8ves pour des travaux d\u2019\u00e9quipes.<\/p>\n<p>L\u2019architecture de l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie d\u2019Outremont a \u00e9t\u00e9 soigneusement con\u00e7ue pour favoriser le <strong>bien-\u00eatre<\/strong> de ses occupants, en cr\u00e9ant un environnement propice \u00e0 l\u2019apprentissage, \u00e0 la cr\u00e9ativit\u00e9 et au d\u00e9veloppement personnel. Chaque aspect du design architectural a \u00e9t\u00e9 pens\u00e9 avec une attention particuli\u00e8re aux besoins des \u00e9l\u00e8ves, du personnel enseignant et du personnel administratif, afin de cr\u00e9er un espace qui inspire, motive et soutient.<\/p>\n<p>Les b\u00e2timents de l\u2019\u00e9cole sont caract\u00e9ris\u00e9s par des espaces <strong>lumineux<\/strong> et <strong>a\u00e9r\u00e9s<\/strong> qui invitent \u00e0 la concentration et \u00e0 la <strong>r\u00e9flexion<\/strong>. De vastes fen\u00eatres laissent entrer la <strong>lumi\u00e8re<\/strong> <strong>naturelle<\/strong>, cr\u00e9ant ainsi une ambiance <strong>chaleureuse<\/strong> et <strong>dynamique<\/strong> dans les salles de classe, les couloirs et les espaces communs. Cette abondance de lumi\u00e8re naturelle contribue non seulement \u00e0 r\u00e9duire la fatigue oculaire, mais aussi \u00e0 am\u00e9liorer l\u2019humeur et la productivit\u00e9 des occupants.<\/p>\n<p>Les espaces int\u00e9rieurs sont \u00e9galement am\u00e9nag\u00e9s de mani\u00e8re \u00e0 favoriser la <strong>collaboration<\/strong> et l\u2019interaction sociale. Des salles de classe <strong>modulables<\/strong>, des zones communes ouvertes et des espaces de d\u00e9tente invitent les \u00e9l\u00e8ves \u00e0 travailler ensemble, \u00e0 \u00e9changer des id\u00e9es et \u00e0 tisser des liens. Un choix de <strong>couleurs<\/strong> appropri\u00e9 est propos\u00e9 pour rendre le milieu de vie des \u00e9l\u00e8ves ludique et stimulant. Diff\u00e9rentes couleurs sont utilis\u00e9es pour diff\u00e9rencier les zones et les classes. Les sous-lieux qui sont cr\u00e9\u00e9s dans l\u2019am\u00e9nagement sont color\u00e9s et dynamiques et donnent un sens d\u2019appartenance \u00e0 l\u2019usager par rapport \u00e0 l\u2019espace et \u00e0 son \u00e9cole.<\/p>\n<p>Parall\u00e8lement, l\u2019architecture de l\u2019\u00e9cole int\u00e8gre des \u00e9l\u00e9ments de nature et de verdure qui contribuent au bien-\u00eatre physique et mental des occupants. Des jardins int\u00e9rieurs, des espaces verts et des cours ext\u00e9rieures offrent des lieux de ressourcement et de relaxation o\u00f9 les \u00e9l\u00e8ves peuvent se d\u00e9tendre et se reconnecter avec la nature. Des \u00e9tudes ont montr\u00e9 que la pr\u00e9sence de v\u00e9g\u00e9tation peut r\u00e9duire le stress, am\u00e9liorer la concentration et stimuler la cr\u00e9ativit\u00e9, ce qui en fait un \u00e9l\u00e9ment essentiel du design architectural ax\u00e9 sur le bien-\u00eatre. Le volume du nouveau b\u00e2timent vient cr\u00e9er une cour ext\u00e9rieure referm\u00e9e sur 3 c\u00f4t\u00e9s. Une zone d\u2019entra\u00eenement physique y est propos\u00e9e avec des appareils de fitness ext\u00e9rieurs. S\u2019y retrouve \u00e9galement une zone de d\u00eener avec tables \u00e0 pique-nique et petits arbres, ainsi qu\u2019une table de tennis ext\u00e9rieure. Un nouveau stationnement est cr\u00e9\u00e9 en bordure de la rue Querbes, avec \u00e0 proximit\u00e9 un nouveau terrain de basketball. Dans une vision de partage avec le quartier, les nouvelles installations sont aussi accessibles \u00e0 la communaut\u00e9.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Une \u00e9cole durable tourn\u00e9e vers l\u2019\u00e9co-responsabilit\u00e9<\/u><\/strong><\/p>\n<p>Les architectes conscients de l\u2019impact environnemental des construction et soucieux de pr\u00e9server les ressources naturelles pour les g\u00e9n\u00e9rations futures, s\u2019engagent, \u00e0 chacun de leur projet \u00e0 s\u2019inscrire r\u00e9solument dans une d\u00e9marche <strong>durable<\/strong> et <strong>\u00e9co-responsable<\/strong>, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie n\u2019y a pas \u00e9chapp\u00e9. Le projet a adopt\u00e9 une approche <strong>holistique<\/strong> en mati\u00e8re de durabilit\u00e9, en commen\u00e7ant par la conception et la gestion de ses infrastructures. Le b\u00e2timent existant a \u00e9t\u00e9 r\u00e9nov\u00e9s et l\u2019agrandissement a \u00e9t\u00e9 con\u00e7u pour r\u00e9pondre aux normes les plus \u00e9lev\u00e9es en mati\u00e8re d\u2019<strong>efficacit\u00e9 \u00e9nerg\u00e9tique <\/strong>et de conservation des ressources. Des initiatives telles que l\u2019installation de puits de g\u00e9othermie et de ventilation \u00e9co\u00e9nerg\u00e9tiques, l\u2019utilisation de mat\u00e9riaux de construction durables et la mise en place de programmes de gestion des d\u00e9chets ont permis de r\u00e9duire l\u2019empreinte \u00e9cologique de l\u2019\u00e9cole.<\/p>\n<p>Bas\u00e9 sur le Guide de planification immobili\u00e8re pour les \u00e9coles secondaires du MEES, les nouveaux laboratoires ont \u00e9t\u00e9 con\u00e7us \u00e0 base mat\u00e9riaux ultra robustes, durables et soucieux de l\u2019environnement. La conception de ces d\u00e9tails de construction a \u00e9t\u00e9 r\u00e9alis\u00e9e dans une perspective de longue dur\u00e9e, avec le minimum d\u2019entretien.<\/p>\n<p>Qui plus est, afin d\u2019offrir des laboratoires accueillants et agr\u00e9ables \u00e0 l\u2019apprentissage, tous les plafonds sont par\u00e9s de <strong>panneaux<\/strong> <strong>acoustiques<\/strong> permettant de r\u00e9duire l\u2019impact sonore qui peut nuire \u00e0 la concentration et \u00e0 la r\u00e9alisation des ateliers s\u2019y d\u00e9roulant. Dans la m\u00eame lign\u00e9e, des \u00e9l\u00e9ments acoustiques sur les murs et\/ou \u00e9l\u00e9ments acoustiques muraux en tissus compl\u00e8te l\u2019att\u00e9nuation sonore.<\/p>\n<p>Enfin, un maximum de <strong>lumi\u00e8re<\/strong> <strong>naturelle<\/strong> a \u00e9t\u00e9 pr\u00e9vu dans les locaux, offrant le confort des yeux et favorisant la concentration et l\u2019\u00e9veil des \u00e9l\u00e8ves. Les classes laboratoires ont \u00e9galement vues sur la nature, ce qui am\u00e8ne le concept de la <strong>biophilie<\/strong> qui vise \u00e0 apporter bien-\u00eatre et calme dans ces classes qui demandent souvent beaucoup d\u2019\u00e9changes et d\u2019activit\u00e9s en mouvement.<\/p>\n"}],"different_jury_text":true,"different_category_text":false},"laureats":[{"cat_id":3654,"cat_id_laureat":4023,"laureat":"Certification bronze"},{"cat_id":3628,"cat_id_laureat":4024,"laureat":"Certification Argent"}],"contest_id":"119061","contest_title":"GRANDS PRIX DU DESIGN \u2013 17e \u00e9dition","firms":[{"name":"PRISME architecture","website":"https:\/\/www.prismearchitecture.com\/","category":"","category_tax":2744,"category_label":"Architecte"},{"name":"DUBUC Architectes paysagistes","website":"https:\/\/www.facebook.com\/p\/Dubuc-architectes-paysagistes-Inc-100054350298430\/","category":"","category_tax":2745,"category_label":"Architecture de paysage"},{"name":"DUBUC Architectes paysagistes","website":"https:\/\/www.facebook.com\/p\/Dubuc-architectes-paysagistes-Inc-100054350298430\/","category":"","category_tax":2745,"category_label":"Architecture de paysage"},{"name":"Jean-Marc Caron & associ\u00e9s inc.","website":"https:\/\/www.jmci.ca\/equipe\/jean-marc-caron-ing\/","category":"","category_tax":2746,"category_label":"Autre"},{"name":"Passerelles Coop\u00e9rative en patrimoine","website":"https:\/\/passerellescoop.ca\/","category":"","category_tax":2746,"category_label":"Autre"},{"name":"Groupe Unigesco inc.","website":"https:\/\/www.unigesco.ca\/","category":"","category_tax":2751,"category_label":"Entrepreneur g\u00e9n\u00e9ral"},{"name":"GBI ","website":"https:\/\/www.gbi.ca\/","category":"","category_tax":2753,"category_label":"Ing\u00e9nierie"},{"name":"ITR Montr\u00e9al","website":"https:\/\/www.itrmontreal.com\/","category":"","category_tax":2746,"category_label":"Autre"},{"name":"APY-D ","website":"https:\/\/jophotographedarchitecture.pixieset.com\/","category":"","category_tax":2756,"category_label":"Photographe"}],"user":{"email":"acateau@prismearchitecture.com","first_name":"Ana\u00eblle","last_name":"Cateau"},"doc_texts_web":{"fr":"<p>L\u2019\u00e9cole Paul-G\u00e9rin-Lajoie d\u2019Outremont, situ\u00e9e au c\u0153ur de la charmante communaut\u00e9 d\u2019<strong>Outremont<\/strong> \u00e0 <strong>Montr\u00e9al<\/strong>, est un <strong>\u00e9tablissement d\u2019enseignement secondaire<\/strong> qui incarne l\u2019excellence acad\u00e9mique et la diversit\u00e9 culturelle qui caract\u00e9risent le patrimoine qu\u00e9b\u00e9cois. Fond\u00e9e avec une vision <strong>novatrice<\/strong> et <strong>progressiste<\/strong>, l\u2019\u00e9cole porte le nom de Paul G\u00e9rin-Lajoie, un pionnier de l\u2019\u00e9ducation qu\u00e9b\u00e9coise et un d\u00e9fenseur ardent de l\u2019acc\u00e8s \u00e0 l\u2019\u00e9ducation pour tous.<\/p>\n<p>Depuis sa cr\u00e9ation, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie s\u2019est engag\u00e9e \u00e0 offrir un environnement <strong>\u00e9ducatif<\/strong> <strong>stimulant<\/strong> et <strong>inclusif<\/strong> o\u00f9 chaque \u00e9l\u00e8ve est encourag\u00e9 \u00e0 s\u2019\u00e9panouir et \u00e0 atteindre son plein potentiel. En plus de son engagement envers l\u2019excellence acad\u00e9mique et la diversit\u00e9 culturelle, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie accorde \u00e9galement une grande importance au <strong>bien-\u00eatre<\/strong> de ses \u00e9l\u00e8ves.<\/p>\n<p>Cependant faisant face \u00e0 un accroissement d\u00e9mographique et \u00e0 un manque de structure et de classes, le Centre de services scolaire Marguerite-Bourgeoys a mandat\u00e9 la firme PRISME architecture afin de r\u00e9aliser un agrandissement et un r\u00e9am\u00e9nagement de l\u2019existant proposant ainsi une \u00e9cole plus spacieuse pouvant r\u00e9pondre aux besoins de ses occupants.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Paul-G\u00e9rin-Lajoie, une \u00e9cole \u00e0 forte valeur patrimoniale<\/u><\/strong><\/p>\n<p>L\u2019\u00e9cole Paul-G\u00e9rin-Lajoie d\u2019Outremont occupe une place privil\u00e9gi\u00e9e au sein du quartier, non seulement en tant qu\u2019institution \u00e9ducative renomm\u00e9e, mais \u00e9galement en tant que <strong>b\u00e2timent<\/strong> <strong>patrimonial<\/strong> qui incarne l\u2019histoire et l\u2019identit\u00e9 de la communaut\u00e9. Sa valeur patrimoniale a \u00e9t\u00e9 reconnue selon la Fiche du Rapport Bisson de la ville d\u2019Outremont (cote de 2 sur 5 \u2013 1 \u00e9tant d\u2019une valeur exceptionnelle). Nich\u00e9e au c\u0153ur du <strong>quartier<\/strong> <strong>historique<\/strong> d\u2019Outremont \u00e0 Montr\u00e9al, l\u2019\u00e9cole est bien plus qu\u2019un simple lieu d\u2019apprentissage ; c\u2019est un v\u00e9ritable tr\u00e9sor architectural qui t\u00e9moigne du riche patrimoine culturel du Qu\u00e9bec.<\/p>\n<p>L\u2019architecture de l\u2019\u00e9cole Paul-G\u00e9rin Lajoie, correspond \u00e0 la p\u00e9riode de <strong>transition<\/strong>, entre la p\u00e9riode classique et la p\u00e9riode moderne. Alors que les \u00e9coles con\u00e7ues de mani\u00e8re tradi\u00adtionnelle pr\u00e9sentaient souvent une sym\u00e9trie des fa\u00e7ades, un escalier monumental menant vers l\u2019entr\u00e9e principale, une hi\u00e9rarchisation des \u00e9tages (socle, mur et couronnement) et des insertions en pierre ornementales (frontons, cl\u00e9 de vo\u00fbte et mo\u00adtifs sculpt\u00e9s), les \u00e9coles modernes appartenant \u00e0 la p\u00e9riode dite \u00ab de transition \u00bb pr\u00e9\u00adsentent un vocabulaire g\u00e9n\u00e9ralement en <strong>ruptures<\/strong> avec les codes du pass\u00e9es, sans toutefois exprimer une modernit\u00e9 flamboyante. La composition des fa\u00e7ades de l\u2019\u00e9cole se distingue par sa <strong>rigueur<\/strong>, sa <strong>sobri\u00e9t\u00e9<\/strong> et sa <strong>fonctionnalit\u00e9<\/strong>. L\u2019horizontalit\u00e9 des volumes et des \u00e9l\u00e9ments qui composent la fa\u00e7ade incarne l\u2019esth\u00e9tisme de la p\u00e9riode de transition, en plus d\u2019unifier les diff\u00e9rents agrandissements existants.<\/p>\n<p>Ainsi en tant que b\u00e2timent patrimonial, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie rev\u00eat une importance particuli\u00e8re pour la communaut\u00e9. Il incarne les valeurs et les traditions qui ont fa\u00e7onn\u00e9 l\u2019identit\u00e9 de la r\u00e9gion et constitue un lien tangible avec le pass\u00e9. Sa <strong>pr\u00e9servation<\/strong> et sa <strong>restauration<\/strong> sont donc d\u2019une importance capitale pour pr\u00e9server l\u2019h\u00e9ritage culturel et historique de la communaut\u00e9.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Le concept architectural, la signature qu\u00e9b\u00e9coise<\/u><\/strong><\/p>\n<p>L\u2019architecture de l\u2019\u00e9cole existante Paul-G\u00e9rin Lajoie correspond \u00e0 la p\u00e9riode dite de <strong>transition<\/strong> et la <strong>composition<\/strong> de ses fa\u00e7ades se distingue par sa <strong>rigueur<\/strong>, sa <strong>sobri\u00e9t\u00e9<\/strong> et sa <strong>fonctionnalit\u00e9<\/strong>. Le projet visait <strong>l\u2019agrandissement<\/strong> et le <strong>r\u00e9am\u00e9nagement<\/strong> dont le besoin principal, r\u00e9pondant \u00e0 celui des \u00e9coles secondaires contemporaines, \u00e9tait de construire un gymnase double 23x32m, qui permettait de lib\u00e9rer la palestre existante pour la convertir en espace de regroupement avec casiers et espace d\u00eener. Comme l\u2019agrandissement incluait principalement de nouvelles salles de classes r\u00e9guli\u00e8res, le r\u00e9am\u00e9nagement de l\u2019existant comprenait la transformation de salles de classe en classes de laboratoire, qui \u00e9taient manquantes dans l\u2019\u00e9cole existante.<\/p>\n<p>Le nouvel agrandissement comporte 2 \u00e9tages avec sous-sol. Il forme un lien avec l\u2019\u00e9cole existante \u00e0 son extr\u00e9mit\u00e9 coin Bloomfield et St-Viateur, ce qui relie la programmation sportive pr\u00e9sente au sous-sol dans les deux annexes. Le sous-sol de l\u2019agrandissement vient s\u2019implanter au m\u00eame niveau que le sous-sol existant, d\u00fb \u00e0 la contrainte du roc pr\u00e9sent pr\u00e8s de la surface du sol. Le niveau des \u00e9tages sup\u00e9rieurs sont d\u00e9cal\u00e9s avec les niveaux du b\u00e2timent existant, mais unifi\u00e9s par un hall (maximum 150 m2 selon le code) qui fait office d\u2019interface entre les deux portions de b\u00e2timent, avec un mur coupe-feu en b\u00e9ton coul\u00e9 int\u00e9gr\u00e9 \u00e0 l\u2019interface du hall et l\u2019agrandissement.<\/p>\n<p>Le nouveau volume du hall est en retrait et ins\u00e9r\u00e9 derri\u00e8re la cage d\u2019issue existante d\u2019une grande valeur patrimoniale, afin de la <strong>mettre en valeur<\/strong> et de la <strong>conserver<\/strong> dans la proposition. La marquise existante de la cage d\u2019issue est conserv\u00e9e et prolong\u00e9e vers le nouveau volume du gymnase qui est largement fen\u00eatr\u00e9, permettant une entr\u00e9e maximale de lumi\u00e8re. L\u2019entr\u00e9e est soulign\u00e9e <strong>asym\u00e9triquement<\/strong> de cette mani\u00e8re et un espace ext\u00e9rieur comportant des gradins est cr\u00e9\u00e9 en fa\u00e7ade, permettant un peu de vie \u00e9tudiante \u00e0 l\u2019ext\u00e9rieur et cr\u00e9ant une place publique \u00e0 l\u2019\u00e9chelle du quartier. La brique est reprise pour le volume des classes et l\u2019effet d\u2019horizontalit\u00e9 est rehauss\u00e9 par le bandeau en pierre artificielle ceinturant les fen\u00eatres.<\/p>\n<p>Une attention particuli\u00e8re a \u00e9t\u00e9 port\u00e9e \u00e0 la fonctionnalit\u00e9 et \u00e0 l\u2019ergonomie des espaces, en veillant \u00e0 ce qu\u2019ils r\u00e9pondent aux besoins sp\u00e9cifiques des \u00e9l\u00e8ves et du personnel. Des salles de classe polyvalentes, des laboratoires modernes, des espaces communs accueillants et des aires de d\u00e9tente ext\u00e9rieures ont \u00e9t\u00e9 soigneusement am\u00e9nag\u00e9s pour favoriser l\u2019apprentissage, la collaboration et le bien-\u00eatre des occupants.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Un milieu stimulant et \u00e0 l\u2019\u00e9chelle de l\u2019usager<\/u><\/strong><\/p>\n<p>Derri\u00e8re cette apparence traditionnelle ext\u00e9rieure se cache une vision audacieuse et innovante. Les architectes ont su int\u00e9grer des \u00e9l\u00e9ments modernes et fonctionnels qui r\u00e9pondent aux besoins \u00e9ducatifs du XXIe si\u00e8cle. De vastes fen\u00eatres inondent les salles de classe de <strong>lumi\u00e8re<\/strong> <strong>naturelle<\/strong>, cr\u00e9ant un environnement propice \u00e0 l\u2019apprentissage et \u00e0 la cr\u00e9ativit\u00e9. Le local de regroupement est con\u00e7u comme un vaste espace avec gradins int\u00e9rieurs qui peuvent servir \u00e0 la fois pour visionner les parties sportives se d\u00e9roulant dans le gymnase, pour se rassembler sur l\u2019heure du d\u00eener que comme classe polyvalente. Le corridor \u00e0 l\u2019\u00e9tage abrite des d\u2019alc\u00f4ves de travail, de concentration ou d\u2019intervention. Elles peuvent \u00eatre utilis\u00e9es par les intervenants pour une intervention pr\u00e9cise ou par les \u00e9l\u00e8ves pour des travaux d\u2019\u00e9quipes.<\/p>\n<p>L\u2019architecture de l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie d\u2019Outremont a \u00e9t\u00e9 soigneusement con\u00e7ue pour favoriser le <strong>bien-\u00eatre<\/strong> de ses occupants, en cr\u00e9ant un environnement propice \u00e0 l\u2019apprentissage, \u00e0 la cr\u00e9ativit\u00e9 et au d\u00e9veloppement personnel. Chaque aspect du design architectural a \u00e9t\u00e9 pens\u00e9 avec une attention particuli\u00e8re aux besoins des \u00e9l\u00e8ves, du personnel enseignant et du personnel administratif, afin de cr\u00e9er un espace qui inspire, motive et soutient.<\/p>\n<p>Les b\u00e2timents de l\u2019\u00e9cole sont caract\u00e9ris\u00e9s par des espaces <strong>lumineux<\/strong> et <strong>a\u00e9r\u00e9s<\/strong> qui invitent \u00e0 la concentration et \u00e0 la <strong>r\u00e9flexion<\/strong>. De vastes fen\u00eatres laissent entrer la <strong>lumi\u00e8re<\/strong> <strong>naturelle<\/strong>, cr\u00e9ant ainsi une ambiance <strong>chaleureuse<\/strong> et <strong>dynamique<\/strong> dans les salles de classe, les couloirs et les espaces communs. Cette abondance de lumi\u00e8re naturelle contribue non seulement \u00e0 r\u00e9duire la fatigue oculaire, mais aussi \u00e0 am\u00e9liorer l\u2019humeur et la productivit\u00e9 des occupants.<\/p>\n<p>Les espaces int\u00e9rieurs sont \u00e9galement am\u00e9nag\u00e9s de mani\u00e8re \u00e0 favoriser la <strong>collaboration<\/strong> et l\u2019interaction sociale. Des salles de classe <strong>modulables<\/strong>, des zones communes ouvertes et des espaces de d\u00e9tente invitent les \u00e9l\u00e8ves \u00e0 travailler ensemble, \u00e0 \u00e9changer des id\u00e9es et \u00e0 tisser des liens. Un choix de <strong>couleurs<\/strong> appropri\u00e9 est propos\u00e9 pour rendre le milieu de vie des \u00e9l\u00e8ves ludique et stimulant. Diff\u00e9rentes couleurs sont utilis\u00e9es pour diff\u00e9rencier les zones et les classes. Les sous-lieux qui sont cr\u00e9\u00e9s dans l\u2019am\u00e9nagement sont color\u00e9s et dynamiques et donnent un sens d\u2019appartenance \u00e0 l\u2019usager par rapport \u00e0 l\u2019espace et \u00e0 son \u00e9cole.<\/p>\n<p>Parall\u00e8lement, l\u2019architecture de l\u2019\u00e9cole int\u00e8gre des \u00e9l\u00e9ments de nature et de verdure qui contribuent au bien-\u00eatre physique et mental des occupants. Des jardins int\u00e9rieurs, des espaces verts et des cours ext\u00e9rieures offrent des lieux de ressourcement et de relaxation o\u00f9 les \u00e9l\u00e8ves peuvent se d\u00e9tendre et se reconnecter avec la nature. Des \u00e9tudes ont montr\u00e9 que la pr\u00e9sence de v\u00e9g\u00e9tation peut r\u00e9duire le stress, am\u00e9liorer la concentration et stimuler la cr\u00e9ativit\u00e9, ce qui en fait un \u00e9l\u00e9ment essentiel du design architectural ax\u00e9 sur le bien-\u00eatre. Le volume du nouveau b\u00e2timent vient cr\u00e9er une cour ext\u00e9rieure referm\u00e9e sur 3 c\u00f4t\u00e9s. Une zone d\u2019entra\u00eenement physique y est propos\u00e9e avec des appareils de fitness ext\u00e9rieurs. S\u2019y retrouve \u00e9galement une zone de d\u00eener avec tables \u00e0 pique-nique et petits arbres, ainsi qu\u2019une table de tennis ext\u00e9rieure. Un nouveau stationnement est cr\u00e9\u00e9 en bordure de la rue Querbes, avec \u00e0 proximit\u00e9 un nouveau terrain de basketball. Dans une vision de partage avec le quartier, les nouvelles installations sont aussi accessibles \u00e0 la communaut\u00e9.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Une \u00e9cole durable tourn\u00e9e vers l\u2019\u00e9co-responsabilit\u00e9<\/u><\/strong><\/p>\n<p>Les architectes conscients de l\u2019impact environnemental des construction et soucieux de pr\u00e9server les ressources naturelles pour les g\u00e9n\u00e9rations futures, s\u2019engagent, \u00e0 chacun de leur projet \u00e0 s\u2019inscrire r\u00e9solument dans une d\u00e9marche <strong>durable<\/strong> et <strong>\u00e9co-responsable<\/strong>, l\u2019\u00e9cole Paul-G\u00e9rin-Lajoie n\u2019y a pas \u00e9chapp\u00e9. Le projet a adopt\u00e9 une approche <strong>holistique<\/strong> en mati\u00e8re de durabilit\u00e9, en commen\u00e7ant par la conception et la gestion de ses infrastructures. Le b\u00e2timent existant a \u00e9t\u00e9 r\u00e9nov\u00e9s et l\u2019agrandissement a \u00e9t\u00e9 con\u00e7u pour r\u00e9pondre aux normes les plus \u00e9lev\u00e9es en mati\u00e8re d\u2019<strong>efficacit\u00e9 \u00e9nerg\u00e9tique <\/strong>et de conservation des ressources. Des initiatives telles que l\u2019installation de puits de <strong>g\u00e9othermies<\/strong> et de ventilation \u00e9co\u00e9nerg\u00e9tiques, l\u2019utilisation de mat\u00e9riaux de construction durables et la mise en place de programmes de gestion des d\u00e9chets ont permis de r\u00e9duire l\u2019empreinte \u00e9cologique de l\u2019\u00e9cole.<\/p>\n","en":"<p>L\u2019\u00e9cole Paul-G\u00e9rin-Lajoie d\u2019Outremont, located in the heart of the charming community of <strong>Outremont<\/strong> in <strong>Montreal<\/strong>, is a <strong>high school<\/strong> that embodies the academic excellence and cultural diversity that characterize Quebec\u2019s heritage. Founded with an <strong>innovative<\/strong> and <strong>progressive<\/strong> vision, the school bears the name of Paul G\u00e9rin-Lajoie, a pioneer of Quebec education and a staunch advocate of access to education for all.<\/p>\n<p>Since its inception, \u00c9cole Paul-G\u00e9rin-Lajoie has been committed to providing a <strong>educational<\/strong> <strong>stimulating<\/strong> and <strong>inclusive<\/strong> environment where every student is encouraged to flourish and reach his or her full potential. In addition to its commitment to academic excellence and cultural diversity, \u00c9cole Paul-G\u00e9rin-Lajoie also places great importance on the <strong>well-being<\/strong> of its students.<\/p>\n<p>However, faced with demographic growth and a lack of structure and classrooms, the Centre de services scolaire Marguerite-Bourgeoys commissioned the PRISME architecture firm to carry out an expansion and redevelopment of the existing building, thus proposing a more spacious school able to meet the needs of its occupants.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Paul-G\u00e9rin-Lajoie, a school with a strong heritage value<\/u><\/strong><\/p>\n<p>Outremont\u2019s Paul-G\u00e9rin-Lajoie school occupies a special place in the neighborhood, not only as a renowned educational institution, but also as a <strong>building<\/strong> <strong>heritage<\/strong> that embodies the community\u2019s history and identity. Its heritage value has been recognized according to the City of Outremont\u2019s Bisson Report Sheet (rating of 2 out of 5 \u2013 1 being of exceptional value). Nestled in the heart of Montreal\u2019s <strong>historic<\/strong> <strong>quartier<\/strong> of Outremont, the school is much more than just a place of learning; it\u2019s a true architectural treasure that bears witness to Quebec\u2019s rich cultural heritage.<\/p>\n<p>The architecture of the Paul-G\u00e9rin Lajoie school, corresponds to the period of <strong>transition<\/strong>, between the classical and modern periods. Whereas traditionally designed schools often featured symmetrical facades, a monumental staircase leading up to the main entrance, hierarchical storeys (plinth, wall and coping) and ornamental stone insertions (pediments, keystones and carved motifs), modern schools belonging to the so-called \u00ab\u00a0transitional\u00a0\u00bb period present a vocabulary generally in <strong>ruptures<\/strong> with the codes of the past, without however expressing flamboyant modernity. The composition of the school\u2019s facades is distinguished by its <strong>rigor<\/strong>, <strong>sobriety<\/strong> and <strong>functionality<\/strong>. The horizontality of the volumes and elements that make up the fa\u00e7ade embodies the aestheticism of the transitional period, as well as unifying the various existing extensions.<\/p>\n<p>So as a heritage building, the Paul-G\u00e9rin-Lajoie school is of particular importance to the community. It embodies the values and traditions that have shaped the region\u2019s identity and provides a tangible link with the past. Its <strong>preservation<\/strong> and <strong>restoration<\/strong> are therefore of paramount importance in preserving the community\u2019s cultural and historical heritage.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>The architectural concept, the Quebec signature<\/u><\/strong><\/p>\n<p>The architecture of the existing Paul-G\u00e9rin Lajoie school corresponds to the so-called <strong>transition<\/strong> period, and the <strong>composition<\/strong> of its facades is distinguished by its <strong>rigor<\/strong>, <strong>sobriety<\/strong> and <strong>functionality<\/strong>. The project was for <strong>expansion<\/strong> and <strong>refurbishment<\/strong>, the main need for which, responding to that of contemporary high schools, was to build a 23x32m double gymnasium, which freed up the existing palestra for conversion into a grouping space with lockers and a dining area. As the extension mainly included new regular classrooms, the redevelopment of the existing included the conversion of classrooms into laboratory classrooms, which were missing from the existing school.<\/p>\n<p>.<\/p>\n<p>The new extension comprises 2 floors with basement. It forms a link with the existing school at its end at the corner of Bloomfield and St-Viateur, connecting the sports programming present in the basement in both annexes. The basement of the extension is set at the same level as the existing basement, due to the constraint of the rock present near the ground surface. The levels of the upper floors are offset with the levels of the existing building, but unified by a hall (maximum 150 m2 by code) that acts as an interface between the two portions of the building, with a cast concrete firewall integrated at the interface of the hall and the extension.<\/p>\n<p>.<\/p>\n<p>The new lobby volume is set back and inserted behind the existing exit cage of great heritage value, in order to <strong>enhance<\/strong> and <strong>conserve<\/strong> it in the proposal. The existing exit cage canopy is retained and extended towards the new gymnasium volume, which is widely fenestrated, allowing maximum light entry. The entrance is emphasized <strong>asymmetrically<\/strong> in this way, and an outdoor space featuring bleachers is created on the fa\u00e7ade, allowing a little outdoor student life and creating a public square on the scale of the neighborhood. Brick is used again for the classroom volumes, and the horizontal effect is enhanced by the artificial stone stringcourse encircling the windows.<\/p>\n<p>.<\/p>\n<p>Particular attention has been paid to the functionality and ergonomics of the spaces, ensuring that they meet the specific needs of students and staff. Versatile classrooms, modern laboratories, welcoming communal spaces and outdoor relaxation areas have been carefully designed to promote learning, collaboration and the well-being of occupants.<\/p>\n<p>A special attention has been paid to the functionality and ergonomics of the spaces, ensuring that they meet the specific needs of students and staff alike.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>A stimulating, user-scaled environment<\/u><\/strong><\/p>\n<p>Below the traditional exterior lies a bold, innovative vision. The architects have integrated modern, functional elements that meet the educational needs of the 21st century. Large windows flood the classrooms with <strong>natural<\/strong> light, creating an environment conducive to learning and creativity. The assembly hall is designed as a large space with indoor bleachers that can be used both for viewing sports games taking place in the gymnasium, for gathering at lunchtime and as a multi-purpose classroom. The upstairs corridor houses alcoves for work, concentration or intervention. They can be used by speakers for a specific intervention or by students for team work.<\/p>\n<p>The architecture of Outremont\u2019s Paul-G\u00e9rin-Lajoie school has been carefully designed to promote the <strong>well-being<\/strong> of its occupants, creating an environment conducive to learning, creativity and personal development. Every aspect of the architectural design has been thought through with particular attention to the needs of students, teaching staff and administrative personnel, to create a space that inspires, motivates and supports.<\/p>\n<p>.<\/p>\n<p>The school buildings are characterized by <strong>luminous<\/strong> and <strong>ventilated<\/strong> spaces that invite concentration and <strong>reflection<\/strong>. Large windows let in <strong>natural<\/strong> <strong>light<\/strong>, creating a <strong>chalant<\/strong> and <strong>dynamic<\/strong> atmosphere in classrooms, corridors and common areas. This abundance of natural light not only helps reduce eyestrain, but also improves occupants\u2019 mood and productivity.<\/p>\n<p>The interior spaces are also designed to encourage <strong>collaboration<\/strong> and social interaction. Flexible <strong>classrooms<\/strong>, open common areas and relaxation spaces invite students to work together, exchange ideas and forge bonds. An appropriate choice of <strong>colors<\/strong> is offered to make the students\u2019 living environment playful and stimulating. Different colors are used to differentiate zones and classrooms. The sub-places that are created in the layout are colorful and dynamic, and give users a sense of belonging to the space and their school.<\/p>\n<p>Parallel to this, the school\u2019s architecture incorporates elements of nature and greenery that contribute to the physical and mental well-being of occupants. Indoor gardens, green spaces and outdoor courtyards offer places of rejuvenation and relaxation where students can unwind and reconnect with nature. Studies have shown that the presence of vegetation can reduce stress, improve concentration and stimulate creativity, making it an essential element of wellness-oriented architectural design. The volume of the new building creates an outdoor courtyard enclosed on 3 sides. The courtyard features a fitness area with outdoor fitness equipment. There is also a dining area with picnic tables and small trees, as well as an outdoor tennis table. A new parking lot is created along rue Querbes, with a new basketball court nearby. In a vision of sharing with the neighborhood, the new facilities are also accessible to the community.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>A sustainable school with a focus on eco-responsibility<\/u><\/strong><\/p>\n<p>Aware of the environmental impact of construction and concerned with preserving natural resources for future generations, architects commit to a resolute <strong>sustainable<\/strong> and <strong>eco-responsible<\/strong> approach with each of their projects, and the Paul-G\u00e9rin-Lajoie school is no exception. The project took a <strong>holistic<\/strong> approach to sustainability, starting with the design and management of its infrastructure. The existing building was renovated and the extension designed to meet the highest standards of <strong>energy efficiency<\/strong> and resource conservation. Initiatives such as the installation of energy-efficient <strong>geothermal<\/strong> and ventilation shafts, the use of sustainable building materials and the implementation of waste management programs have reduced the school\u2019s ecological footprint.<\/p>\n"},"permalinks":{"fr":"https:\/\/int.design\/fr\/projets\/agrandissement-de-lecole-secondaire-paul-gerin-lajoie-doutremont-2\/","en":"https:\/\/int.design\/en\/projects\/expansion-of-paul-gerin-lajoie-secondary-school-in-outremont\/"},"titles":{"fr":"Agrandissement de l\u2019\u00e9cole secondaire Paul-G\u00e9rin-Lajoie d\u2019Outremont","en":"Expansion of Paul-G\u00e9rin-Lajoie secondary school in Outremont"},"wp_fields":[],"laravel_id":""},"_links":{"self":[{"href":"https:\/\/int.design\/fr\/wp-json\/wp\/v2\/project\/122682","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/int.design\/fr\/wp-json\/wp\/v2\/project"}],"about":[{"href":"https:\/\/int.design\/fr\/wp-json\/wp\/v2\/types\/project"}],"wp:attachment":[{"href":"https:\/\/int.design\/fr\/wp-json\/wp\/v2\/media?parent=122682"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}