A Conversation with Jo Noero, Building spaces for the minds of tomorrow.
Within the illustrious portfolio of Noero Architects, one finds a notable presence of projects centred around Wynberg Girls’ High School—a testament to an ongoing collaboration that has significantly shaped the institution’s enduring legacy. As custodians of architectural innovation, Noero Architects has woven a narrative of transformation throughout the school’s campus, elevating its stature. For SCAPE’s Educational Builds issue, we are privileged to invite Noero Architects to unveil the story behind their impactful collection of work at Wynberg Girls’ High School (WGHS). Let’s delve into the architectural journey that has left an indelible mark on this esteemed institution with Jo Noero, renowned architect, teacher, and Director at Noero Architects.
How did your journey with WGHS begin, and what projects have you completed with the school since then?
We started working at WGHS in 2006, and we have completed the three projects illustrated here, as well as the upgrading of five science labs, a small pavilion for the netball courts, and a refurbishment of the art school. We are also working on a new hall for the school, as the existing hall is too small for the increased student numbers.
What part of designing for the school is most fulfilling?
All the work. The school has a wonderful democratic culture in which staff, students, and the school leadership, together with the School Governing Board, all participated in all decisions regarding the space and its use. This, in turn, generates wonderful ideas which then form the basis for the architectural work.
What are your primary considerations when designing for an educational institution?
It’s always the same, whether one is working for a school, a family, or whatever. Architecture is a practical art and is brought into being to satisfy purpose. Without purpose, one does not have architecture. Ethics, according to Wittgenstein, means that whatever one does, it should always aim to make the world a better place. In this sense one cannot go wrong when working with schools because everyone involved is committed to positive change through architecture, and the outcome is always easily measured by looking at the enjoyment and pleasure that the students get in using the spaces.
Is there a part of the campus that you find most beautiful?
For me, the remodeled courtyard is very beautiful.
How did the school transform the courtyard while still accommodating expansion and new classrooms?
The school needed to add eight new classrooms to accommodate expansion over the last ten years or so. The campus is crowded and the only space left for expansion was around the main courtyard. Initially the school wanted to add a second floor to each of the two side wings of the courtyard to accommodate the new classrooms. However, this strategy would obliterate the view of the Table Mountain range from the courtyard which is a treasured asset of the school. In addition, the extension would put out of use another eight classrooms underneath the new classes whilst under construction. To resolve these issues we added two wings of four classrooms to each side of the courtyard at the level of the court and made two streets between the existing classrooms and the new classrooms on either side of the courtyard.
It was decided to wrap the surface of the new courtyard over the classrooms and to grass this surface for both spatial and environmental reasons. The result is a new shape for the courtyard which is elliptical in section and which offers better views of the mountain range. The shape offers itself up to a new range of uses, including concerts, performances of all kinds, and a communal space which can be used by a number of different groups of learners of varying sizes and ages. In addition, the grassed surface provides good insulation for the classrooms below in both winter and summer. The new streets that have been formed are in with the new school policy to reconfigure all circulation spaces where possible as new communal spaces and to furnish these spaces in such a way that they not only offer themselves up as social spaces but also as digital learning spaces.
Can you tell us about the Eco Lab at Wynberg Girls’ High School?
The school undertook a significant renovation of its science laboratories in 2022, revamping five existing labs and introducing a new eco lab on an unused roof slab adjacent to the corridor linking the top-floor labs. This innovative addition aimed to inspire young learners interested in science careers while raising awareness about global warming and climate change challenges.
Due to site constraints, traditional heavy masonry construction was unfeasible. Inspired by lightweight structures advocated by Buckminster Fuller and Norman Foster, the eco lab employed a cross-laminated timber floor panel system supported by brick piers and a lightweight steel structure clad with fiber cement boarding. The roof utilised recycled cork for both insulation and ceiling, with waterproof fiber cement sheets. Solar panels, integral to the lab’s energy autonomy, were mounted on an independent steel structure outside the building envelope.
Energy-efficient features include a solar-powered heating and cooling system, utilising water pumped through plastic coils along walls and ducts. External blinds manage heat gain, while an integrated digital system displays energy consumption and solar panel performance on a large screen. Despite challenges, the eco lab has successfully operated during hot months, with winter testing anticipated. The eco lab demonstrates proactive engagement with environmental issues, providing students with practical lessons on responsible living and the impacts of global warming.
And now for the music room… How did the architectural team balance preserving the existing structure while ensuring optimal acoustic performance in the transformed music room?
A relatively new project for us, in February 2024, we concluded our third project at WGHS, marking a significant milestone in the school’s architectural evolution.
The project entailed the metamorphosis of a conventional art classroom into a multifunctional music room, poised to serve as a dynamic venue for music performances, dramatic showcases, and spirited debates. Meticulous attention was paid to acoustics, prompting substantial modifications to the long side walls and the ceiling. The resulting space embodies acoustic excellence, and it also caters to a diverse range of musical genres.
Through this project, we discovered the transformative power of minimal intervention, showcasing the profound impact achievable through specialised skills and strategic adjustments. Moreover, the repurposing of an existing space underscores a fundamental tenet of thoughtful design: preservation over demolition. Through great design from a formidable acoustic engineer, Andrew Wade, who we worked closely with, the music room came to life. It shows how the design of the acoustics lead to the design of the space.
Your work with WGHS isn’t over, so what can we expect to see next?
Hopefully, we will be there for a long time. The next project is a big one, and we have completed the preliminary design to make a multipurpose hall for the school on a beautiful and well-treed part of the school site. We can’t wait to get going on the project.
Photography by Paris Brummer
This article is an extract from our June Issue. Read the full issue here.
