long time, but they really wanted to move it to the next level,” says chief operating officer Melissa Counihan FCSI. “Tey wanted to overhaul the whole thing. Part of the direction was to make it something that is very visible in the school, attracts students to it as a real career opportunity, and lets the kids show off their talents.” “It’s such a big shift from just their
home economics curriculum,” adds design consultant Terise Urias FCSI. Te 3,820 sq-ft culinary arts lab features
a full commercial kitchen and cafe, plus a demonstration lab with a full bakery area, state-of the art equipment, walk-in coolers and freezers, and vegetable and meat preparation areas. “Tis program has so many areas that are
very unique to Taylor and different aspects that they teach that you’re not going to see in every culinary curriculum,” explains Urias. Windows looking into the kitchen from
the corridor allow students to watch the culinary trainees at work, and a 1,000-sq-ft cafe with POS system staffed by students is available for staff and community events.
CREATING A SAFE SPACE
The culinary lab has everything to prepare students for life in a commercial kitchen
A
n expansive new culinary arts lab at Taylor High School in Texas offers cutting-edge teaching for future hospitality professionals,
bringing together everything from baking to barbecuing. Te project was carried out by family-run business Counihan and Associates, which has extensive experience in designing school teaching spaces. Taylor’s new culinary arts lab, a renovation and expansion of an existing lab, enables the school to offer a full four-year course. “Taylor’s had a culinary program for a very
Te sisters say key challenges in Taylor included renovating the culinary space to be appropriate for all students and curriculum requirements, plus building around existing space constraints.
“In a regular restaurant kitchen, efficiency
of movement is key,” explains Counihan. “Narrow aisleways make a more efficient space for the user. Here, you’re talking about putting 30+ kids in this space, so larger aisles and flexible, mobile equipment was key.” “One of the things that the instructor was
really keen on was visibility. So, clear line of sight throughout the space, allowing all students to be seen, was essential.” Tat had multiple implications for the
design, from putting in fewer or lower walls to placing large equipment in particular parts of the space. It also had practical and flexible implications, such as using retractable cord reels over the demonstration tables. Designing a culinary space for use by
children also brings considerations in terms of health and safety. Alarms on the freezers and coolers, a lockable dry storage, and secure knife storage are a few examples. “Tey also have some state-of-the-art equipment in here that you don’t see in all culinary arts labs, including a hydroponic herb and spice garden, meat grinder and sausage stuffer,” says Urias. “Te key was making sure that the
equipment package fits all curriculum needs, so they have a combi-oven, convection oven, kettle, tilting braise pan, fryers, charbroiler, and ranges to learn on, so they will be ready to work in the industry.” Technology was also a crucial tool
here, including a large screen in the demonstration lab that helps show students what the instructor is doing. “One thing about this program that I
love is that they teach all aspects of foodservice and hospitality,” says Urias. “So, you can learn front-of-house roles, including wait service and hostess, and back-of-the- house roles, such as chef, operations and expo, and even management. “We believe the versatility of Taylor’s
four-year program has expanded students’ enthusiasm for the foodservice industry and promoted well-rounded future professionals,” she says.
35
THE AMERICAS
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72
