Future education: designing towards better educational spaces

Regardless of curriculum, the design of educational spaces plays a role in the efficient use of school time. It serves not only to educate students but to help them enjoy attending school because they love their school building, and the atmosphere it creates. [1]

If you’ve been following my previous posts (its OK  you can go back and read them now) you will know that I’ve harped on about how important it is that our schools adopt to a new ‘open plan’ type environment to enable interdisciplinary learning and give students a variety of spaces to help support their individual learning styles. So we know the benefits of this school design style right?

OK, for everyone who might have missed it here's a quick recap…

• Giving student’s choice
• Changing environment to avoid boredom, therefore better student engagement
• Give students responsibility for their own learning
• Springboard for university and future education
• Opportunity for interdisciplinary learning
•  Better social setting for better school environment
• Give students chance for ownership of space > they will want to attend school > greater student attendance
• Encourage sense of community
• Better collaborating between staff and students
• Opportunity for better engagement between different year levels

Ok got the gist?

Now my thinking is how do you make this all happen? Architects can be fantastic, but do they really know the solution. So we ask the school board, that’s not much help they would have graduated school over 40 years ago, a lot has changed since then. Ok we go to the staff, yep now we are getting somewhere. But let’s be honest the best insights are going to be from the students, they use the school, they know what they do and don’t like, they know what works.

So it’s been decided a collaborative design approach is the way to go (we kind of all knew this though, didn’t we).

“Involvement of school users in the design process will tend to increase their sense of ownership of the resulting environment.”[1]

This is all well and good; to have students, staff and the school community involved in a collaborative design process to ensure you get the most out of the design; and yes it will provide students with a sense of ownership over the school. Yet as those students involved in the design move on, how do you engage the new cohort, to ensure that they have this same sense of pride and ownership; to make their mark if you will?

Some weeks ago I attended an open day for Christian Brothers College situated in the heart of Adelaide’s CBD. They have found a successful way in which to engage the students and allow them to influence their school design. Every few years a group of students are put in charge of designing and constructing furniture for use in the school grounds as part of their wood and metal works classes. This has been an exceptionally successful project. The deputy headmaster claimed that as a result there was less damage to the furniture as the boys had a sense of pride over the work and there was an increase in the spaces use.

CBC student in their Adelaide City Electro Technology Trade Traning Centre

Source: http://www.cbc.sa.edu.au/files/3729.jpg

For me this is what it’s about. Engaging the students, on a minor level by offering ample space for displays of work; allowing for movable furniture and partition walls; or on a larger scale influencing the design and use the of space. 

What could you change, what would you change, how do we make it exciting and interesting. 

I will be investigating this in my studio project this semester (only 4 weeks left, ahhhhh). I want to explore how the space i design can address all of this to find a balanced environment that students enjoy being in. But most of all a space that can enhance their learning potential and adapt to the changing world.

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[1] Woolner, P 2010, The design of learning spaces, Continuum International Pub. Group, New York.
[2] Woolner, P 2010, The design of learning spaces, Continuum International Pub. Group, New York. pp39

Interdisciplinary education: the way of the future.

Life skills are not learned one by one in an isolated manner. When learning in life you are exposed to the opportunity to experience many lessons all at once, as a result of each other. Take riding a bike for example, you learn lessons in:

• Balance
• Motion
• Patience
• Persistence
• Road safety
• And potentially pain

Source: http://img.breakingmuscle.com/sites/default/files/imagecache/full_width/images/bydate/apr_23_2012_-_1038am/shutterstock_96898810.jpg

They are not independent of one another but a flow of experiences; this same notion can be said for how we learn most, if not all life lessons and skills.

So then why is it that in school we learn in time slots, with 45 minutes allocated to individual subjects. You would think that more depth could be given to the learning environment if we took an interdisciplinary approach. Many new age schools are investing in this attitude, changing the way in which their schools are designed, the way they operate, and the way in which students learn.  

Interdisciplinary learning has an emphasis on ‘life learning’. The lessons you learn in school can be transferred to your day to day life and vice versa. The aim is to engage the students in broader world thinking, expanding their minds to understand societal values of community, justice, morality, equality and kindness to name a few. Therefore the students learn that education continues outside of the school grounds and they are equipped with a board skill set to help them be better prepared for the future.

Whilst this is a bold aspiration for education and I do believe it is the correct step forward for the future, this type of learning is not possible if the designs of our learning spaces are not addressed. This type of learning cannot just happen in the spaces our current schools consist of. Many schools are knocking down walls and replacing them with retractable partitions to expand classroom spaces, yet this isn't enough to allow this type of learning to occur. In this, it is the space that will either expand our student’s opportunities or limit them. Does architecture matter? Can design influence learning? I know my answer. 

Not Old School: Architecture in Support of Learning

HMFH Architects have transformed the dynamics of three schools in New Hampshire; the Mill Brook School, McAuliffe Elementary School, and the Abbot-Downing School. Whilst this example is of primary schools and kindergartens  I believe that the design approach and design language used is transferable to a high school setting. If spaces like this are being provided to primary school students, giving a variety of spaces so students have the opportunity to drive their own learning, then it is a MUST that our high schools follow in suit. 

Archdaily- What architecture has to say about education three New Hampshire schools

Phenomenology. (continued)

"I wonder if design can influence how you interpret space by evoking a specific sensory experience, or ultimately is it the programming that effects a spaces perception."

To answer my own question, I do believe that program is always going to have an intense impact on how a building is perceived, as they require spaces that are specific to their use and function. Yet it is the experiential qualities of the space that make an impression and influence your desire to go back or stay away.

Let’s explore the effect that design has on our perception of space.

HOME

Source: http://www.mediaty.com/images/2013/06/natural-living-room-decor-daily-interior-design-inspiration.jpg

Source: http://www.tokarretreat.com.au/wp-content/uploads/2010/12/Tokar_Retreat_0331.png

Source: http://chasingwonderlust.files.wordpress.com/2011/07/modern-underground-house-coober-pedy-south-australia.jpg

The atmosphere in each image is different as a result of the design. Factors such as air quality, lighting, and temperature are unique to each space and will change how you feel in the space and will affect your experience.  Yet all three spaces are going to relay to the occupant the same feelings of relaxation, relief, respite, comfort, and home; it’s our perception of these feelings that change depending on our pre-conceived notion of what is comfortable. So is this the influence of design or of classical conditioning?

Classical conditioning

Coon explains that “classical conditioning is based on what happens before we respond. It begins with a stimulus that reliably triggers a response.”[1] In essence classical conditioning is a type of learning that can stem from an array of different stimuli; prior learning which is attributed to prior experience, associative learning which draws us to make judgements on association with other stimuli; cognitive learning which involves thinking, understanding and anticipation; and reinforcement meaning an event that increases prospect that a specific response will occur and antecedents where an event precedes a reaction. Classical conditioning can affect our pre-conceived notion of a space, or influence our behavioural response to a spatial condition. This theory can be put into the context of people’s fear of dark spaces, even when there is no known imminent danger.[2]

CHURCH

Church of Light by Tadao Ando
Osaka, Japan
Source: http://www.milamoo.co.uk/blog/wp-content/uploads/2010/12/church-of-the-light-osaka-japan.jpg

Notre Dame du Haut by Le Corbusier
Ronchamp, France
Source :https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcT6xapSKdeFMbjPYRGV-OvUroXgrHJdUk58tQvbbGQvJ3eVYyffWA

Notre Dame Cathedral
Paris, France
Source: Image taken by author

St Stephen's Cathedral
Vienna, Austria
Source: Image taken by author

Chariton Church
Lucas County, Iowa
Source: https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpopdOrlt5Z5MJDTBdpSKZizeVL0rSir1fkwAWIFejls80CcAHQjykO0Kix0lrRdHuIuvbYUdvLhEnxCshASWGCY2NAPPndPLe0sSTnxcb8AFP8rIUm88yUZw_KOKb_cgpvMKKVEv5-KJi/s1600/Presbyterian+Interior+003+Blog+version.jpg

The first two images, the Church of Light and the Notre Dame du Haut both use the design of light to relay to the observer a sense of awe. Both churches use similar design techniques to have an impact on the ambiance of the space.

Both of the cathedrals’ shown above use height to express the significance of ‘GOD’. Their ornate detailing and embellishments imply the power of the church, as church and state were one in the same in the time of the churches construction. However, coloured led lighting is a key feature in St Stephen’s Cathedral, and changes the impact of the lighting affecting the way you feel in the space.

In contrast to the other images the final image is of a simple church. In essence the space is still used for the same purpose; to convey the message of the Lord. Yet the atmosphere in this space is dull and lacking impact compared to the other examples. I believe that this is due to the lack of design in the space. There are no elements to draw upon the senses which in a spiritual environment are key components to the overall experience of the space.

SCHOOL

Traditional classroom 
Source: https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMCruly6HvH5ZgZjYoB8RWAx4YloJf6Tf4euLAL_w9SH9ftxQ8qYBHUHDm-9TJE8h1BSlqYQYiu5POcEoWp1oRctlT0j1kJVywWRTh5PhSR2rs7BzAoNiWRZrtjnx2TAZQTsdkhBG13Go/s1600/hist_us_20_civil_rights_pic_black_school_classroom.jpg

Open plan school
Source: http://designbuildsource.com.au/wp-content/uploads/2012/04/Ravenswood-School-library.jpg

School design is moving away from traditional methods of closed classrooms to an open plan model. Because of this students have a choice in the types of spaces they can work in to accommodate their own individual learning styles. This type of design has shown an increase in students willingness to learn as a result in feeling a sense of ownership and pride in their learning space. Does phenomenology have a place in school design. I would believe so. 

Which space would you feel more comfortable learning in?

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[1] Coon, D 2001, ‘Chapter 7- Conditioning and Learning’ in Introduction to Psychology: gateways to mind and behaviour, Wadsworth/Thompson Learning, Belmont, CA. pp. 218-250.

[2] Tziortzis, E. (2013) 'Annotated Bibliography' Adelaide, S.A

Phenomenology (what the?)

Last semester I delved into the study of phenomenology.

Yep, it’s a mouthful. It’s pronounced: phe.nom.e.nol.o.gy. Before i go on it must be defined.

Phemonenology

n Philosophy

1. (Philosophy) the movement founded by Husserl that concentrates on the detailed description of conscious experience, without recourse to explanation, metaphysical assumptions, and traditional philosophical questions.[1]

Still lost?

I like to think of architectural phenomenology as the experience of space through the senses rather than through the physical environment. I’m going to refer to this as the human experience. Now, if we try to understand this term through an architectural view point, we learn that the human experience of architecture is not fashioned simply from the physical geometry of a building but rather through feelings and emotions brought upon by our sensory perceptions of a place.  Here is an excerpt from an essay I wrote last semester, it explains architect Juhani Pallasmaa's understanding of design and the importance that phenomenology plays in architectural design. 

Image sourced from: 

http://www.astoriabrown.com/open_doorway.jpg

“It is not the geometry of space that resides within our memory, it it’s the experience of the space and its ability to awaken our senses that creates a connection to the inhabitant.  Pallasmaa expresses that it is not the doorway that remains in our memory of a space, but rather the act of entering or crossing a threshold that creates feelings about architecture.  If a building does not address its design in response to its phenomenological principals it is then unable to evoke an emotional experience.”[2]

Philosopher Gaston Bachelard explains that a house is made up of memories and experiences where each different intimate space arouses different sensations, and yet collectively they ensue a mutual feeling of home. In a similar fashion, when we experience building, space and place, individually our senses will arouse independent feelings and emotions, but together will result in an overall experience and ultimately memory.[2]

It is in this, that I wonder if design can influence how you interpret space by evoking a specific sensory experience; or ultimately is it the programming that effects a spaces perception.

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[1]  http://www.thefreedictionary.com/_/misc/HarperCollinsProducts.aspx?English

[2]  Tziortzis, E. (2013) 'Annotated Bibliography' Adelaide, S.A

Bibliography

Pallasmaa, J 1986, ‘The Geometry of Feeling: A Look at the Phenomenology of Architecture’ in Theorizing a New Agenda for Architecture, ed Kate Nesbitt 1996, Princeton Architectural Press, New York, pp. 448-452. 

Bachelard, G 1994, The poetics of space, trans, M Jolas, Beacon Press, Boston.

"Schools are among the first examples of architecture that everyone experiences and have a profound impact on all children as they grow up."

Zaha Hadid

I have been actively researching for my next post, completely disappointed with the lack of credible data and statistics on the topics of socialisation and technology in education, learning and schools.

Perhaps the answer to my problems isn’t finding the statistics but rather asking questions.

1. In which space at school did you feel most comfortable, why?
2. Was there a specific space in which you felt most venerable, more targeted or bullied, why?

I’m interested to see if the architecture and design of a space directly influences a person’s experience and the way people behave in that space. 

Tumblr to Blogger

I've decided to move my blog over to Blogger from Tumblr. 

I was having difficulties with the comments section on Tumblr, general feedback was that it wasn't always easily accessible. 

I have moved over the comments as anonymous, thanks to everyone who has commented so far (if you want your name to be shown and credit for your comment lol you can just copy and re-post the comment and then i can delete the anonymous one. Up to you!)

Looking forward to your further support, hope this isn't much of an inconvenience. 

Stay tuned for more stories. 

Tumblr blog for your reference:

http://elenitziortzis.tumblr.com/

Image Location:

http://building.library.ucsb.edu/wp-content/uploads/2013/05/8013010-relocation-cardboard-box-to-move-goods-moving-container.jpg

Schools out... but education has just started!

Ok so here I go.

First time blogger.

Not sure what to say. All bloggers guide’s say to start with an intro so let’s try that.

I’m a final year student (thank the Lord it’s nearly over) studying my Masters in Architecture.  Over the past 19 years I’ve undertaken a total of 8720 hours of study. Comprising of countless test, endless rope learning, a multitude of late nights, all-nighters, no sleep, stress, headaches, sickness -so over studying!

So you may ask how I get through it.

With a positive attitude, the reward of good grades, pride, ambition… I think not.

We all know that it’s the junk food, redbull, hilarious YouTube clips ("#Hashtag" with Jimmy Fallon & Justin Timberlake[1], loving this one right now; and again I’m distracted), where was I; funny moments, breakdowns, social networking, and snapchat that gets us through. When it comes down to it it’s the social things that keep us motivated and coming back.

If I were to ask you what you’re best memories of school were, what would be your response?

Here’s mine.

So unlike most South Australian high schools that begin in year 8, I attended a college where the senior school begins in grade 7. Therefore the majority of the cohort had moved over from the junior campus leaving me as ‘the new girl’. This had me intimidated, leaving me concerned that I would be left as an outsider. I arrived on the first day with my mum in tow, standing off to the side like a lost puppy. Mum spotted a family friend how had a son who was in the same position; I remember her saying to me, ‘Here be friends with Michael.’ (Thanks mum, great start, not embarrassing at all).

We had concluded with all the formalities and were shown around the school and to our home groups. Then came the scary part recess; contrary to my initial assumptions I wasn’t the lost puppy at all in fact I was like a Big Brother intruder, filling the students with intrigue and excitement.  They were so complacent in their fellow students that they were craving something fresh. Each social group put in their bid to try and win me and the other new-comers over. And so school social life began.

When reminiscing back on my years at high school and uni to that fact, it’s the social experiences that stand out.  Like when Stef sneezed two-minute noodles out of her nose, or Michael Koumoulas dozed off and fell off his chair in history, or when Miss Ricici was sent home because her G-string was showing. It’s these experiences that make your school years memorable.

This gets me thinking.

How can you design in social experiences within a school?

Can a school’s learning environment be improved if the social setting is built in?

Can architecture improve the learning environment through social interactions? How?

I will be addressing these questions in my future posts so keep tuned, and shared your ideas so we can have an influence on the education revolution.

Image sources from:

http://www.counseling.msu.edu/files_counseling/content/students1.jpg 

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[1] http://www.youtube.com/watch?v=57dzaMaouXA