towards a new approach for school architecture

7/29/2019 Towards a New Approach for School Architecture

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Table of Contents

List of Illustrations

Acknowledgements

Introduction.....................................................................................................

1.School Architecture: Historical Cornerstones..............................................1.1 From a Furnace of Workers to the Recognition of the User's Opin

Importance of the Spaces for a Successful Learning Process..............

1.2 Architects as Educators..................................................................

1.3 From the Past Projected to our Future...........................................

2.The Present...................................................................................................

2.1 The Discipline as a Blocking Phenomenon in Schooling and Citi

2.2 Children and their Progressive Detachment from Nature..............

2.3 Children and Ecology....................................................................

2.4 Technology.....................................................................................

2.5 The Current Educational System in the UK as Model for other Eu

2.6 Curricula: Tradition or Innovation, Passive or Active Learning?..

3.The Future....................................................................................................

3.1 School: a Building that Serves the Community 24/7....................

3.2 Architecture and Design Make Pupils more Conscious about Soc

3.2.1 Environmental Education................................................3.2.2 Alimentary Education.....................................................

3.2.3 Sexual Education.............................................................

3.3 Exploration: an Essential Architectural and Learning Principle....

3.4 The Role of Architects as Translators of our Evolving Society.....

3.5 The Urgency of a more Social and Extreme Planning Approach..

Conclusion.......................................................................................................

Appendix 1......................................................................................................

Appendix 2......................................................................................................


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List of Illustrations

Fig. 1 One of the many ex-churches used as schools......................................

Dudek M. (2005) Children's Spaces. Oxford. Architectural Press, Elsevier.

Fig. 2 Example of classroom in 1908..............................................................

Dudek M. (2000)Architecture of Schools. Oxford. Architectural Press, Elsev

Fig. 3 Robson's ideal can be seen in this early classroom...............................Dudek M. (2000)Architecture of Schools. Oxford. Architectural Press, Elsev

Fig. 4 Nigel Frost's workshops........................................................................


Fig. 5 Hunstanton by Alison and Peter Smithson (1954): a modernist examp

London's Learningexhibition, catalogue available at

http://www.buildingcentre.co.uk/downloads/londons_learning.pdf. The Buil

date 21.11.07)

Fig. 6 Flexibility..............................................................................................

Ceppi G. and Zini M. (2001) Children, Spaces, Relations: Metaproject f

Young Children. Cavriago. Reggio Children s.r.l.

Fig. 7 Children supervised by adults at the park, in town or at school...........

http://cache.daylife.com/imageserve/045t7ZIfCy4vc/610x.jpg (Accessed da

Fig. 8 Lyce Franois Magendie courtyard with a mature oak tree................Dudek M. (2007) Schools and Kindergartens. A design manual. Berlin. Birk

Fig. 9 Sterile school yard.................................................................................


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Kelly J. (2008) 'Can Schools be Sustainable?'. School building. Issue 23, Au

Fig. 13 Collaboration among architects, school staff and local community...Kelly J. (2008) School building. Issue 23, August/September.

Fig. 14 Box-shaped classrooms.......................................................................

Kelly J. (2008) 'Can you hear me at the back?'. School building. Issue 23, A

Fig. 15 Feather River Academy welcome entry that shows the 'dynamic fold

http://www.designshare.com/index.php/projects/feather-river-academy/imag

date 10.11.08)

Fig. 16 Feather River Academy 'campus plan' layout.....................................

http://www.designshare.com/index.php/projects/feather-river-academy/imag

date 10.11.08)

Fig. 17 and 18 Students at Chafford Hundred Campus..................................

http://www.thecampus.org.uk/index.php?catid=1&subcat=1 (Accessed date

Fig. 19 and 20 Sure Start Aylesbury Plus: entry and plan.............................

London's Learningexhibition, catalogue available athttp://www.buildingcentre.co.uk/downloads/londons_learning.pdf. The Buil

11.07)

Fig. 21 and 22 South Bronx School of Arts...................................................

Dudek M. (2007) Schools and Kindergartens. A design manual. Berlin. Birk

Fig. 23 and 24 'The mysterious glance of children on the city' exhibitio

images of children taking pictures in Reggio Emilia......................................

Author's own photographs. August 2008.


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Fig. 30 Girls hiding under a table....................................................................http://www.dasharts.org.uk/cms/exhibitions/2/childrenunderbench.JPG(Acc

Fig. 31 Children exploring their learning environment..................................


Fig. 32 and 33 Interiors ..................................................................................


Fig. 34 and 35 Child-scaled classroom landscape..........................................

Ceppi G. and Zini M. (2001) Children, Spaces, Relations: Metaproject f

Young Children. Cavriago. Reggio Children s.r.l.

Fig. 36 The Pantheon in Rome (1748)............................................................


Fig. 37 Flexibility in Bruce Jilk's strategy......................................................http://www.designshare.com/index.php/articles/list-only (Accessed date 15.0


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Acknowledgements

A special thanks goes to my tutor Mark Ingham that has given me a continu

my dissertation.

Thanks to my mother, the best art teacher ever, to Francesco for his suppor

teacher Franco Verri for his consultation and last but not least to my classm

doubts and worries about this study.

I need also to thank all the LinkedIn community that has answered my qu

fruitful suggestions. Besides, I would like to thank the employees of the Reg

their time and consideration.


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Towards a New Approach for School Archi

Introduction

In my whole life I've attended seven different schools. Each experience w

back with an architectural eye, I can say that in all of them there was

scenario behind. My curiosity, as a young designer and architect, made me

of the logistics in the wide educational landscape to see until where an arc

educate the new generations.

Furthermore, I have always been fascinated by the power that architecture

Urbanism was another interesting potential topic for my dissertation b

complex for a short bachelor thesis. Because of this, I reckoned school a

urban dynamics and was, at the same time, a more student-scaled topic.

Recently I have discovered a passion for architecture of public spaces sin

aspect of areas, cities, counties and countries. I was born in a small town in

personally felt the excitement of upcoming the village fte. When the eve

wide main square of the village seemed to be small due to all the amusemen

be provoked in citizens when a new park or school or museum is built or re

Frank Gehry, for instance, several inhabitants of Bilbao says that the city h

Guggenheim museum was built.

For these reasons, I took the decision of exploring the power of architectur

the future education.

Initially this dissertation was going to be based on the comparison betw


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reading. I went to visit the town of Reggio Emilia in Italy to have access to

of books at the 'Reggio Children' centre and personally visit the Diana scu

Newsweek as excellent day-care facility. (Hinckle, 1991, www.newsweek.c

One of the aims of this thesis is also to explore how, in the years, archit

preponderant role in the success of a school. For this reason the argumen

with the help of the time line to give a complete view of the dynamics in pa

Another objective of this dissertation is to guide architects in the compl

schools for the future. The school for the future will contribute to educate

active citizens and it will be one of the main places of the reference for th

Jilk's planning strategy that talks about empty spaces, indefiniteness and fre

book Deschooling Society by Ivan Illich that more in a philosophical wconstruct schooling and society to obtain a more valuable education, hav

some basic topics to understand their radical point of view. Since I strong

changes in education, across my dissertation I will suggest some less radica

proactive approach to plan the school of the future.

In the first session I will take in consideration the events, papers or people

develop the figure of a school from a furnace of workers to the recognition

the importance of the spaces for a successful learning process. In this

Education Reform Act, reports on public education, competitions open t

political backgrounds and debates between students and architects. In thexamine the current social context and I will give an overview on the edu

industrialised countries and I will discuss about curricula, some of their pr

implications that occur. In the third session I will consider some of the for


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be supported in a continuously changing era; therefore in this thesis there w

the salient topics about planning the school of the future.


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1. School Architecture: Historical Cornerstones.

This section aims to give an overview of the events that have contribute

attention on the real subject of schooling: students. Beforehand neither t

students or the architectural framework were considered at all. For this re

document the events that, year-by-year, that have shaped a more user-oriente

1.1 From a Furnace of Workers to the Recognition of the Use

the Importance of the Spaces for a Successful Learning Proce

Horace Mann, father of the Common School in the US, wrote about scho

indisputable fact that, for years past, more attention has been paid,

construction of jails and prisons, than to that of schoolhouses. Yet, why sh

better than our children?'(Mann, 1840, pp. 20-24 ).

From this quotation the lack of attention towards architectural spaces in sc

In fact just at the end of the 19 th century we had a mass education in the

ratified compulsory education for children from five to 11 years old. It was

local boarding school in London was founded.

The importance of an adequate learning environment for children wa

publication of School Architecture: Practical Remarks on the Planning, D

Furnishing of School Houses written by E. R. Robson in 1874. (Dudek

matter of fact before his publication ex-churches or ex-factories were


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Fig. 1 One of the many ex-churches used as schools.

After his book, and the result of trips to Germany, Switzerland and the U

resemble our present schools. Robson did not just talk about the most a

exteriors but he proposed new solutions for the interiors of the schools an

was possible to finally obtain a reduction in the number of students in c

pupils, a clear circulation in buildings often with a wide atrium at the cen

ventilation and lighting system. Unfortunately not much importance wa

playing area since it was usually the space left between the building and the


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After Robson, John Dewey also contributed to bringing further cha

background; between 1894 and 1904 he explored new teaching method

principles and professional and practical instructions.(see Fig. 3) As a mattMontessori theories1, he believed that a more community-based and prac

have stimulated and developed the inner potentials of students. (Nicholso

55-59)

Fig. 3 Robson's ideal can be seen in this early classroom layou

with two desks for each teacher and dividing curtain.

Until 1950 listening to students' opinions was completely ignored by the

main focus was still on how to discipline students rather than listening t

needs. Therefore also during the planning stage children had to be contain

into consideration for the design process.

One of the papers that have most significantly contributed to increase the

schools is the Plowden Report. In 1967 the Central Advisory Council for

report Children and their Primary Schools, better known as the Plowde


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Furthermore, since every child has different needs and potentials, the Plow

the introduction of integrated days into the curriculum. In those days child

individual tutorials from their teachers in order to meet all their needs. One the integrated days was that the resources for all these innovations, such

more teachers, were never placed at the children's disposal. Nevertheless,

Report is still one of the most outstanding documents since the current Nat

to be shaped and it has focused public attention on the real subject of the

child.

Also the National Curriculum, introduced into Great Britain with the Ed

1988, was crucial for clarifying the importance of new learning and teach

build a more effective educational system. (Dudek, 2005, pp. 74-96) This

define compulsory and optional subjects, the standards for each subjecteaching methods.

Unfortunately in neither documents, the Plowden Report or the National Cu

mention of suggestions about the learning spaces that would have

innovations.

Another important moment in the history of architecture as a closer discip

therefore to education, is the one regarding the competition called by the t

The Observer and The Guardian. Thanks to the activism in the air in the sa

Report, the Observer launched a competition called The School that I'd

asked all secondary school students to describe how they would have liked t

Edward Blishen, an English writer, realised that most of the people were ti

and of the squared geometry used for them. In 1967 The Observer received


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1.2 Architects as Educators

During the 70s and 80s architecture was seen by public opinion as an elitist

the society. (Koralek and Mitchell, 2005, in Dudek, p.119) Now we hav

generations interested in architecture and thousands of design and architect

study every year. These outcomes are the result of the remarkable c

architects, the public and politicians that have been taking place since the 70

As a matter of fact, in the early 70s the Royal Institute of British Architects

educational walking tours in several cities in order to explore and explai

modern and contemporary architecture. In the middle of the 70s new arch

children were introduced in 11 cities in Great Britain with the aim to int

culture to the youngsters. Also the project conducted by Nigel Frost helped

and appreciate the merriness of the construction of some of the most fam

town. (see Fig. 4)At the beginning these initiatives did not encounter a

public and they were, therefore, intensified over the 80s by Richard Rogers,

Fig. 4 Nigel Frost's workshops


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The workshops, the activities open to the public and the new archite

contributed to creating a solid and present image of architecture into societ

new changes gave birth to a more collaborative and architecturally educated

1.3 From the Past Projected to our Future

Now it is our turn to not waste the important results obtained in the last

structured dialogue between architects and students. Just in this way w

buildings, help local communities and shape responsible and well-educated

ready to face the developments of the future.

The school buildings that we have inherited from the past can be divided in

heavy but resistant buildings or modern but obsolete buildings. Usually

heavy buildings we refer to ex-churches or ex-factories that are still in goo

flexible enough for the new curricula. On the other hand the lightweight st

schools are not up to standard any more due to poor insulation4. (see Fig. 5)


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rebuild every secondary school in the country in 10-15 years time. (The

exhibition catalogue, p. 9)

Until the 21st century school planning was based on the concept of class and

'form follows function'.(Jilk, 2005, in Dudek, p.31) Bruce Jilk suggested t

still too close to the idea of classroom. Even though it has not been unanimo

studies have accredited the importance of the environment in the learni

Therefore it is essential to move forward from the obsolete idea of a classr

for students. The more stimulating the learning environment, the more cu

will be the children towards the space around them. As a matter of fact, m

schools at the moment enjoy multifunctional, flexible and explorative spaces

Fig. 6 Flexibility

Also the modernist 'form follows function' principle has by this time becom

spaces were perfectly planned in accordance with the spaces needed at

modernist architects pursued flexibility as the only way to keep the buildin

these attempts, the flexibility of modern school buildings is not ductile enou

evolving society.


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2. The Present

Since I am trying to delineate the right approach that architects need

community based and successful school for the future, I cannot help b

situation.

In industrialised countries society have to face problems such as consume

drug, prostitution and so on. The educational system and therefore the

architects and designers, plan is strictly connected to users, families and th

Thus, I will try to delineate some of the social trends and phenomena t

schooling sector.

2.1 The Discipline as a Blocking Phenomenon in Schooling an

For many years discipline as been strictly linked to the idea of educati

generating self-control in children; this can often imply a reduction of c

receives dos and donts and cannot experiment freely with his/her abilitie

of the main principles in today's educational system and society.

Thinking about our society, we can see that in our cities, as Helen Penn su

spaces appositely planned and designed for young people. (Penn, 2005, in D

means that children can live in their cities just with the supervision of

immediately experience our complicated, problematic world.


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Fig. 7 Children supervised by adults at the park, in town or a

school.

Helen Penn quotes an extract of John Muir, the Scottish naturalist and wr

childhood in a small village outside Edinburgh in 1840. Muir remembers p

digging holes, climbing walls,...Helen Penn comments that his extract

behaviour in today's society would be categorised as inadmissible and vanda

2.2 Children and their Progressive Detachment from Nature

Since there are not many safe spaces for children in cities when they are notbe often kept at home or in some exclusive and expensive private playing

way pupils are likely to lose a healthy link to nature. (see Fig. 8)


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Fig. 8 Lyce Franois Magendie courtyard with a mature oak tre

Unfortunately some of the new schools in the UK also forget to include so

the curriculum; thus, children end up losing the fundamental culture abo

nutritional principles and other basic knowledge that was common a few

schools the outdoor space is a sterile yard with a few untidy flowerbeds. (see

Fig 9 Sterile school yard


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not requiring too much supervision from the teachers.

2.3 Children and Ecology

Outdoor spaces are not the only way to connect the new generation to n

sensitise pupils towards environmental values, such as recycling and savin

crucial that we communicate these values to children; sometimes it may s

them but architecture and design may be effective in doing so.

One important principle in school planning is that children understand that

if they perceive that it is for adults. The perception can come through multi

the school, the materials, some rituals and activities, the design of furniture

Fig. 10 Wet area worktops made of recycled plastic.

If, for instance, recycling is not done by the staff themselves or parents


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Fig. 11 Ballifield Community Primary School.

Moreover, in addition to recycling and other ecological activities, a s

environmentally friendly materials or using water recycling systems or

ventilated, is a clear statement for the growing generation. Prue Chiles repo

of Ballifield School: 'the construction itself became a teaching device.' In fa

of the school they had tried to use high-quality materials with new

unfortunately meant making some compromises due to the budget limitatio

'natural paints' and 'wind power operated laptops' were rejected, while in

walls' and 'recycled insulation', 'healthy natural carpets on the balcony' and

classrooms' were used during the renovation. (Chiles, 2005, in Dudek, p. 1

such as Prue Chiles suggest, we will not be able to build completely susta

while the UKs government is going to keep imposing budget constructio

fact the prices for eco-friendly materials and technologies have been reduc

they are still too expensive to be used together in one singular school proje

Dudek in 2000 writes about the photovoltaic cells system saying 'It is estim


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used in Simmons I.G. opinion: ' Technology has been used to chan

surroundings that it is rarely correct to talk of natural environment' (Simm

M., 2005, p.103) As a matter of fact, technology has radically changed our lit is difficult to even think of having houses without electricity, television or

Technology can be nowadays found in pubs, airports, hospitals, cinemas, bu

schools in Europe. As other public spaces have been implemented with te

important that students are also given more opportunities to improve their le

Since 1995 in the US and 1998 in the UK, both the American and the Br

officially declared the will to connect all the schools of the two countries

equal learning means to all students. (see Fig. 12)

Fig. 12 Computer room.

This necessity comes from the fact that the last generation has considerably

technologies. At the beginning it was just television, then the personal com

However not all families could afford these innovations and therefore,

access to the computer clusters at school.


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together in our metropolis and affect our countryside. After all, everythin

result of the choices that we made yesterday; we just need to learn from our

to put them right through responsible and conscious behaviour. This is to saregret what our society is not any more and the thoughtlessness that our gra

their children wondering around in the village. Now our parents have

grandparents did not have and the average age of the population has r

innovations and research.

Secondly, I found interesting the reason behind the extreme success of vid

Wide Web on pupils and not only them. Many experts suggest that the ind

is what attracts them most. Mark Dudek, in his essay entitled 'Digital land

Playground' makes a comparison between John Wayne movies and the ne

was young, my father used to tell me how magic was for him to go to

afternoon with his father. As a matter of fact, Mark Dudek asserts that the

that we find on the 'Net' and in videogames is the same that attracted man

movies during the 50s and 60s. (Dudek M., 2005, pp.154-177)

The freedom and anonymity that there is in using the World Wide Web is so

have difficulties in managing; the new media has been contaminated

paedophilia, pornography, and so on. Thus, it is comprehensible that for m

computer clusters were not freely accessible to students without adult superv

The experience that adults have of the World Wide Web is different from t

in fact, children who play with videogames and computers may not

experiences from the real ones due to their young age. If a child falls,

movement that he has done was hazardous and he is going to react to the s

it. If the same happens in a digital landscape, the child neither experien


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through e-learning, such as open source and social networking communities

to communicate without any physical boundaries and quickly exchange info

the world. For this reason many of the new school projects tend to use opspots; this configuration empowers the students to freely move from one a

always being supported by the Internet connection.

For example, at the Yewlands Technology College in Sheffield, the hea

Armytage, reports that students work on foldable desks with laptops with w

Armytage adds also that most of the activities take place in spaces with

students to work together and share their ideas when needed. The space is a

the new flexible working environments where the space changes its shape

needs. To conclude Mrs Armytage says:

'Having the CLC6allows us to use IT across the curriculum. It has eninclusiveness of teaching and learning by allowing less able childrenconcentrating, to be more focused, and all children can produce workwith better presentation.'(Teachernet,http://www.teachers.gov.uk/management/resourcesfinanapCaseStudies/FundingStudies/yewlands_school_technology_college

The example of Yewland Technology College is just one of the many scho

or Information Communication Technology (ICT) is used to improve the

Only in this way technology will not just be a synonym of social deca

capabilities of the most receptive students and will encourage children tow

Our role, as architects and designers, is to plan spaces where ICT can be in

throughout the design.

2.5 The Current Educational System in the UK as Model for o

C t i


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by the UK government. I have read about a lack of innovation in the Nati

attention of the government after the launch of the initiative 'Building Scho

and other critical comments.

Since I moved here just three years ago, it is difficult to not use the Italian

reference in the my analysis.

Before getting information on the British system, I already had some

improvements for the Italian system as one of the main problems there i

almost total lack of autonomy and flexibility of the Italian state schools. I

are adopted by each local school are already being predetermined by the 'M

Pubblica' (department of state education) and each school is given just the p

New extra curriculum activities cannot be introduced and teachers rarely

experiment with new teaching methods. Also the school buildings themselve

authority; as a matter of fact, even if the maintenance of the edifice is on

duties, the need to communicate in any way, all the administrative prov

offices extends the timing of all the procedures.

Because of this situation, I had in mind an ideal solution in which local sc

local authorities, since they have direct experience of the urgent needs and

goals. However, in this way, it may happen that the same educational p

guaranteed to all students of the country since local areas will always have

disparities. Here comes the necessity of the state as main surveyor of high ed

Getting informed about educational systems, I found that the model tha

already in use in some European counties such as Germany and Britain. I


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the people that may boost and innovate our current education attend private

(Dudek, 2000, p.131)

For this reason the state schools in Reggio Emilia in Italy are still an imp

British educational system; as a matter of fact they are internationally recog

example thanks to the still innovative pedagogical approach of Loris Mala

connection between schools and the surrounding city community.

The British educational system is traditionally decentralised: local auth

managing and administrating the schools with the help of the society. How

the Department for Children, Schools and Families supervise the edu

determine the critical areas for the design agenda such as cost, dimensions,

organisation of the new schools. (Dudek, 2007, p.16) I find reasonable the

has the control of the main hinges of the educational system, as most of th

with a part of the citizens' contributions.

One of the states initiatives nowadays in fact is 'Building Schools for th

restore or rebuild all the secondary schools in the UK in 10-15 years tim

possible thanks to a combined scheme of privatisation and state funds. The

redesigned or reconstructed are let by a constructive company that fulfils t

in charge of all the maintenance costs for the following 25 years. In th

companies are encouraged to use durable materials and innovative technolo

have to replace them over the years. However there is still the doubt as to w

judgement to the market laws can produce a good design. (Dudek, 2007, p.


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the need of a substantial involvement of architecture. For this reason in so

like Italy, where changes are almost impossible due to the static educationa

lack of innovative and fresh school architecture. Furthermore, disciplines

design may satisfy and encourage students as well as the newest pedagogy s

To conclude I regard the attempt of the last 11 years of the UK gove

educational landscape to be an admirable example for other European count

2.6 Curricula: Tradition or Innovation, Passive or Active Lea

In school architecture the link between architecture and pedagogy is essen

spaces. In fact, each space should enhance the curriculum adopted by the scthe teaching methods and activities.

This is just one of the reasons why it is extremely important for an arch

research the field in analysis and, above all, listen to what the users and t

have to say before they start planning. Sometimes it does happen that t

included in the brief of the client. Because of this we need a tight and effect

architects, artists, pedagogues, staff, students and the whole community. (se


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I heard about boarding schools when I first came to England. Through my

boarding schools have their roots in the old monasteries that for hundr

educating children in the whole of Europe. Boarding schools are based on

and reliability as they are completely responsible for students during their st

religious tradition. Often these institutions are seen as columns of their mo

adopt traditional teaching methods that do not evolve with the changes of th

rigidity and rigour of these semi-private schools all over Europe as one of t

a brighter education. The teaching methods of these schools are often d

passive learning.

With passive learning we describe all the teaching methods that see th

recipient of information. This approach is based on the platonic principle th

only possible source of knowledge.

Active learning instead is a term that comprehends all different teaching

student is responsible for his/her learning process. The concept of active le

fashionable in the 80s and it was, therefore, included in the 90s in the rep

Study of Higher Education' (ASHE) written by Bonwell and Eison.

This report talks about the various ways of learning in an active way; among

playing, debates, key studies, producing small pieces of writing, learnin

rubrics. (Bonwell C. and Eison J. , 1991, http://www.ntlf.com/html/lib/bib/9

This dichotomy dictates the curriculum. Depending on which approach th

pupils, we may have schools similar to the radical SummerHill or Room 1

architect may deal with a more exciting and active curriculum wher


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gives instructions to all the pupils at once. (see Fig. 14)

Fig. 14 Box-shaped classrooms.

A school that tries to challenge its students with an active approach needs m

where students may gather for meetings, study quietly or come together with

for the introduction or the conclusion of the lesson.

For these reasons new schools have started to use open spaces that can be

and be transformed with movable partition walls, furniture on wheels and so

I have tried to summarise and connect some of the main subjects that an atackle during the planning stage of an educational space: curricula, teach

passive learning and open spaces or closed classrooms.


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3. The Future

The final aim of this dissertation is not just simply to give some planning

future schools; instead this thesis is meant to generate a social, innovative

towards a better education for the future.

This approach consists of a complexity of themes that new young professi

of during the design process. Some of them are: the schools as a community

planning stage as an active tool to shape a conscientious next generation an

basic principles to change the current idea of schools.

After have explored these topics, I find important to focus on the figure an

designer in the imminent society and the urgent need of radical approaches i

3.1 School: a Building that Serves the Community 24/7

Our society is nowadays exposed to 24/7 rhythms and therefore it would

would be open day and night to students and the entire community. Act

advice bureau, evening classes for adults, community reunions or extra c

students could be all held in the evenings in the local school buildings. In th

become an important structure for the community and could therefo

participation from the members as well.

Making school buildings accessible during extra hours means having a hig

spread configuration of the campus with isolated buildings. The Building B


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Fig. 15 Feather River Academy 'campus plan' layout.

Being a school for young adults that have had compromising justice probfocal point during the planning stage. The academy is formed by several p

forming a village based on the principle 'Learning in Action8'. (Desig

construction has seen a significant participation of the community; the res

'dynamic folding roofs' recall the shape of the local mountains and the Pa

Fig. 16) (Feather River Academy-Introduction, www.designshare.com/ind

river-academy ) Thanks to its layout the Feather River Academy is

guarantees a free access to all the therapeutic activities that take place in it

and external spaces.


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The Chafford Hundred Campus comprehensive school in Essex is another

trend of providing a 24/7 facility to the community.

There are breakfast clubs in the cyber caf at which pupils can get ion their computers over their bacon and eggs, and adult educationthe evening. You can have your wedding reception here.(Garner, 2002, http://www.independent.co.uk/news/education/school-welcome-to-the-future-606964.html)

says Alison Banks, head teacher of the secondary school. 'It can be hir

residents' meetings, community events, you name it.' (see Fig. 17 and 18)

Fig. 17 and 18 Students at Chafford Hundred Campus.

The technological equipment and the innovative teaching methods have imp

that he partially contributed to the total expenses of the construction.

The example of Chafford Hundred Campus makes us think that often the c

connected to the will to serve the community. Therefore it is essential that d

the suggestions of the community are scrupulously taken into considerati

needs of the users can be satisfied and the area can be enhanced. As a mat

and state schools are encompassed in a community and have the duty to be p

The presence of a good school is also seen by the young members as a sign

them and therefore can boost and redevelop whole areas. This is one of th

we should invest more in education.


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possible to make big changes. Sure Start, in fact, is not financed by the G

Schools and offers services of day-care, an advice bureau and medical adv

has been claimed that 3,500 centres will be open by 2010 to allow all the

local centre. (The Building Centre, 2007, exhibition catalogue p. 10)

One of the best centres that I had the opportunity to visit is the Sure S

Southwark in London. The facility offers 50 full day-care spaces for child

workshops and groups for adults. The centre sides with the sustainability o

uses natural ventilation, photovoltaic panels, recyclable materials and h

garden in the middle of the structure. (see Fig. 19 and 20) (The Building C

catalogue p. 40)

Fig. 19 and 20 Sure Start Aylesbury Plus: entry and plan.

The hope for a community-based education starts with the Sure Start prog

several other primary and secondary schools in the whole of the UK and oveWilliam Atkinson is a teacher who has contributed to strengthening the com

community and school environment in many schools in the UK, starting

School in London He considerably raised the levels of education in the sc


39/71

architecture can re-evaluate a degraded area. The redevelopment has contrib

life to the local community. (Dudek, 2007, pp.158-159) (see Fig. 21 and 22)

Fig. 21 and 22 South Bronx School of Arts.

The Bank Street College is famous for the contribution to education in

despite the fact that it started as a simple school of researchers, after

kindergarten was established to put in practice the initial theoretic experienc

support centre and a non-profit centre for children's education has been fo

College has obtained the recognition of a university and is still an active a

teachers, psychologists and researchers determined to work with the local c

educational landscape. (About Bank Street, http://www.bnkst.edu/aboutbsc)

These and many other schools have understood that being close to the

important as teaching pupils since it means taking care of the children's rel

environment is one where children feel safe but at the same time, in contact

such as environmental, sexual and eating issues have to be presented an

during school hours in order to shape conscious future citizens.


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Fig. 23 and 24 'The mysterious glance of children on the city' exhibition: bill board and so

pictures in Reggio Emilia.

3.2 Architecture and Design Make Pupils more Conscious abo

The following chapter is based on the principle that students of all ages

school buildings. These messages may be more or less hidden within the bu

transmitted with two modalities: they may come from the building itself or

that an architect/designer may take. In the first case the materials, technol

adopted can contribute to an improvement of the efficiency and pleasantnsecond case an architect/designer may be hired to ameliorate the condition

the out coming interventions are usually the result of a research process an

for students. Both the modalities generate messages that are overall perceiv


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Spaces writes; 'The contemporary school building should become a le

communicating with its users, rich in texture and symbolism, a microcosm

(Dudek, 2005, p.172)

3.2.1 Environmental Education

I have already mentioned how recycling can be encouraged with recyclinHowever there are other ways in which we could make students mor

ecological problems and of small everyday gestures that we could use to st

our ecosystem. Allowing more autonomy to students is always good poli

violate the security principles.

In 2000 Mark Dudek reports the case of Crookham Junior School in

Edward Cullinan Architects in 1995. It is interesting to note that the

manually adjusted by students and, therefore, children strongly interacted

for their building. This example was then repeated over the years. As a mat

about the school for the future designed by Alsop, the heating and cooling

underlined at the centre of the atrium in order to leave the possibility to staf

and adjust them to their personal discretion.

In both these projects the architect has an active role, since it he is who drivchoices, the students to undertake some decisions and therefore grow up.


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3.2.2 Alimentary Education

In the last decades some industrialised countries have also faced serious prThis phenomenon has its roots in a society that is getting more frenetic

increasingly less time to consume a hot meal sitting at a table. To answer th

and cheaper meals there are many multinationals that invest in publici

advanced psychological researches on consumers.

All this has nowadays come into schools. Young people are seen by the mul

one day will loyally buy their products. Therefore brands such as Mc D

PepsiCo and so on subsidise a high percentage of the British and American

publicity and selling their goods in the scholastic canteens.

Today the majority of the new generation do not know any more where th

how to follow a well-balanced diet. Once this knowledge was hand

grandparents; now the publicity campaign has more influence on the eatin

than anything or anyone else.

As the competition The School that I'd Like testified in 2001, there are

looking for just some fresh natural still water available to drink between on

some healthy meals. (Burke, 2005, in Dudek, pp. 250-251)

Our role, as architects and designers, is to listen to the students and try

healthier eating habits. (see Fig. 25)

diti i hi h t f th d lt d l l t Al d d


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conditions in which most of the adults nowadays regularly eat. Also ded

school garden to cultivate fruit and vegetables is a simple way to engage

with nature, increase their knowledge about food and make them taste mo

Fig. 26 and 27)

Fig. 26 and 27 The edible school yard of Martin Luther King Junior Middle Sch

Even using nature and food to decorate the school environment is a way t

the overexciting publicity campaigns of the multinationals and to pursue a s

3.2.3 Sexual Education

In the past there were many single-sex schools. Nowadays few of them a

attend mixed schools where, since they are young, they learn how to rela

often hear about cultural integration but we do not want to integrate our dau

It also happens sometimes that architects and designers do not take in consid

l d i d i f h f f h

The separation between female and male toilettes have to be present but ma


44/71

The separation between female and male toilettes have to be present but ma

the possible solutions to soften the boundaries: holes in the party walls

materials and patterns, communication tunnels and so on. This could be hel

service spaces such as toilets or stairs become no-spaces where pheno

happen. (see Fig. 28 and 29)

Fig 28 and 29 Design for children's toilets and service stairs (Ballifield School and S

With the help of primary research, it is also possible to predict whether nich

trees will be the favourite magic place of girls or boys. (see Fig. 30)

3 3 Exploration: an Essential Architectural and Learning Pri


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3.3 Exploration: an Essential Architectural and Learning Pri

The exploration is a recurrent theme in my readings and in my studies.

Bruce Jilk writes in the conclusion of his report entitled 'Freedom an

something that learning is not; because of its nature, is not; it is not the

product. Learning is a inner process that is manifested as a continual discov

(Jilk, 2002, http://www.designshare.com/index.php/articles/list-only, p.78)

A school is, by definition, a place where students learn. One of the main mo

process is the boundless curiosity of young people; for this reason B

'continual discovery'. (ibid) A student at school should be immersed in an

knowledge but also of spaces. (see Fig. 31)

Fig. 31 Children exploring their learning environment (Kindergarten in Berl

During the planning stage an architect has to recreate a spacial landsca

in the garden Their exploration comprehended stairs tables shelves and ev


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in the garden. Their exploration comprehended stairs, tables, shelves and ev

implied a discovery or an adventure. (Dudek, 2005, p. xvi) From this epi

exploration can be deduced. As a matter of facts, while a child explores, h

his ventures and, at the same time, he has the feeling of escaping from

Sometimes the supervision of the teacher can be partial but, when the chi

relation between something licit and prohibited or adventure and dang

designed playground area is, therefore, a space where there is a sufficient

the same time, the child has the means to gain confidence and self-esteem.

When children grow up exploration becomes a less physical but still import

the new schools of the initiative 'Building Schools for the Future' have a cat

look. (see Fig. 32 and 33)

Fig. 32 and 33 Interiors of Brunel Academy (BSF) and Satit Kindergarten Bilingua

The 'digital landscape' is, for instance, a source of continual exploration for

it is a boundless tool of information and stimuli. Even keeping the human

spaces such as cafeteria, library or other recreating areas is important to m

intimidated in exploring the potentials of socialising with their peers


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3.4 The Role of Architects as Translators of our Evolving Soci

Until now I have often mentioned the figure of an architect or designer sp

lead a new approach to school planning; nevertheless a reflection about th

architects in the educational system is essential.

In general an architect is someone that absorbs all the stimuli of the su

translate them into spaces. Therefore, it is all about translation rather than c

scratch. (Laris, 2005, in Dudek, pp. 16-17)

Before this thesis I thought that giving more decisional power to users and

the potential solutions to improve the educational landscape. Now I know

with the mediation of an architect and his analytical and empirical observat

client's brief includes just a portion of the real users' needs and the deploy

research methodologies is vital for a complete understanding

potentials/requirements and, therefore, the final realisation of a successful b

One of the undervalued problems in planning children's or teenagers' space

between users and planners. Adults often forget the excitement of getting ac

before prohibited or being able to reach the books on the shelves at school

the introduction of the book 'Design Standards for Children's Environment

Linda Cain Ruth declares that, just after the birth of her daughter, she redi

f hild l d f it ( Fi 34 d 35)


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Fig. 34 and 35 Child-scaled classroom landscape.

Even the architect and designer of playground equipment, Michael Laris, w

children] I have been able to enter the child's world, and design things f

could not have.' (ibid, p. 15) This means that children and teenagers are t

design and architecture; we just need someone to listen to them.

3.5 The Urgency of a more Social and Extreme Planning App

Having stated the importance of a coherent and in depth research, I reckon

the strategies of the planning approach in the educational sector.

As it has already been pointed out in the first chapter, educational spa

considered important for the education of children. Many of the schools9

have referred to modernist principles since they were innovative at the tim

While conducting my research I was particularly fascinated by the Bruce Jil


49/71

school as public space' and he makes the comparison between the 2000 yea

ideal school structure. (Jilk, 2005, in Dudek, p.35)

Even if the Pantheon has lots of empty space inside and around, it stil

activities in Rome. (see Fig. 36)

Fig. 36 The Pantheon in Rome (1748).

Jilk describes empty and incomplete spaces in which students determine and

with movable furniture and walls, projectors and so on. (see Fig. 37)

p.74). Where the modernist principle 'Form follows Function' failed,


50/71

answers, Bruce Jilk proposes 'incomplete' spaces in which just a varie

intervals between public and private spaces are pre established. Furthe

alluded, the school is a public resource and therefore there are not any barrie

spaces and the public's ones: the school is immersed in the community. The

theory may be a successful example of one of the radical possible approach

architecture in the future.

C l i


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Conclusion

This thesis has tempted to draw the evolution of the role of architecture and

In the section dedicated to the past I have started describing when s

importance in educational reforms, I have gone through the figures of arch

have ended with the 'The School I'd Like' competition when students

consultation about their own learning space. In the second section I tried to

most relevant topics about school architecture. Some of them were: discipli

and society, the relationship between students and nature, the fascinat

students, the ideal educational systems and curriculum. I have concluded

future with the exploration of some of the trends that may contribute to a m

approach for schools in the future. Some of these trends are the school as a

building, architecture and design to sensitise young people about so

exploration as necessary constant in all successful schools. The final re

architects and designers crowned this research addressing young peop

profession based on choices for a better education and society. To conclud

that, even if partially utopian, takes the side of an education formed by arch

spaces where students can choose where and how to learn.

After completing the final draft, I feel more competent on school architectu

Therefore, I am pretty confident that this thesis will help me to shape my pr

as identifying the design fields where I hope to work in the future. Dur

acquired a stronger research methodology and developed important skills, su

and analytical thinking. I have also been honoured to get to know

international Reggio Children centre, in contact with 13 countries worldwid


52/71

Appendix 1


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I report two questions that I posted on the social community of professional

architecture. Here are the relative answers:

Q:Do you think the Sure Start or Building Schools for the Fu

in the UK works? (Posted on 9/28/08 8:23 AM)

Since I've been living in the UK just for 2 years I was wondering if any

these two governmental programmes. Are the recent investments on t

really effective?

A:a personal view ... I think there are 2 issues - one is whether a huge prodate purpose designed buildings improves the education of our children, anthe vehicles you mention are appropriate, and up On the first, I have been told that every child taken into care can cost up tinvest say 1-2m in a SureStart nursery to ensure every child passing througcould be seen to be a good investment. Unfortunately I am not convin

institutional childcare can compensate for poor parenting. Regarding newYES in principle we need to renew a national building type that is out of datOn the second point, whilst Surestart has produced some excellent buildingso!) the BSF programme seems designed to produce poor value for mtaxpayers. From a designer viewpoint most of the large projects now proscratch - they will not perform well either environmentally or functionallydesign in the pipeline - but that is not enough. Basically BSF is a resuobsession with allowing big business to rip them off. And the end result w

buildings will need to be adapted, upgraded or rebuilt to suit changing nlater!

Q:School Design? What about the children needs? Are w

design their space? (Posted on 9/04/08 7:35 PM)

What about school design? Has someone had already experience in thi

the moment on it and I'm finding particularly difficult to get time to res

the users (not just the client's ones:) Thanks for sharing your ideas...

Nightingales we aim to transform the lives of children by designing educinspire them to be creative interact and succeed As a practice we belie


54/71

inspire them to be creative, interact and succeed. As a practice we beliedifference - not just through practical design solutions, but also by underequirements within educational environments. We focus on providing bu

only fit-for-purpose, but also adds value to the user experience. www.night

A:Are you familiar with LEED for Schools? Even if not, do not neglectprinciples. Daylighting and best indoor air quality bring great benefits likebetter test scores. There are numerous studies available on-line on this sneglected or abused element as it is not only aesthetics but creates an emotioif you need more info. Good luck!

A:I did my graduate thesis on educational design, and have some experienhigh school interiors. There is a ton of great peer-reviewed research in thisof Interior Design, Environment and Behaviour, the Journal of EnvironmenJournal of Architectural education, for starters. I think it is also very impinquiry, where you observe and interview the users themselves.

A:Try calling Bank Street College in Manhattan. Bank Street is a teacher'sprograms. There is even a program for architects and others called "Studies

A:One reputable study that you will find is often quoted is "...the studreconfirmed in 2003 by the Herschong Mahone Group, which found thacompelling connection between daylighting and student performance. Sdaylighting in their classrooms scored 20 percent higher on maths tests an

reading tests in one year than students in the classrooms with the least amoueffects were observed with 99 percent statistical certainty."

From http://www.djc.com/news/co/11193240.html

A:It's a great place to start to go green. Teach our young minds that therepride in knowing that they can and are doing something about it! As I recall

uncomfortable. I think what is missing is a pleasant environment. Schoolstark and institutional. A school just went up by me downtown Los Angfluorescent puke green, yellow and blue. It looks really horrible and blindssomeone who can put appropriate colours together for learning and use softtones.

Appendix 2


55/71

Here is the article that summarised the findings of the 'School I'd like' comp


56/71


57/71

Appendix 3


58/71

Time Line of School Architecture

Bibliography


59/71

Books

Burke C. (2005) 'The edible landscape of school', in Dudek, ChilArchitectural Press, Elsevier, Chapter 12 pp. 245-275.

Cain L.R. (2000)Design Standards for Children's Environments. New York

Chiles P. (2005) 'The classroom as an evolving landscape', in Dudek, ChArchitectural Press, Elsevier, Chapter 6 pp.101-113.

Dudek M. (2000)Architecture of Schools. Oxford. Architectural Press, Elsev



Jilk B. (2005) 'Place making and change in learning environments', in Du

Oxford. Architectural Press, Elsevier, Chapter 3 pp.30-43.

Koralek B. and Mitchell M. (2005) 'The School we'd like: young parchitecture', in Dudek, Children's Spaces. Oxford. Architectural Press, 114-153.

Laris M. (2005) 'Designing for play', in Dudek, Children's Spaces. OxfoElsevier, Chapter 2 pp. 14-29.

Mann, H. (1840)Lecture on Education. Boston. Architectural Press, Educat

Worpole, K. (2000). Here Comes The Sun: Architecture and public spaEuropean culture. London. Reaktion Books.


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Journals and Magazines

Young E., Randall J., Hart D. (2002) School for the Future - Design for LBuilding Bulletin 95. London. TSO publisher.

Electronic sources

Birkett D. (2001) 'The School we'd like'. The Guardian. Tuesday 5 June. [onwww.guardian.co.uk/education/2001/jun/05/schools.uk7 (Accessed 01.10.0

Bonwell C. and Eison J. (1991) Active Learning: Creating Excitement inAvailable at http://www.ntlf.com/html/lib/bib/91-9dig.htm (Accessed 15.09

Feather River Academy - Introduction, http://www.designshare.com/indriver-academy (Accessed 29.09.08)

Garner R. (2002) The 24/7 school: Welcome to the future. The Independe[online] Available at http://www.independent.co.uk/news/education/educatiwelcome-to-the-future-606964.html (Accessed 28.09.08)

Gillard, D. 'The Plowden Report', the encyclopaedia of www.infed.org/schooling/plowden_report.htm. (Accessed on 21.08.08)

Jilk B. (2002) Freedom and Creativity -A story of Learning, Democracy, anhttp://www.designshare.com/index.php/articles/list-only (Accessed on 15.08

Hinckle P. (1991)A School Must Rest On The Idea That All Children Are DD b [ li ] A il bl h // k /id/123875 (A

Exhibitions


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London's Learningexhibition, catalogue available at

http://www.buildingcentre.co.uk/downloads/londons_learning.pdf. The Buil11.07)

The mysterious glance of children on the city exhibition, prehttp://zerosei.comune.re.it/inter/aperto/index.htm (Visited on 29.06.08)

Background Bibliography

Books

Annesley B, Horne M., Cottam H. (2002)Learning Building. London. Scho

Architect Design Partnership(2007) Education and Contextualism - ArchiLondon. Black dog publishing Limited.

Asensio P. (2001)Kindergarten Architecture. Corte Madera. Ginko Press In

Bruner J., Gardner H., Moss P., Balaguer I., Masullo A. and MantovaBoundaries: Ideas and experiences in dialogue for a new culture. Italy. Ediz

Cavoukian R and Olfman S. (2006) Child Honouring How to Turn This WPraeger Publishers.

Ceppi G. and Zini M. (2001) Children, Spaces, Relations: Metaproject fYoung Children. Cavriago. Reggio Children s.r.l.

Kliment S. (2001) Elementary and Secondary Schools. Bradford Perkins.


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Moretto L. (2004) L'architettura della formazione educational architec

Editori s.p.a.

Sasso U. (2003)Forma e Formazione. Firenze. Alinea Editrice.

Serie of authors (2004) Kids Spaces - Architecture for Children. AustraliaGroup Pty Ltd.

Scott K. (1978) Who shall decide?The case for community participation in pand families. Los Angeles. School of Architecture and Urban Planning.

Stevenson C. (2001) 'Curriculum that is challenging, integrative and explorand now we must act. Ohio. National School Association.

Walden and Rotraut (2008) School for the Future. Design Proposal From AOntario. Hogrefe & Huber.

Zaffagnini M.(2006) Quaderni del Manuale di Progettazione Edilizia - EdiHoepli.

Journals and Magazines

Kelly J. (2008) School building. Issue 23, August/September.

Electronic sources

Vaughan R. (2008) 3.5bn primary schools programme outlined. The ArchitNovember. [online] Available athttp://www.architectsjournal.co.uk/news/dailynews/2008/11/major_primary_amme outlined html;jsessionid=7027F50C2D53F0F2E0FF1D5FD68E39FB

18.08.08)

http://www classroomforthefuture co uk/ (Accessed 10 09 08)


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http://www.classroomforthefuture.co.uk/ (Accessed 10.09.08)

http://www.dcsf.gov.uk/index.htm (Accessed 10.09.08)

http://www.dsdha.co.uk/index.php?mode=home (Accessed 04.07.08)

http://www.lambethclc.org.uk/ (Accessed 03.08.08)

http://www.school-works.org/exemplarDesigns.asp (Accessed 01.08.08)

http://www.southwark-aylesburyplus.surestart.org/index.php (Accessed 13.0

http://www.surestart.gov.uk/aboutsurestart/ (Accessed 12.07.08)

http://www.swarch.co.uk/ (Accessed 07.08.08)

http://www.teachernet.gov.uk/educationoverview/ (Accessed 30.05.08)

http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/bsf

http://www.thecampus.org.uk/index.php?catid=1&subcat=1 (Accessed 24.0

Films, videos, dvds

A Vision of Students Today. 2007. Produced by Michael Wesch and the stuCultural Anthropology Class of Spring 2007. Digital Ethnography at Kansat http://uk.youtube.com/watch?v=dGCJ46vyR9o&feature=rec-fresh

Hill:radicalschool

curriculum?boardingschools?

andadultsinvolvedinschool

museofthebuilding

overviewofboththeItalian

re.

backgroundoftheItalian

insummertime.


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April

DEVELOPMENTOFTHETOPIC

KEYSTUDIES

PRIMARY

RESEARCH

RESOURCES

Couldschoolarchitecturebeaninterestingexampleof

therelationshipbetwee

narchitectandcommunity?

Cananarchitectbecon

nectedtoitscommunity?

How?Couldanarchite

ctanditscommunityproduce

thesamestandardofw

ork?

Whoisanarchitect/designer?

CanIimprovethesexu

alorenvironmentalawareness

ofchildrenthrougharchitecture?

22

15

C

ouldschoolarchitecturebeaninterestinge

xample

o

ftherelationshipbetweenanarchitectandhiscom-

m

unity?

H

owcanIdrivesomeimportantissuessuch

asenvi-

r

onmentalvalue,sexualawareness,computingand

technology,health?

2

4hoursopening->placewhereyouarewelcomeand

y

oufeelathome

s

choolsbuildupthenewgeneration

SorrellJ.andSorrellF.(2005)Joinedupdesignforschools

FordA.(2007)DesigningtheSustainableSchool

DudekM.(2000)ArchitectureofSchools:theNewLearningEnvironment

DudekM.(2005)ChildrensSpaces

DayC.(2007)EnvironmentandChildren

DudekM.(2000)KindergartenArchitecture

ChatonmydissertationwithPatrick(tutor)

LookatEdwardCullinanarchitect

SchoolatMilleniumVillage

Architectsreviewonschooldesign1990s

SCHOOLS?COMMUNITY?

USERS?ARCHITECT?

EDUCATION?

PUBLICSECTO

R?

Summer

24hours

parentsa

maximum

Itwouldbeinteresting

togivean

andtheBritishschoolarchitectur

ThisisbecauseIhave

alreadyab

educationandImgoingtoItalyi

DEVELOPMENTOFT


65/71

May

Dividethedissertationinpast,presenta

ndfuture

sinceImfocusedontheschoolarchitec

tureof

thefuture.

Dianaday-carecentre.ReggioEmiliacaseinItaly.

Famousinternationallyforitsuniqueandsuccessful

pedagogicalapproach.

Implanningtogotovisit

itwhenIllbeinItaly.

Iwould

liketomakemydissertationmore

practicalchoosing3keystudiesandinsert

themattheendofeverychapter.

THETOP

IC

KEYSTUDIES

PRIMARY

RESEARCH

RESOURCES

Thiscatalogueisfromanexhibitionthat

I

visitedbeforestartingthedissertation.It

is

reallyhelpfulforthecasestudies.

theexhibitionThemysterious

hildrenonthecity.

etween2and10yearsoldtell,

eirownphotos,theidentityof

sinthecityofReggioEmilia.

rchesonmyblog.

acitelli.com/projects/?m=200807


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June

PotentialKeystudiesforthePastChapter:

HunstantonSchool,NortfolkdesignedbyAlisonand

PeterSmithson(1953):importantforerunnerbutit

hasntresiste

dintheyears.exampleofmodernism.

TulseHillComprehensiveSchooldesignedbyLon-

donCountyCouncilArchitectsDepartment(1956):

negativeexample.

Osterburken

SecondarySchoolinGermany,designed

byBassenge,Puhan-SchultzandSchreck(1967):

badexample

ofcomprehensiveschool.itismadeof

concrete.

DEVELOPMENTOFTHETOPIC

KEYSTUDIES

PRIMARY

RESEARCH

RESOURCES

29

Ivevisited

glanceofch

Childrenbe

throughthe

someplaces

DuringmyInternshipatStudioPaparellainRovigo

,ItalyIhavehad

accesstoarchitecturalmagazineswhereIhavefoun

darticlesabout

thelates

tschoolsthathavebeenbuiltinItaly.

Ipublishedsomeof

myresear

Availableathttp://www.giulia

Imreadingaboutthehistoryofschoolarchitecture.

Imtryingtofocusonthe20thcentury.

IminvestigatingontheItalianan

DEVELOPMENTOFTH

VisittoDianascuolamaterna,Re

Address:VialeAllegriAntonio9,

Greatexperience.Indoorandoutd

toglasswallsandsmallyards.Th


67/71

July

ndBritisheducationalsystems.

Iwenttovisitmykindergarteninmyvillage.:)

Happymemories.

SanGiovannidelDosso,Man

tova,Italy.

PotentialKeystudies:

Day-careCentreinSouest,NetherlandsdesignedbyArchitect:

importanceoftheexploration!

HETOP

IC

KEYSTUDIES

PRIMARY

RESEARCH

RESOURCES

eggioEm

ilia,Italy.

,42100,ReggioEmilia,Italy.Tel:0039052243730

8

doorspa

cesareperfectlybalancedinthebuildingtha

nks

heglass

wallallowalsoanaturallylitenvironment.

Howcanaschoolhelpacommunity?

Imresearchingoncu

rricula:ac-

tiveorpassivelearnin

g?Whatdo

theymean?

Bruner(1961),BonwellandEison

(1991),Mayer(2004)

,Kirschner,

SwellerandClark(20

06).

Curriculum:ORACLEstudy(1975-1980),

Galton(1980

),Blatchford(1999),McPake

(1999),PlowdenReport.

ecentrehasaquitewidelibraryon

etweenpedagogyandarchitecture:

paces,

Relations:

Metaproject

riago.

Reggio

Children

s.r.l.

andMantovaniS.(2006)Cross-

newculture.Italy.EdizioniJunior.


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August

15

V

isittotheBritishLibrary:

Seriesofauthors(2004)KidsSpaces-Architecturefor

Children.Australia.TheImagesPublishingGroupPtyLtd.

ScottK.(1978)Whoshalldecide?Thecaseforcommunity

participationinprogressforchildrenand

families.Los

Angeles.SchoolofArchitectureandUrbanPlanning.

CainL.R.(2000)DesignStandardsforChildrensEnviron-

ments.NewYork.McGraw-Hill.

AnnesleyB,HorneM.,CottamH.(2002)LearningBuild-

ing.London.SchoolWorks.

DudekM.(2000)KindergartenArchitectureSpaceforthe

Imagination.London.SponPress.

CavoukianRandOlfmanS.(2006)Child

HonouringHow

toTurnThisWorldAround.Westport.PraegerPublishers.

Therearemanyguidelinestoplanaschoolsinceformany

yearsthematerialsavailableforschooldesig

nweredifcultto

nd.

TopicsthatIminvestigating:

Theclassroo

masmicrocosmoftheworld.

Specialeduc

ationalneeds.

NewICTLe

arningStrategies.

Landscapea

sawaytoshapetheschoolof

thefuture.

Societyisalwaysmoreindividual.

PotentialKeystudies:

BubbletectureM,Kindergarten,Maihara-cho,Shinga,

2001.Architect:ShumeiEndo.

ScuoladellInfanziaeAsiloNido,Cantalamessa,

Bologna,Italy.Architect:StefanoMagagni,Architects

Dept.

DEVEL

OPMENTOFTHETOPIC

KEYSTUDIES

PRIMARY

RESEARCH

RESOURCES

VisittotheReggioChildrencentreinReggioEmilia,Italy.The

pedagogy.Ifoundfewinterestingbooksontherelatio

nshipbe

Ceppi

G.

and

Zini

M.

(2001)

Childr

en,

Sp

fora

n

Environment

for

Young

Children

.

Cavr

BrunerJ.,GardnerH.,MossP.,BalaguerI.,Ma

sulloA.

ingBoundaries:Ideasandexperiencesindialogu

eforan

Evenanarchitecturallymo

destbuilding

cangenerateasuperband

harmonious

interiorarchitectureifitsarchitecthas

understoodandtranslatedintobuilding

theneedsoftheusers.

Im

researchingonfood

education

here

in

the

UK

andhow

thetopic

isdealtwithinschools.

Theediblelandscapeof

schoolinMarkDudeks

book.

Imtryingtogettheviewfro

spectiveandIhavepostedaq

(onlinesocialcommunityofp

SchoolDesign?Whatabo

Areweenoughexpertto

DEVELOPMENTOFTH

Howcananarchitect/designercon

amomentwherepupilsinteractan

Howcanhesuggestsstudentstoea

04


69/71

mtheprofessionalper-

questio

nonLinkedin

professionals).

outthe

childrenneeds?

design

theirspace?

September

HETOP

IC

KEYSTUDIES

PRIMARY

RESEARCH

RESOURCES

ntribute

tomakethelunchtime

ndsocialiseamongeachother?

athealthilythroughthespace?

Im

tryingtogettheviewfromtheprofessionalperspectiveand

Ih

avepostedaquestiononLinkedin(onlines

ocialcommunity

of

professionals).

DoyouthinktheSureStartorBuildingSc

hoolsforthe

FutureprogrammesintheUKworks?

28

21

VisittotheRIBAlibrary:

KellyJ.(2008)Schoolbuilding.Issue23,August/September.

YoungE.,RandallJ.,HartD.(2002)SchoolfortheFuture

-DesignforLearningCommunitiesB

uildingBulletin95.

London.TSOpublisher.

ArchitectDesignPartnership(2007)Ed

ucationandContex-

tualism-ArchitectDesignPartnership.

London.Blackdog

publishingLimited.

MorettoL.(2004)Larchitetturadellaf

ormazioneeduca-

tionalarchitecture.Venezia.MarsilioEditoris.p.a.

cludealsomynegativecom-

ruceJilksapproach(last

ctionandconclusionneedto


70/71

October

DEVEL

OPMENTOFTHETOPIC

KEYSTUDIES

PRIMARY

RESEARCH

RESOURCES

InthislastmonthIwillspendmytimerevisingthedissertation.

Iwanttogivem

oreexamplesthroughoutthedissertationto

makemystatementclearer.

Iwilldedicates

ometimecollectingpictures.

BIBLIOGRAPH

Y

IneedtocollectallthewebsitethatIinsertedinmyGooglebookmarks.

IneedtocollectthebooksandarticlesthatIgotfromItaly.

Ineedtoinc

men

tsonBr

chap

ter).

The

introduc

berevised.

DEVELOPMENTOFTHE

RewritingofIntroductionandC

Imrevis


71/71

NovemberandD

ecember

ETOP

IC

KEYSTUDIES

PRIMARY

RESEARCH

RESOURCES

DRAFTS

Conclu

sion.

1

Thedissertationissenttobeprinted.

3

Thedissertationisbound.

25

singth

elastdraft.

Imaddingthepagenumberstothetableofcontentsand

thelistofillustrations.

Imwritingthepersonalconc

lusionof

thedissertation.WhatdidIgetfromit?

Im

formattingthealltext.

towards a new approach for school architecture

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