Linking architecture and education: sustainable design for learning environments

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Автор: Anne P. Taylor; Katherine Enggass

Название: Linking architecture and education: sustainable design for learning environments

Язык: English

Издательство: Albuquerque: University of New Mexico Press

Год: 2009

Формат: pdf

Размер: 22,9 mb

Страниц: 471

For the past forty years Anne Taylor has studied how schools, classrooms, playgrounds, homes, museums, and parks affect children and how they learn. As a result, she has developed a holistic, sustainable philosophy of learning environment design. She argues persuasively that architects must integrate their design knowledge with an understanding of the developmental needs of learners, while at the same time educators, parents, and students must broaden their awareness of the built, natural, and cultural environment to maximize the learning experience. In other words, schools and other environments can themselves become "three-dimensional textbooks." When architects are cognizant of newer models of education and educators view the environment as more than a box in which to teach prescribed lessons, the result is an informed architecture that enables children to discover the power of their own learning.

The book presents numerous examples of dynamic designs that are the result of interdisciplinary understanding of place. Taylor includes designer perspectives, forums derived from commentary by outside contributors involved in school planning, and a wealth of photographs of thoughtful and effective solutions to create learning environments from comprehensive design criteria.

Foreword by Andrew Pressman xiii

Preface: The Knowing Eye xv

A Note on the Book’s Structure: The Nonlinear Approach xix

PART ONE:

THE PHILOSOPHICAL FRAMEWORK BEHIND THE KNOWING EYE

Chapter One:

The Need for New Thinking 3 Designer Perspective:

Randall Fielding, Great Schools cf the World:

The Best of Design Share 16

Chapter Two:

The Learning Environment 21

Designer Perspective:

Gilbert Choy, Preparing Children for the Challetiges of Global Citizenship: je International Kindergarten 33

Chapter Three:

Philosophy 101 39

Designer Perspective:

Roger Lewis, Philosophy in Architecture 52

Chapter Four:

Philosophy Applied to the Physical Learning Environment 55

Designer Perspective:

Elliot Washor, The Met: Lett mg the Outside In and the Inside Out 70

Stewardship Forum One:

Philosophy and Aesthetics for the Learner

Introduction 75

Eeva Reeder, Can’t Learn in Ugly 79

Janet Carpio, A Native American Head Start School: Isieta Pueblo, New Mexico 80

Richard Fleischman, Innovation in School Design:

The Mosaic of Diversified Space 81

Kumi Tashiro, School and Learning Space Desigti in Japan 82

Howard Kaplan, The Time Is Now 85

Legorreta + Legorreta, Legorreta + Legorreta on Educational Facilities: A Personality of One’s Own 87

PART TWO:

USING AN ORGANIZING SYSTEM! PLANNING FOR EDUCATIONAL ENVIRONMENTS WITH THE KNOWING EYE

Chapter Five:

Using a Curricular Organizing System for School Facility Planning 91

Designer Perspective:

Jeffery Lackney, A Case Study in Collaborative School Design: McWillie School, Jackson, Mississippi 111

Chapter Six:

Habitability of Learning Environments 115

Designer Perspective:

Wolfgang F. E. Preiser, The Triad of Programming, Post-occupancy Evaluation, and Universal Design:

Toward Continuous Quality Improvement (Including the Seven Principles of Universal Design) 137

Designer Perspective:

The Center for Universal Design, The Principles of Universal Design 142

Designer Perspective:

Baker Morrow and Elizabeth Calhoon, Kids Outdoors in the New Century: Notes on Playground Desigti 145

Stewardship Forum Two:

Architectural Programming for the Learner Introduction 151

John Petronis, Facility Programing:

Focused Decision Making 160

Dee Trout, A Learning Model in Practice: Keystone Early Learning Center, Montgomery, Alabama 162

Karen Marsh, Designingfor Special Needs at the Nye Bilingual Early Childhood Center, Santa Fe, New Mexico 165

Gaylaird Christopher, School Design that Lasts:

Harold G. Fearn Elementary School 168

Amy Yurko, The Middle School at High Desert:

Excerpts from a Design Narrative 170

Eeva Reeder, Spaces Teachers Need to Be Effective 172

Stephen Wheeler, A Pedagogical Framework for Active Learning: Education and Sustainability 174

Robert Lurker, Joyce Downing, and Diane Wilson:

The Technology Learning Center 176

PART THREE:

READING THE THREE-DIMENSIONAL TEXTBOOK WITH THE KNOWING EYE

Chapter Seven:

Manifestations for Learning 181

Designer Perspective:

Ron Jacobs, A Visual Explosion of Manifestations (Sketches) 216

Designer Perspective:

Paul Tatter, The Meaning Is the Use: Characteristics of Environmentsfor Thinking and Learning 220

Chapter Eight:

Connecting Manifestations to Learning through Curriculum and Post-occupancy Evaluation 225

Designer Perspective:

Terry Dunbar, The Schoolyard as Lesson Plan 242

Stewardship Forum Three:

Community and the Learner Introduction: School as Community,

Community as School 247

Steven Bingler, Common Ground: Schools as Centers of Community 256

Atsuko Sakai, Key Exercises during the School Design Process: Bridging Students to Educators to Architects 259

Sherry Eagle, Designing Learning Environments:

A Community Agenda 261

Gaylaird Christopher, Architecture for Education 264

Dale Lang, High School Reform Opportunities for Improving Academic Outcomes through Small Learning Communities 266

Henry Sanoff, Methods of Community Participation 271

Jeffery Lackney, Involving Students in the Design of a Neighborhood Center within an Existing Large High School 273

PART FOUR:

SEEING THE FUTURE OF THE LEARNING ENVIRONMENT WITH THE KNOWING EYE

Chapter Nine:

Beyond the Existing Classroom 279

Designer Perspective:

Bruce Jilk, Contingency and Place Making for Learning 314

Designer Perspective:

Bruce Jilk, Evolution of a Design for Change 319

Chapter Ten:

Learning Landscapes 323 Designer Perspective:

Janet Hawkes, Agriculture in the Classroom 348

Stewardship Forum Four:

Ecologically Responsive Design and the Global Learner Introduction 355

Kuppaswamy Iyengar, Toward a True Ecohistoric Sense of Place 366

Sim Van der Ryn, Five Broad Principles of Ecological Design 368

Shannon Horst, The School District Fann and Areas of Management Concern 369

Robert Becker, Sixteen Building Blocks for High-Performance School Buildings 373

Stephen Dent, Daylighting and the Environmentally Responsive School 377

René Dierkx, Project Summary: Sierra Leone, Africa 381

John Crittenden and Stuart Smith, Making the Most of Site: Retnodeling (and Rethinking) a Small Rural School 384

Thomas Vliet, Laguna Fatnily Center: Pueblo of Laguna, Laguna, New Mexico 386

Conclusion 389

Afterword 395

Acknowledgments 401

Appendix A:

Design Education Portfolio Rubric: Two- and Three-Dimensional Design Process and Product Evaluation 403

Appendix B:

Ideas for Future Research 406

Appendix C:

Sample User’s Manual from Edward Mazria 409

Glossary of Key Terms and Phrases 416

References and Resources 420

Index 441