Development of the Ideal School: Interior Design
This contribution to the development of the ideal school can be divided into two parts. The first is the physical interior; how it promotes learning and encourages ownership of the school. The second part of my research has dealt with broadening the learning environment; from the classroom to the whole school and from the school to the home.
The first part of my work was to develop an interior design scheme that would maximize learning potential. While curriculum and teaching are clearly the most important factors in learning potential, there are physical (environmental) factors that can either pose as barriers or avenues to better learning. From large scale design such as floor plans and classroom organization to details such as color schemes, lighting and furniture.
The floorplan of the four instructional units (classroom buildings) will take one of two forms. Either it will be a uniformed floorplan (see attached) or it will be a age-specific design which emphasizes specific goals such as creativity or research.
The uniform floor plan is based on the premise that it will be used by a total of four classes simultaneously. There will be four sliding/removable walls that allow for two, three or four classes to come together as larger groups. This theme is important in fostering learning communities and helping to create a open, communal space.
An important idea in my research was the learning community and ownership. By designing a building with communal spaces, open or shared classrooms and centralized buildings/ rooms, students will have ownership of the school and hopefully we can lessen the idea of “us versus them.” It is believed that optimal learning takes place within a learning community, taking this into account; the organization of the classrooms will need to accommodate positive group learning. For this reason, tables should be used and there should be areas for group work and/or whole class discussion. While a building alone cannot make a student engage in his or her education, it can help avoid marginalization and resentment of the institution.
While large scale design can help foster learning communities, there are many details that can combine to further allow for active, cognitive learning. Color schemes may be an important thing to consider. Colors encourage different subconscious emotions and actions such as concentration, energy, reading, playing, listening and perhaps most importantly fatigue. Each room in the ideal school should have a color scheme that is appropriate for its intended use.
Perhaps the most important design concept for fostering learning and teaching is natural light. The ideal school cannot have too much natural light. Not only does it reduce energy consumption, it is very conducive to learning. Many studies have shown that reading by sufficient natural light greatly increases comprehension and lessens fatigue. Large cupolas (dome like skylights) and large windows on each side of the structures have been incorporated to maximize light intake. While these installations will compete with solar panels for space, the benefits of natural light a very great.
There is more to design than light and color, it is worth considering the benefits of incorporating all of the senses in the learning process. That said, we must consider sound pollution and control, temperature, air systems (for air quality and odor), furniture and hardware for tactile sensory input and many other means of putting the senses at ease. Students will be sitting at work station like tables that foster communication and comfort. They can be easily rearranged if need be. By collaborating with the community outreach focus group, we have been able to find school furniture that not only promotes active learning but is also sustainable and made in the local community.
The second part of my study is more psychological; it stems from the idea of creating ownership of the school and hopes to engage the students. Normally, when a student leaves the classroom door his or her mind in effect shuts off. Even more so, when the student leaves the campus they go from school mode to real life. It should be the goal of the ideal school to minimize the contrast between school and real life. That is, we should seek ways (either in design or teaching ideology or both) for students to be academically engaged even when at home or in the lunch room. Some ideas for fostering this maintenance of a learning disposition include:
· Large windows into classrooms in order to reduce the physical walls between the classroom and the real world.
· Courtyards or other communal spaces
· Ample access to study areas and materials
· School materials for communal use in shared spaces (i.e. whiteboards and computers in the lunch room or study halls for students to do group work on their own outside of class)
These ideas foster the notion that students can be active learners even when they are not in the classroom being taught. Hopefully, when students leave their classroom they will still be thinking about that day’s lesson and they will have the means to continue to think about things instead of immediately shutting off upon leaving the classroom.
The ideal classroom will be one that fosters good teaching. The classroom itself will not teach anything and if not supported by caring and invested educators, students will not be able to reap the benefits of our school. The goal of the interior design unit has been to identify and minimize any possible environmental barriers to education that can be unintentionally designed into the physical structure.
Paul Soles
This contribution to the development of the ideal school can be divided into two parts. The first is the physical interior; how it promotes learning and encourages ownership of the school. The second part of my research has dealt with broadening the learning environment; from the classroom to the whole school and from the school to the home.
The first part of my work was to develop an interior design scheme that would maximize learning potential. While curriculum and teaching are clearly the most important factors in learning potential, there are physical (environmental) factors that can either pose as barriers or avenues to better learning. From large scale design such as floor plans and classroom organization to details such as color schemes, lighting and furniture.
The floorplan of the four instructional units (classroom buildings) will take one of two forms. Either it will be a uniformed floorplan (see attached) or it will be a age-specific design which emphasizes specific goals such as creativity or research.
The uniform floor plan is based on the premise that it will be used by a total of four classes simultaneously. There will be four sliding/removable walls that allow for two, three or four classes to come together as larger groups. This theme is important in fostering learning communities and helping to create a open, communal space.
An important idea in my research was the learning community and ownership. By designing a building with communal spaces, open or shared classrooms and centralized buildings/ rooms, students will have ownership of the school and hopefully we can lessen the idea of “us versus them.” It is believed that optimal learning takes place within a learning community, taking this into account; the organization of the classrooms will need to accommodate positive group learning. For this reason, tables should be used and there should be areas for group work and/or whole class discussion. While a building alone cannot make a student engage in his or her education, it can help avoid marginalization and resentment of the institution.
While large scale design can help foster learning communities, there are many details that can combine to further allow for active, cognitive learning. Color schemes may be an important thing to consider. Colors encourage different subconscious emotions and actions such as concentration, energy, reading, playing, listening and perhaps most importantly fatigue. Each room in the ideal school should have a color scheme that is appropriate for its intended use.
Perhaps the most important design concept for fostering learning and teaching is natural light. The ideal school cannot have too much natural light. Not only does it reduce energy consumption, it is very conducive to learning. Many studies have shown that reading by sufficient natural light greatly increases comprehension and lessens fatigue. Large cupolas (dome like skylights) and large windows on each side of the structures have been incorporated to maximize light intake. While these installations will compete with solar panels for space, the benefits of natural light a very great.
There is more to design than light and color, it is worth considering the benefits of incorporating all of the senses in the learning process. That said, we must consider sound pollution and control, temperature, air systems (for air quality and odor), furniture and hardware for tactile sensory input and many other means of putting the senses at ease. Students will be sitting at work station like tables that foster communication and comfort. They can be easily rearranged if need be. By collaborating with the community outreach focus group, we have been able to find school furniture that not only promotes active learning but is also sustainable and made in the local community.
The second part of my study is more psychological; it stems from the idea of creating ownership of the school and hopes to engage the students. Normally, when a student leaves the classroom door his or her mind in effect shuts off. Even more so, when the student leaves the campus they go from school mode to real life. It should be the goal of the ideal school to minimize the contrast between school and real life. That is, we should seek ways (either in design or teaching ideology or both) for students to be academically engaged even when at home or in the lunch room. Some ideas for fostering this maintenance of a learning disposition include:
· Large windows into classrooms in order to reduce the physical walls between the classroom and the real world.
· Courtyards or other communal spaces
· Ample access to study areas and materials
· School materials for communal use in shared spaces (i.e. whiteboards and computers in the lunch room or study halls for students to do group work on their own outside of class)
These ideas foster the notion that students can be active learners even when they are not in the classroom being taught. Hopefully, when students leave their classroom they will still be thinking about that day’s lesson and they will have the means to continue to think about things instead of immediately shutting off upon leaving the classroom.
The ideal classroom will be one that fosters good teaching. The classroom itself will not teach anything and if not supported by caring and invested educators, students will not be able to reap the benefits of our school. The goal of the interior design unit has been to identify and minimize any possible environmental barriers to education that can be unintentionally designed into the physical structure.
Paul Soles
You made some very good points in your article, I would like to read more on this.
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