Linking architecture and education: sustainable design for learning environments

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.
 Table of contents:
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
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