Schools for the Future - Design Proposals from Architectural Psychology

Foreword

References

Preface

Table of Contents

1 Introduction

1.1 Overview

1.1.1 Methodological Considerations Regarding Architectural Psychology Relationships

1.1.2 Historical Perspectives

1.1.3 The School of the Future

1.1.4 International Perspectives

1.1.4 Developing the Idea of “Schools for the Future”

1.1.5 Criteria For the Evaluation of School Buildings

1.1.6 Conclusion: How Should Schools Be Built or Renovated? What Makes a School a “School of the Future”?

1.2 Questions

1.3 Significance of the Topic

1.4 Schools Claiming to Be “Schools of the Future”

1.5 The Architect’s Leadership Role

References

2.1 History of the Schoolhouse in the USA

2.1.1 Introduction

2.1.2 Educational Architecture in the Colonial Period

2.1.3 Educational Architecture of the Industrial Revolution

2.1.4 Educational Architecture in the Information Age

References

2.2 Historical Background of the Japanese School

2.2.1 A Brief History of Japanese School Planning

References

2.3 The Historical Development of School Buildings in Germany

2.3.1 Emerging Organized Schooling in Germany

2.3.2 School Buildings in Cities and Villages

2.3.3 Reform Pedagogy (1890–1932)

2.3.4 The “Reform Wave” (1918–1933)

2.3.5 The National Socialist Takeover

2.3.6 The Postwar Period

2.3.7 School Construction Today

2.3.8 Perspectives for the Future

2.3.9 Summary

References

3 The School of the Future: Conditions and Processes – Contributions of Architectural Psychology

3.1 Requirements and Wish List

3.1.1 Psychological Processes

3.1.2 Spatial Perception

3.1.3 Sensory Perception of Architecture

3.1.4 Spatial Conditions

3.1.5 Children’s Scale

3.2 Color Scheme

3.2.1 Colors

3.2.2 Color Perception

3.3 Form Design

3.4 Lighting in Schools

3.5 Heating, Cooling, and Ventilation

3.6 Acoustics and Noise

3.7 Furniture and Equipment

3.7.1 Media Tools and Instructional Aids

3.7.2 Furniture

3.8 Density and Crowding

3.8.1 Privacy

3.8.2 Conflicts and Aggressive Behavior

3.8.3 Schools as Places for Encounter

3.9 Participation and User Design

3.9.1 Acceptance of the School Building: “My (Our) School”

3.9.2 Further Development Without the Architect

3.9.3 Organizing a Project Group: Students, Teachers, Parents, Sponsoring Groups

3.9.4 Preventing Vandalism Inside and Outside the School Building

3.9.5 Development of House Rules

3.9.6 User Design

3.9.7 Creating a Stimulating Environment

3.9.8 User Initiative

3.9.9 Self-Control and Self-Motivation

3.9.10 Appropriation

3.10 Ecological Aspects

3.10.1 Odors

3.10.2 Walls

3.10.3 Floors

3.10.4 Decks and Ceilings

3.10.5 Energy Conservation and Economic Aspects

3.10.6 Design of Outside Areas, School Grounds

3.10.7 Environmental Education

3.11 Organizational Aspects

3.11.1 Ease of Access

3.11.2 Placement of Entrances, Staircases, and Specialty Rooms

3.11.3 Signage and Wayfinding

3.11.4 Safety and Security

3.12 After-Hours Use of Schools

3.12.1 Opening the School to the Community

3.12.2 Inclusion of Community and Educational Institutions

3.12.3 Adult Education Centers

3.13 Conclusion

References

4 Schools Designed with Community Participation

4.1 Benefits of Community Participation

4.2 Davidson Elementary School as the Center of a Community

4.2.1 Overview

4.2.2 Introduction

4.2.3 Group Interaction Methods

4.2.4 Design Development

4.2.5 Post-Occupancy Evaluation

4.2.6 Sense of Ownership

4.2.7 Conclusion

4.3 A Community School Designed for Accessibility

4.3.1 Overview

4.3.2 Community Design Process

4.3.3 Inclusive Design Assessment

4.3.4 Conclusion

4.4 Summary

References

5 Trends in the Design and Planning of Schools from the Viewpoint of Information Technology and Communication

5.1 The Current State of Learning and Information Technology in Schools

5.2 Cases of Innovative Schools Worldwide

5.2.1 Gunma International Academy

5.2.2 Akemi Minami Elementary School and Akemi Middle School

5.2.3 The School of Environmental Studies

5.2.4 Crosswinds Arts and Science Middle School

5.2.5 Great Binfields Primary School

5.2.6 The Classroom of the Future at Meadlands Primary School, Grey Court Secondary School and Strathmore School

5.2.7 Fredrika Bremer Gymnasiet Förslag (Upper Secondary School)

5.2.8 Futurum Haboskolan

5.2.9 Torpparinmaen School

5.2.10 Montessori College Oost

References

6 A Design Language for Schools and Learning Communities

6.1 Design Communication

6.2 Pattern Language

6.3 Developing Patterns

6.4 A Language of School Design

6.4.1 Home as a Template for School

6.4.2 Space for Collaboration

6.4.3 The Learning Studio and the Learning Suite

6.4.4 The Small Learning Community

6.5 Bringing It All Together

6.6 Summary

References

7 Criteria for the Judgment of the Quality of School Buildings

7.1 Procedure

7.2 Development of a System for Judging the Quality of Schools of the Future

References

8 Conclusion: What Makes a School a “School of the Future”?

8.1. General Recommendations for School Building and Environment

8.2 Summary

8.3 The Outlook for Schools of the Future

References

Contributors

Acknowledgments

Appendix

Descriptions and Photographs of 24 School Examples from 11 Countries on 5 Continents

Schools as Living, Empowering Places

From a Creative Knowledge to Creative Ignorance