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Lesson Plans
Today's elementary classrooms are certainly putting architects and designers to the test. First, there is the challenge of different practices not only among school districts, but also among multiple facilities within one district, and even differences among individual teachers within one facility. "The more schools you work in, the more you realize the range of teaching philosophies that are in practice," says Sean O'Donnell, AIA, LEED AP, principal at Ehrenkrantz Eckstut & Kuhn Architects (EEK) in Washington, D.C.
Keeping in mind the host of teaching philosophies that prevail, flexibility is key and many architects and designers, as well as their educational clients, are turning away from the traditional classroom model to more studio-like space that supports groups of all sizes and of various levels of interactivity throughout the day. "The learning environment becomes much more about creating a variety of settings for different kinds of experiences as opposed to being a fixed lab where there is a front, a back, and a very rigid idea about how space is used," explains John Dale, FAIA, LEED AP, principal and education studio leader at Harley Ellis Deveraux in Los Angeles.
As such, elementary classrooms are becoming more zoned. A small alcove, for instance, may support small breakout groups and hands-on, project-based learning, while in another part of the room, the space lends itself to lectures or larger, interactive group activities. "One of the things in the last few years that's gotten a lot of attention is interest centers, where classrooms are not focused on the front of the room, but are arranged so the classroom is a series of separate centers," says Douglas Wickstrom, principal at Fanning Howey in Indianapolis.
In elementary classrooms, scale also is especially important. Naturally amenities like water fountains, desks, cubby holes, and windows in the classroom's door need to be at appropriate heights, as do windows, which provide an opportunity for exploration as the sills may be used as additional learning spaces. In fact, the incorporation of display space, whether it be on a windowsill or on a wall is particularly important in early childhood spaces. "Early childhood spaces are about providing lots of opportunities to learn," notes O'Donnell. What's more, a transitional space between hallway and classroom may create a more home-away-from-home feel and help students feel more at ease.
Two other factors influencing learning environments for all ages are technology and sustainability, and the elementary realm is no exception to these subjects. Technology's evolution continues to be a major design challenge, especially considering that technology may be outdated even before construction is finished. "One interesting example is a private school we're doing in Los Angeles," recalls Dale. "We've been working on the project for six years. It's now halfway through construction and the technology in the classroom has shifted three times."
Fanning Howey faced a similar situation. "Technology is tough because it changes faster than anything else. A number of years ago, we were working on a piece of built-in furniture that was perfectly designed for an early Apple computer, but by the time we built the building, it was obsolete," recalls Wickstrom. "The rate of change is difficult because while buildings last 40, 60 or even 80 years, educational programs might last 10 or even 20 years, and if you get two or three years out of technology you're doing really well." And technology impacts the entire space, not just the space where it is placed. Incorporating video projectors, for instance, means re-examining how light is controlled, where power is sourced, and where windows are placed.
On the sustainable front, the environmental impact of a classroom is a key concern across the board, with increased attention on acoustics, daylighting, and air quality specifically. In some cases, regional mandates are greatly impacting space design. California's state architect, for instance, aims to make all new schools carbon neutral by 2012. "The question becomes what does sustainability mean for each respective project," says O'Donnell.
In renovating older facilities, architects and designers are stripping away layers that were added over the years to work with the sound bones that lie beneath. In California, for instance, finger-plan schools were rather prevalent in the 1950s and '60s and incorporated outdoor circulation and windows for cross-ventilation and daylighting. "There's an opportunity when doing a combination of new building and renovation to bring back life into some of the good features that were inherent in early planning and make it work even better now," says Dale. Exposing the structure and mechanicals of the building also turn the structure itself into a learning tool as students can see where light and air is coming from and what is holding the building up.
Two other design challenges are increasingly tight budgets and rigid district standards. "In some of the big school districts there may be a lot of discussion about learning intelligence and diverse needs, but the product that ends up being pushed in terms of district standards is very repetitive," says Dale. And when it comes to sustainability, "being aware of how the building operates is a good thing, but you also need to recognize that there is a commitment that needs to be sustained to operate the building in that way," says Wickstrom.
It's also important to keep in mind that the individual classroom is part of a bigger learning tool. A classroom in a smaller school with one first grade class, one second grade class, and one third grade class has different needs than a classroom in a larger school housing four first grade classes, four second grade classes, and four third grade classes. "As important as the classroom is, how you arrange a group of classrooms or the relationships between activities that may involve team teaching or may take place between multiple spaces can have a huge impact on design," says Wickstrom. "The challenge is balancing all of the issues that come into play and finding out what are the more important features and activities that will make each particular classroom successful for its life span."
This article was reproduced for educational purposes from the February 2009 Contract Magazine article entitled "Lesson Plans" by Katie Weeks. |
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