1. 3. Landscape: integrations & connections
The landscape of the school 2 Looking out 8
Placing relocatables within school Is plasticity for climate possible in
landscapes 3 relocatable design? What are the
essential drivers of adaptation for
Creating informal and formal spaces relocatables? 10
between relocatable classrooms 4
What might the school landscape be
Creating outside spaces 5 like with relocatables? 11
Messy, unstructured and flexible spaces References and further reading 12
outside 6
Moving in and out 7
2. What happens when relocatables join or This brochure presents an overview for In new learning environments using
start a school’s built environment? competition entrants to guide their ideas relocatables, knowledge from education
in relation to: and play about the role of external school
How can we position one or more environments needs to be considered.
relocatables in relation to each other • how relocatable buildings need to be
and to the rest of the school to maximise integrated into school landscapes Fundamentally, newer knowledge places
variety, play, education and delightful landscape as a vital element of school life
spaces? • the types of spaces that might be and learning.
created between relocatables and
existing or permanent buildings
• the importance of visual and physical
connections between indoors and
outdoors, and
• the important role of landscape in
learning and teaching.
The landscape of the school>
“The campus landscape What do we remember of our schooldays?
should not be consid-
Much of our memory is of the school grounds ―
ered just an aesthetic
the yard, the playground, the oval, the external spaces, and
amenity, but as im- what we might have been able to see out the windows of our
portant as the school classrooms.
buildings themselves.”
[Matsuoka, 2010: 281]
Cover Images (clockwise from left):
Wiluna Remote Community School, Western
Australia; Currambine Primary School,
Western Australia; Primary School,
Queensland.
Images this page:
1. Astrid Lindgren School, Beilefeld,
Germany
Architect and Photographer: Monika Marasz
2. Europaschule Harmonie School, Eitorf,
Germany
Architect: Guido Casper
Photo: Montag Stiftung Urbane Räume, Bonn
(www.lernraeume-aktuell.de)
2 Future Proofing Schools | Landscape: integrations & connections
3. Facilitating making spaces in deliberate ways
Placing relocatables
within school landscapes>
Where Placed? Where is the Floor Multi-storey/Stacked
How Placed? Level? In inner-urban high density areas a
Aerial overviews of schools in Australia, The way a relocatable meets the ground vertical arrangement of classrooms
and visits to schools, reveal that can be critical to how well the building can be an appropriate design solution
relocatables in Australia are often placed integrates with the school landscape, and to minimise loss of play space when
in exisiting schools in such a way that how temporary the building appears. new relocatables are simply added into
they have poor integration into the wider ‘vacant’ spaces or flat spaces in the
landscape of the school.1 Many have school grounds.
Coping with Slope
difficult or complex connnections to other On sloping sites, stacked classrooms
buildings (including toilets) or landscape A building at ground level has might create interesting connections
attributes, and resultant loss of play opportunities to integrate with its to different ground levels. For example,
We ask: What sort of spaces. surroundings, and provide easy flows use of multiple storeys might create
between inside and outside. opportunities for classrooms to open onto
spaces might be made Flat ground is often consumed, with the
loss of playgrounds ― such as hopscotch Existing relocatable classrooms in the rooftop space of the classroom below.
with your 21st century and other loved social or solitary games ― Australia are generally raised above Stacked or elevated relocatables might
relocatable? as well as garden beds. ground level (minimum 300mm) to also be able to provide shelter from sun
enable straightforward on-site mounting and rain, and playspaces.
The position of electricity services often and subsequent removal. Visually, this
dictates the placement of relocatables can create a clumsy connection with the
to the detriment of opportunities for landscape, highlighting the temporary Can relocatables cope with flood by
best spatial placement in relation to nature of the building. being raised?
existing school buildings and other new
relocatables. Decks, terraces and sheltered verandahs
can be used to create a progression of
How can your design create delightful spaces between indoors and different
Images above:
outdoor spaces, and to visually integrate
spaces between buildings? a building into the school landscape.
Collège “L’Esplanade”, Begnins,
Switzerland
Architect: Pascal de Benoit & Martin
How can your design accommodate Wagner Architectes SA
different slopes? Photos: C.Cuendet, Clarens/Lignum Vaud
(left) & Pascal de Benoit (right)
1. See ‘21st Century Learning’.
Landscape: integrations & connections | Future Proofing Schools 3
4. unstructured shade and shelter
diversity
structured social spaces 1 2
transparency
microclimate big spaces
interstitial spaces
sense of enclosure
play
different age needs messy spaces
outdoor learning intimate spaces
Creating informal and formal spaces
between relocatable classrooms>
1. Jardín infantil El Porvenir, Bogotá, 3. The Country School, California, USA
The placement of buildings within a
school ground can promote a diversity of 3 Columbia Architect: Office of Mobile Design
Architect: Mazzanti Arquitectos Photo: Dave Lauridsen
outdoor spaces and hence opportunities
Photo: Rodrigo Davila
for various outdoor experiences. 4. Geschwister-Scholl School, Lünen,
2. Gesamtschule in der Höh, Volketswil, Germany
It is important to provide both open and Switzerland Architect: Hans Scharoun
dynamic outdoor environments, as well Architect: Gafner + Horisberger Architekten Photo: Montag Stiftung Urbane Räume, Bonn
as enclosed and intimate spaces (Tovey, GmbH Landscape Architect: Guido Hager (www.lernraeume-aktuell.de)
16). Herrington (1997) describes the Photo: Gesamtschule in der Höh
importance of ‘embracing’ landscapes –
landscapes can be carefully designed to 4
provide seclusion in more enclosed and
intimate spaces, providing the security
and stability that can be lacking in open
environments.
The arrangement of buildings on a
site, both in relation to each other and
in relation to their surrounds and the
broader landscape is critical in achieving
quality, and diverse outdoor spaces.
The arrangement of buildings, combined
with the façade design, the internal use
of buildings and the connections between
inside and outside, will influence the
comfort and use of the adjoining outdoor
spaces.
Can your design include landscape
elements that could be provided to
schools as a part of the relocatable
building?2
2. See ‘Prefabrication’.
4 Future Proofing Schools | Landscape: integrations & connections
5. Why are
Because being outside for a child assists:
spaces
outside imagination spatial different combatting
awareness learning obesity
social styles
important? wellbeing mathematical restoration
understandings learning from mental
fitness about nature fatigue
wonder specifically
inquiry fun!
stillness attention
environmental
Creating outside spaces> literacy spans inside
1. Glamorgan Primary 2 & 3. The Country 4. Comet Bay Primary
1 2 3 4 School, Toorak, School, California, USA School, Western Australia
Victoria Architect: Office of 5. Currambine Primary
Architect: Mary Mobile Design School, Western Australia
Featherston Design Photo: Dave Lauridsen
Surface Reflectivity
Level of reflected
Material UV radiation
Lawn grass summer/winter 2% - 5%
Grasslands 0.8% - 1.6%
Soil, clay/humus 4% - 6%
Asphalt roadway, new (black, old (grey) 4.1% - 8.9%
Concrete footpath 8.2%- 12%
House paint, white 22%
Source: Cancer Council Victoria, 2010
Light and Shade Noise and Acoustics Services and Their Impact
Australia has the highest levels of skin The experience of the outdoor space from on Outdoor Spaces
cancer in the world, with high levels of an acoustic perspective is critical for a The aim for prefabricated learning environments 5
ultra-violet (UV) radiation during school comfortable environment for students. is for them to be comfortable without the need
months, even outside of summer. Schools Noisier outdoor play spaces in childcare for substantial heating and cooling systems.3
require shade structures, and most centres with primarily hard surfaces, little However, the huge variation in climate and site
children in Australian primary schools vegetation or soft materials, and close to conditions means that, in some cases, this may
(aged approximately 5-12) are required traffic noise, create stress in children and be unavoidable.
to wear hats outside. External, but teachers (Herrington et al., 2007).
undercover, areas for eating lunch are
essential. How can these and other services be
How will your design and materials integrated into the design to minimise
How Much Rain? function acoustically, and how does intrusion into outdoor areas, in terms of
Yes it rains in Australia! Good connections placement of relocatable classrooms space, sound, appearance, temperature and
are required between buildings. affect noise levels between and within air quality?
your relocatables?
3. See ‘Sustainable School Environments’.
Landscape: integrations & connections | Future Proofing Schools 5
6. “Schools are 2 3
overdesigned; they
leave no active role
for the learner.”
[Jilk, 2005: 32]
Messy, unstructured and
flexible spaces outside>
What is This All About? Berlin schools have embraced
1 untidiness and created exciting
Often when educators speak about
outdoor school spaces they are talking and uncontrolled play landscapes
about the school grounds in terms of 1, 2 & 3: Grounds for Learning/Learning Through
‘educational’ spaces or ‘learning spaces’, Landscapes (www.ltl.org.uk/scotland)
and how the teacher can take learning
into the outdoors.Thinking about messy Children outside
and unstructured spaces in schools is
not about formal educational spaces but There has been a considerable movement in the
about the very opposite, unstructured last twenty years to acknowledge the benefits to
learning.4 children of being outside, whether in schools or
not. The concept of the benefits of engagement
There need to be opportunities for with nature go beyond any ideas of ‘outdoor
not doing anything specific at all. How learning’ or using external spaces as extensions
of the classroom.
might you be able to frame relocatables
for unstructured spaces? In his book “Last Child in the Woods”, Richard
Louv (2008) articulated the disconnection
The outdoors is more expansive, can between young people and the outdoors, and
provide for freer movement, noise and outlined links between a lack of exposure to
mess, providing for a very different play nature and childhood obesity, attention disorders
experience to that possible indoors and depression. Louv’s book has influenced
(Tovey, 2007). national policy in the US and spurred international
debate.
Flexible Space
The world of education is placing An outdoor space changes constantly as
increased emphasis on the need to it is inhabited by its users. It should be a
create generous, flexible spaces and a place that children play with, rather than
‘loose-fit’ architectural form that can be in, and should not contain equipment
adapted over time as the needs of the for children to play on (Herrington, 1997;
school community change (Koralek and Tovey, 2007).
Mitchell, 2005).
4. See ‘21st Century Learning’
6 Future Proofing Schools | Landscape: integrations & connections
7. 1. Mason Pilot Elementary, 2. Meriden State College,
Massachusetts, USA Queensland, Australia 1 2 3
Boston Schoolyard Initiative
3. Kita Taka-Tuka-Land
(www.schoolyards.org)
Kindergarten, Berlin, Germany
Landscape Architect: Klopfer
Architect: Susanne Hofmann
Martin Design Group
Architects/Baupiloten
2. Geschwister-Scholl School, (www.baupiloten.com)
Lünen, Germany Photo: Jan Bitter
Architect: Hans Scharoun
Photo: Montag Stiftung Urbane
Räume, Bonn
(www.lernraeume-aktuell.de)
Moving in and out>
Getting In and Out Thinking About the
Consideration needs to be given to Floor Level
movement between the indoors and the Existing relocatable classrooms are 4
outdoors: generally raised off the ground, and
• Might doors be transparent and of connected to the ground level by stairs
generous width and open directly and ramps. These structures can create
onto usable open space areas? bottlenecks and restrict access.
• Are structures that connect indoor The design of connecting structures,
and outdoor space generous? Do and the surrounding landscape design
they enable free movement? and vegetation are important in creating
physical connections with landscape.
• How might your design
accommodate the addition of
overhead structures such as Children Learning and
verandahs, pergolas, shade Playing Out
structures, breezeways, or
underfoot structures including The ability for teachers to make good use
stairs, ramps, decks and terraces? of outdoor environments for structured
and unstructured learning can be strongly
• What might the relationships influenced by the ability to move freely
between internal and external use between indoor and outdoor space.
of space be like? How can you Outdoor space can become an extension
provide useful outdoor space with a of the classroom.
direct connection to indoor space?
How can your design encourage
movement and flexible learning, and
for the school to be more delightful for
both children and their teachers?
Landscape: integrations & connections | Future Proofing Schools 7
8. 1. Strawberry Vale
School, Victoria, Canada 1 2
Architect & Photographer:
Patkau Architects
2. Kindergarden Kekec,
Lubljana, Slovenia
Architect: Arhitektura
Jure Kotnik
Photo: Miran Kambic
Looking out>
Children looking out Providing visual GreenStar (the Green Building Council Eye Height of Students
connections Australia’s voluntary environmental rating
While not facilitating movement between system)5 recognises the value of external When considering the provision of views
indoors and outdoors, windows that can Providing views to the outside is views from buildings, and encourages to the outdoors, an obvious (but often
be opened and closed by the users of the recognised as an important element of designs which provide a visual connection overlooked) consideration is the eye
building in response to climatic conditions school design, because it broadens the to the external environment or to an height of the students who will be using
can also provide a greater level of control horizons of students and connects them adequately sized internal, day-lit atrium the room.
and an increased sense of connection to to the world beyond the classroom (Nair & (GreenStar IEQ-14).
the outdoors (Nair & Fielding, 2005). Fielding, 2005). Eye Health
We encourage views to the external
From inside the relocatable, opportunities The quality of the view is also important. For eye health, external views should
exist for good views to the outside. landscape. extend as far as possible beyond the
Studies of high school students have
Window heights need to enable the child, shown that providing views from work area (at least 15 metres) to allow
whatever their age, to see outside. Little classroom and cafeteria windows with
Transparency a change in focal length. This exercises
people like a view too! a high proportion of trees and shrubs Creating transparency, through providing and provides relief for tired eyes (Nair &
improves school performance and a high level of visibility, light and Fielding, 2005). Recent medical studies
Why is a view important? behaviour compared to schools with views openness in school building design while suggest that too much attention close
of featureless landscapes such as lawns, maintaining acoustic separation, conveys in, such as to the computer, can lead to
sports fields and car parks (Matsuoka, a message that learning should be on myopia!
2010). display and celebrated (Nair & Fielding,
2005).
5. See ‘Sustainable School Environments’.
8 Future Proofing Schools | Landscape: integrations & connections
9. 1. Kindergarden Kekec, Lubljana, Slovenia 2. Suresnes Open Air School, France
1 Architect: Arhitektura Jure Kotnik Architect: Beaudouin and Lods
Photo: Miran Kambic Photo: Christoph Theurer
Open Air School
Movement
‘Open Air Schools’ began in Europe The open air school at Suresnes, near
at the beginning of the 20th century, Paris, designed by Beaudouin and Lods in
with a formal movement between the 1935 (see below), had a large influence
First and Second World Wars. Open Air on school design. Its 8 classroom units
School designs were based on principles have retractable glazing panels on 3
of maximising the visual and physical sides which can be opened open up to
relationships between inside and outside the surrounding garden, and integrate
in order to create a healthy school with roof terraces with the school (Dudek,
light and air. 2000; Imagine: Inspirational School
Design - www.imagineschooldesign.org).
2
Distraction Facades and the
The benefits of creating a nurturing relationship between
learning environment through views to the relocatables and their
outdoors and green areas would offset landscape
any concerns about distraction caused by
activities outside the classroom. Distraction The design and finish of a building’s
and loss of concentration can take place exterior is critical to how well the building
whether these views are provided or not, integrates into its context. This includes
and the level of engagement is more an its relationship to surrounding buildings,
indicator of a student’s interest in what is to landscape character, materials and
happening inside the classroom (Nair & surfaces.
Fielding, 2005). Prefabrication can enable a flexible
building design and tailoring of the
Glazing and Climate facade to respond to an individual site.
Providing strong visual connections to the The Kekec Kindergarten in Ljubljana
outdoors requires clear glazing to enable (above) creates a facade that becomes
students to see outside. a dynamic part of the play landscape,
Full length glazing might be suitable in as well as providing visual interest and
some southern Australian climates but in shading for the windows
other climates screening devices might be
needed to protect the classroom from the
sun. Glare has been identified by teachers
as a nuisance in the classroom.
Landscape: integrations & connections | Future Proofing Schools 9
10. Plasticity means that your relocatable can change shape in response to site,
whether it be to slope or the spatial possibilities within the school.
Consider tailoring for: Shade Flood
Surfaces and
Shelter Colours Fire
Solar Access Cyclone
Is plasticity for climate possible in relocatable design?>
What are the essential drivers of adaptation for relocatables?>
There is a great diversity of climatic Shade and Shelter Extreme Weather There is an opportunity to create resilient
conditions across the Australian landscapes in conjunction with new
continent, yet relocatables are Providing shade in schools is critical to Climatic conditions in Australia are
prefabricated learning environments in
required to fit most of them. This Ideas reducing exposure to UV radiation. New highly variable, with a range of extreme
schools, and to tailor these to the site
Competition is asking you to consider relocatables will incorporate shade and weather events seen in various parts of
and local climatic conditions in a way that
the many climatic conditions found in shelter while factoring in the existing the country in recent years, e.g. bushfires,
can be adapted over time and respond to
Australia and how your design ideas shade provided within the school. flooding and cyclones.
change.
might be plastic enough to accommodate Shading of outdoor spaces associated Extreme weather events reinforce the
different climatic conditions. For example, in the State of Victoria,
with relocatable classrooms will need to need to provide for an uncertain future
approximately 30% of schools are in high
The supply of relocatables is controlled include the following considerations: in the way that we plan for and provide
fire risk areas. These will need to be
within the States and Territories of • Balancing the provision of summer school landscapes.
adapted to comply with new requirements
Australia by the respective Education shade with maintaining solar access for clearance to vegetation and structures
Departments. They need to send in winter in temperate climates, but around school buildings.
relocatable classrooms where needed, ensuring year-round shade in tropical
and require assistance in re-imagining climates.
these classrooms.
• Providing a combination of built
In thinking about a new type of relocatable, and natural shade from direct and
is plasticity for climate possible? indirect UV radiation.
• Surface materials and colours can
A kit of parts approach that includes reduce the reflection of UV radiation
various options for the school to choose into shaded areas (refer to Surface
might be a catalyst in terms of both a Reflectivity table above).
starting point as well as creating ideas for
the outdoor landscape. • Providing shade and shelter to areas
of high activity such as movement
corridors between classrooms and
gathering spaces.
• Ensuring that shade is attractive
to encourage use, preferably Marymede College, South
incorporating both natural and built Morang, Victora
shade elements.
10 Future Proofing Schools | Landscape: integrations & connections
11. 1
1. Winship Elementary,
Massachusetts, USA
Landscape Architect: Klopfer
Martin Design Group
Photo: Boston Schoolyard
Initiative, www.schoolyards.org
2. Children playing with parts of
the trunk of an Australian ‘balga’
(grasstree) at school in Perth.
Image provdied by a teacher.
What might the school landscape be like with relocatables?>
2
What will children born in the 21st century
remember of their school’s outdoor spaces?
We have no excuse to provide inferior
quality landscapes in schools with
relocatable classrooms.
How can your design of the relocatable
classroom direct and inform better quality
spaces for children and teachers?
How can your design provide plasticity to
enable rapid or dynamic change ― within
a particular site to respond to new needs,
or for different climatic demands?
How can you ensure that a school’s
landscape can be integrated ― with
permanent buildings, with a family of
relocatables, with internal educational
spaces, and with the needs of shade,
play, exploration, fun and quiet?
Let us envisage new designs for
relocatables which allow for the creation
of memorable and gorgeous spaces
between and surrounding these dynamic
buildings in our future schools.
Landscape: integrations & connections | Future Proofing Schools 11
12. Wiluna Remote Community School,
Western Australia
References>
Further reading
Boston Schoolyard Initiative: http://www. Herrington, S. et al. (2007) 7Cs: an
schoolyards.org informational guide to young children’s
outdoor play spaces, Outside Criteria
Broda, H. W. (2007) Schoolyard-enhanced & Consortium for Health, Intervention,
learning: using the outdoors as an Learning and Development (CHILD)
instructional tool, K-8, Portland, Me.:
Stenhouse Publishers. Herrington (1997) ‘The received view
of play and the subculture of infants’,
Cancer Council Victoria (2010) Developing Landscape Journal, 20: 30-34.
Quality Shade in Schools, Cancer Council
& VicHealth (www.sunsmart.com.au/ Hille, R.T. (2011) Modern Schools: a
sun_protection/seek/) century of design for education, Hoboken,
New Jersey: Wiley.
Danks, S. G. (2010) Asphalt to
ecosystems: design ideas for schoolyard Imagine: Inspirational School Design:
transformation, Oakland, Calif.: New http://www.imagineschooldesign.org/
Village Press.
Jilk, B. (2005) Place making and change Louv, R. (2008) Last child in the woods: Montag Stiftung Urbane Räume, Bonn/
Dudek, M. (2000). Architecture of in learning environments’, in Dudek, saving our children from nature-deficit Lernraeume Aktuell : http://www.
schools: the new learning environments M. (Ed.) Children’s spaces, Amsterdam: disorder, Chapel Hill, N.C.: Algonquin lernraeume-aktuell.de/suche/alle-
/ Mark Dudek. Oxford [England]: Elsevier/Architectural Press. Books of Chapel Hill. beispiele/
Architectural Press.
Koralek, B. & Mitchell, M. (2005), Nair, P. & Fielding, R. (2005) The Playscapes Blog: http://
Dudek, M. (2007). Schools and ‘The schools we’d like: young people’s language of school design: design playgrounddesigns.blogspot.com/
kindergartens: a Design Manual, participation in architecture’, in Dudek, patterns for 21st century schools,
(contributions by Dorothea Baumann et M. (Ed.) Children’s spaces, Amsterdam: Minneapolis, Minn.: DesignShare. Tovey, H. (2007) Playing outdoors:
al.), Basel, Boston, Berlin: Birkaeuser. Elsevier/Architectural Press. spaces and places, risk and challenge,
Matsuoka, R. (2010) ‘Student Maidenhead, England; New York:
Dudek, M. (2000) Kindergarten Learning Through Landscapes/Grounds performance and high school landscapes: McGraw Hill/Open University Press.
architecture: space for the imagination, for Learning: http://www.ltl.org.uk/ Berlin examining the links’, Landscape and
London: Spon Press. Schools Film: http://www.youtube.com/ Urban Planning 97 (2010): 273-282. White, J. (2008). Playing and learning
watch?v=r1SkzHu3LoQ outdoors : making provision for high-
Grounds for Learning (2011) Lessons quality experiences in the outdoor
from Berlin’s school playgrounds, GFL/ environment / Jan White. London:
LFL: www.ltl.org.uk/scotland/ Routledge.
12 Future Proofing Schools | Landscape: integrations & connections
13. FACULTY OF
ARCHITECTURE,
BUILDING AND
PLANNING
www.abp.unimelb.edu.au
Future Proofing Schools:
Brochure 3. Landscape: Integrations &
Connections
Authored & produced by Future Proofing Schools | An ARC Linkage Grant Project 2010 - 2012
Faculty of Architecture, Building and Planning
The University of Melbourne | Melbourne July 2011 | IBSN: 978 0 7340 4433 4
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