SlideShare a Scribd company logo
1 of 13
Download to read offline
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
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
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
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
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
“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
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
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
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
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
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
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
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




Copyright
Copyright in this publication is owned by the University and no part of it may be reproduced without the permission of the University.
The University has used its best endeavours to ensure that material contained in this publication was correct at the time of printing. The University
gives no warranty and accepts no responsibility for the accuracy or completeness of information and the University reserves the right to make
changes without notice at any time in its absolute discretion. Users of this publication are advised to reconcile the accuracy and currency of the
information provided with the relevant faculty or department of the University before acting upon or in consideration of the information.


General informative statement on privacy policy
When dealing with personal or health information about individuals, the University of Melbourne is obliged to comply with the Information Privacy
Act 2000 and the Health Records Act 2001. The University has a Privacy Policy which can be viewed at: www.unimelb.edu.au/unisec/privacy


Intellectual Property
For further information refer to: www.unimelb.edu.au/Statutes

More Related Content

Similar to Landscape: Integrations & Connections

Distributed Spaces for Learning
Distributed Spaces for LearningDistributed Spaces for Learning
Distributed Spaces for LearningMike KEPPELL
 
21st Century Learning
21st Century Learning21st Century Learning
21st Century Learningaaronetan
 
Wiki Group 31
Wiki Group 31Wiki Group 31
Wiki Group 31enjaywall
 
Fs 1 episode 1 school as a learning environment
Fs 1 episode 1 school as a learning environmentFs 1 episode 1 school as a learning environment
Fs 1 episode 1 school as a learning environmentNoel Parohinog
 
Fs 1 episode 2 learner's characteristics and needs
Fs 1 episode 2 learner's characteristics and needsFs 1 episode 2 learner's characteristics and needs
Fs 1 episode 2 learner's characteristics and needsNoel Parohinog
 
ASSESSMENT OF INTERACTIVE SPACES IN COLLEGE CAMPUS
ASSESSMENT OF INTERACTIVE SPACES IN COLLEGE CAMPUSASSESSMENT OF INTERACTIVE SPACES IN COLLEGE CAMPUS
ASSESSMENT OF INTERACTIVE SPACES IN COLLEGE CAMPUSFahad Ahmad
 
Presentation to Digital Futures in Higher Education conference November 2012
Presentation to Digital Futures in Higher Education conference November 2012Presentation to Digital Futures in Higher Education conference November 2012
Presentation to Digital Futures in Higher Education conference November 2012Merilyn Childs
 
Education Industry
Education IndustryEducation Industry
Education Industrylilxparker
 
Sustainable School Environments
Sustainable School EnvironmentsSustainable School Environments
Sustainable School Environmentsaaronetan
 
Distributed Spaces for Learning
Distributed Spaces for LearningDistributed Spaces for Learning
Distributed Spaces for LearningMike KEPPELL
 
Greening our Schools
Greening our SchoolsGreening our Schools
Greening our SchoolsSharon Dvora
 
2012 april massey_ls_v3
2012 april massey_ls_v32012 april massey_ls_v3
2012 april massey_ls_v3Mike KEPPELL
 
Presentation2
Presentation2Presentation2
Presentation2melstaton
 
2011 - Learning Spaces Design Summit
2011 - Learning Spaces Design Summit2011 - Learning Spaces Design Summit
2011 - Learning Spaces Design SummitMike KEPPELL
 
Wiki Group 31 version 2 IDY ARCH
Wiki Group 31 version 2 IDY ARCHWiki Group 31 version 2 IDY ARCH
Wiki Group 31 version 2 IDY ARCHenjaywall
 
Conventions of school websites
Conventions of school websitesConventions of school websites
Conventions of school websitesSian Williams
 
Conventions of school websites
Conventions of school websitesConventions of school websites
Conventions of school websitesSian Williams
 

Similar to Landscape: Integrations & Connections (20)

Distributed Spaces for Learning
Distributed Spaces for LearningDistributed Spaces for Learning
Distributed Spaces for Learning
 
21st Century Learning
21st Century Learning21st Century Learning
21st Century Learning
 
Wiki Group 31
Wiki Group 31Wiki Group 31
Wiki Group 31
 
Fs 1 episode 1 school as a learning environment
Fs 1 episode 1 school as a learning environmentFs 1 episode 1 school as a learning environment
Fs 1 episode 1 school as a learning environment
 
Fs 1 episode 2 learner's characteristics and needs
Fs 1 episode 2 learner's characteristics and needsFs 1 episode 2 learner's characteristics and needs
Fs 1 episode 2 learner's characteristics and needs
 
ASSESSMENT OF INTERACTIVE SPACES IN COLLEGE CAMPUS
ASSESSMENT OF INTERACTIVE SPACES IN COLLEGE CAMPUSASSESSMENT OF INTERACTIVE SPACES IN COLLEGE CAMPUS
ASSESSMENT OF INTERACTIVE SPACES IN COLLEGE CAMPUS
 
Presentation to Digital Futures in Higher Education conference November 2012
Presentation to Digital Futures in Higher Education conference November 2012Presentation to Digital Futures in Higher Education conference November 2012
Presentation to Digital Futures in Higher Education conference November 2012
 
Education Industry
Education IndustryEducation Industry
Education Industry
 
Sustainable School Environments
Sustainable School EnvironmentsSustainable School Environments
Sustainable School Environments
 
Distributed Spaces for Learning
Distributed Spaces for LearningDistributed Spaces for Learning
Distributed Spaces for Learning
 
Greening our Schools
Greening our SchoolsGreening our Schools
Greening our Schools
 
2012 april massey_ls_v3
2012 april massey_ls_v32012 april massey_ls_v3
2012 april massey_ls_v3
 
Presentation2
Presentation2Presentation2
Presentation2
 
Nli0447
Nli0447Nli0447
Nli0447
 
2011 - Learning Spaces Design Summit
2011 - Learning Spaces Design Summit2011 - Learning Spaces Design Summit
2011 - Learning Spaces Design Summit
 
Spaces for Under 5s
Spaces for Under 5sSpaces for Under 5s
Spaces for Under 5s
 
Samuel W. Shaw Visit
Samuel W. Shaw Visit Samuel W. Shaw Visit
Samuel W. Shaw Visit
 
Wiki Group 31 version 2 IDY ARCH
Wiki Group 31 version 2 IDY ARCHWiki Group 31 version 2 IDY ARCH
Wiki Group 31 version 2 IDY ARCH
 
Conventions of school websites
Conventions of school websitesConventions of school websites
Conventions of school websites
 
Conventions of school websites
Conventions of school websitesConventions of school websites
Conventions of school websites
 

Recently uploaded

How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and stepobaje godwin sunday
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17Celine George
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 

Recently uploaded (20)

How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and step
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 

Landscape: Integrations & Connections

  • 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 Copyright Copyright in this publication is owned by the University and no part of it may be reproduced without the permission of the University. The University has used its best endeavours to ensure that material contained in this publication was correct at the time of printing. The University gives no warranty and accepts no responsibility for the accuracy or completeness of information and the University reserves the right to make changes without notice at any time in its absolute discretion. Users of this publication are advised to reconcile the accuracy and currency of the information provided with the relevant faculty or department of the University before acting upon or in consideration of the information. General informative statement on privacy policy When dealing with personal or health information about individuals, the University of Melbourne is obliged to comply with the Information Privacy Act 2000 and the Health Records Act 2001. The University has a Privacy Policy which can be viewed at: www.unimelb.edu.au/unisec/privacy Intellectual Property For further information refer to: www.unimelb.edu.au/Statutes