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DESIGN DRIVERSNon-negotiable considerations for the design of a Lovett classroom thatempowers the Vision for Learning. • Balance working arrangements • public/private • group/individual • collaboration/independence • Teach for multiple learning modalities • Provide choice and agency to students • Incorporate purposeful reﬂection • Present, share, show and tell • Create opportunities for students to articulate, reﬁne thoughts
DESIGN DRIVERS+Non-negotiable considerations for the design of Mr. Spann’s classroom. • Immerse class in media that “excites the mind” • Stage the class and provide opportunities for the theatrical and curious • Empower cultural and media literacy • Emphasize humanities and interdisciplinary learning
ZONES & DESIGN CONCEPTSstudio stageproduction, presentation,collaboration, storytelling, nookﬂexibility, workshop viewing multimedia, center, consumption
LARGE HARKNESS A strong setting for everyday, this modiﬁed u-shaped harkness/kitchen table focuses the attention on the hearth area. It is ideal for discussion, debate, or reﬂection as a group. Complementary furniture can be laid out to ﬁt the social and break-out goals of the larger room. NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
STAGE When the classroom is partitioned into rough thirds, it is easy to wheel chairs to the “stage” area for demonstration or presentation that requires more wall space.
DIAGONAL HARKNESS This is an ideal setting for starting group work in which you are asking the class to divide into halves or pairs. Tables can easily pull apart into 2-4 person groups or divide the class in half for debate. Its orientation also provides a strong invitation to the front door of the classroom.NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
FUNNEL - TALK SHOW This funnel-shape allows for a large class arrangement in a similar style to a u-shaped arrangement. The intimate table-chair setting at the core makes it feel more like a talk- show interview, ideal for digesting reading as a group, interviewing one another, or intimate presentation. NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
DIAMOND - HOT SPOT This diamond-shaped arrangement is ideal for class instruction that doesn’t involve heavy media. Placing the high-table and stools at the center allows for discussion to be put on stage for the rest of the class. Good for role playing and group discussion. NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
LARGE U-SHAPE A traditional U-Shaped arrangement that allows for more space for instruction and demonstration, versus dialogue. Useful for meeting settings and presentation. The opening to the “U” can be rotated to open towards the presentation screen as well. NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
SMALL GROUP SETTING This small group setting allows groups to spread easily throughout the room. A simple pivot of the tables ensures a smooth ﬂow of trafﬁc in the space. A stool at each table allows for easy check in for peers/teachers or presentation out to the room. File cabinets or carts within easy reach allows for hands on making in a pinch. NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
USING COLORThe colored walls in the room add a burst of brightness, butalso have practical application. • Use the lime wall next to the pale green wall as a way to highlight important content or “for later” information. • Use the lime wall in the back as a grafﬁti wall that is owned by students. Lovett Classroom 2’-2” 9’-0” 6’-0” 3’-0” 3’-0” 2’-6” • Use color to divide the room into 1/3 - 2/3 IDEA PAINT IDEA PAINT (lime panel) or in half (to navy panel) COLOR BLOCK IDEA PAINT IDEA PAINT IDEA PAINT IDEA PAINT 2’-2” 9’-0” 6’-0” 3’-0” 9’-0”
WORKBOOK SUGGESTIONS • Select a focus: Choose a focal point for the room, either where a key artifact will be, where content will be displayed, or where people will speak from. • Divide and conquer: If you are creating an arrangement that partitions the room, draw a grid of key latitudes and longitudes that you are activating within. • Consider transitions: Either within the class or between classes, consider how one formation evolves into another. Can you save time by choosing a particular framework? • Map a project or lesson: As practice, try mapping the shifts of the classroom over a particular unit or project. What is the choreography over time? What type of class interaction does it facilitate?