“Life beyond school is autonamous, it is a series of interconnected experiences where technology proliferates at almost every level of interaction. Information is readily available irrespective of geographical location and the pursuit of innovation is key”. (Dowzer and Young)
The other day, whilst perusing the design section in the library, I found a copy of Artichoke magazine, that contained a great article by two architects reflecting upon projects completed by their practice BVN Donavan Hill. It was very relevant to our unit of study and brought forward many interesting points. Dowzer and Young begin their article with a compelling case for change. They describe a dynamic and vibrant world that exists outside the school, yet despite both worlds existing side by side – there is little connection or exchange of ideas between them.
Both Dowzer and Young are architects who use their experience in flexible and innovative design to pose a number of challenging questions for the future of classroom design. In discussing these questions they explore how to make connections between pedagogy, the school environment and a rapidly changing society.
Interesting questions they raise in the article include,
What if sustainability were a part of the curriculum and the design?
What if the school of the future does not need a school building?
What if no one owns any space in a school?
What if schools were to take a more entrepreneurial approach?
In their discussion on sustainability they describe the Mabel Fidler Building centre for learning at Ravenswood School for Girls which functions as the central hub within the school. It aims to bring together both passive and active design solutions to sustainability and provides opportunities for the students to learn the importance of sustainable design. Touch screens are placed strategically at the front of the library entrance to show how much energy is being consumed by the building and help to reduce energy consumption. Many great innovative features have been incorporated into the design of this building, including a double skin façade that acts as an insulative void, retaining heat in winter, whilst in summer it opens automatically to cool the building.
They also describe the Green School in Bali. This project won the award for 2012 Greenest School on Earth by the U.S Green Buildings Council. The school focuses on creative development and offers an alternative educational program with a green studies curriculum. The green curriculum develops social responsibility and ecological values as it engages the children’s learning through practical learning experiences.
This methodology of the “ building as a teacher” is also utilised in a school in Flen, Sweden. This school was designed by Kunskapsskolan architect, Kenneth Gardestad. It incorporates some wonderful design features that connect the children to the environment. A river of knowledge is created as rainwater drains from the roof through the school to an atrium in a courtyard. The water ebbs and flows as it relates to the patterns of the climate.
The examples provided by Dowzer and Young show that it is possible to integrate design and pedagogy and connect them to the world outside the school. The dynamic and vibrant learning environments that have been created are more than capable of equipping students for the world outside school.
Dowzer, B. & Young, F. (2013). Schools of thought. Artichoke, (Issue 44) pp 117 – 121.