This classroom design is based on the idea learning is experiential and communal. The skylights, clerestories and expansive windows allow for natural lighting, blurring the division between the interior and exterior space. Learning takes place both inside the classroom walls as well as outside in the patio area – both the indoors and outdoors are integral parts of the classroom.
The students articulated that they wanted the opportunity to work together in groups but also spaces where they could work privately. Thus we defined distinct separate areas in the classroom for them – nooks and corners where students can curl up with a book or large expansive spaces where they can work on group projects. Both types of learning are encouraged in this environment. The library and stage space also demonstrate the dual public and private domains.
We included components specific to the functional use of the classroom – a mural designed by the students will decorate one wall and exhibition space throughout the room encourages the students to engage in a dialogue with their work. Through our interaction with the students, we found they desired a space that integrates the library and computer components into the classroom environment.
This classroom design is one created by and for the students as a space that allows them to stretch their boundaries and what they know. This design demonstrates that students have as much to learn from their environment as they do from each other and from their teachers.
General Questions
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Partner Requests
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LEARNING VESSEL
This classroom design is based on the idea learning is experiential and communal. The skylights, clerestories and expansive windows allow for natural lighting, blurring the division between the interior and exterior space. Learning takes place both inside the classroom walls as well as outside in the patio area – both the indoors and outdoors are integral parts of the classroom.
The students articulated that they wanted the opportunity to work together in groups but also spaces where they could work privately. Thus we defined distinct separate areas in the classroom for them – nooks and corners where students can curl up with a book or large expansive spaces where they can work on group projects. Both types of learning are encouraged in this environment. The library and stage space also demonstrate the dual public and private domains.
We included components specific to the functional use of the classroom – a mural designed by the students will decorate one wall and exhibition space throughout the room encourages the students to engage in a dialogue with their work. Through our interaction with the students, we found they desired a space that integrates the library and computer components into the classroom environment.
This classroom design is one created by and for the students as a space that allows them to stretch their boundaries and what they know. This design demonstrates that students have as much to learn from their environment as they do from each other and from their teachers.