Walden Schools for the Future

Design Proposals from Architectural Psychology
2015
ISBN: 978-3-658-09405-8
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 302 Seiten

Drawing on the perspectives of architectural psychology, set against the historical development of school building in the United States, Japan and Germany, the authors' vision is to create places where we would want to relive our own school days. The book takes the position that user design, control of stress factors and control of communication (privacy, retreats) should be allowed to modify the original architectural design to flexibly accommodate future changing requirements. The development and application of criteria for assessing functional, aesthetic, social-physical, ecological, organizational and economical aspects to various parts of the school complex call for a common language for the design process. The appendix presents 24 innovative schools from countries in five continents.

Rotraut Walden's (PD. Dr. phil.) major fields of research are architectural psychology and work and organizational psychology. She holds a tenure position at the Institute for Psychology of the University in Koblenz, Germany and has been a member of the Environmental Design Research Association (EDRA) since 1989.

Autoren/Hrsg.

Walden, Rotraut

Inhaltsverzeichnis

1;Foreword;5
1.1;References;8
2;Preface;9
3;Table of Contents;11
4;1 Introduction;14
4.1;1.1 Overview;14
4.1.1;1.1.1 Methodological Considerations Regarding Architectural Psychology Relationships;16
4.1.2;1.1.2 Historical Perspectives;18
4.1.3;1.1.3 The School of the Future;19
4.1.4;1.1.4 International Perspectives;20
4.1.5;1.1.4 Developing the Idea of “Schools for the Future”;21
4.1.6;1.1.5 Criteria For the Evaluation of School Buildings;22
4.1.7;1.1.6 Conclusion: How Should Schools Be Built or Renovated? What Makes a School a “School of the Future”?;22
4.2;1.2 Questions;25
4.3;1.3 Significance of the Topic;27
4.4;1.4 Schools Claiming to Be “Schools of the Future”;31
4.5;1.5 The Architect’s Leadership Role;32
4.6;References;32
5;2.1 History of the Schoolhouse in the USA;35
5.1;2.1.1 Introduction;35
5.2;2.1.2 Educational Architecture in the Colonial Period;36
5.3;2.1.3 Educational Architecture of the Industrial Revolution;38
5.4;2.1.4 Educational Architecture in the Information Age;41
5.5;References;51
6;2.2 Historical Background of the Japanese School;53
6.1;2.2.1 A Brief History of Japanese School Planning;53
6.2;References;62
7;2.3 The Historical Development of School Buildings in Germany;63
7.1;2.3.1 Emerging Organized Schooling in Germany;63
7.2;2.3.2 School Buildings in Cities and Villages;66
7.3;2.3.3 Reform Pedagogy (1890–1932);69
7.4;2.3.4 The “Reform Wave” (1918–1933);74
7.5;2.3.5 The National Socialist Takeover;76
7.6;2.3.6 The Postwar Period;77
7.7;2.3.7 School Construction Today;80
7.8;2.3.8 Perspectives for the Future;94
7.9;2.3.9 Summary;95
7.10;References;96
8;3 The School of the Future: Conditions and Processes – Contributions of Architectural Psychology;100
8.1;3.1 Requirements and Wish List;100
8.1.1;3.1.1 Psychological Processes;101
8.1.2;3.1.2 Spatial Perception;102
8.1.3;3.1.3 Sensory Perception of Architecture;102
8.1.4;3.1.4 Spatial Conditions;104
8.1.5;3.1.5 Children’s Scale;104
8.2;3.2 Color Scheme;105
8.2.1;3.2.1 Colors;105
8.2.2;3.2.2 Color Perception;106
8.3;3.3 Form Design;108
8.4;3.4 Lighting in Schools;109
8.5;3.5 Heating, Cooling, and Ventilation;112
8.6;3.6 Acoustics and Noise;113
8.7;3.7 Furniture and Equipment;117
8.7.1;3.7.1 Media Tools and Instructional Aids;117
8.7.2;3.7.2 Furniture;118
8.8;3.8 Density and Crowding;119
8.8.1;3.8.1 Privacy;120
8.8.2;3.8.2 Conflicts and Aggressive Behavior;121
8.8.3;3.8.3 Schools as Places for Encounter;122
8.9;3.9 Participation and User Design;124
8.9.1;3.9.1 Acceptance of the School Building: “My (Our) School”;125
8.9.2;3.9.2 Further Development Without the Architect;126
8.9.3;3.9.3 Organizing a Project Group: Students, Teachers, Parents, Sponsoring Groups;126
8.9.4;3.9.4 Preventing Vandalism Inside and Outside the School Building;127
8.9.5;3.9.5 Development of House Rules;128
8.9.6;3.9.6 User Design;128
8.9.7;3.9.7 Creating a Stimulating Environment;130
8.9.8;3.9.8 User Initiative;130
8.9.9;3.9.9 Self-Control and Self-Motivation;131
8.9.10;3.9.10 Appropriation;133
8.10;3.10 Ecological Aspects;134
8.10.1;3.10.1 Odors;134
8.10.2;3.10.2 Walls;135
8.10.3;3.10.3 Floors;136
8.10.4;3.10.4 Decks and Ceilings;137
8.10.5;3.10.5 Energy Conservation and Economic Aspects;137
8.10.6;3.10.6 Design of Outside Areas, School Grounds;138
8.10.7;3.10.7 Environmental Education;140
8.11;3.11 Organizational Aspects;141
8.11.1;3.11.1 Ease of Access;142
8.11.2;3.11.2 Placement of Entrances, Staircases, and Specialty Rooms;142
8.11.3;3.11.3 Signage and Wayfinding;143
8.11.4;3.11.4 Safety and Security;143
8.12;3.12 After-Hours Use of Schools;144
8.12.1;3.12.1 Opening the School to the Community;144
8.12.2;3.12.2 Inclusion of Community and Educational Institutions;145
8.12.3;3.12.3 Adult Education Centers;145
8.13;3.13 Conclusion;146
8.14;References;148
9;4 Schools Designed with Community Participation;160
9.1;4.1 Benefits of Community Participation;160
9.2;4.2 Davidson Elementary School as the Center of a Community;162
9.2.1;4.2.1 Overview;162
9.2.2;4.2.2 Introduction;163
9.2.3;4.2.3 Group Interaction Methods;164
9.2.4;4.2.4 Design Development;169
9.2.5;4.2.5 Post-Occupancy Evaluation;171
9.2.6;4.2.6 Sense of Ownership;173
9.2.7;4.2.7 Conclusion;174
9.3;4.3 A Community School Designed for Accessibility;175
9.3.1;4.3.1 Overview;175
9.3.2;4.3.2 Community Design Process;176
9.3.3;4.3.3 Inclusive Design Assessment;176
9.3.4;4.3.4 Conclusion;179
9.4;4.4 Summary;179
9.5;References;181
10;5 Trends in the Design and Planning of Schools from the Viewpoint of Information Technology and Communication;183
10.1;5.1 The Current State of Learning and Information Technology in Schools;183
10.2;5.2 Cases of Innovative Schools Worldwide;184
10.2.1;5.2.1 Gunma International Academy;184
10.2.2;5.2.2 Akemi Minami Elementary School and Akemi Middle School;186
10.2.3;5.2.3 The School of Environmental Studies;187
10.2.4;5.2.4 Crosswinds Arts and Science Middle School;187
10.2.5;5.2.5 Great Binfields Primary School;189
10.2.6;5.2.6 The Classroom of the Future at Meadlands Primary School, Grey Court Secondary School and Strathmore School;189
10.2.7;5.2.7 Fredrika Bremer Gymnasiet Förslag (Upper Secondary School);190
10.2.8;5.2.8 Futurum Haboskolan;190
10.2.9;5.2.9 Torpparinmaen School;192
10.2.10;5.2.10 Montessori College Oost;192
10.3;References;193
11;6 A Design Language for Schools and Learning Communities;194
11.1;6.1 Design Communication;194
11.2;6.2 Pattern Language;196
11.3;6.3 Developing Patterns;196
11.4;6.4 A Language of School Design;198
11.4.1;6.4.1 Home as a Template for School;199
11.4.2;6.4.2 Space for Collaboration;200
11.4.3;6.4.3 The Learning Studio and the Learning Suite;201
11.4.4;6.4.4 The Small Learning Community;203
11.5;6.5 Bringing It All Together;205
11.6;6.6 Summary;207
11.7;References;208
12;7 Criteria for the Judgment of the Quality of School Buildings;210
12.1;7.1 Procedure;210
12.2;7.2 Development of a System for Judging the Quality of Schools of the Future;221
12.3;References;222
13;8 Conclusion: What Makes a School a “School of the Future”?;232
13.1;8.1. General Recommendations for School Building and Environment;233
13.2;8.2 Summary;238
13.3;8.3 The Outlook for Schools of the Future;240
13.4;References;241
14;Contributors;243
15;Acknowledgments;247
16;Appendix;250
16.1;Descriptions and Photographs of 24 School Examples from 11 Countries on 5 Continents;251
16.2;Schools as Living, Empowering Places;298
16.3;From a Creative Knowledge to Creative Ignorance;302