Melbourne Grammar School

from Master of Architecture Portfolio

by Arnab.Majumder_1994

Nightingale Queensberry Street

355 St. Kilda Road, Melbourne , VIC 3004 Melbourne Grammar School

Master of Architecture Year 2 : Future of education in the year 2050 Softwares : Revit, AutoCAD, SketchUP, Lumion, Photoshop

Through this project, I have demonstrated an understanding of the constructivist educational model and its application, through a proposed pedagogical reform. Finally, I have designed a-built environment to support the new pedagogy.

supporting spaces. To expand on that, if we assume a scenario where - once the information is delivered, it will be required to be tested and customized as per project brief. It would also require collaboration from the students through scientific testing.

The main focus of this project was devoted, to explore the outcomes of innovative & reflexive learning environment. I learned that didactic learning is still the most efficient method to deliver information and mass educate larger gatherings. With epistomlogical evidence, I began my enquiry for the discovery of flexible spatial usage and reflexive learning environmnents.

“Reflexive spaces suggest to users, on how they might participate in activities, while still enabling them to fine tune physical settings to meet their pedagogical needs. Reflexive spaces encourage a range of pedagogical encounters by providing teachers and students with environmental cues that support their mastery of the use of space”. (Cleveland, 2016)

Through further research & analysis, I had established, that the theory of reflexivity & flexibility of spatial usage can be alligned with didactic learning setup. The design journey began with the evolution of innovative reflexive learning environment. Hence, the I have proposed two separate supporting spaces to carry out the testings through the Informal Learning Zone & the Specialized Learning Zone.

The informal learning zone was designed to support the demands of team-working environment, through collaborative spaces, individual / focused learning through meeting rooms & state of the art library. In additon to that it is optioned with hands-on workshops & maker spaces. Lastly, there are breakout spaces for students to connect with nature and seek refuge.

The formal or Specialized learning zone was designed to support laboratory testing, through specialized labs. It was integrated with preparation & storage spaces to foster a high level of accuracy & scientific innovation. With that aim, the new pedagogical diagram was developed.

The priciple behind the project, was to explore new possibilities, to support development of practical solutions for future problems. I imagined, it will occur through discussions & partnerships with Industry and community collaborations.

To support these activities, the Innovative & reflexive learning spaces were proposed as a concept to be leveraged for didactic learning (to enable mass education), and display their findings by converting the same space into student gallery. It was clear, this arrangment would generate discussion within the student community as well as with Industry professionals & community participants.The professionals will in return, review the student work and provide constructive feedback + appreciation

While the discussion and display were supposed to be carried out in the reflexive spaces, I have envisioned, that the testing of the learnings will require secondary

Nightingale Night School Analytical Diagrams Melbourne Grammar School Provocative Image for the future of education in 2050

Nightingale Night School

Design Research : Identified Issues

Melbourne Grammar School

1. Adolescent Identity Crisis

Identity formation is a foundational & central developmental concern for adolescence. It is an ongoing life long process, which begins at the early childhood. However, during adolescence, it has a substantial physical and psychological affect on an individual who is battling with emergence of new social expectations from other individuals. (Abbassi, 2016)

2. Anxiety & Distress

In a globalised Australian market, and increased competition from foreign countries, it has become a minimum requirement to complete secondary school education, in order to secure any white-collar job or get access to vocational training and university education. Early school dropout is resulting in increased psychological stress on a student with limited career prospects.

3. Isolation & Dis-engagement

For students, who become a victim of abstract-ism, they cannot see a connection between what they learn and what they observe outside the school environments. It becomes more relevant in the middle years, when the teacher focuses on one subject rather than the whole course, leading to disintegration of disciplines. (Moore and Glancy,2013)

4. School Dropouts

Dr. Ben Cleveland, who is a is a Research Fellow with the Learning Environments Applied Research Network (LEaRN), and professor at The University of Melbourne’s design school has suggested that disengagement has a detrimental outcome for an individual and has associated problems for the wider community. There is a greater chance for early school dropout for students concerned with disengagement. (Cleveland, 2016)

Adolescent Identity Crisis Anxiety & Distress Isolation & Dis-engagement School Droupouts

Students and teachers require consistent access to innovative learning environments if they were to develop ownership over these spaces and become adept users of these spaces as sites for constructivist learning

The reflexive learning spaces will support a range of activities which includes but not limited to : didactic learning environment, student gallery, community & industry participation & presentation. Further to that, it will have the ability to self-organizing the space while it is not being used with enhanced storage options, to have an increased connection and access to the space.

The reflexive learning studio will be further complimented through supporting functions such as the Informal & specialized learning zones to carry out testings.

Analytical Diagrams