Outdoor Learning Environments by calpoly66

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kathleen r. brady rose m. hillebrandt julieta m. moreno kelle r. brooks

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Booklet Arch 480-02 Special Studies in Architecture Winter + Spring 2021

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CHPT 00

California Polytechnic State University, San Luis Obispo

OUTDOOR LEARNING in ARCHITECTURE Fourth YR Independent Study Winter 2021 & Spring 2021

Arch 480-02 Special Studies in Architecture Faculty Advisor: Kelle R. Brooks

This booklet displays our research on and design work ideas about implementing outdoor learning for elementary school students. We explore the impact that Covid-19 has had on our education system through spatial and material composition studies, emphasizing the integration of the natural and built environments.

KATHLEEN R. BRADY ... is a fourth year Architecture major minoring in Construction Management and Sustainable Environments. She enjoys painting, playing soccer, cooking new recipes and going to the beach. Spirit Vegetable: A bunch of Kale

ROSE M. HILLEBRANDT ... is a fourth year Architecture Major. She loves drawing, cooking, and spending time with her friends and family. She enjoys being outdoors, especially when she is at the beach or walking her dog around the neighborhood.

Spirit Vegetable: A Leek

JULIETA M. MORENO ... is a fourth year Architecture Major. She enjoys eating popcorn and boogie boarding on weekends. Her favorite smell is grilled onions. Spirit Vegetable: A beet Faculty Advisor:

KELLE R. BROOKS ... is a licensed architect with degrees in fine art and architecture. She is an instructor in the department of Architecture at Cal Poly. She spends her free time hiking with her family and enjoying the outdoors. Spirit Vegetable: An Artichoke

WHO ARE WE? WHAT IS THIS BOOK?

GET TO KNOW US!

CHPT 00

CONTENTS

WHAT YOU CAN FIND & WHERE You are here!

Main questions to adress? More questions? Strategies & Methods

CHAPTER 01: OUTDOOR LEARNING

What is ...? Why is...? Imapact of ...? Benefits of Outdoor learning?

CHAPTER 02: INITIATIVE

Green Schoolyards COVID Initiative Speed vs Longevity Values?

CHAPTER 03: TEST CASE

Creston Elementary - Creston, CA Conditions, Goals, Questions and Proposals for Immediate Outdoor Classrooms

CHAPTER 04: PRECEDENTS

Learning goals and objectives we see working in other places, projects and applications.

CHAPTER 05: METHODS

Methods for Encouraging Outdoor Learning Conceptual Goals, Design Strategies, Themes How are we approaching the problem?

CHAPTER 06: PROTOTYPES

Sensory Conditions Social & Emotional Conditions Play Conditions & Greenspaces

CHAPTER 07: IMPACT POST COVID-19

Where we see it working in schools? Outdoor spaces? Other applications? Call to Action!

SOURCES

Works Cited Image Credits

TABLE OF CONTENTS

NAVIGATION

CHAPTER 01: OUTDOOR LEARNING

OUTDOOR LEARNING CHILD EDUCATION

WHAT? WHY? IMPACT?

CHAPTER 01: OUTDOOR LEARNING

CHPT 01

I like being outside because we get a break from staring at a screen. I also feel happier when I am outside, and my friends are too.

Avery

OUTDOOR LEARNING CHILD EDUCATION

General Topic Information

“An environment-based education movement, at all levels of education, will help students realize that school isn’t supposed to be a polite form of incarceration, but a portal to the wider world.” (Richard Louv)

What is Outdoor Learning? OUTDOOR EDUCATION is... the experiential learning in, for, or about the outdoors. Can be referred to as outdoor learning, outdoor school, forest schools and wilderness education.

1.1

Outdoor education often uses or draws upon related elements and/or informs related areas.

Why Outdoor Learning? Outdoor learning provides students with opportunities to develop positive relationships with the environment, others and themselves through interaction with the natural world. These relationships are essential for the wellbeing and sustainability of individuals, society and our environment.

Jaylin

“Time in nature is not leisure time; it’s an essential investment in our chidlren’s health (and also, by the way, in our own).” (Loris Malaguzzi)

1.2

Impact Today & Tomorrow

I love being outside! I like to run, play pretend, jump rope and be with my friends. It makes school fun!

Currently we live in what is known as the “information age” or “digital era”. Students are actively using technology to learn on multiple devices, and experience

K-6 EDUCATION IN UNITED STATES

What is Outdoor Learning? Why Outdoor Learning? Today & Tomorrow?

WHAT IS OUTDOOR LEARNING?

engaging, interactive, on-demand course materials. Although, there are several benefits associated with these new technologies, such as efficient communication, organization of work flow, easy access to credible knowledge, reliability and much more, it places an emphasis on “hustle culture”. This refers to the idea that the more you work the more successful you will be, even if you deprive yourself of necessary human habits, like sleep, eating on a regular basis, getting exercise and even socializing.

Instilling this “workaholic” mindset at a young age can be very damaging, instead we should teach kids healthy work habits and equip them with skills that help them be empathetic towards, not just others, but themselves. The outdoors have always been a place people escape to. Whether that may be for exercise, long vacations, weekend getaways or even a 15 minute work break. Now more than ever we are realizing how pivotal the outdoors are to our lives. Outdoor learning was a “want”, but now is a “need”. Younger generations are going to be the future generation caring for the Earth and the natural environment, and it is important for them to develop a love of it today for more incentive to care for it tomorrow.

WHAT? WHY? IMPACT?

CHAPTER 01: OUTDOOR LEARNING

OUTDOOR LEARNING

Both my students and I feel refreshed when we spend time outside, and I’ve noticed their improved attention spans after we go back inside.

BENEFITS General Topic Information

CHTP 01

What is Outdoor Learning? Why Outdoor Learning? Benefits?

“Passion is lifted from the earth itself by the muddy hands of the young; it travels along grass-stained sleeves to the heart. If we are going to save environmentalism and the environment, we must also save an endangered indicator species: the child in nature.” (Richard Louv)

Ms. Matthews

Academic Benefits

1.3

My mom says my attitude is a lot better after I’ve been outside! 1.4

Cameron

K-6 EDUCATION IN UNITED STATES

norem aC

thinking opportunities that help them develop various problem An outdoor learning experience solving skills. These hands-on has statistically shown to experiences cultivate a love of improve academic performance. nature and encourages them There are several concerns to come up with their own regarding the benefits of solutions to problems rather different types of teaching than following instructions they methods, such as Montessori, have been given. Outdoor Waldorf, and Reggio Emilia learning fosters spaces where philosophies. All focus on the students can become leaders student and how to foster a in their learning and offers learning environment that opportunities for creativity in promotes strategic thinking non-traditional ways. without creative restrictions. Similarly outdoor learning encourages creativity due to Health Benefits hands-on experiences in nature. Spending time outdoors comes Most children learn better by with great physical, and mental using their senses. health benefits. Consistent exposure to nature decreases Additionally, studies have stress and anxiety, helps elevate shown that students in outdoor mood, and helps with emotions. environments tend to be more Outdoor environments attentive and, therefore, have better recollection. Children with naturally inspire children to be more physically active. ADHD also focus better after Bright sunlight is necessary spending time outdoors. for the eyes to develop properly, lowering the risk of Learning outdoors provides students with hands-on creative nearsightedness.

Mental Wellbeing

KEY POINTS in ACADEMIC: 1. Improves academic performance 2. Reduces ADD Symptoms 3. Encourages Creativity 4. Helps develop Problem Solving Skills

KEY POINTS in MENTAL: 1. Congnitive Abilities 2. Social Relationships 3. Allows for Self Reflection 4. Emotional Communication 5. Teaches Discipline 6. Conflict Resolution

WHY OUTDOOR LEARNING?

KEY POINTS in HEALTH: 1. Reduces Stress 2. Increase Physical Movement 3. Improves Nutrition 4. Improves Eyesight

Children nowadays often have an excessive amount of exposure to digital screens (televisions, computers, tablets, etc.) This can result in a “nature deficit disorder,” which may lead to obesity and possible psychological and academic issues. Constant physical or even visual exposure to nature promotes inner peace, self control, and overall inquisitiveness.

In outdoor settings, children are able to get along with others, they are healthier and happier when exposed to unstructured learning. Children are usually more motivated to work together in groups, which improves their social skills, helps them learn to manage conflicts, communicate, and cooperate with their peers. “Children have 100 ways to share what they are thinking about the world around them.” (Loris Malaguzzi)

ACADEMIC, HEALTH, MENTAL & EMOTIONAL

CHAPTER 02: INITIATIVE

INITIATIVE

DURABILITY & IDENTITY

VOLUNTEER WORK

CHAPTER 02: INITIATIVE

CHPT 02

INITIATIVE

DURABILITY & IDENTITY Impacts of COVID 19

Green Schoolyards COVID Initiative Speed vs Longevity Values?

“Green Schoolyards America seeks to transform asphalt-covered school grounds into park-like green spaces that improve children’s well-being, learning, and play while contributing to the ecological health and resilience of our cities.” Resource: https://www.greenschoolyards.org/

Before Renovation

2.1

COVID 19’s AFFECT

GREEN SCHOOLYARDS

Within the context of Covid-19, being outdoors lessens disease transmission and promotes physical wellbeing for teachers and students.

Program

How does COVID 19 relate?

2 Years After Renovation

2.2

We are so thankful for Green Schoolyards and the design volunteers who assessed our school for the best possible outdoor learning spaces.

Because of COVID-19, implementing outdoor learning has become a pressing goal, focused on the speed and urgency of getting kids back in school as quickly as possible. Working from home is very challenging for families, who have to take care of children at home who are in turn missing beneficial relationships and lessons that come from social environments at school. These challenges can be combated safely with outdoor learning as a method for student learning. Durability?

Ms. Matthews

10 Years After Renovation

COMMODORE SLOAT ELEMENTARY SCHOOL

2.3

Due to COVID-19 there is more possibility for implementation of outdoor learning. There are several grants and funds currently being given to schools due to the extreme desire to get kids back in the classroom as soon as possible, and safely. However, we believe outdoor learning implementations will not be prioritized to last long-term, creating a place for further action and necessary work.

WHAT IMPACT DOES COVID-19 HAVE ON OUR SCHOOLS?

Green Schoolyards is a national organization with the goal of transforming elementary school spaces across the country into green spaces to provide opportunities in the areas of learning, play, and ecological health of communities. The program is focused on improving child wellbeing and prioritizes diversity and equity. Scope of of COVID-19 Initiative

Focused on the urgency of the Covid-19 pandemic first and foremost with hopes for implementation beyond this year. Volunteers

Many people with design backgrounds are helping to assess needs of various school campuses to offer advice on outdoor classroom implementation locations and practices. Impact

Focused on addressing racial and income disparities that have been made more evident because of Covid-19. They have done a lot of research, and is providing information on how to implement outdoor classrooms, providing case studies, health guidance, as well as policy guidance and funding. More focused on longevity, creating outdoor spaces for elementary schools around the country.

VOLUNTEER WORK

CHAPTER 03: TEST CASE

TEST CASE: CRESTON ELEMENTARY K-6 EDUCATION IN CALIFORNIA

VOLUNTEER WORK

CHAPTER 03: TEST CASE

CHPT 03

TEST CASE: CRESTON ELEMENTARY K-6 EDUCATION IN CALIFORNIA 5105 O’Donovan Rd, Creston, CA 93432 Atascadero Unified School District

Previous work? Staff Goals? Overall Goals?

Environemtal Learning is no longer a “want” but rather a “need”. “Student Engament” (Creston Staff)

CONTEXT

OVERARCHING GOALS

During the Fall of 2020, a group of students were paired as volunteers through the Green Schoolyards Project with Creston Elementary School in Atascadero, CA. Their work included analysis of existing site conditions and possible steps to improve outdoor spaces for learning. Starting in the Winter of 2021, we continued to work on Creston’s campus. Besides working on immediate solutions to their COVID-19 needs, we worked on other proposals to help their campus foster additional outdoor learning spaces.

It was clear to us that outdoor classrooms are no longer a “want” but rather a “need” due to the COVID-19 pandemic. We began to explore other areas on the campus to provide spaces for multiple uses: assemblies, sensory seating, and overall gathering spaces.

STAFF GOALS The Creston Elementary staff emphasized the need for open areas to be transformed into outdoor classrooms. After more analysis we identified a few open spaces that had clear potential. Through material research and spatial organization studies, we proposed several schemes that included options with furniture they already own and new installations. During a conversation with the staff they mentioned that their main goal was to improve “student engagement”, in order to make students excited about coming back to school everyday.

We hope to implement design strategies to provide outdoor learning spaces and overall campus growth opportunities at Creston Elementary (with the thought that these strategies can also be applied to other schools in California.) Another goal is to optimize outdoor space. We see that most public schools in California use green for informal play, known as “recess”. Recess: We see this as a missed opportunity. The outdoors act as a learning environment.

a break between school classes. “the mid-morning recess” What does this look like at current schools? (being outdoors and experiencing fruitful learning are a separated thought and cannot work in tandem)

How can we enhance these areas to promote better behavior, physical & emotional wellbeing?

Students: Hannah Cho, Margaux Elliot, Mehul Sathya Narayan, Katherine Young, Serah Kallerackal, Tyler Naumann, Nehansh Saxena

FALL SITE ANALYSIS & SOLUTIONS

CAN OUTDOOR LEARNING IMPROVE STUDENT ENGAGMENT?

VOLUNTEER WORK

CHAPTER 03: TEST CASE

TEST CASE: CRESTON ELEMENTARY

CHPT 03

CRESTON ELEMENTARY 5105 O’Donovan Rd, Creston, CA 93432 Atascadero Unified School District

Site Analysis Existing Conditions Potential Optimization

Due to COVID-19, there have been more exciting possibilities for outdoor learning because of related grants and funds, however, we also believe the strategies being implemented to address Covid-19 issues are not being designed to last forever, which creates a place of focus for further action and necessary work.

Identified areas with optimal outdoor classroom conditions.

Site Analysis

Existing Conditions

Potential Optimization

In the fall of 2020 a group of students had identified possible areas for outdoor learning on Creston’s campus. This work was quickly handed over and built upon to finalize spaces that would allow for small groups or full classrooms of students to learn outside. All of these studies took into account the presence of sun, wind, and other natural elements that would change depending on the time of day and year. The assesments also took into account circulation patterns and building uses at the campus, to determine where students could have easy access to areas and would not be in the way of major walking routes. All of these observations and analysis throughout the Fall and Winter Quarters came together to begin providing Creston’s Staff with successful Outdoor Classroom designs.

Creston Elementary is a school that holds up to 67 students. Its location is a rural part of Atascadero, CA in an area surrounded by many agricultural fields. The campus has a large amount of field space and 10 buildings including a multipurpose building, library, and classrooms. There is one central courtyard for group congregations that most of the buildings surround, with most of the other buildings remaining very close. The library building is slightly separate and near the pool, with both being utilized by community members during the summer. The field includes a large amount of grassy space, a baseball diamond, sandbox and playground equipment, and basketball courts. The campus also has a garden area on the back side of some of the classrooms.

There is a large amount of outdoor space on the campus that we felt could be very productive for outdoor learning. We idetified those sapces as “Areas 6, 9, and 3.” Area 6

Goals for this area was to focus on providing the maximum amount of space for outdoor learning activities, through layouts organized in order to optimize visual connections during class discourse.

Area 9

This area will function as a small activity area for project based learning and doubles as a learnin and gathering space. Area 3

Classroom next to garden allows for visual connection to nature and has existing formal conditions such as cpafinished patio floors

RECAP Our main goal was to get Creston’s students back on campus as quickly as possible by providing some sort solutions that the campus could easily implement with things they already had or could obtain.

SITE ANALYSIS

CAN OUTDOOR LEARNING IMPROVE STUDENT ENGAGMENT?

VOLUNTEER WORK

CHAPTER 03: TEST CASE

TEST CASE: CRESTON ELEMENTARY

AREA 6

My teacher lets me write on the whiteboard sometimes! I’m happy there is shade because I get sunburned a lot.

CRESTON ELEMENTARY 5105 O’Donovan Rd, Creston, CA 93432 Atascadero Unified School District

CHPT 03

Site Analysis Existing Conditions Potential Optimization

Area 6 - NORTH WEST CORNER OF SCHOOL Setbacks: Close to Main Road and Loud Air Conditioning Unit Advantages: Adjacent to Main Courtyard, large outdoor spcae, set up for specific learning use; agriculture & general classroom gathering

Jaylin

Open wall: Optimal for shade and White Board installation

3.1

LAYOUT 1 DESIGN - The tables and benches are placed perpendicular to the white board that way all students have visual access to the material. - The custom shelving unit provides storage, room for displaying student work and increases privacy from the street. - The fabric shade structure covers the student work area which makes facing the white board more comfortable for students.

LAYOUT 2 DESIGN Loud AC unit. Open space is great for group activities

3.2

- The custom wood planters blend in with the plant trellis which provides privacy from the street and shade for the additional seating placed before it. - The wood/steel shade structure design shades the area in which students are seated and provides a clear distinction in space.

RECAP Area 6 is an area unique to Creston’s campus becasue not many schools are able to provide bigger school pets like chickens and pigs. Creston aims to implement agricultural based learning in this area. Fence providing a barrier to main road. This space is set up for agricultural learning with this existing chicken coop.

AREA 6 - SITE CONDITIONS

3.3

CAN OUTDOOR LEARNING IMPROVE STUDENT ENGAGMENT?

VOLUNTEER WORK

CHAPTER 03: TEST CASE

TEST CASE: CRESTON ELEMENTARY

AREA 9

CRESTON ELEMENTARY 5105 O’Donovan Rd, Creston, CA 93432 Atascadero Unified School District

CHPT 03

Site Analysis Existing Conditions Potential Optimization

Area 9 - OLD PLANTER BED SOUTH OF MAIN COURTYARD Setbacks: Small space, Direct sun, Open to playing fields Advantages: Adjacent to Main Courtyard, Spacial boundries already exist

LAYOUT 1 DESIGN

Abandoned planter box filled with bark: located adjacent to the heart of the campus

3.4

- Seating with storage bellow, along the railing, helps students face the board and receive instruction in an efficient manner. - The planter bed in the entrance helps provide privacy and a threshold between a learning environment and public space. - Vertical plant trellis will provide enclosure and some shade. 24

LAYOUT 2 DESIGN - The stacking of blocks allows for an amphitheater to form, which gives all students visual access to the white board. - Due to the size of the blocks they can function as seats and work surfaces for students to do work and eat lunch. - The raised planter allows for more privacy and a threshold barrier between work zones and circulation paths.

RECAP Area 9 was previously an abandoned planter box filled with bark, this is a case for a neglected area.This learning space is not specifically tailored to any type of subject, like math or art, rather provides a space for teachers to take their class outside when they see fit. Open wall great for a mural, white board or some form of community call back.

AREA 9 - SITE CONDITIONS

3.5

CAN OUTDOOR LEARNING IMPROVE STUDENT ENGAGMENT?

VOLUNTEER WORK

CHAPTER 03: TEST CASE

TEST CASE: CRESTON ELEMENTARY

AREA 9

CRESTON ELEMENTARY 5105 O’Donovan Rd, Creston, CA 93432 Atascadero Unified School District

CHPT 03

Site Analysis Existing Conditions Potential Optimization

Area 9 - BUILT SPRING 2021

Improvements within three to four months of communication during Covid-19 which lead to long-term implementation.

3.8

3.6

AREA 9 - SPRING 2021 INSTALLATION

3.7

CAN OUTDOOR LEARNING IMPROVE STUDENT ENGAGMENT?

3.9

VOLUNTEER WORK

CHAPTER 03: TEST CASE

TEST CASE: CRESTON ELEMENTARY

I get to help take care of the garden. I also like it when our teacher lets me go outside and work on our activities here.

Avery

Garden provides opertunity for integration.

3.10

I was so excited to show my plant to my mom after school one day, and now she says I can plant a garden in our yard!

CRESTON ELEMENTARY 5105 O’Donovan Rd, Creston, CA 93432 Atascadero Unified School District

Site Analysis Existing Conditions Potential Optimization

Area 3 - NORTH EAST CORNER OF SCHOOL Setbacks: Dramatic slope, railings provide saftey but imply limitations Advantages: Connected to school garden, existing pergola walkway, big open space, trees provide shade and spacial conditions

LAYOUT 1 DESIGN - This layout incorporates an outdoor classroom space with an exterior white board, vertical retractable shade, and tables & benches. - There is a separate space with work tables and teaching equipment storage. - The opposite side contains an amphitheater for larger school gatherings.

Cameron

28 Exit & Entrance

Creston Elementary School Atascadero Unified School District 5105 O'Donovan Rd Creston, CA 93432

LAYOUT 2 DESIGN

Layout B 10’

- This layout incorporates an outdoor classroom space with an exterior white board, tables & benches, teaching equipment storage, vertical retractable shade and a breakout space table. - There is a level outdoor space for larger school gatherings adjacent to the breezeway.

10’

BLDG 500

O’Donovan Rd

3.11

Parking Lot

Dramatic slope requires railing to be present.

10’

Garden & Courtyard

10’

2 2

5 2

BLDG 600

AREA 3

CHPT 03

10’

1. White Board 2. Tables & Benches 3. Retaining Wall & Low Fence 4. Teaching Equipment Storage 5. Verticle Rectractable Shade

5 2

Level area with DG

10’

2 10’

10’

These drawings are for planning purposes only. Not for construction.

Wednesday, February 17, 2021

Cal Poly San Luis Obispo Department of Architecture Kelle R. Brooks Kathleen Brady Julieta Moreno

10’

Area 3

Fence and railing add limitation but can be slightly altered.

AREA 3 - SITE CONDITIONS

3.12

10’

Site Plan // 1’0” = 1/16” N

RECAP Area 3 is a case were we saw Creston already doing some great work to implement learning outdoors by having plans to extend their school garden and make this space more tailored for learning. Ultimately what we suggested as the first step to improve this space was to level out the sides of their existing pergola walkway, fill it with decomposed granite and put up a fence. This space can be used for a larger group discussions or events.

CAN OUTDOOR LEARNING IMPROVE STUDENT ENGAGMENT?

VOLUNTEER WORK

CHAPTER 03: TEST CASE

&IJSVITEST CASE: CRESTON ELEMENTARY

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AREA 3

This area was built so quickly, and has already become an enriching space for the students; they are so excited to learn outside.

CRESTON ELEMENTARY 5105 O’Donovan Rd, Creston, CA 93432 Atascadero Unified School District

Ms. Matthews

CHPT 03

Site Analysis Existing Conditions Potential Optimization

Area 3 - BUILT SPRING 2021

Improvements within three to four months of communication.

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CAN OUTDOOR LEARNING IMPROVE STUDENT ENGAGMENT?

3.17

VOLUNTEER WORK

CHAPTER 04: PRECEDENTS

PRECEDENTS LEARNING STRATEGIES

GOALS + OBJECTIVES

CHAPTER PRECEDENTS CHAPTER 04: 04: PRECEDENTS

PRECEDENTS

CHPT04 04 CHPT

PRECEDENTS_sensory pathway Related Goals & Objectives: Learn through Unrestricted Movements and Sensory Connections Dandenong Park Regional Playground | Le pamphlet The different textures and materials separates the circulation from play and discovery space. Veritical and horizontal elements allow for unrestricted movements and physical touch with multiple textures.

4.2

06 33

4.1

Related Goals & Objectives: Integrating systems Gardens of the Ministry of the Army in Brasilia | Roberto Burle Marx The different geometries and materials along the pathway brings people more into nature to optimize the outdoor space. Various designs and the complexity of geometry influces people to select their own route whether it be active for observation. This influences the users’ actions of walking, hopping, and skipping along the path.

07 34

Related Goals & Objectives: Navigation and Independence Sainte-Justine Hospital Center Montreal (Quebec), Canada | NIPPAYSAGE The main navigational path is paved in pink rubber. Nature acts as the break in the man made path for observation and reflection. There is flexibility in use of the space which create opportunities for independence and solidarity.

This park is awesome! I would totally race my friends up and down on the color paths. I am really good at running in races!

Jaylin 4.3

PRECEDENTS PRECEDENTS

RELATED GOALS & OBJECTIVES RELATED OBJECTIVES

PRECEDENTS PRECEDENTS

CHAPTER PRECEDENTS CHAPTER 04: 04: PRECEDENTS

PRECEDENTS

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4.6

Related Goals & Objectives: Invite Nature Into Learning and Play within Outdoor Classroom

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4.4

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Ms. Matthews 4.8

PRECEDENTS

RELATED GOALS GOALS & & OBJECTIVES OBJECTIVES

PRECEDENTS

CHAPTER PRECEDENTS CHAPTER 04: 04: PRECEDENTS

PRECEDENTS

CHPT04 04 CHPT

PRECEDENTS_inhabitable walls Related Goals & Objectives: Harness connection with nature through discovery Ant Farm $Q DQW IDUP LQIRUPV KRZ WR SURYLGH RSSRUWXQLWLHV IRU VWXGHQWV WR H[SORUH WKHLU HQYLURQPHQW :KDW VHHPV OLNH VLPSOH GHFLVLRQV XOWLPDWHO\ H[HUFLVH VNLOOV RI SUREOHP VROYLQJ DQG FRPPXQLFDWLRQ ZKHWKHU WKDW PD\ EH LQ D JURXS HQYLURQPHQW RU LQGLYLGXDO VLWXDWLRQ

4.10

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4.9

Related Goals & Objectives: Flexibility and Modularity Early Education Center Near the Horse Farm | L&M Design Lab %XLOW LQ LQGLYLGXDO VHDWLQJ QRRNV JLYH VWXGHQWV PRUH RSWLRQV DQG PDNHV FODVVURRP UHDUUDQJHPHQW HDV\ IRU WHDFKHUV 7KLV DOORZV IRU OHDUQLQJ WR EH ERWK LQGLYLGXDO DQG VRFLDO

Who knew that an ant farm could be inspiration for an outdoor learning area? That is really cool!

Related Goals & Objectives: Utilizing existing underdeveloped outdoor spaces on school campuses CERAMIC CONCRETION | Mette-Marie Ørsted DK 3K\VLFDO VWUXFWXUHV WKDW FUHDWH VSDFHV IRU VRFLDO DQG HPRWLRQDO FRQGLWLRQV 7UDQVIRUPLQJ XQGHUXWLOL]HG VSDFHV LQWR RXWGRRU OHDUQLQJ ]RQHV DQG LQWHUDFWLYH SOD\ VWDWLRQV WR HQFRXUDJH VWXGHQWV WR LQWHUDFW ZLWK WKHLU HQYLURQPHQW

Cameron

4.11

PRECEDENTS PRECEDENTS

RELATED GOALS & OBJECTIVES RELATED OBJECTIVES

PRECEDENTS PRECEDENTS

CHAPTER 05: METHODS

METHODS

AT CRESTON & BEYOND

WHAT? WHY? HOW?

CHAPTER 05: METHODS

CHPT 05

METHODS

AT CRESTON & BEYOND Design Strategies

Methods for Encouraging Outdoor Learning Conceptual Goals, Design Strategies, Themes How are we approaching the problem?

Physical, Mental, and Behavioral Well Being Functional, Behavioral, Emotional Abilities Academic, Social, Emotional CRESTON ELEMENTARY SCHOOL Atascadero Unified School District 5105 O'Donovan Rd Creston, CA 93432

DIAGRAM: PROJECT LOCATIONS - Built, Proposed, Prospective SITE ANALYSIS DIAGRAM SET

4TH ST.

3RD ST.

OUR APPROACH

ADAM ST.

ADAM ST. Exit & Entrance

Exit & Entrance Buffer Zone 2

100

COURTYARD

700

Open Area for Activities

400 Buffer Zones

AREA 10 Inhabitable Wall Tall Version

O’Donova RD.

Exit & Entrance Planter Seats

Parking Lot

Staircase

Inhabitable Wall Long version

Sand Box

500 AREA 5 Outdoor Reading Nooks

600

Inhabitable Wall Short Version

AREA 4B Sculpted Furniture

Outdoor Classroom

AREA 3 Exit & Entrance

POOL

Exit & Entrance

KEY:

Outdoor Classrooms

Stair Installation

Inhabitable walls

Sensory Planter Seats

Prospective Locations (promising qualities for outdoor learning environemnts)

SITE MAP - AREA IDENTIFICATION

0 8 16

A. We want to make sure we emphasise the fact that disabilities are not inabilities rather they simply present some students with more challenges. 3. Improve children’s ability to learn, as well as improve overall health and wellbeing.

5. Foster a sense of community and togetherness among student cohorts

East Branch Huerhuero Creek

Spaces that are fit enough to act as outdoor learning spaces don’t always need to be green. Having a visual and/or physical connection to nature and fresh air can suffice. If an area seems to be underutilized it probably wants to become a learning space!

1. under 6’ for district approval (+ optional addon elements non district approved)

4. Provide opportunities for students to come up with creative ideas.

AREA 4A

1100

1. Utilize existing underdeveloped outdoor spaces on school campuses 2. Create equitable environments for all students, no matter abilities

300 800

Architectural Objectives:

200

PUMPKIN PATCH

Basketball Courts

Objective for Prototypes:

Site Plan // 1’0” = 1/64”

2. Similar Identity (color, material, tether, symbol) 3. Harness connection with nature 4. Mobility and Flexibility (Assembly and Disassembly) 5. Modularity (kid scale - stackability) Design Strategies:

- Sensory Conditions, Play, Social Emotional conditions, Texture, Sounds

6.Provide opportunities for students to learn about and care for their environment A. Help to combat nature-deficit disorder among students who spend too much time indoors B. Create not just desire to be outdoors but to have a more intimate connection with surrounding nature

HOW TO APPROACH THE PROBLEM?

DESIGN STRATEGIES AND OBJECTIVES

CHAPTER 06: PROTOTYPES

PROTOTYPES K-6 Education in California

ARCHITECTURAL INTEGRATION

PROTOTYPES CRESTON ELEMENTARY SCHOOL Atascadero Unified School District 5105 O'Donovan Rd Creston, CA 93432

DIAGRAM: Path Pattern 1 SITE ANALYSIS DIAGRAM SET

K-6 Education in California

5105 O’Donovan Rd, Creston, CA 93432 Atascadero Unified School District

3RD ST.

4TH ST.

CHAPTER 06: PROTOTYPES

CHPT 06

ADAM ST.

Various locations across campus. Overall goal is to use creston as a test site and excersise design solutions specific for this campus, that may also apply to other California Public Schools.

Exit & Entrance

100

Specific Stategies and Methods will be noted and located Here for each prototype project

200

300 Basketball Courts

800

Courtyard

O’Donova RD.

400

700

Open Area for Activities

Parking Lot

Exit & Entrance

Sand Box

500

600 1100

Exit & Entrance

POOL

Exit & Entrance

What?

Prototypes

Outdoor learning can become a part of a school’s identity, a quality that students, teachers, and community members associate with the school and the reason kids become more excited to come to school and be engaged.

1. Stair Installation 2. Sensory Planter Seating 3. Interactive Sensory Pathway 4. Outdoor Classroom 5. Inhabitable Walls

Why?

Sensory Conditions Social & Emotional Conditions Play Conditions & Greenspaces

East Branch Huerhuero Creek

KEY:

Paragraph explaining logic behind diagram.

Raw Line Hitting Zones

0 8 16

Prossible Pathway 1 Site Plan // 1’0” = 1/64”

CRESTON ELEMENTARY SCHOOL Atascadero Unified School District 5105 O'Donovan Rd Creston, CA 93432

DIAGRAM: Path Pattern 2 4TH ST.

3RD ST.

SITE ANALYSIS DIAGRAM SET

ADAM ST.

ADAM ST. Exit & Entrance

Exit & Entrance

100

200

300 Basketball Courts

800

Courtyard

400

O’Donova RD.

700

Open Area for Activities

Parking Lot

Exit & Entrance

Sand Box

500

600 1100

Exit & Entrance

POOL

Exit & Entrance

East Branch Huerhuero Creek

Paragraph explaining logic behind diagram.

KEY:

Raw Line Hitting Zones

0 8 16

There have been more exciting possibilities for outdoor learning because of related grants and funds due to Covid-19, however, we also believe the strategies being implemented to address Covid-19 issues are not being designed to last forever, which creates a place of focus for further action and necessary work. We hope that these methods and strategies not only get implemented at Creston but other school across California and even the USA. It was clear to us that outdoor classrooms are no longer a “want” but rather a “need” due to the COVID-19 pandemic. We began to explore other areas on the campus to provide spaces for mulitple uses; assemblies, seating, classrooms, learning areas, etc.

General Strategies 46

Some of my kids long to be and really light up when they are outside, and others would benefit from spending less time on their devices and getting outside.

Ms. Matthews

We all know education is important, but sometimes we have to be in crowded portable classrooms. We feel special if we get to learn in beautiful places.

Avery

Prossible Pathway 1 Site Plan // 1’0” = 1/64”

STUDY CONNECTING GREEN SPACES

HOW CAN ARCHITECTURE SOLVE THESE ISSUES?

INTEGRATION STRATEGIES

CHAPTER 06: PROTOTYPES

STAIR INSTALLATION COURTYARD

REACTIVATION

CHAPTER 06: PROTOTYPES

CHPT 06

Interactive Seating Contextual Image

STAIR INSTALLATION COURTYARD

Enhancing working areas

Sense of Community District Approval Connection with Nature

This courtyard stair installation improves the heart of the school by providing more comfortable surfaces for students to sit on during assemblies. It expands the number of seating in this specific area and allows students to use the structure in versitile ways with the different surface heights.

STAIR INSTILATION The stairs will have a seating and table top installation in the middle of the stairs to avoid the existing circulation pathways on the edges of the courtyard. The students would sit here during assemblies. This seating assembly will create more of a tactile place for interation during recess and lunch due to the varying heights of the structure. Students can decide to interact socially with one another or chose a more solidary place amongst the levels.

These are existing stairs that need reviving since the courtyard space is so heavily used. The students will have a more comfortable experience sitting on a different material than on concrete. The retrangular planks are a waterproof bamboo material that are secured to connected 2x4s.

These stairs look way more comfortable than normal stairs! I would eat snack here after I’m done racing with my friends.

Jaylin

nilyaJ

Get to know Jaylin! “Hi! I’m Jaylin, I’m in 1st Grade and I turned 6 last week!” Fun Facts about Jaylin:

- Eats apple all the way to the core - Mom thinks she has a lot of energy all the time

STAIR INSTALLATION IN COURTYARD

CIRCULATION ENHANCMENT?

ASSEMBLY + LAYERING

CHAPTER 06: PROTOTYPES

PROTOTYPES: STAIR INSTALLATION

STAIR INSTALLATION

CONTEXTUAL SITE PLAN

EXPLODED ASSEMBLY AXON

STAIR INSTALLATIONSTAIR INSTALLATION Contextual Site Plan

CHPT 06

STAIR INSTALLATION

STAIR INSTALLATION Exploded Assembly Axonometric

CONTEXTUAL SITE PLAN

EXPLODED ASSEMBLY AXON

Exit & Entrance Exit & Entrance

3'-0"

BLDG 800

3'-0"

STAIR INSTALLATION

These drawings are for planning purposes only. Not for construction.

Site Plan // 1’0” = 1/8”

Site Plan // 1’0” = 1/4”

Site Plan // 1’0” = 1/8”

COURTYARD

HOW CAN SMALL INSTILLATIONS REACTIVATE A SPACE?

STRUCTURAL FRAMING

CHAPTER 06: PROTOTYPES

PROTOTYPES: STAIR INSTALLATION

STAIR INSTALLATION

PLAN & ELEVATION

ELEVATION & SECTIONS

STAIR INSTALLATION STAIR INSTALLATION Plan + Elevation

STAIR INSTALLATION

STAIR INSTALLATION Elevation + Sections

PLAN & ELEVATION

3’-0”

CHPT 06

ELEVATION & SECTIONS

2’-7”

16’-2”

3’-0”

2’-7”

10”

16’-2”

Right Side Elevation

Left Side Elevation

Right Side Elevation

7”

Left Side Elevation

Plan

1’-6”

These drawings are for planning purposes only. Not for construction.

Section A

Section B

Section C

Front Elevation

These drawings are for planning purposes only. Not for construction.

1’-6”

Plan

Front Elevation

1’-6”

These drawings are for planning purposes only. Not for construction.

Site Plan // 1’0” = 1/4”

VIEWS

HOW CAN WE ENHACE AN EXISTING SPACE?

INSTILLATION VIEWS

CHAPTER 06: PROTOTYPES

SENSORY PLANTER SEATS COURTYARD

FLEXIBILITY + SENSORY CONDITIONS

CHAPTER 06: PROTOTYPES

CHPT 06

Creston Elementary School

What? The bench planters in the courtyard allow for multiple groups to use the space simultaneously.

Courtyard Planter Seating

Why? Students are able to gather around pockets and hubs due to the variety in height and visual thresholds the planters provide.

CONTEXTUAL IMAGE

How? The vertical height of the planters helps maximize the amount of seating and surface area for students to eat lunch, do homework or simply have conversations with one another. “ M?!

Multiple modules in one assembly.

SENSORY PLANTER SEATS COURTYARD

Spacial and material composition studies

Sense of Community District Approval Connection with Nature

This acts as a sensory installation were students can gather durning lunch times, morning times, after school or even during class when they need a break to destress. The planter seats provide a form of immediate sensory connection to nature, which is proven to be very beneficial to all especially for younger children.

Area 6

SENSORY PLANTER SEATS What?

The bench planters in the courtyard allow for multiple groups to use the space simultaneously. Why?

Students are able to gather around pockets and hubs due to the variety in height and visual thresholds the planters provide. 57

How?

The vertical height of the planters helps maximize the amount of seating and surface area for students to eat lunch, do homework or simply have conversations with one another.

My friends and I would enjoy hanging out on these seats! Also that is way cool that they can be moved around!

Module Units

Multiple modules in one assembly. Three height and Two shape variations of modules; the “L”(4x4) and the “little L”(2x4). These allow for several combination of patterns.

Cameron

norem aC

Get to know Cameron! “Hi! I’m Cameron, I’m 8 years old and I’m in 3rd Grade!” Fun Facts about Cameron:

- Cameron likes to grows green beans - She bikes 4 miles to get to school every day whith her dad (and never forgets her helmet).

SENSORY PLANTER SEATS IN COURTYARD

HOW CAN ARCHITECTURAL SOLUTIONS EASE STRESS?

SENSORY CONDITIONS

What? The bench planters in the courtyard allow for multiple groups to use the space simultaneously.

Courtyard Planter Seating

Why? Students are able to gather around pockets and hubs due to the variety in height and visual thresholds the planters provide.

How? The vertical height of the planters helps maximize the amount of seating and surface area for students to eat lunch, do homework or simply have conversations with one another.

A1?

Vertical spine, Variation in seating levels

Courtyard Planter Seating A. Amphitheater

Why? Students are able to gather around pockets and hubs due to the variety in height and visual thresholds the planters provide.

The vertical height of the planters helps maximize the amount of seating and surface area for students to eat lunch, do homework or simply have conversations with one another.

Units?

Two variations of modules; the “L”(4x4) and the “little L”(2x4). These allow for several combination of patterns.

B. Clusters

North -->

1. Vertical Variation

Vertical Variation

The bench planters in the courtyard allow for multiple groups to use the space simultaneously.

Light Grey // 1’ 2” (14”) Medium Grey // 2’ 0” (28”) Dark Grey // 3’ 6” (42”)

Amphitheater

How?

What?

Creston Elementary School

CHPT 06

Courtyard

Light Grey // 1’ 2” (14”) Medium Grey // 2’ 0” (28”) Dark Grey // 3’ 6” (42”)

Plan // No Scale

2. Horizontal Variation

CHAPTER 06: PROTOTYPES

PROTOTYPES: SENSORY PLANTER SEATS

tya

Light Grey // 1’ 2” (14”) Medium Grey // 2’ 0” (28”) Dark Grey // 3’ 6” (42”)

Looking from South East

Axon// No Scale

4. Less is More

-N

3. Petite Prominence

These drawings are for planning purposes only. Not for construction.

A1 SPACIAL PATTERN

WHAT SPACIAL PATTERN IS OPTIMAL?

SPACIAL PATTERNS

CHAPTER 06: PROTOTYPES

PROTOTYPES: SENSORY PLANTER SEATS Creston Elementary School

What?

Courtyard Planter Seating

The bench planters in the courtyard allow for multiple groups to use the space simultaneously.

Cal Poly San Luis Obispo

Why?

Kathleen Brady Julieta Moreno

Department of Architecture Kelle R. Brooks

CONTEXTUAL SITE PLAN

Students are able to gather around pockets and hubs due to the variety in height and visual thresholds the planters provide.

Amphitheater

How?

CHPT 06

Thursday Feb 11, 2021

Atascadero Unified School District 5105 O'Donovan Rd Creston, CA 93432

The vertical height of the planters helps maximize the amount of seating and surface area for students to eat lunch, do homework or simply have conversations with one another. “ M?!

Vertical Variation

Multiple modules in one assembly.

COURTYARD

A1 Amphitheater BLDG 100

BLDG 200

Sense of Community District Approval Connection with Nature

Spacial and material composition studies

Exit & Entrance 10’

10’

BLDG 300

10’

BLDG 800

Open Area for Activities

We found that the “vertical variation” demonsrated the most potential for improving student engagment through the interaction of plants. The variability in height allowed for more planter boxes to be places throughout the pattern. Vertical Variation A1 (Amphitheater) to B1 (Clusters) is the most efficent organizatioin of moduels.

10’

Exit & Entrance 10’

10’

AMPHITHEATER

CLUSTERS

Gathering pockets and chance for assembly.

Undisrupted circulation paths with nodes.

10’

Courtyard Courtyard BLDG 700 Planter Seating Planter Seating 10’

10’

CONTEXTUAL SITE PLAN CONTEXTUAL SITE PLAN Amphitheater Clusters

10’

Students are able to gather around pockets Students to variety gather around pockets and hubs are dueable to the in height and and hubs due to in height and10’ 10’ 10’ the 10’ 10’ visual thresholds thevariety planters provide. visual thresholds the planters provide.

10’

Department of Architecture Department of Architecture Kelle R. Brooks Kelle R. Brooks Kathleen Brady

Why? Why?

Creston Elementary School 10’

Kathleen Brady Julieta Moreno Julieta Moreno 10’

10’

maximize thefor amount of seating and do surface area students to eat lunch, surface area students eat lunch, do homework orfor simply have to conversations homework or simply have conversations with one another. with one another.

White // 1’ 2” (14”) Grey// 2’ 0” (28”) Black // 3’ 6” (42”)

10’

Courtyard Planter Seating PHASING DRAWING SET Amphitheater

Clusters

A1 B1 TO

“ M?! “ M?! Multiple modules in one assembly.

Vertical Variation

Multiple modules in one assembly.

B1 Clusters ur

Cal Poly San Luis Obispo Cal Poly San Luis Obispo

Atascadero Unified School District Atascadero Unified School District How? 5105 O'Donovan Rd How? 5105 O'Donovan Rd The vertical height of the planters helps These drawings are for planning purposes only. Not forhelps construction. Creston, CA 93432 The vertical height of the planters maximize the amount of seating and Creston, CA 93432

A1 B1 Co

Thursday Feb 11, 2021 Thursday Feb 11, 2021

What?

The bench planters in the courtyard allow Themultiple bench planters for groups in to the use courtyard the space allow for multiple groups to use the space simultaneously. simultaneously.

Vertical Variation Vertical Variation

Vertical Variation

What? The bench planters in the courtyard allow for multiple groups to use the space simultaneously.

What about that Subtraction?

Why? Students are able to gather around pockets and hubs due to the variety in height and visual thresholds the planters provide.

How? The vertical height of the planters helps maximize the amount of seating and surface area for students to eat lunch, do homework or simply have conversations with one another.

Phasing from A1 to B1? Tight and concentrated

Amphitheater

Clusters

With first step subtraction: Rotate small “L”, and place against a wall or grassy area!

Site Plan // 1’0” = 1/16”

tya

BLDG 100 100 BLDG

Exit & Entrance Exit & Entrance

BLDG BLDG 200 200 10’ 10’

BLDG 300 300 BLDG

B1 STEP STEP 11

10’ 10’

STEP STEP 2 2

STEP STEP 3 3

STEP STEP 4 4

10’ 10’

Open Area for Activities Open Area for Activities

BLDG BLDG800 800

10’

BLDG 400 What?

Creston Elementary School Creston Elementary School

10’ 10’

Exit & Entrance Exit & Entrance

START!

SUBTRACT

MOVE!

ROTATE 90°

PUSH 2’0” & MOVE

DONE!

10’ 10’

BLDG BLDG 400 400

10’ 10’

BLDG 700 700 BLDG 10’ 10’

10’ 10’

Set of instructions that explains how to get from amphitheater scheme to cluster scheme.

10’ 10’

These drawings are for planning purposes only. Not for construction. These drawings are for planning purposes only. Not for construction. White // 1’ 2” (14”) White (14”) Grey//// 2’1’0”2”(28”) Grey////2’3’0” Black 6”(28”) (42”) Black // 3’ 6” (42”) Co C urour tyaty rdard

With first step subtraction: Rotate small “L”, and place against a wall or grassy area!

VERTICAL VARIATION (A1 - B1)

5 5

10 10

20 20

Site Plan // 1’0” = 1/16” Site Plan // 1’0” = 1/16” N N

HOW DO WE GET FROM A TO B?

PHASING INSTRUCTIONS

How?

What?

Creston Elementary School

The vertical height of the planters helps maximize the amount of seating and surface area for students to eat lunch, do homework or simply have conversations with one another.

The bench planters in the courtyard allow for multiple groups to use the space simultaneously.

Courtyard Planter Seating

Why? Students are able to gather around pockets and hubs due to the variety in height and visual thresholds the planters provide.

SEAT & PLANTER DRAWING SET

M?!

“P” = Planter “S” = Seat

Modules “L” & “R”

“R” = Rectangular Shaped Scheme “L” = L Shaped Scheme

M.key

1 = Small Size: White // 1’ 2” (14”) 2 = Medium Size: Grey// 2’ 0” (28”) 3 = Large Size: Black // 3’ 6” (42”)

“R”

3’ 6”

PLANTER : “R” SCHEME IN L ONLY

COURTYARD

Sense of Community District Approval Connection with Nature

Spacial and material composition studies

Materials + Dimensions How to build the modules?

Large (3)

Small - Medium - Large

CHPT 06

“P.R.3” How?

Why? Students are able to gather around pockets and hubs due to the variety in height and visual thresholds the planters provide.

ASSEMBLY DRAWING SET

M?!

“R” Scheme in Small Seat with Pressure Treated Wood Framing and Wooden Exterior Planks

The bench planters in the courtyard allow for multiple groups to use the space simultaneously.

Courtyard Planter Seating

Why? Students are able to gather around pockets and hubs due to the variety in height and visual thresholds the planters provide.

ASSEMBLY DRAWING SET

Wood Framing and Composite Wood Decking

Steel framing and MDF Exterior Panels

the “R” in Small

the “L” in Medium

The vertical height of the planters helps maximize the amount of seating and surface area for students to eat lunch, do homework or simply have conversations with one another. “ M?!

”L” Scheme in Medium Seat with: Steel framing and MDF Exterior Panels

Why? Students are able to gather around pockets and hubs due to the variety in height and visual thresholds the planters provide.

ASSEMBLY DRAWING SET

The vertical height of the planters helps maximize the amount of seating and surface area for students to eat lunch, do homework or simply have conversations with one another.

M?!

“R” Scheme in Large Planter with Steel Framing and Wooden Exterior Planks

P.R3

4'-0"

2'-2"

the “R” in Large

2'-0"

4'-0"

4'-3"

4’ 0”

2’ 0”

The bench planters in the courtyard allow for multiple groups to use the space simultaneously.

Courtyard Planter Seating Steel Framing and Composite Wood Decking

S.L2

S.R1

How?

What?

Creston Elementary School

How?

What?

Creston Elementary School

4'-0"

The vertical height of the planters helps maximize the amount of seating and surface area for students to eat lunch, do homework or simply have conversations with one another.

The bench planters in the courtyard allow for multiple groups to use the space simultaneously.

Courtyard Planter Seating

4'-3"

What?

Creston Elementary School

2'-0"

CHAPTER 06: PROTOTYPE

PROTOTYPES: SENSORY PLANTER SEATS

Black // 3’ 6” (42”) 2'-3"

2'-0"

2'-0" 2'-2"

Axon// No Scale

2'-0"

2'-3"

Note: Equal Distance framing

Top Plan// 1’0” = 1/2”

Framing Plan// 1’0” = 1/2”

Top Plan// 1’0” = 1/2”

Framing Plan// 1’0” = 1/2”

4 mm Poly Mulch Plastic DRAINAGE

2x4 CT Wood DRAINAGE

1” Steel Tubing FRAMING

3/4” CP Wood DECKING

1” Steel Tubing FRAMING

“R”

COMES IN Small & Medium

“R” SCHEME

3’ 6”

2'-6"

2x2 PT Wood

Short Section // 1’0” = 1/2”

Medium (2)

COMES IN Small, Medium & Large

2'-6"

FRAMING

1'-4"

SEATS : “L” SCHEME

FRAMING

RECESSED FASTENED THROUGH FACE OF DECKING

1'-4"

Large (3)

DECKING

3'-8"

5/8” CT Panels Exterior

2x4 PT Wood

3/4” CP Wood

Short Section // 1’0” = 1/2”

Long Section // 1’0” = 1/2”

These drawings are for planning purposes only. Not for construction.

Long Section // 1’0” = 1/2”

These drawings are for planning purposes only. Not for construction.

2’ 0”

“S.R.3”

Small (1)

The vertical height of the planters helps maximize the amount of seating and surface area for students to eat lunch, do homework or simply have conversations with one another.

The bench planters in the courtyard allow for multiple groups to use the space simultaneously.

Courtyard Planter Seating

1’ 2”

How?

What?

Creston Elementary School

Why? Students are able to gather around pockets and hubs due to the variety in height and visual thresholds the planters provide.

ASSEMBLY DRAWING SET

M?!

“R” Scheme in Small Seat with Pressure Treated Wood Framing and Wooden Exterior Planks

Wood Framing and Composite Wood Decking

Courtyard Planter Seating ASSEMBLY DRAWING SET

The bench planters in the courtyard allow for multiple groups to use the space simultaneously.

Why? Students are able to gather around pockets and hubs due to the variety in height and visual thresholds the planters provide.

Steel framing and MDF Exterior Panels

The vertical height of the planters helps maximize the amount of seating and surface area for students to eat lunch, do homework or simply have conversations with one another. “ M?!

”L” Scheme in Medium Seat with: Steel framing and MDF Exterior Panels

The bench planters in the courtyard allow for multiple groups to use the space simultaneously.

Why? Students are able to gather around pockets and hubs due to the variety in height and visual thresholds the planters provide.

ASSEMBLY DRAWING SET

The vertical height of the planters helps maximize the amount of seating and surface area for students to eat lunch, do homework or simply have conversations with one another.

M?!

“R” Scheme in Large Planter with Steel Framing and Wooden Exterior Planks

P.R3

the “L” in Medium

the “R” in Small

Courtyard Planter Seating Steel Framing and Composite Wood Decking

S.L2

S.R1

“L”

Creston Elementary School

How?

What?

Creston Elementary School

How?

What?

the “R” in Large

5/8” CT Panels

3/4” CP Wood

3/4” CP Wood DECKING

Exterior

DECKING

2” Above Ground 2” Above Ground

2” Above Ground

Grey // 2’ 1” (28”) Assembled

Axon// 1’0” = 1/2”

“S.R.2”

Black // 3’ 6” (42”) Assembled

White // 1’ 2” (14”) Assembled

Axon// 1’0” = 1/2”

5/8” CT Panels Exterior

2x4 CT Wood DRAINAGE

1” Steel Tubing FRAMING

2’ 0”

3/4” CP Wood

“S.L.2”

DECKING

“S.R.1”

1” Steel Tubing Framing

2x4 PT Wood

Cut at 45°

Filleted edges

FRAMING

4’ 0”

2’ 0”

3/4” CP Wood

DECKING

“S.L.1”

DECKING

5/8” CT Panels

Square edges

Exterior

White // 1’ 2” (14”) Disassembled

Axon// 1’0” = 1/2”

Grey // 2’ 1” (28”) Disassembled

2x2 PT Wood FRAMING

Looking from South East

2’ 0”

These drawings are for planning purposes only. Not for construction.

5/8” CT Panel Cut at 45°

Black // 3’ 6” (42”) Disassembled

Axon// 1’0” = 1/2”

(one end only)

These drawings are for planning purposes only. Not for construction.

White // 1’ 2” (14”) Grey// 2’ 0” (28”) Black // 3’ 6” (42”)

Axon// No Scale

Looking from South East

Each drawing set comes with material callouts that inform which dimensions would work best with the moduel and construction method of choice.

These drawings are for planning purposes only. Not for construction.

BUILDING BLOCKS - MODULES

TECHNICALITY AND MATERIAL FLEXIBILITY?

CONSTRUCTION MODULARITY

%,%-$&.

CHAPTER 06: PROTOTYPES

INTERACTIVE SENSORY PATHWAY RIBBON

WALKING + LEARNING INTEGRATION

CHAPTER 06: PROTOTYPES

INTERACTIVE SENSORY PATHWAY

Interactive Seating

RIBBON

Contextual Site Plan

Connecting Outdoor Learning Spaces

Integrating Systems Unrestricted Movements & Sensory Connections Navigation & Independence

Students with learning adversities learn through unrestricted movements, with sensory touch and hearing. Students navigate their own path and become more independent. Stationary benches are placed for students and teachers to observe and reflect.

3rd St.

4th St.

PATHWAY

KEY areas to/have been modified

Adam St.

Adam St. vegetation

Exit & Entrance Exit & Entrance

sand decomposed granite

300

800

Pumpkin Patch

Historic Shed

200

100

Exit & Entrance

Sand Box Play Structure

400

O’Donova RD.

700

grass

Parking Lot

Phase 1 pathway & modules Phase 2 pathway & modules

500

1100

Exit & Entrance

East Branch Huerhuero Creek

SITE PLAN

This pathway takes kids out of the high density areas surrounding the courtyard and indoor classrooms and brings them farther out to the green campus spaces. The pathway leads students to the other prototypes such as the outdoor classroom and inhabitable walls. The pathways wraps around existing built features at Creston. 68

Why?

- Music wall and interactive sounds providing them access to unrestricted environments in which they can express their energy - Sound Column, Babel Drum, Dance Chimes, Distortion Mirror, and Rainmaker provide the opportunity for children to focus their attention on optical effects, body movement, and melody-making - Texture path for sensory path

Pool

KEY

What?

How?

600

Ms. Matthews swehttaM .sM

I could bring my whole class here or my teaching assistant could bring a small group. I can also imagine parents coming here with their kids on weekends.

Site Plan // 1’0” = 1/64” areas to/have been modified

Historic Shed

200

100

vegetation sand

300 Exit & Entrance

decomposed granite

Parking Lot

400

O’Donova RD.

CHPT 06

Get to know Ms. Matthews! “Hello everyone! I am Ms. Matthews, and I’m a 4th Grade teacher. ”

grass Phase 1 pathway & modules

500

Fun Facts about Ms. Matthews:

Phase 2 pathway & modules

600

- She’s traveled to 15 different countries - Ms. Matthhews has 4 pet guinea pigs

Exit & Entrance

Site Plan // 1’0” = 1/64”

INTERACTIVE SENSORY PATHWAY

HOW CAN WE CONNECT THE OUTDOOR SPACES?

MULTIPLE USE PATTERNS

CHAPTER 06: PROTOTYPES

PROTOTYPES: INTERACTIVE PATHWAY

Sensory Number Path Sensory Number Path

CHPT 06

Vertical Bars Circular Path Vertical Bars ++ Circular Path

CONTEXTUAL PERSPECTIVE CONTEXTUAL PERSPECTIVE

Sensory Number Path

Vertical Bars + Circular Path

Students learn through unrestricted movements along the pathway whether it be hopping from shape to shape or crawling on the texted number path. Students learn through play with the embedded lessons integrated on the outside pathway.

Students navigate their own route throughout the pathway surrounded by nature. They make individual decisions and activate their senses while interacting with multiple materials, textures, and colors. Students can also choose to be more sedentary on the benches and observe nature.

Contextual Image

Circular Navigational Path

Circular Navigational Path Resting Benches Resting Benches

Strip Stone Path Strip Stone Path Textured Number Path Textured Number Path

Verticle Bars Verticle Bars

Resting Benches Resting Benches

Strip Stone Path Strip Stone Path

Those jungle poles look like so much fun! And we could find ladybugs too!

Jaylin

LEARNING INTEGRATION

HOW CAN WE FOSTER A SPACE THAT ACCOMMODATES ALL USERS?

ANECDOTAL LEARNING

CHAPTER 06: PROTOTYPES

OUTDOOR CLASSROOM AREA 4A

GATHERING + FORMAL LEARNING

CHAPTER 06: PROTOTYPES

CHPT 06

OUTDOOR CLASSROOM

Outdoor Classroom

AREA 4A

Contextual Image

Radial Patterning

Radial Patterns Nature Into Learning and Play Opportunities for Care About the Environment

Create outdoor environment to foster creativity and engaged learning of various topics, collaborative relationships among classmates, and increased appreciation for and care-taking of surrounding nature.

CLASSROOM STUDENT EXCITEMENT IN OUTDOOR LEARNING

nd P

layg

rou n

Contribution to overall student’s physical health and academic wellbeing. How to create an appreciation for learning, social relationships, and the environment among elementary school children?

ry P athw

ay a

New Fruit Tree

nso To S e

Main Classroom

GOALS

It will be important to minimize bright sun and wind exposure, open up with easy access to the garden, have vestibule entrance easily accessible from classrooms and pathway, and wrap around existing tree with break out space. RADIAL PATTERNING

Vestibule Entrance

Break Out Area

m roo

lass

C To

To E

rd e

Prototype schemes reference an existing radial outdoor classroom pattern and utilize the use of two additional components: a preparation vestibule and a small group break out space to create a sense of place for kids as they enter the structure and flexibility in various teaching arrangements. Patterns utilize a circular language’s spatial qualities for flow with edges / walls to be placed depending upon the school’s teaching and site needs.

74 My teacher said we can perform a play here! And it’s by the garden. I could learn more about how to take care of my garden at home!

Avery

Get to Know Avery! “Hi! My name is Avery, I’m 10 and a half years old and I’m in 5th Grade!” Fun Facts about Avery:

- He is a math wizard - Loves to play soccer with his friends (his favorite soccer player is Antoine Griezmann)

RADIAL PATTERN IMPLEMENTATION

HOW TO CREATE APPRECIATION FOR PEERS, AND THE ENVIRONMENT?

TEACHING SPACE

CHAPTER 06: PROTOTYPES

PROTOTYPES: OUTDOOR CLASSROOM

CLASSROOM

CHPT 06

Radial Patterns Nature Into Learning and Play Opportunities for Care About the Environment

AREA 4A

Contextual Site Plan

Radial Patterning

Radial patterning geered towards learning and collaborative engagement with peers and teacher, middle space and terraced seating provides opportunities for play, exploration and learning. North West Winds Summer Sunset

PERSPECTIVE Through the use of specific materials and orientation this design is able to minimize bright sun and wind exposure in additon to foster a sense of community and togetherness. Winter Sunset

Lockable Cabinet for Storage

To Pathway and Playground Vestibule Entrance

Perforated Wooden Seats and Tables

New Tree

To Expanded Garden

Main Classroom Break Out Area

Vestibule Zone - Preparation Space

Break Out Area for Small Group Activities

Wooden Screens for Shading Wooly Pockets with Planting Tables Rotate for Various Activities

Concrete Sunken Amphitheater

Dots Show Use Patterns

Existing Tree

South Winds

Summer Sunrise

AREA 4A Classroom next to school garden allows for visual connection to nature and has decomposed granite and more formal concrete conditions.

CLASSROOM - SITE PLAN

HOW TO CREATE APPRECIATION FOR LEARNING?

LAYERS OF SPACE + MATERIAL

CHAPTER 06: PROTOTYPES

PROTOTYPES: OUTDOOR CLASSROOM

CHPT 06

AREA 4A

Radial Patterns Nature Into Learning and Play Opportunities for Care About the Environment

Radial Patterning

Rotating Tables for Various Classroom Activities to Removal for Social Amphitheater Space.

Radial Infrastructure Considering Flexibility and Flow 1. Main Area

2. Vestibule Space

3. Break Out Space

Social amphitheater during off-times and learning center for various activities during ontimes. ~ 20 feet diameter for one class’s use ~28 feet diameter for two classes’ use

To prepare kids for outdoor classroom learning in a similar way that walking through a door does for indoor learning.

For flexibility and group work while teaching that is always visible from the main classroom.

1. 3.

3. 2.

3. 1.

2. 3.

How can this be implemented elsewhere?

Rotating Tables for Various Classroom Activities to Removal for Social Amphitheater Space

KID’S CHOICE!

HOW CAN STUDENTS ARRANGE THE SPACE TO MEET THEIR NEEDS?

SPACIAL STUDIES

CHAPTER 06: PROTOTYPES

INHABITABLE WALLS AREA 10, 5, BUFFER ZONE 1

BEANS + CRUMBS

CHAPTER 06: PROTOTYPES

CHPT 06 CRESTON ELEMENTARY SCHOOL Atascadero Unified School District 5105 O'Donovan Rd Creston, CA 93432

INHABITABLE WALLS

Inhabitable Wall

AREA 10, 5, BUFFER ZONE 1

Contextual Image

Discovery, Solitude, Mystery

Intersecting Walls: 5’ Height

Connection with Nature through Discovery Flexibility and Modularity Enhancing Underdeveloped Outdoor Spaces

Mass structures that activate underutilized green spaces and provide a sense of discovery through solitude and experimentation. The inhabitable walls have several apertures that connect the beans booleans to each other and their natural surroundings. visual connection to sky + views above. Allows for light to filter in and provides a sense of place.

holes act as confessionals. the knowledge and comfort of another life yet unseen

WALLS What?

I was way too hyper in class today. My teacher says sitting in this wall could have been a good way for me to calm down.

Physical structures that create spaces for social and emotional conditions. Why?

Occupiable Wall that helps define spaces. Elements within the structure provide an opportunity for different interactions within. Walls create experinces within experiences as well as space within space. These structures intend to instill a sense of discovery for students to explore their surroundings, nature and own feelings through elements of solitude and mystery.

Jaylin

How?

Equilibrium is created by opposites and the rupture of symmetrical patterns allows for things to feel haphazard but challenges the user to find stillness and order within.

Wow! The beans look really comfortable! I hope my friend and I get to sit in them and whisper through the holes.

500

Avery

brary 1st Grade

Elements within the structures provide an opportunity for different interactions throughout the walls.

700 - Toilet 800 - Multi-Use

the specific bean shapes create divisions within and seeked connection. Visibility only obtained through persuit.

tunnel activates the joint of the wall and its marked by a color and texture to create an interactive language

Blue - Group Circulation Green - Individual Pockets

Site Plan // 1’0” = 1/16” INTERACTIVE SENSORY PATHWAY

WHAT IS A WALL?

UNIQUE SURFACES + GEOMETRY

CHAPTER 06: PROTOTYPES

PROTOTYPES: INHABITABLE WALLS

CHPT 06

AREA 10, 5, BUFFER ZONE 1

DIAGRAM: IN CONTEXT - Area 10 DIAGRAM: IN CONTEXT - Area 10 CONTEXT PLAN DIAGRAM SET CONTEXT PLAN DIAGRAM SET DIAGRAM: IN CONTEXT - Area 10 800 CONTEXT PLAN DIAGRAM SET 800 800

Connection with Nature through Discovery Flexibility and Modularity Enhancing Underdeveloped Outdoor Spaces

CRESTON ELEMENTARY SCHOOL Atascadero Unified School District CRESTON ELEMENTARY SCHOOL 5105 O'Donovan Rd Atascadero Unified School District Creston, CA 93432 5105 O'Donovan Rd CRESTON ELEMENTARY SCHOOL Creston, CA 93432 Atascadero Unified School District 5105 O'Donovan Rd Creston, CA 93432

Discovery, Solitude, Mystery

Area 9 Area 9 Area 9

Historically, walls have changes overtime. Walls used to be Castles a massive rock with poche now they are hallow and have infrastructure walls now have water and gas and other ulitities. We take inhabitable space for granted. People like to fill in a wall but questioning its contents allows for usability and the notion of inhabitablity.

Intersecting Walls: 5’ Height Intersecting Walls: 5’ Height Intersecting Walls: 5’ Height

visual connection to sky + views above. Allows for light to filter in and connection provides a sence visual to skyof + views place. above. Allows for light to filter in and provides a sence of visual place. connection to sky + views above. Allows for light to filter in and provides a sence of place.

700 700 700

MASTER PLAN EFFECT

INFRASTRUCTURAL

Both unifies but also divide spaces for shy kids into usable private safe spaces partition pavement.

Negative spaces of campus of wall The value in dividing spaces down is that it beings activating parts of the campus - unused turf areas and creates the need to activate underutilizing spaces, in addition to benefiting from the learning experience.

holes act as confesionals. the knowledge and comfort of another yet unseen holes act aslife confesionals. the knowledge and comfort of another life yet unseen holes act as confesionals. the knowledge and comfort of another life yet unseen

INHABITABLE WALLS Outdoor Learning Prototypes K-6 General Education Public Schools in California

WALL MATRIX: Single, Double, Sundry CONCEPTUAL INHABITABLE WALL DIAGRAM SET

SINGLE WALLS

SUNDRY WALLS

Linear Wall

LINEAR

DOUBLE WALLS

12’x5’x2’

Parallel Walls 12’x5’x2’

Curved Wall 5’ Height

Pinched Wall 12’x5’x2’

PINCHED

Elements within the structures provide anwithin opportunity for Elements the structures different interactions provide an opportunity for Elements within the structures throughout the walls. different interactions provide an opportunity throughout the walls. for different interactions throughout the walls.

the specific bean shapes create divisions within and seeked connection. the specific bean shapes Visibility only optained create divisions within throuhg persuit. and seeked connection. the specific bean shapes Visibility only optained create divisions throuhg persuit. within and seeked connection. Visibility only optained throuhg persuit.

MIXED

500 500 500

Sand Box Sand Box Sand Box

Pinched Wall + Structred Seating 12’x5’x2’

Thickness Density 5’ Height

tunnel activates the joint of the wall and its marked by a color texturethe to create tunneland activates joint of an theinteractive wall and itslanguage marked by a color and texture to create tunnel activates the joint of an interactive language the wall and its marked by a color and texture to create an interactive language

L Scheme Wall 5’ Height

Intersecting Walls 5’ Height

All of the Above 5’ Height

Partition of pavement both unifies but also divide spaces for shy kids into usable safe spaces. The walls value to the Partition of private pavement both unifies but alsogive divide spaces fornegative shy kids spaces of campus dividing their down in order tonegative activate into usable private by safe spaces. Thespaces walls give value to the Partition of pavement both unifies but also divide spaces for shy kids S parts ofof campus that underutilized. spaces campus by are dividing their spaces down in order to activate into private safe The walls give value to the negative partsusable of campus that arespaces. underutilized. spaces of campus by dividing their spaces down in order to activate parts of campus that are underutilized.

KEY: KEY: “100” KEY: “100” “100”

ACTIVATION OF GREEN SPACE

400 - Classroom & Library 500 & 1st Grade 400 -- Kindergarden Classroom & Library 600 PTA Room 500 -- Kindergarden & 1st Grade 400 600 - Classroom PTA Room & Library 500 - Kindergarden & 1st Grade 600 - PTA Room

700 - Toilet 800 Multi-Use 700 -- Toilet

Blue - Group Circulation Green - Individual Pockets Blue - Group Circulation

800 - Multi-Use 700 - Toilet 800 - Multi-Use

Green - Individual Pockets Blue - Group Circulation Green - Individual Pockets

Site Plan // 1’0” = 1/16” 0

Special Studies in Archietecture

Site Plan // 1’0” = 1/16” Site Plan // 1’0” = 1/16”

WHAT DOES IT MEAN TO BE INSIDE?

KEY: BLUE - GROUP CIRCULATION GREEN - INDIVIDUAL POCKETS Plan // 1’0” = 1/25”

SCULPTED FURNITURE

CHAPTER 06: PROTOTYPES

PROTOTYPES: INHABITABLE WALLS

CRESTON ELEMENTARY SCHOOL Atascadero Unified School District 5105 O'Donovan Rd Creston, CA 93432

DIAGRAM: DETAILS - Connections + Transparency CONTEXT PLAN DIAGRAM SET

CHPT 06

AREA 10, 5, BUFFER ZONE 1

Connection with Nature through Discovery Flexibility and Modularity Enhancing Underdeveloped Outdoor Spaces

Discovery, Solitude, Mystery

Integration between “site and thing”. Throughout the walls there are tiny holes that act as confessionals. They bring in some degree of filter between the unknown and predictable things. The tiny holes and larger shaped holes enhace the sound from wind, light coming in and provide more sensory connections such as glimpses of sky. visibility to other wall

individual seats have a slanted back to increase privacy and comfort

bean + lemon shaped moduels act as group and individule pods

smaller rectangular elements act as partical pockets

MATERIALITY

SENSIBILITY

Unorthodox ways of using materials. Hard surface in combat with body postures and shapes.

Layers of discovery. Challenge how the body want to assume a shape - beans and lemons! INHABITABLE WALLS Outdoor Learning Prototypes K-6 General Education Public Schools in California

PHYSICAL MODELS: MATERIALITY CONCEPTUAL INHABITABLE WALL PHOTOGRAPH SET

Process

5’ INHABITABLE WALL

failed , crumbles, unsure

5’ MIXED WALL

Side cavity!

More surface area for weight distribution on pour

SINGLE STICH CROCHETTE, YARN

oh no! its leaking!

Chunk size is significant for this scale...

HORIZONTAL POUR, CONCRETE

Too much water?

VERTICLE POUR, CONCRETE

VERTICLE POUR, MORTAR

Fill line 5 inches or less

Grey - Pockets with Connections Green - Individual Pockets

TYPES OF POURS + MATERIALS

KEY:

stitch, extra stitch, turn the work, stitch again...

How can a flimsy material be rigid?

Models

Scale: 1” = 1’0” One stitch one planel. Folded? Color Blocking?

visual connection

tunnel activates the joint of the wall and its marked by a color and texture to create an interactive language

holes act as confesionals. the knowledge and comfort of another life yet unseen

Partition of pavement both unifies but also divide spaces for shy kids into usable private safe spaces. The walls give value to the negative spaces of campus by dividing their spaces down in order to activate parts of campus that are underutilized.

KEY:

BODY + SURFACE

bean shaped moduels have visual connections through slits following their forms

visibility to other wall. walls that are left blank act as textural canvases. allowing the users to add their own twist to the walls ; tiles, stones, etc.

Special Studies in Archietecture

Broken Elements, but brings up the question: How would spacial tension behave?

Multitude of stitches.

UNSURE SUCCESS

SEMI SUCCESS

SEMI FAIL

Compating orientations?

OUTCOMES

These walls give students the agency to choose their activity like hanging out in groups or simply sitting in silence. They also provide spaces for de-stressing through the sensory connection to materials and nature.

STRUCTURED FURNITURE

Presence of intentional holes. Webbing. Folding?

KEY: BLUE - QUESTIONS + THOUGHTS

Material Studies - How can something soft feel dense and hard?

IMAGES // No Scale

Grey - Pockets with Connections Green - Individual Pockets

STRUCTURAL MACRAME?

STRUCTURE + MATERIAL + SITE

CHAPTER 07: IMPACT POST COVID-19

IMPACT POST COVID-19 Call to Action!

FUTURE REALITIES

CHAPTER 07: FUTURE FOCUSED

CHPT 07

Knowing I get to spend time outside makes me excited about coming to school everyday. I hope other kids have these opportunities too!

FUTURE FOCUSED

Avery

A CALL TO ACTION IN OUTDOOR LEARNING Engaging students for years to come!

Where is the future of outdoor learning headed? How can it contribute to the identity and infrastructure of a school?

We propose these outdoor learning prototypes as a way to contribute to the infrastructure and identity of a school for many years to come. Focusing on the possibilities of longevity within outdoor learning will be vital for student health and wellbeing in the long run. Because outdoor learning is incredibly positive for student engagement, these solutions and others should be prioritized as long-term goals in K-6 education in California. INFRASTRUCTURE AND IDENTITY IN SCHOOLS ACROSS CALIFORNIA

Outdoor Classroom

Inhabitable Walls

Interactive Sensory Pathway

Contribute to the school’s identity and infrastructure by adding a space that could be used during school hours for classroom activities and outside of school hours for social and other activities.

Create pockets on a school’s campus that can provide solitary contemplation space, for kids to rest and recharge as well as foster small group interactions, where kids can see and hear their friends and peers through small connective moments.

Establish an infrastructural pathway that kids get to explore during specific classroom activities as well as during offschool times, where each trip they will discover something new.

Learning in and about nature will help kids to develop a better appreciation for it. As future caretakers for the Earth, this will be an important relationship to establish.

7.1

Ms. Matthews

It is empowering to see how positive outdoor learning is for kids. Other educators and schools should harness this design potential to incorporate outdoor learning spaces on their campuses.

Richard Neutra’s Outdoor School drawn in the 1930’s was forward thinking for its time, encouraging education outdoors as a crucial part of learning. We propose this type of forward-thinking in today’s and future designs of outdoor learning.

OUTDOOR LEARNING OF THE FUTURE

Create a connective element Interact with the surrounding throughout a campus, working campus spaces, bringing life to with the circulation needs previously underutilized areas and spatial qualities of both and breaking up large and a school’s more dense areas overwhelming areas into spaces and field areas. Will consider of manageable size to a kid. qualities of spaces and the The classroom will be benefits they can receive from constructed out of permanent The walls will be constructed being on either side of the materials, and its slightly sunken out of a massive material that pathway. aspect will contribute to the can be carved away such as sense of permanence, important concrete or a large piece of The pathway will be made for infrastructural qualities. wood. The overall heaviness to last, using materials like Lighter weight wooden rails will will give the wall infrastructural decomposed granite and foster plant growth which will qualities as they are spaced recycled rubber to create a help the space to grow in its throughout a campus. Kids will fun and varied experience. sense of permanence, and a be so excited to have a little Trees will also be planted to space that kids are excited to hideaway and place of reflection add to the school’s identity and associate with their school. as a part of their school infrastructure over time. experience.

“The school should invoke a sense of pride and be considered a genuine asset for the community.” -OWP/P Architects, The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning

HOW TO CONTRIBUTE TO A SCHOOL’S IDENTITY AND INFRASTRUCTURE?

PROTOTYPE FUTURE GOALS

CHAPTER 07: FUTURE FOCUSED

FUTURE FOCUSED

OUTDOOR LEARNING COLLAGES Various learning activities able to occur outdoors

Where is the future of outdoor learning headed? How can it contribute to the identity and infrastructure of a school?

CHPT 07

What would school look and feel like if learning was completely outdoors?

Establish positive relationships with peers and the environment

“Nature breeds curiosity; it helps to grow explorers rather than robots. It reminds us that we are part of something bigger. It grounds us, calms us.” - Ben Palmer-Fry

Enhance creativity and critical thinking skills

Layering and depth of experiences, creating opportunities for agency

Promote student health What materials and elements would become essential to this infrastructure?

7.2

ENGAGEMENT

How can sensory experiences in outdoor spaces fostering gathering, walking, and discovery work together in their contribution to a school’s identity?

OUTDOOR LEARNING COLLAGES

7.3

POSSIBILITY

HOW TO CONTRIBUTE TO A SCHOOL’S IDENTITY AND INFRASTRUCTURE?

Image Hybrid Sources: CEIP Villimar School - AGI Architects Casis Elementary - Baldridge Architects Larch Canopy at Ralph Allen School Feilden Fowles

OUTDOOR LEARNING FUTURE GOALS

CHAPTER 07: FUTURE FOCUSED

FUTURE FOCUSED

OUTDOOR LEARNING MONTAGES How to break the status quo and normality of static in elementary schools of the future?

Various learning activities able to occur outdoors

CHPT 07

Where is the future of outdoor learning headed? How can it contribute to the identity and infrastructure of a school?

“If we want children to flourish, to become truly empowered, then let us allow them to love the earth before we ask them to save it. Perhaps this is what Thoreau had in mind when he said, “the more slowly trees grow at first, the sounder they are at the core, and I think the same is true of human beings.” -David Sobel What interstitial spaces can be developed and underutilized areas enhanced?

How can color and architectural elements contribute to the infrastructure of a school’s outdoor spaces? Reflection, contemplation, and establishing relationships with small groups of peers 7.5

CURIOSITY

7.4

COLOR

A launch pad for new designs that promote student health

OUTDOOR LEARNING COLLAGES

HOW TO CONTRIBUTE TO A SCHOOL’S IDENTITY AND INFRASTRUCTURE?

Image Hybrid Sources: École Sainte-Anne Schoolyard - Taktik Design Kindergarten (Tromso, Norway) - 70°N Arkitektur Birralee Primary School - Kerstin Thompson Architects Olinda Playspace (Melbourne) - Fitzgerald Frisby Landscape Architecture, Lark Industries OUTDOOR LEARNING FUTURE GOALS

SOURCES

WORKS CITED SOURCES

WORKS CITED Barber, Gareth. “Inspiring Quotes About Outdoor Education, Learning, Play and Its Benefits.” The Stable Company, 19 Aug. 2019, www.thestablecompany.com/blog/inspiring-quotes-about-outdoor-education-learning-play-benefits. Christele Harrouk. “Reconsidering School Design: Indoor and Outdoor Learning as a Solution for a Healthy Future” ArchDaily, 18 Aug 2020, https://www.archdaily.com/945839/reconsidering-school-design-indoor-and-outdoor-learning-as-a-solution-for-a-healthy-future Dewar, Gwen. “Outdoor Learning: How Kids Benefit from Learning and Playing in Nature.” Parenting Science, 2018, www.parentingscience.com/outdoor-learning.html. Green Schoolyards America, www.greenschoolyards.org. Learning Environments Connected to Nature. https://learnoutdoor.weebly.com/. Kuo, Frances E., and Andrea Faber Taylor. “A Potential Natural Treatment for Attention-Deficit/Hyperactivity Disorder: Evidence From a National Study.” American Journal of Public Health, vol. 94, no. 9, 2004, pp. 1580–86. Crossref, doi:10.2105/ajph.94.9.1580. Kuo, Ming. “Six Ways Nature Helps Children Learn.” Greater Good Magazine, 7 June 2019, greatergood.berkeley.edu/article/item/ six_ways_nature_helps_children_learn. Link, Jeff. “Benefits of Outdoor Activities for Children with ADHD.” Goric Marketing Group USA, Inc., 11 Jan. 2018, goric.com/benefits-outdoor-activities-children-adhd. Louv, Richard. Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder. Updated and Expanded, Algonquin Books, 2008. Minds, Myers Inquiring. “Creating Our Barefoot Sensory Path and the Importance of Outdoor Play.” Mrs. Myers’ Kindergarten, 12 June 2021, mrsmyerskindergarten.blogspot.com/2018/11/creating-our-barefoot-sensory-path-and.html. Morin, Amanda. “What Is Least Restrictive Environment (LRE)?” Understood, 29 Apr. 2021, www.understood.org/en/school-learning/ special-services/special-education-basics/least-restrictive-environment-lre-what-you-need-to-know. Peterson, O’Donnell Wicklund Pigozzi And, et al. The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning. 1st ed., Abrams, 2010. Reggio Emilia Approach, 2020, www.reggiochildren.it/en/reggio-emilia-approach. Superville, Denisa. “Outdoor Classrooms in the Age of COVID-19: Pros and Cons.” Education Week, 6 Dec. 2020, www.edweek.org/ leadership/outdoor-classrooms-in-the-age-of-covid-19-pros-and-cons/2020/06.

INFORMATION

IMAGE CREDITS SOURCES

IMAGE CREDITS 1.1: photograph © Getty Images “Environmental organisations call for inquiry into ‘vital role of outdoor learning’.” October 09, 2020. Independent. Accessed June 10, 2021. https://www.independent.co.uk/climate-change/news/outdoor-learning-forest-schools-education-mental-health-behaviour-children-b910464.html 1.2: photograph © Children’s Place Day Nurseries “Early years experiences that last a lifetime.” Children’s Place Day Nurseries. Accessed June 10, 2021. https://www.childrens-place.co.uk/ 1.3: photograph © Golestan Education “National COVID-19 Outdoor Learning Initiative Introduction.” Green Schoolyards America. Accessed May 18, 2021. https://www.greenschoolyards.org/introduction 1.4: photograph © Green Schoolyards America “Living School Grounds.” Green Schoolyards America. Accessed May 18, 2021. https://www.greenschoolyards.org/living-school-grounds 2.1-3: photograph © Sharon Danks “Green Schoolyard Transformations.” Green Schoolyards America. Accessed May 18, 2021. https://www.greenschoolyards.org/ 3.1-5: photograph © Kelle Brooks Received January 4, 2021. 3.5-9: photograph © Creston Elementary School Received May 19, 2021. 3.10-12: photograph © Kelle Brooks Received January 4, 2021. 3.13-17: photograph © Creston Elementary School Received May 19, 2021. 4.1: photograph © Morar 61 “25 anos sem Burle Marx.” Morar 61. Accessed April 20, 2021. https://www.pinterest.it/pin/779826491720959986/ 4.2: photograph © Aspect Studios “Dandenong Park Regional Playground.” Aspect Studios. Accessed April 20, 2021. https://www.aspect-studios.com/project/dandenong-park-regional-playground/

4.9: photograph © Pengcheng Yang “Early Education Center Near the Horse Farm / L&M Design Lab.” June 05, 2018. ArchDaily. Accessed June 07, 2021. https://www.archdaily.com/895337/early-education-center-near-the-horse-farm-l-and-m-design-lab 4.10: photograph © Wall Colony “Oak Ant Farm (Portrait).” Wall Colony. Accessed April 06, 2021. https://www.wallcolony.com/oak-ant-farm-portrait/ 4.11: photograph © Ole Akhøj DK “Ceramic Concretion.” November, 2013. Ann Linnemann Gallery. Accessed June 07, 2021. http://annlinnemann-english.blogspot.com/2013/10/ceramic-concretion-november-2013.html 7.1: drawing © Richard Neutra “Conceptos Pedagógicos Asociados al Espacio Escolar de Richard Neutra.” DocPlayer. Accessed June 03, 2021. https://docplayer.es/55056893-Conceptos-pedagogicos-asociados-al-espacio-escolar-de-richard-neutra.html 7.2: collage © Kathleen Brady 7.3: image hybrid © Rose Hillebrandt a. photograph © CEIP Villimar “CEIP Villimar.” October 20, 2020. AGI Architects. Accessed June 03, 2021. https://www.agi-architects.com/en/work/ceip-villimar-2/ b. photograph © Casey Dunn, Patrick Wong, baldridgeARCHITECTS “Casis Elementary.” baldridgeARCHITECTS. Accessed March 30, 2021. http://baldridge-architects.com/work/casis/ c. photograph © Feilden Fowles “Larch Canopy.” January 19, 2012. Feilden Fowles. Accessed June 03, 2021. https://www.pinterest.com/pin/80501912061129487/ 7.4: open source digital montage © Julieta Moreno 7.5: image hybrid © Rose Hillebrandt a. photograph © Maxime Brouillet “École primaire Sainte-Anne.” October 20, 2020. AGI Architects. Accessed June 03, 2021. https://www.agi-architects.com/en/work/ceip-villimar-2/ b. photograph © 70ºN Arkitektur “Kindergartens.” September 16, 2008. ArchDaily. Accessed June 07, 2021. https://www.archdaily.com/6267/kindergartens-70%25c2%25ban-arkitektur

4.3: photograph © NIPpaysage “Sainte-Justine Hospital Center Montreal (Quebec), Canada.” NIPpaysage. Accessed May 14, 2021. http://nippaysage.ca/en/project54-centre-hospitalier-sainte-justine-chusj.html

c. photograph © Derwek Swalwell “Birralee Primary School / Kerstin Thompson Architects.” June 23, 2014. ArchDaily. Accessed June 07, 2021. https://www.archdaily.com/517535/birralee-primary-school-kerstin-thompson-architects

4.4: drawing © Faculty Advisor: Kelle Brooks, Students: Shaina Kim, Hailey Baquian, Serah Kallerackal “Outdoor Learning Environments Prototypes.” Learning Environments Connected to Nature. Accessed April 19, 2021. https://learnoutdoor.weebly.com/rice-1.html

d. photograph © Katie Barker “HOT: Olinda Playspace, Olinda.” Tot - Hot or Not. Accessed June 07, 2021. https://tothotornot.com/olinda-playspace/

All other images were created by the authors

Thanks for listening to why we love outdoor learning!

Cameron

4.7: rendering © AP + E “Hedge School.” AP + E. Accessed April 8, 2021. https://www.appluse.eu/HEDGE-SCHOOL 4.8: drawing © Faculty Advisor: Kelle Brooks, Students: Aleksa Salve, Brian Chan “Layered Natue Classroom Design.” Learning Environments Connected to Nature. Accessed April 19, 2021. https://learnoutdoor.weebly.com/collection.html THANK YOU!