REIMAGE LEARNING Redefining Learning Environments through Imagination and Play
Syracuse University School of Architecture May 2020 Advisor: Joel Kerner Danielle Steele
“All human beings are active seekers of knowledge and PLAY is an integral facet of this ongoing quest.” Doris Bergen Play as a Medium for Learning and Development 1
ABSTRACT When thinking about learning or education one usually imagines a school or classroom. This is an egregious misconception that learning only happens in these environments. This traditional environments currently lack the capacity for free play and imagination to facilitate learning. While, the activity of playing can be a catalyst to a much richer and meaningful knowledge. The premise of learning, and the environment in which it takes place presents an architectural challenge to reimage. Learning can be enhanced through the medium of architecture and thoughtful design. Reimagine Learning aims to redefine learning environments through imagination and play. This thesis asks whether imagination and play can be leveraged to design new learning spaces. This brings in question the built environment which must be re-evaluated.
Today in the U.S., learning environments usually resemble classrooms designed for standardization during the industrial revolution. This environment fails to support students’ individuality, creativity, exploration, and collaboration, and ultimately neglects their intellectual value entirely. Further, standardized learning has favored economy and bureaucracy over students’ growth and prosperity. The outcome of this environment has had and continues to have detrimental impacts on our children, communities, and entire society. We must instead listen to those populations who have been neglected when designing learning spaces; the learners. Learning and development are most dramatic during early childhood, when learning is driven by imagination, curiosity, exploration, and play. Reimagine Learning creates environments that emphasize this learning and development for students; opening up the possibilities for free, uninhabited play and exploration created by the boundless imagination of children. This thesis critiques the notion of traditional education by creating a series of active learning spaces. Active learning engages students by giving them personal agency over their own experiences, which in turn creates a more impactful learning experience.
THE VERY ACT OF LEARNING AS WELL AS THE STEREOTYPED TERM CAN BE RE-IMAGINED THROUGH THOUGHTFUL DESIGN. WE MUST LEAVE THE BARRIERS AND WALLS OF A LEARNING SPACE UP FOR THE IMAGINATION.
CONTENTS
01 02 03 04 05
PLAY
(8)
RESEARCH
(20)
DESIGN
(52)
APPLICATION
(84)
MEDIOGRAPHY
(92)
01 PLAY “FREE SELF-EXPRESSION FOR THE PLEASURE OF EXPRESSION.” Seashore The Theory of Play 2 The word Play has been defined and redefined for centuries, but the challenging question of why children perform the act of play still persists for researchers and theorists. The above quote by the theorists Seashore is one that closely relates to this thesis. In this section, I will cover the benefits of play, the current model of education in relation to the activity of play, the age group that benefits the most from play, go over the different types of play I will be investigating, and finally situate my thesis question. This section hopes to challenge the long standing bias on what play is – and more importantly what is it we gain from play as a learning experience. Lastly, I would like to emphasize why this is an architectural phenomena that must be addressed.
IMAGINING A NEW ENVIRONMENT OF PLAY PLAY
9
Cognitive Skills Memory Language Emotion Regulation
Healthy body weight Active lifestyle
Self-expression Creativity Self-confidence Goal Setting Games Happiness Therapeutic
BRAIN DEVELOPMENT
HEALTH
MIND
Decision-making skills Collaboration Compromise Risk management Communication Empathy Problem Solving Language
Healthy body weight Active lifestyle Develop Strong Bones and Muscles
SOCIAL
BODY
PLAY
Play Deficit
BRAIN DEVELOPMENT
HEALTH
MIND
SOCIAL
BODY
Delayed language Development Attention
Increase body weight Asthma Chronic Illness
Depression ADHD Feelings of Helplessness
Poor Decision-Making Skills Lack of Empathy Narcissism Inability to Develop Social Skills
Increase body weight Inactive lifestyle
IMAGE ONE: PLAY IN RELATION TO CHILD DEVELOPMENT 10
PLAY
THE POWER OF PLAY Play has been identified as an essential link in learning, growth and development by The Association for Childhood Education as stated: “Decades of research has documented that play has a crucial role in the optimal growth, learning, and development of children from infancy through adolescence. Yet, this need is being challenged, and so children’s right to play must be defended by all adults, especially educators and parents.”3 Learning and development are most dramatic during early childhood, and learning is driven by imagination, curiosity and play. Physicians and researchers have discovered that play is linked to brain development, healthy bodies, and decisionmaking skills, while the lack of play can lead to increase in overweight, depression, and chronical illness in children. 4 Looking at Image One, it is apparent the impact play has on social development. The child is able to gain self-confidence, creativity, self-expression and overall happiness. Additionally, play positively impacts decision-making skills, collaboration, compromise, risk management, communication, empathy, problem solving and language. On the other hand, the lack of play has detrimental impact to social development which can lead to lack of empathy, poor decision-making skills, and inability to develop social skills altogether. These combined can significantly increase the risk of depression, ADHD, and the overall feelings of helplessness. For this purpose, this thesis focuses on researching the social aspects of play. These aspect have dramatic impacts on learning and development.
“Decades of research has documented that PLAY HAS A CRUCIAL ROLE IN THE OPTIMAL GROWTH, LEARNING, AND DEVELOPMENT of children from infancy through adolescence. Yet, this need is being challenged, and so CHILDREN’S RIGHT TO PLAY MUST BE DEFENDED by all adults, especially educators and parents.” Isenberg & Ouisenbery Play: Essential for all Children 5
PLAY
11
LEARNING AND PLAY “…PLAY IS THE BASIS OF ALL LATER COGNITIVE FUNCTIONING AND IS THEREFORE, INDISPENSABLE IN THE LIFE OF THE CHILD AND, TO A LESSER EXTENT, THE ADULT.” Doris Bergen Play as a Medium for Learning and Development 6
From infancy and preschool to traditional elementary, play as a learning method declines in education, as seen in image two. Consider preschool and kindergarten sections, there is a shift in the activity of play. Free play has the greatest influence for preschool programs, then kindergarten transitions to guided play. Guided play requires the role of the adult. The adult plays an integral part in the learning experience, but is also challenged to not disrupt the child’s self-driven free play. In her book, titled Play as a Medium for Learning and Development, Doris Bergen described this relationship: “The challenge of play for teachers, parents, and recreational workers is to intervene in order to optimize the educational consequences of play without sacrificing its essence… Perhaps this requires adults who themselves bring a quality of playfulness as well as respect to their relations with children.” 7
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PLAY
DIRECTED PLAY has many externally imposed elements that are defined by adults and the play is often lead by adults WORK AS PLAY task-oriented activities that are not inherently playful but that can be transformed into directed or guided play activities if the potential for internal control, motivation, and reality can be tapped
PLAY
FREE PLAY
WORK DISGUISED AS PLAY
DIRECTED PLAY
GUIDED PLAY
WORK
WORK is activit an exter which m no oppo the work in the ac
INFANT & TODDLER PROGRAMS
PRESCHOOL PROGRAMS
ELEMENTARY & TRADITIONAL KINDERGARTEN PROGRAMS TRADITIONAL ELEMENTARY & SOME KINDERGARTEN PROGRAMS
LEARNING
DISCOVERY LEARNING
GUIDED DISCOVERY LEARNING
RECEPTION LEARNING
ROTE LEARNING
REPETITIVE PRACTICE
DISCOVERY LEARNING occurs through the spontaneous manipulation of the objects in the physical environment and through informal social interactions with adults and peers. Knowledge grows as these intera
IMAGE TWO: THE RELATIONSHIP BETWEEN PLAY AND LEARNING IN TRADITIONAL EDUCATION ENVIRONMENTS
GUIDED DISCOVERY LEARNING has many elements of discovery, but the experiences are carefully structured so that certain discoveries are more likely to occur. Open-ended questions asked by adults channel the conce
RECEPTION LEARNING is meaningful learning that occurs primarily through verbal means; either by adult instruction, by reading, or by discussion. In order to be meaningful, the learner must have a base of co related to the verbal learning.
FREE PLAY
DISCOVERY LEARNING
ROTE LEARNING is verbal learning that is nor inherently meaningful but that may be assisted by memory strategies such as rehearsal, association, clustering, detecting patterns, and counting. Rote learni service of other learning or may be related to meaningful learning if the learner has the experiential base needed to transform it into knowledge
Has the greatest degree of internal control, reality, and motivation
Occurs through the spontaneous manipulation of the objects in the physical environment REPETITIVE PRACTICE and through informal social interactions with has no inherent meaningful elements and is difficult for children to relate to any meaningful experience adults and peers. Knowledge grows as these interactions are mentally organized.
REFERENCES Bergen, Doris, ed. Play as a Medium for Learning and Development: A Handbook of Theory and
GUIDED PLAY Occurs within a loosely defined framework of social rules, requiring children to give some attention to externally imposed control, reality, and motivation
GUIDED DISCOVERY LEARNING Has many elements of discovery, but the experiences are carefully structured so that certain discoveries are more likely to occur. Open-ended questions asked by adults channel the concept development process. 8
PLAY
13
FREE PLAY Looking at child development through the lens of play, play occurs in various types and frequencies, as seen in Image Three. The purpose of this thesis focuses on the 5-6 year-old age group. At this age, a unique transition happens between different play types. There is a strong shift from exploration and exploratory play to symbolic games and symbolic play, constructive play and games with rules.
Free play is defined as “unstructured, voluntary, child-initiated activity that allows children to develop their imaginations while exploring and experiencing the world around them. It is the spontaneous play that comes naturally from children’s natural curiosity, love of discovery, and enthusiasm.” 9 Free Play is broken into five different categories: physical, constructive, expressive, fantasy, and competitive. Each of these carries a different learning outcome.
HIGH INCIDENCE
LOW INCIDENCE
AGES 0
1
2
3
4
5
6
7
8
9
IMAGE THREE: PLAY TYPES AND THE AGE THEY OCCUR
REFERENCES Bergen, Doris, ed. Play as a Medium for Learning and Development: A Handbook of Theory and Practice. Portsmouth, N.H: Heinemann, 1988 (171-177).
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PLAY
10
11
12+
+
PHYSICAL PLAY
CONSTRUCTIVE PLAY
EXPRESSIVE PLAY
When children run, jump, and play games such as hide-and-seek and tag, they are engaging in physical play. Physical play offers a chance for children to develop muscle strength, coordination, and exercise and develop their bodies appropriately, while maintaining healthy weight. Children also learn to take turns and accept winning or losing.
Constructive play starts in infancy and becomes more complex as your child grows. During constructive play, children explore objects, discover patterns, and problem solve, to find what works and what does not. They gain confidence manipulating objects, and practice creating ideas and working with numbers and concepts
Children learn to express feelings and emotions during expressive play. Art, music, and writing help children develop creativity and symbolic communication through expressive play.
FANTASY PLAY
COMPETITIVE PLAY
Children learn to create and imagine beyond their world during fantasy play. They may assume adult roles and learn to think in abstract ways. Children can re-enact situations, experiment with languages, and learn to express emotions during fantasy play. They can also work out emotional issues by projecting them onto a fantasy situation.
Competitive play begins in the late preschool period. The play is organized by group goals and established rules. There is at least one leader, and children are definitely in or out of the group. Children are moving from a self-centered world to an understanding of the importance of social interactions and rules. Part of this development occurs when they learn games. 10
EXPLORATORY PLAY SYMBOLIC PLAY EXPLORATION SYMBOLIC GAMES CONSTRUCTIVE PLAY GAMES WITH RULES
PLAY
15
AGENCY The agency, action or intervention, of the adult versus the child changes based on the environment, as seen in image four. For example, in a school environment, the child is told when to play, eat, sleep and work. In a museum, the child has the ability to explore. The adult still takes a higher agency of where to go, when, and for how long. While at a park, the adult is a bystander while the child takes on the agency to play.
What is brought to light is the relationship between the child and adult through various roles of play. In Reimagine Learning, the roles of the adult in facilitating an active environment for a child to play are organized into three categories: Supervised, guided, and synchronous.
CHILD VS ADULT
AGENCY WITHIN AN ENVIRONMENT
HIGH CONTROL
LOW CONTROL
ENVIRONMENT
SCHOOL
MUSEUM
PARK
CHILD
IMAGE FOUR: CHILD VS. ADULT AGENCY WITHIN AN ENVIRONMENT
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PLAY
ADULT
ROLES DESIGN DESIGN DESIGN PLAYBOOK PLAYBOOK PLAYBOOK
CHILD CHILDCHILD ADULTADULTADULT
UPERVISED SUPERVISED SUPERVISED PLAY PLAY PLAY
e adult The provides adult Theprovides aadult looseprovides framework a loose aframework loose of framework of of pervision supervision to allow supervision to theallow child tothe to allow play child the freely. tochild play to freely. play freely.
SUPERVISED PLAY
The adult provides a loose framework of supervision to allow the child to play freely.
CHILD CHILDCHILD ADULTADULTADULT
GUIDED GUIDED GUIDED PLAY PLAY PLAY
occurs within occursa within occurs looselyawithin defined loosely a framework loosely defineddefined framework of framework of of social rules, social requiring rules, socialrequiring rules, children requiring children to give children some to give to some give some attentionattention to externally attention to externally imposed to externally imposed control,imposed reality, control,control, reality, reality, and motivation and motivation and motivation
GUIDED PLAY
Occurs within a loosely defined framework of social rules, requiring children to give some attention to externally imposed control, reality, and motivation.
REFERENCES REFERENCES REFERENCES Bergen, Doris, ed.Bergen, Play as a Doris, Medium ed. Bergen, Play for Learning as Doris, a Medium ed. andPlay Development: forasLearning a Medium and A Handbook for Development: Learning of and Theory A Development: Handbook and of Theory A Handbook and of Theory and Practice. Portsmouth, Practice. N.H: Portsmouth, Heinemann, Practice. N.H: 1988 Portsmouth, Heinemann, (171-177).N.H: 1988 Heinemann, (171-177).1988 (171-177).
CHILD CHILDCHILD ADULTADULTADULT
SYNCHRONOUS SYNCHRONOUS SYNCHRONOUS PLAY PLAY PLA
"Further "Further analysis "Further analysis suggested analysis suggested that synchronization suggested that synchronization that synchroniza experience experience increased experience increased intentional increased intentional communication intentional communication communica betweenbetween peer partners, between peer partners, resulting peer partners, resulting in increased resulting in increased in increased coordination coordination and coordination cooperation.” and cooperation.” and cooperation.”
SYNCHRONOUS PLAY
“Further analysis suggested that synchronization experience increased intentional communication between peer partners, resulting in increased coordination and cooperation.”11
REFERENCES REFERENCES REFERENCES Psychology Today.Psychology “Beyond Recess: Today. Psychology Synchronized “Beyond Today. Recess: Play “Beyond Synchronized Improves Recess: Kids’ Play Synchronized Cooperation.” Improves Kids’ Play Accessed Cooperation.” Improves AprilKids’ 9, 2020. Accessed Cooperation.” April 9, Accessed 2020. Ap https://www.psychologytoday.com/blog/the-athletes-way/201704/beyond-recess-synchronized-play-improv https://www.psychologytoday.com/blog/the-athletes-way/201704/beyond-recess-synchronized-play-improv https://www.psychologytoday.com/blog/the-athletes-way/201704/beyond-recess-synchronizedes-kids-cooperation. es-kids-cooperation. es-kids-cooperation.
PLAY
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QUESTION Today, play and imagination are under threat due to our social misconception of the value that play has on learning. Knowing how damaging the lack of play is to a child, and the decline in play as a learning method, the question becomes: why do we as a society not value the learning outcome that play has? The Montessori theory, an approach by Maria Montessori, explained “We must, therefore, quit our roles as jailers and instead take care to prepare an environment in which we do as little as possible to exhaust the child with our surveillance and instruction.”12 Which echoes my position that architecture has the power to enhance the way people learn.
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PLAY
Reimaging Learning asks whether IMAGINATION and PLAY can be leveraged to design new learning spaces? this brings in question the built environment which must be re-evaluated.
PLAY
19
02 RESEARCH This thesis aims to analyze and categorize typologies of play and environments that encourage learning through play and imagination. The foundational research will be rooted in questioning both educational and architectural theory. The research began by creating taxonomies of learning environments. Through this research I was investigating the movements within an environment and understanding how play could be encouraged through space. The taxonomies are used to evaluate the spatial qualities, materiality, context, space, and other characteristics of the built environment.
TYPOLOGIES OF PLAY DIAGRAM
RESEARCH
21
TAXONOMY The taxonomies are organized by environment, path of movement, social development, materials and activity of both the adult and child. The activity is characterized as loads which are the amount of information received from an environment rated in high or low quality. 13 The taxonomies are organized by three learning spaces: school, museum, and park. The last taxonomy is park typologies which organizes play structures that have been designed and continue to influence play patterns today.
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RESEARCH
LARGE GROUP ADULT SUPERVISED
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
ADULT ACTIVITY LOAD
DEVELOPMENT PHYSICAL MOVEMENT CHILD
ADULT
DIRECTION OF MOVEMENT
CHILD ACTIVITY LOAD
PLAN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
LOW LOAD REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
MATERIALS
HIGH LOAD
WOOD METAL PLASTIC
TACTILE
ENVIRONMENT PATH OF MOVEMENT
INDEPENDENT SMALL GROUP
TASK
ISOMETRIC
HIGH LOAD
SOCIAL
RUBBER CONCRETE CARPET GLASS WATER SAND DIRT
LOW LOAD REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
RESEARCH
23
SCHOOL The first taxonomy is of a traditional school environment. The spaces explored were a traditional kindergarten classroom, gymnasium, hallway and a playground. These spaces were investigated because the daily routine of a child age 5-6 years-old spends a large amount of their day within these spaces.
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RESEARCH
RESEARCH
25
26
RESEARCH
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
TRADITIONAL KINDERGARTEN CLASSROOM
CONCRETE CARPET GLASS WATER SAND DIRT
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
GYMNASIUM
CONCRETE CARPET GLASS WATER SAND DIRT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
RESEARCH
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RESEARCH
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
HALLWAY
CONCRETE CARPET GLASS WATER SAND DIRT
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
PLAYGROUND
CONCRETE CARPET GLASS WATER SAND DIRT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
RESEARCH
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MUSEUM The museum taxonomy explores various spaces that occur within a museum. The spaces explored were an open gallery, small gallery, exploration lab, and hallway. The movement of a child and adult within a museum can be very dynamic and these taxonomies only start to open the investigation. The relationship to agency and role with the museum space is the main take away from this exploration.
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RESEARCH
RESEARCH
31
32
RESEARCH
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
OPEN GALLERY
CONCRETE CARPET GLASS WATER SAND DIRT
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
SMALL GALLERY
CONCRETE CARPET GLASS WATER SAND DIRT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
RESEARCH
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34
RESEARCH
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
EXPLORATION LAB
CONCRETE CARPET GLASS WATER SAND DIRT
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
HALLWAY
CONCRETE CARPET GLASS WATER SAND DIRT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
RESEARCH
35
PARK This taxonomy explores different park environments such as playground equipment, small park with playground, small modern park, urban park, and large natural park. The park environment offers a unique experience for the child to take charge of their agency with in the environment. The adult is also encouraged to play synchronously with the child in a park space.
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RESEARCH
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RESEARCH
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
PLAYGROUND EQUIPMENT
CONCRETE CARPET GLASS WATER SAND DIRT
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
SMALL PARK WITH PLAYGROUND
CONCRETE CARPET GLASS WATER SAND DIRT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
RESEARCH
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40
RESEARCH
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
SMALL MODERN PARK
CONCRETE CARPET GLASS WATER SAND DIRT
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
URBAN PARK
CONCRETE CARPET GLASS WATER SAND DIRT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
RESEARCH
41
42
RESEARCH
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
LARGE NATURAL PARK
CONCRETE CARPET GLASS WATER SAND DIRT
RESEARCH
43
PLAY EQUIPMENT “AFTER ANALYZING THE FREE, UNINHIBITED PLAY AND EXPLORATION OF CHILDREN, USUAL PLAY AND EXPLORATION OF CHILDREN,
UNUSUAL PLAY STRUCTURES BASED UPON NEW PEDAGOGICAL IDEAS ON CHILDREN’S DEVELOPMENT WERE DEVELOPED... THE STIMULATION OF CREATIVITY AND
IMAGINATION AND INCREASING PHYSICAL ACTIVITY IS THE DRIVING FORCE OF PLAYGROUND DESIGN TODAY.” Michelle Galindo Playground Design 14 Looking at play equipment, this taxonomy analyzes structures that have been designed for the purpose of play. The equipment analyzed includes the play web, climbing web, big stone game, climbing wall, barrel and Noguchi slide. Precedents that have impacted playground design included are the Big Stone Game from Carrara Italy by Enzo Mari (1968), climbing wall and barrel from Esperia Club Playground in São Paulo, Brazil by Waldemar Cordeiro (1966), and the Noguchi slide from Piedmont Park in Atlanta, US by Isamu Noguchi.
44
RESEARCH
RESEARCH
45
46
RESEARCH
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
PLAY WEB
CONCRETE CARPET GLASS WATER SAND DIRT
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
CLIMBING WEB
CONCRETE CARPET GLASS WATER SAND DIRT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
RESEARCH
47
48
RESEARCH
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
BIG STONE GAME
CONCRETE CARPET GLASS WATER SAND DIRT
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
CLIMBING WALL
CONCRETE CARPET GLASS WATER SAND DIRT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
RESEARCH
49
50
RESEARCH
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
BARREL
CONCRETE CARPET GLASS WATER SAND DIRT
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
ADULT ACTIVITY LOAD
CLIMB RUN JUMP WALK BALANCE SLIDE SWING HIDE SCALE YELL/SHOUT CREATE EXPLORE SPLASH LAY CRAWL SPIN
VARIED COMPLEX LARGE SCALE DENSE INTERMITTENT HETEROGENEOUS CROWDED MOVING RARE IMPROBABLE EXTERIORITY OPENED BRIGHT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
WOOD METAL PLASTIC RUBBER
TACTILE
DEVELOPMENT PHYSICAL MOVEMENT CHILD ACTIVITY LOAD
PATH OF MOVEMENT AXON
PATH OF MOVEMENT PLAN
ENVIRONMENT
NOGUCHI SLIDE
CONCRETE CARPET GLASS WATER SAND DIRT
REDUNDANT SIMPLE SMALL SCALE SIMILAR SPARSE CONTINUOUS HOMOGENEOUS UNCROWDED STILL PROBABLE INTERIORITY CLOSED DULL
RESEARCH
51
03 DESIGN Concluded from the taxonomy research has led to the hallway space. The daily activities for children ages 5-6 yeas old usually consists of movement through various hallways and corridors. Some of these may be inviting while others are daunting. That is why I have focused my design intervention to take place in a hallway. Using play and imagination as the main design driver, exploring material properties and maintaining that play is an important role in the learning and development of children the hallway can be re-imagined.
HALLWAY AS DESIGN EXPLORATION
DESIGN
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THREE STORIES Stories are where fantasy and imagination meet to create a new world within the mind of a child. Today, I would like to share with you three stories: Piper, Willow and Annette. Each are drawings representing environments of imagination and fantasy.
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DESIGN
PIPER
WILLOW
ANNETTE DESIGN
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PIPER PIPER IS A JUNGLE OF TUBES FOR CHILDREN TO EXPLORE, AND ADULTS TO SUPERVISE. Piper is constructed from a rigid translucent plastic material. The journey through the tube jungle is made up of three main routes: easy, medium and complex. Piper is structurally held up by metal brackets suspended from the ceiling. Each journey can be mastered as children move through the hallway frequently.
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DESIGN
DESIGN
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Rigid translucent plastic
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DESIGN
Structural metal brackets suspended from ceiling
Route 1 Easy
Route 2 Medium
Route 3 Complex
DESIGN
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CHILD The child is eager to freely maneuver Piper, taking on new journeys each day all while being monitored by the supervising adult. The child is learning to be patient as Piper is oftentimes full of other children. Once within, the child learns confidence as the tunnels become more advanced. Piper also offers a quiet isolated place to escape during down time.
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DESIGN
ADULT The adult monitors as they walk around Piper. The translucent plastic enables them to have a direct line of sight to the child while at the same time providing the child with some privacy. The adult continues down the hallway, walking underneath and around Willow’s winding path. The tube jungle creates small spaces that the adult uses to have story time with some children.
DESIGN
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DESIGN
CLIMB HIDE
JOIN
INVESTIGATE
SEEK
OBSERVE OBSERVE
WONDER ENCOURAGE
ENGAGE
DESIGN
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WILLOW WILLOW IS NATURE’S WONDERLAND FOR THE CHILD TO INVESTIGATE, AND THE ADULT TO GUIDE. The natural warm materials such as wood are used for Willow’s structure. Embedded into the floor are custom large planting beds that house plants and other wildlife. Floor to ceiling protective mesh net encloses some of nature’s elements that must be admired from a safe distance such as cacti and live birds. An energy generating swing is used to encourage children to naturally harvesting energy, and understand energy use and consumption. The facade is constructed of Low-E triple pane glazing that is treated for light sensitivity. Within the curtain wall, there are rotating glass panel doors that create fluid movement from interior to exterior inviting class-time to occur outdoors. Willow provides a close relationship with a growing ecosystem.
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DESIGN
DESIGN
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Triple pane Low-E glazing Glulam beams and columns
66
DESIGN
Rotating glass panel door
Floor to ceiling protective mesh net
Energy generating swing
Custom planters embedding into the floor DESIGN
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CHILD The child investigates the living creatures around them. Swinging into the trees with the butterflies, hiding behind trees, dancing alongside cacti and singing with the bird. Observing the life-cycle of a butterfly.
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DESIGN
ADULT The adult guides the children through the forest that Willow provides, often teaching the children about the natural landscape. The child is encouraged to join along with the adult in the imaginative fascination with the natural world around.
DESIGN
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DESIGN
PLANT
WONDER
DREAM SING
WAIT
OBSERVE ENCOURAGE
SHOW ASK
TELL
DESIGN
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ANNETTE ANNETTE IS A NETWORK OF NETS FOR COMPETITIVE CHILDREN SYNCHRONOUS WITH ADULTS. The highly competitive netscape pushes the boundaries between fear and confidence. Annette is a suspended mesh net that is made up of a prestressed cable system hung from a large truss structure overhead. The climbing net and tube create a fluid climbing-scape for the children to maneuver to all three levels of the net structure. The mesh landscapes acts as a protective net for the children to run, jump, climb, hang, and bound within for competitive play. While the hanging mesh bulb seats allow children to hide within the nest and isolate themselves for alone time.
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DESIGN
DESIGN
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Prestressed cable support system
Truss structure supported by 8” round hollow steel columns
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DESIGN
Mesh net level 3
Mesh net level 2
Mesh net level 1 Rope climbing net
Hanging mesh bulb seat
Suspending net tube DESIGN
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CHILD The child is able to climb to higher heights than ever before all while safely suspended in the net. The child climbs the rope net to advance from the ground level to the second level. Then after leaping across the second level, the child climbs the net tube to join level three. The top level is a place for advanced climbing children and one that must take practice. The child descends down to the ground floor and leaps to try and beat the adult racing from below.
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DESIGN
ADULT The adult journeys alongside the child from below the net. The path is everchanging as the children move from above and the net changes its shape. The adult runs in a zig-zag negotiating the hanging bulb seats landscape. The adult pauses when they see a distressed child and encourages them to get back up. The finish line is approaching and the adult is running to beat the racing child from above.
DESIGN
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DESIGN
WONDER CLIMB RUN JUMP JOIN
OBSERVE JOIN PAUSE
ENFORCE
ENCOURAGE DESIGN
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RE-LEARN REIMAGINE LEARNING SERVES TO RESTORE THE EXPERIENCE OF PLAY TO CHILDREN AND THE IMPORTANT VALUE IT HAS TO LEARNING. The stories of Piper, Willow and Annette draw on a new imagination to create learning environments of play. The designs provide an open-ended play experience that encourages imagination and play while meeting the social needs of children.
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DESIGN
DESIGN
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DESIGN
DESIGN
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04 APPLICATION The application of this thesis serves to move beyond the three stories and reaches to the creation of a digital design tool. The digital tool utilizes two forms of augmentation. The first, for designers and architects that would augment a physical model. The second, augmentation of a real-life space with a digital device such as a tablet and could be used by designers, teachers, parents and most importantly children.
AUGMENTED DESIGN TOOL
APPLICATION
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IMAGE FIVE: AUGMENTING PHYSICAL MODEL
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APPLICATION
AUGMENTED MODEL The augmented digital design tool allows architects and designers to reimagine learning spaces by overlaying new spaces of play. Designers are able to see first-hand how the movement through a space may change with the introduction of play. The digital tool has access to the research taxonomies as part of a growing database. Further, the digital tool could be used to address current building codes in learning spaces.
APPLICATION
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IMAGE SIX: HALLWAY AUGMENTATION 88
APPLICATION
AUGMENTED SPACE “I AM ENTIRELY CERTAIN THAT 20 YEARS FROM NOW WE WILL LOOK BACK AT EDUCATION AS IT IS PRACTICED IN MOST SCHOOLS TODAY AND WONDER HOW WE COULD HAVE TOLERATED ANYTHING SO PRIMITIVE.” John W. Gardner Secretary of Health, Education and Welfare, US, (1968) 15 We must reimage the learning spaces that are designed and constructed in education environments around the world. Referring to the above quote by John Gardner in 1968 it is stunning to realize that our education environments still have yet to change. For example, Image Six of a typical hallway corridor is standardized without any new innovations in design and has remained for decades.
For students, augmented reality not only enhances learning, but it also provides students with opportunities to create their designs. This design tool can be used to promoting 21st century skills such as creativity, problem-solving, critical thinking, analysis, coding and iterative testing.
An augmented design tool would encourage the participation and collaboration with educators, product and furniture designers, building code officials, and students in the design of learning environments.
APPLICATION
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“No matter how poor, colorless and toyless their environment is, CHILDREN ALWAYS FIND A WAY TO PLAY. They play with stones, twigs, grass and water. They think up ways of turning mundane items into creations.” Michelle Galindo Playground Design 16
05 MEDIOGRAPHY 1. Bergen, Doris, ed. Play as a Medium for Learning and Development: A Handbook of Theory and Practice. Portsmouth, N.H: Heinemann, 1988. 2. Mitchell, Elmer Dayton, 1889. The Theory of Play, by Elmer D. Mitchell and Bernard S. Mason. New York (State): A. S. Barnes, 1948. 3. Isenberg JP, Quisenberry N. Play: essential for all children. Childhood Education, 49, 1, (A Position Paper of the Association for Childhood Education International). (2002). 4. Klass P. Let kids play, doctor’s orders. New York Times (2018). 5. Isenberg JP, Quisenberry N. Play: essential for all children. Childhood Education, 49, 1, (A Position Paper of the Association for Childhood Education International). (2002). 6. Bergen, Doris, ed. Play as a Medium for Learning and Development: A Handbook of Theory and Practice. Portsmouth, N.H: Heinemann, 1988. 7. Bergen, Doris, ed. Play as a Medium for Learning and Development: A Handbook of Theory and Practice. Portsmouth, N.H: Heinemann, 1988. 8. Bergen, Doris, ed. Play as a Medium for Learning and Development: A Handbook of Theory and Practice. Portsmouth, N.H: Heinemann, 1988. 9. Bergen, Doris, ed. Play as a Medium for Learning and Development: A Handbook of Theory and Practice. Portsmouth, N.H: Heinemann, 1988. 10. “Free Play | Play Encyclopedia.” Accessed May 11, 2020. https://www.pgpedia. com/f/free-play. 11. Psychology Today. “Beyond Recess: Synchronized Play Improves Kids’ Cooperation.” Accessed March 12, 2020. https://www.psychologytoday.com/blog/the-athletes-way/201704/beyond-recess-synchronized-play-improves-kids-cooperation. 12. Müller, Thomas, and Romana Schneider, eds. Montessori: Lehrmaterialien, 19131935: Möbel Und Architektur. München : New York: Prestel, 2002.
13. Bergen, Doris, ed. Play as a Medium for Learning and Development: A Handbook of Theory and Practice. Portsmouth, N.H: Heinemann, 1988. 14. Galindo, Michelle, ed. Playground Design. 1. ed. Salenstein: Braun, 2012. 15. O’Donnell Wicklund Pigozzi and Peterson, Architects Inc, VS Furniture, and Bruce Mau Design, eds. The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning. New York: Abrams, 2010. 16. Galindo, Michelle, ed. Playground Design. 1. ed. Salenstein: Braun, 2012.
IMAGES IMAGE TWO: THE RELATIONSHIP BETWEEN PLAY AND LEARNING IN TRADITIONAL EDUCATION ENVIRONMENTS Bergen, Doris, ed. Play as a Medium for Learning and Development: A Handbook of Theory and Practice. Portsmouth, N.H: Heinemann, 1988.
IMAGE THREE: PLAY TYPES AND THE AGE THEY OCCUR Bergen, Doris, ed. Play as a Medium for Learning and Development: A Handbook of Theory and Practice. Portsmouth, N.H: Heinemann, 1988.
IMAGE SIX: HALLWAY AUGMENTATION CMBA Architects. “Cmba-Architects-Portfolio-East-Elementary-School-Hallway.” Accessed May 11, 2020. https://cmbaarchitects.com/portfolio/east-elementary-school/attachment/cmba-architects-portfolio-east-elementary-school-hallway.
MEDIOGRAPHY
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