Learning Continues
Needs Holistic Health
Accesses The Individual Explores
Achieves
ENGAGING HOLISTIC HEALTH Learns Yielding THROUGH ACTIVE DESIGN IN PUBLIC SPACE
Design Strategy
Mind, Body, Spirit
Alec Hembree and Emily Sholder Thesis Research Studio - Places of Learning Fall 2013 Terrance Goode Amber Bartosh, Robert Petrie
HEALTH, SPACE, LEARNING
ABSTRACT
Everything that an individual knows, thinks, feels, and perceives is ultimately formed by a culmina-
tion of experiences within his or her constructed environment. Beginning with early stages of childhood development, an individual begins to develop schemas through which he or she processes internal conditions and external factors of the surrounding environment. Education through self, family, school, com-
THE CHILD
munity, and social media further contributes to this development as the learner grows and changes over time. However, recent changes in cultural values have altered the way children develop physically, cognitively, and socially (1). Considering these factors as primary influences on the individual’s holistic health provides an opportunity to rethink current strategies that address the decline of health in the United States
WHY SCHOOL?
today. The increasing pace of life and reliance on technological methods has produced a demand for a “band-aid” or “quick-fix” approach to improving holistic health and learning. In other developed countries, proactive and preventative measures, rather than reactive methodologies, form the foundation for improving health and learning conditions (2). Such approaches often utilize the built environment as a means of generating opportunities for self-exploration of health and learning. In the United States, education typically occurs through curricula in the educational institution, and
PUBLIC SPACE
factors of holistic health, considered separate entities, have few designated spaces. In contrast to this system, we contend that learning is an interwoven subcategory of holistic health, which is the combination of Mind, Body, and Spirit. Rather than housing these factors in separate facilities, we intend to investigate using public space to create opportunities for balanced development of the three factors of holistic health. We envision utilizing public space to develop an urban network that connects community resources
DESIGN STRATEGY
to a public activity center through a system of sensorial connectivity in order to engage the individual and community in a cycle of learning, public space, design, and holistic health.
We site our investigation in an urban neighborhood in Pittsburgh, Pennsylvania. Due to decline of
gentrification, and below average health status, the local community could benefit from a new ideological approach to health as well as a new design strategy for urban connectivity. 1
BIBLIOGRAPHY
public schools from lack of funding, a growing disconnect between neighborhoods and communities from
BIBLIOGRAPHY
DESIGN STRATEGY PUBLIC SPACE
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING
GLOSSARY
Holistic Health: This approach to health and lifestyle extends beyond the Mind-Body connection of attaining and maintaining wellness. This methodology values overall wellness and “wholeness” and considers all parts of a person’s life (temporal aspects, physical ability, mental health and wellness, emotional wellbeing, spiritual beliefs and values and external influences) as integral to the balance of:
activity, nutrition, genetic composition, and coordination
Mind: The factor of lifestyle health defined by the balance and communication of the ability
to learn, retention of knowledge, and capability for abstract thought
Spirit: The factor of lifestyle health defined by the balance and communication of self esteem,
self empowerment, and self identity in relation to the community
WHY SCHOOL?
Body: The factor of holistic health defined by the balance and communication of physical
THE CHILD
PUBLIC SPACE
Public Space: Any physical areas or elements that community members can freely access Sensorial Connectivity: Design elements in the built environment that stimulate sensory reception through the perception of taste, smell, sound, sight, touch, and proprioception
DESIGN STRATEGY
Resource: Facilities, programs, public spaces, and goods and services that community members can access
Neighborhood: The physical built environment aspects of a section of a town or city 3
BIBLIOGRAPHY
Community: A population and the social aspects that comprise a neighborhood
BIBLIOGRAPHY
DESIGN STRATEGY PUBLIC SPACE
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING The development of a person’s
Built Environment
health begins with learning: about his or her body, about general knowledge, and about ways to learn.
Learning
Learning as a voluntary action occurs
THE CHILD
In
best within the realm of designed
Continues
public space, wherein the individual comes in contact with many envi-
Public Space
outside of his or her control. These Holistic Health
Accesses
tion with design of aspects of public space, engages the individual by
Achieves
presenting opportunities to learn through the exploration of his or her
Explores
With
environmental factors, in conjunc-
PUBLIC SPACE
The Individual
WHY SCHOOL?
ronmental factors both inside and
Needs
self and surroundings. This process Learns
Yielding
of engaged exploration strengthens the Mind, the Body, and the Spirit of
Design Strategy
the learner’s Holistic Health.
DESIGN STRATEGY
Mind, Body, Spirit
Cycle of Learning, Space, Design, and Holistic Health
5
BIBLIOGRAPHY
Strengthens
HEALTH, SPACE, LEARNING
THE INDIVIDUAL CHILD Research on the ways that people
learn shows that genetic musculoskeletal traits, cognitive and behavioral Natural Quality
Fresh Air Daylight Views Noise Plants
Access
Safety Pathways Barriers Distance
Facilities/ Resources
Extracurricular Activities School Programs Play Spaces
Design
Flexibility Scale Sensory Engagement Spatial Navigation Open Space
tendencies, and age all have an THE CHILD
impact on learning. However, age in particular stands out as a highly
Holistic Health
controllable aspect of education. The age span of elementary school
WHY SCHOOL?
attendance, or between ages 5 and 10 years, is when children are most impressionable and most readily acquire knowledge (3). In terms of health, this age presents the greatest
PUBLIC SPACE
opportunity for children to develop lifelong habits of holistic health.
Teacher Support
Child’s Progress
Parent Involvement Peer Influence
Non-Built Environment
Elementary School Child
Economic Status
Initial Influences
DESIGN STRATEGY
Economic Self Esteem/ Physical Status Motivation Ability
Inborn Age
Influence
BIBLIOGRAPHY
Built Environment
Culture
Therefore, we investigate health learning at the scale of the child.
Knowledge
Body Mind Spirit
6
Influences on Childhood Learning and Health
Gender
Built Environment
Social Experience
Community Resource
Extracurriculars
Unlike typical schooling in the
Western tradition, which focuses on learning through tests and standard curricula, learning through and about holistic health mandates the incorpo-
THE CHILD
Science
Neighborhood
HEALTH, SPACE, LEARNING
LEARNING
ration of spatial, social, and physical
Literature
Home
aspects into the learning environment. Allowing alternative education
Curriculum
Language
ideologies, such as Multiple Intel-
Math
Educational Facility
WHY SCHOOL?
Arts
ligences and Constructivism, to become entwined with school curricula and learning methods provides the
History
potential for children to engage with
Community Resource
their own preferred means of Neighborhood
actively seeking knowledge. (4) (5)
Extracurriculars Learning
Home
DESIGN STRATEGY
Social Experience Curriculum
Physical Construct Type of Learning Connection Body Mind Spirit
Traditional Learning vs. Learning Integrated into Environment
7
BIBLIOGRAPHY
Educational Facility
PUBLIC SPACE
the built environment and to explore
Built Environment
HEALTH, SPACE, LEARNING
DESIGN IN PUBLIC SPACE The scope of an individual’s exis-
Built Environment
tence and experience within any environment is guided and shaped by surrounding conditions. The design
THE CHILD
of any public space reveals present environmental conditions which affect the child’s development. Because the built environment can visually
WHY SCHOOL?
display the other environmental fac-
Political
tors, public space has the potential to motivate change through the people that use the spaces. In this way,
Public Space
positive environmental factors can
PUBLIC SPACE
augment public space, and negative influences become opportunities to
Social
Geographic
DESIGN STRATEGY
improve surrounding conditions. (6)
BIBLIOGRAPHY
Cultural
8
Economic
Built Environment as Indicator of Environmental Factors
HEALTH, SPACE, LEARNING
Theater
Recreation Facilities
ACCESS ZONES
Access to designed features of public
Park/Playground
space is integral to the engagement with and exploration of space, especially for children. However, the evolution of urban space often removes
THE CHILD
Library
the individual from contact with nearby resources and spaces due
Health Food Store
to physical barriers such as roads and psychological deterrents such as
WHY SCHOOL?
School
deteriorating infrastructure (7). The
Museum
potential to overcome environmental Garden Bicycle Lanes
tive, engaging paths, spaces, and neighborhood resources can provide
PUBLIC SPACE
High Traffic Wide, Fast Road
barriers through the design of ac-
greater opportunities for children to actively explore their surroundings.
Home
Fast-food Abandoned Railroad Restaurant Building Tracks
Positive Influences on Access vs. Negative Influences on Access
Physical Access Mental Access Psychological Access Negative Influence/Barrier Positive Influence 9
BIBLIOGRAPHY
Convenience Store
DESIGN STRATEGY
Empty Lots
HEALTH, SPACE, LEARNING
ACTIVE DESIGN
Because the built environment and IMAGEABILITY
access within can significantly affect a child’s perception of and interac-
stair climbing
tion with his or her surroundings, the
ENCLOSURE
THE CHILD
design of active spaces can create opportunities for active exploration. A “common understanding of behavior
transit use
and experience from existing practice
ACTIVE DESIGN ENCOURAGES:
bicycling
WHY SCHOOL?
indicate[s] that [design] measures will likely increase physical activity” (8). While ideas of active design are often linked only to physical activity, design can also provide exploratory
healthy eating
HUMAN SCALE
size, texture, and articulation of physical elements in proportion to human size and speed of movement
TRANSPARENCY
degree to which people can see or perceive objects and activity
COMPLEXITY
visual richness of a place; the complexity depends on variety in the physical environment
walking active recreation
quality of a place that makes it distinct, recognizable; physical elements evoke feeling and lasting impression degree to which public spaces are visually defined by buildings, walls, trees, and other vertical elements
PUBLIC SPACE
learning and social engagement potentials incorporated into activities. “Active Design Strategies” discusses in detail the role of design practice in augmenting health, learning, and
BIBLIOGRAPHY
DESIGN STRATEGY
space. (8)
Figure 1
10
Designing Active Space in the Built Environment
rry W o uth Mo mm a Su E a L te m 7a om m a St 9am-11 n S ple e
1a
m-
Liv
ri- C
1p
m-
Sm
. In
Figure 2
Body
relationship of an individual’s Mind, Body, and Spirit. As seen by the numerous world health theories and discussed in the works of authors such as Deepak Chopri, Eckhard Tolle, and Lao Tzu, the concepts of Mind, Body, and Spirit have existed in many ideologies in varying ways. Interpretations of the role of holis-
PUBLIC SPACE
conditions of a person change with culture, environment, and history.
Mind
Reiki Spirit
One ideological system is that of the
tic health in internal and external
Acupuncture
Massage
health have arisen across the world.
WHY SCHOOL?
J To o y Su ngue mm er 3p m F te s 11a ire tin m -1p m e H e a rt
er rt -9 h am
G rie f N ose A utu m n M etal m 3a m-5a
Fi m 7p
Pe
Physical Therapy
h
Lung
r
Chiropractic
ac
5am -7 a m L. In t e s ti n e
pm
rme
J oy ue g To n mer Sum
9pm-11
Tpl. Wa
Mind
In recent years, new approaches to
THE CHILD
An E ger Sp yes r g i n 3a m W er 11p ood m -1a m G al l Bla d der
re 9p m ar d iu m
F e ar E ars W inte r Water 5pm -7p m 3p m-5p m K id n r ey Blad de
HEALTH, SPACE, LEARNING
MIND, BODY, AND SPIRIT
From these interpretations, we define holistic health through the interaction of Mind, Body, and Spirit rather than
Figure 3
DESIGN STRATEGY
through the prevalence of genetic diseases and disorders. (9) Spirit
Body
Cultural Interpretations of Mind, Body, Spirit as Aspects of Holistic Health
11
BIBLIOGRAPHY
Figure 4
HEALTH, SPACE, LEARNING
HOLISTIC HEALTH IDEOLOGIES In the realm of cultural perception of
holistic health, there is a striking con-
Physical Condition
trast between Eastern and Western theories of Mind, Body, and Spirit.
THE CHILD
Current Western ideology arises from the thought that Mind, Body, and
Child’s Health
Spirit exist as separate entities that can be corrected through medicinal,
WHY SCHOOL?
surgical, and therapeutic methods. The prevalence of hospitals, correc-
Mental Condition
tional schools, prisons, and pharmaceutical medicines all illustrate this
Individual (Child)
“band-aid” approach. Conversely,
PUBLIC SPACE
Eastern philosophies often consider the three factors as resultants of elemental conditions present inside and outside of the physical body (10). Concepts of acupuncture, tai chi, and
BIBLIOGRAPHY
DESIGN STRATEGY
qi gong are applied to obtain balance
Child’s Health
between elemental conditions and the individual.
12
Eastern vs. Western Health Ideologies
Spiritual Condition
Built Environment
HEALTH, SPACE, LEARNING
RETHINKING HOLISTIC HEALTH Building on the conclusions of previous health theorists and combining the ideologies of Eastern and Western health principles, we develop a
THE CHILD
scheme in which the goal of holistic health is defined as maintaining strength and balance of Mind, Body, and Spirit. In this approach, the
WHY SCHOOL?
development of holistic health is of primary importance, as the growth of holistic health is relative to a person’s Child’s Health
natural physical and mental traits as well as the surrounding environ-
PUBLIC SPACE
ment. Once Mind, Body, and Spirit are developed into a desegregated triad, they support each other to help maintain the individual’s health.
DESIGN STRATEGY
13
BIBLIOGRAPHY
Holistic Health through Mind, Body, and Spirit
HEALTH, SPACE, LEARNING
HOLISTIC HEALTH AT THE CHILD’S SCALE Whereas the resultant characteristics
Built Environment
of a healthy individual is the strength and balance of Mind, Body, and Spirit, the development of the triad is
Body
THE CHILD
quite complex and is governed by in-
Nutrition
ternal and external factors. Through design, utilizing the potentials of positive preexisting conditions, and
WHY SCHOOL?
influences can generate the opportu-
Environmental Curricular Development
nity to enable individuals to achieve greater holistic health in different ways. The attainment of Mind, Body,
PUBLIC SPACE
and Spirit health continues a cycle of engagement between child and
Imagination Mind
Social Environmental Development
Exploration
SelfEmpowerment Social Curricular Development
DESIGN STRATEGY
but through the overlaps that define the child’s health.
14
SelfEsteem
Child’s Health
Abstract Thought
environment. This process develops the child’s holistic health not through
Sensory Awareness
Exploration
mitigating the effects of negative
Mind, Body, and Spirit individually,
BIBLIOGRAPHY
Physical Activity
Exploration
Spirit
Motivation Communication
Development of Mind, Body, and Spirit within Environment
Confidence
HEALTH, SPACE, LEARNING
HOLISTIC HEALTH DEVELOPMENT While Mind, Body, and Spirit are nonhierarchical in the balance of health, the entity of Body has the most impact in the development of health.
THE CHILD
Whereas the effect of cognitive ability on physical growth is limited, studies
BODY
have shown that physically healthy youth tend to achieve better social,
es
than non-active peers (11). While
Stim
es
Supports
ulat
ulat
Stim
Supports
WHY SCHOOL?
educational, and self-identity results the development of Body can directly enable an easier and more comprehensive development of Mind and
PUBLIC SPACE
Spirit, the cycle of Mind and Spirit
Influences
together is important to creating a stable platform on which to develop
SPIRIT
MIND
the physical Body.
DESIGN STRATEGY
Influences
15
BIBLIOGRAPHY
Development of Holistic Health as a Hierarchical Strategy
BIBLIOGRAPHY
DESIGN STRATEGY PUBLIC SPACE
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING
THE CHILD
The internal and external factors that Barriers
Food Quality
School Classroom
and learning play an important role Plants
cal processes and have the tendency to be compounded through aging. Habits of poor health developed at a young age are often carried into
Views
later years, leading to more serious conditions and diseases. However, many health problems such as
Spirit
PUBLIC SPACE
Mind
cial, behavioral, cognitive, and physi-
WHY SCHOOL?
Noise
Body
School Activities
THE CHILD
children typically affect the child’s soAir Quality
Reaction Processing
in both short and long term health. Health problems developed in young
Play Spaces
Perceiving Sensing
Open Space
affect a child’s development of health
Fresh Air
obesity and habits such as sedentary
After-School Activities
Sports
activities are preventable at the scale of the child. How the child contends with internal health factors, external
DESIGN STRATEGY
Teacher
environmental factors, and issues of self identity play a key role in holistic health development. Prevention,
Community Activities
Peers Cultural Display
Influences on the Child and Health Reactions
Safety
Sensory Elements
Parents
can help children form healthy, active lifestyles. (12)
17
BIBLIOGRAPHY
Access Distance
physical maintenance, and education
HEALTH, SPACE, LEARNING
CHILD HEALTH AND WELL-BEING ACROSS OECD The quality and conditions of envi-
ronmental factors surrounding a child
Material Well-Being
not only affect his or her health but also provide insight into the general
Educational Well-being
THE CHILD
health of a population. In a compara-
Risk Behaviors
Quality of School Life
being, six categories for were used
Health and Safety
WHY SCHOOL?
to analyze the topic: material wellbeing, housing and environment, educational well-being, health and safety, risk behaviors, and quality of school life (13). As a study of gen-
PUBLIC SPACE
eral populations, the United States ranked poorly compared to twenty
36
nine other developed countries:
30
Material well-being: 23rd Housing and environment: 12th Educational well-being: 25th Health and safety: 24th Risk behaviors: 15th Quality of school life: 14th
DESIGN STRATEGY BIBLIOGRAPHY
Child Well-Being
tive study done among developed countries regarding childhood well-
Housing and Environment
DENMARK:
Material well-being: 2nd Housing and environment: 6th Educational well-being: 7th Health and safety: 4th Risk behaviors: 21st Quality of school life: 8th
18
24
9 4 2 3 Denmark
Italy
13
10 6
9
France
12
17
15
Germany
22
10
21
24
23
14
13
OECD Average
26
25
31
11
Canada
Australia
United Kingdom
Mexico United States of America Figure 5
Factors that Influence Childhood Well-being - Average OECD
HEALTH, SPACE, LEARNING
‘DRAGEN’ CHILDREN’S HOUSE Environmental factors related to the
The two levels are linked by staircases and ramps which physical environment are important are designed to stimulate in addressing childhood needs and and challenge the children’s well-being. In the Dragen House, sensory and motor skills.
explore, climb, and play influence the conditions of health and safety at a small scale. The active stimulation created by the space yields a higher quality of school life and educational well-being. The goal was to provide a space for kids to enjoy attractive and physically challenging surroundings to support learning and growth. (14)
Visual Cues/Signification Spatial Implication Program Specific Surface Material 19
BIBLIOGRAPHY
C. F. Møller Architects | Odense, Denmark | 2009
of regulated spaces to run around,
DESIGN STRATEGY
Figure 6
able techniques, and the design
PUBLIC SPACE
The total area of 414 m2 for play space for the 88 children far exceeds the minimum standards of 268 m2. This reduces the risk of spreading illness and generally opens up more space for activities.
through design by using sustain-
WHY SCHOOL?
The integrated kindergarten sets new standards, as a sustainablity and pedagogy are considered in the design. The construction is a certified passive house, using minimum energy.
THE CHILD
Passive construction uses healthy materials sustainable techniques. The building is constructed from pre-fabricated wooden insulated wall segments, and generous glazed facades provide daylighting and passive solar heating.
physical conditions are addressed
HEALTH, SPACE, LEARNING
OBESITY AS AN INDICATOR POOR INStates THE USA ChildhoodOF Obesity Rates,HEALTH 2011, United What many have termed an “epidemic of obesity� in the United States today is a significant problem because it leads to many short and long term
THE CHILD
health complications and negatively affects the growth of Mind and Spirit. While weight is just one indicator of poor health, the condition is most of-
WHY SCHOOL?
ten influenced by many environmental and social issues. Today obesity
Figure 7
and its associated health conditions are a leading cause of death, and many issues that stem from weight
Childhood Obesity Rates in the United States, 2011
PUBLIC SPACE
can be addressed though preventative measures in childhood (15). The introduction to healthy habits through education, access to quality nutrition at the home and school, and active
BIBLIOGRAPHY
DESIGN STRATEGY
design in the community can help to educate and mitigate current problems of childhood health. 35.1% - 40% 30.1% - 35% 25.1% - 30% 20% - 25% 20
Increase No Change Decrease Not Included
Decreases and Increases in Obesity Prevalence from 2008 Figure 8to 2011 Among Low-Income Preschool-Aged Children - Pediatric Nutrition Surveillance Changes in Obesity Prevalence Among Low-Income Preschool Children
The garden is a learning space and tool for children to understand plant growth, soil conditions, local food, and nutrition.
HEALTH, SPACE, LEARNING
LEARNING GARDENS AND FITNESS PARKS Berkeley Unified School District’s Network for a Healthy California Garden and Cooking Program seeks to educate all students on the im-
THE CHILD
portance of eating fresh fruits and vegetables and being physically
Children tend to the garden activity every day. Through handsas part of the school curriculum. on gardening and cooking-based
nutrition education classes, students
WHY SCHOOL?
The food grown in the gardens is often prepared learn about where their food comes and cooked by the children from and how to prepare healthy for their lunch.
meals (16).
Fitness parks throughout the country
PUBLIC SPACE
By participating in cooking in parks and on trails, though mainly classes, students learn healthy recipes that they intended for adult use, often help may hopefully will bring back home for family meals. develop community-wide interest in
healthy lifestyles (17).
Integrating the same ideas from these program-based initiatives into
DESIGN STRATEGY
Outdoor fitness equipment is often found on sides of walking trails or in designated areas of parks and is marked by bright colors, encouraging user engagement.
the surrounding context of public space with a design solution, could work more effectively to perform as
Figure 9
Berkeley School District, CA & Multiple Locations
21
BIBLIOGRAPHY
educational preventative measures
For safety reasons, fitness parks are typically just for against current physical health probadult use. lems.
HEALTH, SPACE, LEARNING
INTERNAL WELL-BEING OF BODY | MIND | SPIRIT The aspects of holistic health, Mind, Body, and Spirit, combine to help form the child’s identity. Internal factors, including social interac-
THE CHILD
tions at home, at school, and in the community, socioeconomic issues which often influence family lifestyle and opportunity, and conditions of
WHY SCHOOL?
the built environment that surround the child daily impact how the child develops and understands the qualities and conditions of his or her own life. For example, overweight children
PUBLIC SPACE
who suffer from their peers’ teasing or bullying, often develop a negative self image, loss of self-esteem, or increased risk of depression as a result. Besides weight, other environ-
BIBLIOGRAPHY
DESIGN STRATEGY
mental factors such as family, school,
Childhood Spirit Health Factors Risk Factors difficult temperament low self-esteem negative thinking style
Positive Factors
Child Behavior
easy temperament good social and emotional skills optimistic coping style
family disharmony, instability or breakup harsh or inconsistent discipline style parents with mental illness or substance abuse
Family Influence
family harmony and stability supportive parenting strong family values
peer rejection school failure poor connection to school
School Influence
positive school climate that enhances belonging and connectedness
difficult school transition death of family member emotional trauma discrimination isolation socioeconomic disadvantage lack of access to support services
Life Events Social Skills and Interaction
involvement with caring adult support available at critical times participation in community networks access to support services economic security strong cultural identity and pride
and social influences can also impact the development of positive or nega-
Figure 10
tive self image. Because Mind, Body, and Spirit are interwoven, loss of positive identity can affect all three, leading to poorer holistic health. (18) 22
Risk and Positive Factors that Influence Self-Esteem and Identity in the Child
HEALTH, SPACE, LEARNING
HEALTH AND IDENTITY Individual identity can be agglomerated at different scales to reveal the identity of a community, a city, or even a nation. Cities and coun-
THE CHILD
tries are often defined by the overall health of their populations and, more importantly, the infrastructure that supports this health. For instance,
WHY SCHOOL?
Denmark is nationally known for its prevalence of bicycle transportation routes and bicycle-friendly infrastructure. Spain is known for its networks of pedestrian paths, and the United
PUBLIC SPACE
States is known for roads and fastfood restaurants. The correlation between the overall health of population and prevalence of active infrastructure becomes apparent at the
Environment and People as Indicators of Health Identity of Communities
Figure14
23
BIBLIOGRAPHY
Figures 11, 12, 13
DESIGN STRATEGY
scale of the individual.
HEALTH, SPACE, LEARNING
CHILD HOLISTIC HEALTH CONCLUSION In the development of an individual’s holistic health through Mind, Body, and Spirit is based on how the child understands external environmental
THE CHILD
factors, internal physical health, and
Exposure to health education through environmental factors impacts the body
internal self-identity. Specifically, external conditions that relate to the
BODY
child’s knowledge of holistic health
PUBLIC SPACE
es ulat
factors of high importance to the
Influences
child scale, but contending with these issues provides the greatest potential
DESIGN STRATEGY
ence childhood health and learning.
SPIRIT
MIND
Influences
24
Supports
the child’s scale. Not only are these
tes
health development and learning at
Body image causes self-esteem to change
ula
are most relative to the role of holistic
Stim
positive self-image and self identity
Childhood weight influences learning capabilities Supports
health, and ability to generate a
Stim
WHY SCHOOL?
values, ability to regulate physical
for design in public space to influ-
BIBLIOGRAPHY
Individual identity is formed during childhood though interactions with people, culture, and built environment.
An analysis of projects and concepts that propose means of influencing the dynamic between the child and surrounding environmental context can reveal the effectiveness of
THE CHILD
The environmental factors, including the built conditions of design can influence how active and engaged the child can be impacts holistic well-being.
HEALTH, SPACE, LEARNING
HOLISTIC HEALTH RELATED
design in public space. The Dragen Children’s House utilizes overall design to encourage physical activity and development of Body, a
WHY SCHOOL?
technique effective in increasing the energy and activity of a space and its users (19). Neighborhood-based gardens and exercise pathways represent means of encouraging the use
PUBLIC SPACE
Calories is vs Calories out exercise and nutrition are equally important to maintaining good body health. Education and exposure to opportunity for participation with exercise and nutrition need to come from the neighborhood resources.
of Mind for exploration of physical health knowledge (20). Communitywide, health-based infrastructure can reveal the overall self-image and identity of a place’s population,
DESIGN STRATEGY
potentially effecting the growth of Mind in children who belong to such a place.
Figures 15, 16, 17
25
BIBLIOGRAPHY
A child’s surrounding environment, playes a role in the formation of a child’s identity. As body image changes due to availability of resources, peer influences, and social and cultural standards, self esteem in altered by the comparison of self to others
BIBLIOGRAPHY
DESIGN STRATEGY PUBLIC SPACE
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING
WHY SCHOOL?
The schoolhouse in the past has
been considered a central point, visually and functionally, in many small communities for centuries. Even Interacts
THE CHILD
today, when large school networks service whole cities, the school is a primary aspect in children’s lives
Learns
for most of the year. At a typical
Design of School
WHY SCHOOL?
Education
public elementary school, the child
Design of Curriculum
learns, has social time with his or her peers, consumes meals, and is allowed some form of physical
Health and Wellness
activity. Because so many factors of the architecture of the school that
Architecture Design of Adjacent Surroundings
PUBLIC SPACE
childhood development occur here,
Plays
enables function and program can also provide exploratory and active learning opportunities for the child.
27
BIBLIOGRAPHY
Role of Design in Education and Childhood Influences
DESIGN STRATEGY
Nourishes
HEALTH, SPACE, LEARNING
THE CHILD’S DAY Most elementary school aged chil-
Midnight
Midnight
Noon
Noon
dren spend, on average, over half of their waking hours at an educational facility or school (21). This sce-
THE CHILD
nario provides an opportunity for the design of the school and its immediate surroundings to affect the ways a child learns, perceives his or her
WHY SCHOOL?
surroundings, and engages the Mind, Body, and Spirit. Design specifically impact the means and spaces of
cludes engagement and association with knowledge, physical elements, and social situations both inside and
BIBLIOGRAPHY
DESIGN STRATEGY
outside the schoolhouse.
Engagement of Body Engagement of Mind (School) Engagement of Spirit (Social) Free Time 28
How Time is Spent - Current
<6% 6-20% 21-49% 50%>
Co
mm
<35% 35-49% 50-74% 75%> Rural Town Urban Fringe Urban
Schools that do not Provide Recess
un
Associated
ity
Ce
nte
r Facility
hool
comes highly important, as it in-
How Time is Spent - Past
rch Chu
PUBLIC SPACE
and between learning spaces be-
At Sc
environment. Movement to, through,
Other
the childâ&#x20AC;&#x2122;s interaction with his or her
Figure 18
Where Children get Physical Activity
Figure 19
Located in one of Berlin’s poorest
neighborhoods, the Carl Bolle School emerged from workshops between students and designers in order to turn an inaccessible hallway into a
THE CHILD
Children learn about the color spectrum, light conductors, and complimentary colors and develop “light codes” by moving the plastic panels to reflect and chance the light patterns.
HEALTH, SPACE, LEARNING
CARL - BOLLE ELEMENTARY SCHOOL
multifunctional exploratory space.
WHY SCHOOL?
Children play in and climb The storyboard that emerged was on the Spy Wall while that of “The Spy in the Shimmering observing others through the multifunctional openings Cloak.” As children move through of the structure.
and explore the linear space, they
Mirrors and forms to climb on are positioned through the hallway for exploration and observing others.
come across materials and installations which stimulate different senses. The driving concept was
PUBLIC SPACE
to incorporate this hallway into the
Panels enclose the red school’s science and physical move“sensitive listening area,” where children interact and ment curriculum, as the children use move the panels to hear this playful environment for learning different sounds.
about scientific observation during
DESIGN STRATEGY
in combining curriculum with physical movement and space to increase the level of engagement of learners and the overall health of students. (22)
Figure 20, 21
Die Baupiloten | Berlin, Germany | 2008
29
BIBLIOGRAPHY
As children move along the hallway, the bright colors, abstract forms, and inviting elements provide activities that support the science curriculum while allowing the students to be active learners.
class time. This project is successful
HEALTH, SPACE, LEARNING
ACTIVE VS. SEDENTARY LIVING Both at school and at home, the
Midnight
amount of time that children have
13
been spending on sedentary activities has increased in recent years.
THE CHILD
In addition, average recess time and quality of physical education classes have also decreased as schools
11
12 11
1 2 3
WHY SCHOOL?
Research shows that even twenty
ceive higher grades than non-active
PUBLIC SPACE
peers (23). While these issues are often dealt with through curricular structure, design of active learning spaces and safe routes to school can encourage different ways to actively
BIBLIOGRAPHY
DESIGN STRATEGY
engage in learning and health.
30
10
10
9
4
can significantly reduce BMI values and active children generally re-
Midnight
12
14 13
struggle to meet budget allowances. minutes of recess during the day
14
1 2 3
8 7
8 7
6 5
65
Active Daily Schedule Morning Free Time Healthy Breakfast Walk to School Active Class Activities Garden Prepared Lunch Recess Active Class Activities After school Activity Program Walk Home or Meet Parents Outside Play Time Family Meal Homework Play Outside Bedtime when Naturally Tired
Active and Sedentary Daily Schedules
4
Sedentary Daily Schedule 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Low Morning Energy Quick Fix Breakfast Drive/Bus to School Non-Interactive Classes Cafeteria Lunch Short Recess Non-Interactive Classes After school Activity Program Drive/Bus home TV/Video Game Time Periodic Snacking as Dinner Homework TV/Video Game Time Late Bedtime from Excess Energy
HEALTH, SPACE, LEARNING
DESTINY LOFTS
Developed as a unique means im-
posing the need for physically active Colorful and amorphous exterior conveys energy engagement with living spaces, the and draws unique interest.
Destiny Lofts in Tokyo, Japan invites users to live and operate within
THE CHILD
Exterior form engages physically challenging space. The thinking about interior space and relationship project eliminates rectilinear spaces between visual appearance to encourage explorative use of and intended use. Uneven floor surface engages the mind and body to coordinate motion and balance.
spaces encourage tenants to utilize odd shaped forms for sleeping, eating, sitting, or even climbing. This project displays the potential to reconsider how materials and forms
PUBLIC SPACE
Interior colors and forms generate imaginative possibilities.
WHY SCHOOL?
freeform spaces. Un-programmed
can create unique exploratory opportunities. Unregulated spaces that enable imaginative use can provide activity for children of all ages. (24)
DESIGN STRATEGY
Interior spaces and shapes allow varied use while allowing users to actively explore opportunities.
Figure 22
Arakawa + Madeline Gins | Tokyo, Japan | 2005
31
BIBLIOGRAPHY
Light, open space and references to nature lends a â&#x20AC;&#x153;primitiveâ&#x20AC;? atmosphere.
HEALTH, SPACE, LEARNING
NUTRITION AND MEALS Elementary school children will
typically eat at least one meal during the day at the school or educational facility. Many of these children are
THE CHILD
part of a free or reduced lunch plan, and too often cafeteria lunches do not provide the nutrients or quality of food that children need in order to
WHY SCHOOL?
remain focused on school work or to properly develop their musculoskele-
Figure 23
tal systems. Paired with the potential limitation of access to healthy food from home as well as school, chil-
Percentage of 4th-Graders Eligible for Free or Reduced-Price Lunch
PUBLIC SPACE
dren often do not receive the proper quality and quantity of food nutrients. (25) In addition, the abundance and easy access to fast food meals and cheap, processed, or frozen snacks
BIBLIOGRAPHY
DESIGN STRATEGY
with low nutrient density negatively affects the access children and low income families have to healthy food
>10% 5.1-10% 2.5-5% <2.5% No Data
and nutrition education.
Figure 24
32
No Car or Supermarket within a Mile
Figure 25
Lbs of Packaged Sweets, per Capita
HEALTH, SPACE, LEARNING
BUCKINGHAM ELEMENTARY SCHOOL The Buckingham Elementary School Spaces specifically for learning about food growth takes initiative through both design and preparation help and architecture to influence the education about nutrition.
physical health of its students. Many public schools in the United States
THE CHILD
Outdoor play spaces include opportunities for self and taught education about plants and the environment.
have implemented action to improve the quality and nutritional value of the foods they serve for lunch, but
WHY SCHOOL?
unlike such schools, the Buckingham
School has spaces designed specifiWindows and outdoor spaces allow in sunlight cally for education about how food is and fresh air as part of the grown and prepared in healthy ways. childâ&#x20AC;&#x2122;s experiences. The students also have a participa-
tory role, as some of the food grown
PUBLIC SPACE
Fresh food from local sources as well as food grown by students and faculty becomes much of the school lunch food.
and prepared at the school is provided as food for lunch. The design of open and vibrant spaces in addition to the focus on healthy nutrition is
DESIGN STRATEGY
Colorful interior and intended to improve the energy and exterior elements create a activity levels of children. (26) vibrant, energetic atmosphere.
Figure 26
VMDO Architects | Dillwyn, VA | 2012
33
BIBLIOGRAPHY
Fun, open interiors create good space to interact during lunchtime and free time.
HEALTH, SPACE, LEARNING
TYPES OF LEARNING Typical education systems that pro-
mote standardized learning methods, tests, and curricula often restrict the childâ&#x20AC;&#x2122;s freedom to explore ways of
THE CHILD
obtaining and expressing knowledge. However, the design of the educational space can influence the means of teaching, testing, and thinking.
WHY SCHOOL?
The ability of the child to be able to explore knowledge and learning in different ways can be utilized both
Environmental
Social
inside and outside the schoolhouse. Alternative education models, such
PUBLIC SPACE
as Montessori and Steiner Schools,
Methods of Learning
have explored means of using curricular structure to influence the designed space, but design itself can also impact curricular structure as
BIBLIOGRAPHY
DESIGN STRATEGY
well. (27) Individual
34
Overlap between Types of Learning
HEALTH, SPACE, LEARNING
VITTRA SCHOOL TELEFONPLAN Designed elements within Following the Vittra educational plan, a larger space create areas which includes such objectives as for individual focus or small providing laptops to students and group work sessions.
mixing grade levels, this school pro-
vides many opportunities to learn and
THE CHILD
Heavy emphasis on use of to explore knowledge. The building computer technology makes learning less follows a “white box” approach and dependent on spatial contains elements that enable learnarrangements.
WHY SCHOOL?
ing and teaching in different ways.
Movable tables and seats Because technology plays such a and variable arrangements large role in the school, spaces are create the opportunity for designed for easier use of computguided group learning.
ers and therefore have few spatial
PUBLIC SPACE
Colors are used to indicate restrictions. However, hands-on, presence of structure in facilitated, self-taught, collaborative, learning, areas for play, and play-enabled learning are all and spaces for work.
encouraged at different levels. In adexploration of topics depending on
DESIGN STRATEGY
Fun, open interiors create good space to interact during free time.
dition, grade-level mixing encourages the cognitive level of each individual child. (28)
Figure 27
Rosa Bosch | Stockholm, Sweden | 2011
35
BIBLIOGRAPHY
Large “installation” elements create space for more traditional facilitated learning methods.
HEALTH, SPACE, LEARNING
HOLISTIC HEALTH CONCLUSION The school is a primary influence
in the child’s development because most of the child’s day and most of the child’s initial influences stem
THE CHILD
from the learning environment. The school schedule, including beforeschool and after-school activities,
PUBLIC SPACE
most of these factors are related
Supports
through the Mind (29). Even though
Access to healthy food is determined by the school and home resources
es
tes
ment of the child’s holistic health
ula
design all contribute to the develop-
ulat
of learning enhanced by the school
Stim
cial peer interactions, and the types
Stim
WHY SCHOOL?
the school day, the school lunch, so-
BODY
A sedentary vs. active lifestyle during the school day influences the health of the body Supports
active and sedentary times during
Influences
to or based in the school context, design of spaces in any space can fulfill educational goals and provide learning opportunities.
DESIGN STRATEGY BIBLIOGRAPHY
Children spend the majority of their day within the school confines therefore the school day schedule should include more physical activity
SPIRIT
MIND
Influences When a child succeeds in school they build their confidence and motivation to keep being successful 36
HEALTH, SPACE, LEARNING
HOLISTIC HEALTH RELATED Because the school is a physical
Creative design features can encourage users to be more structure, the design for places of active during the day. learning is of high importance in the
cycle of holistic health. As in the THE CHILD
Destiny Lofts, the design of surfaces and elements within a space can not only complement a set curriculum but also influence the structure of a curriculum (30). The Buckingham
WHY SCHOOL?
School contends specifically with incorporating knowledge of healthy nutritional habits into the childâ&#x20AC;&#x2122;s daily schedule (31). The design implications of this move provide insight for
PUBLIC SPACE
Schools can offer food production, nutrition, and preparation as part of the curriculum while feeding students. This is a successful learning tool and positively impacts the child's mind and body.
designing curricular enhancement. The Vittra School also deals with curricular structure, signifying ways to cal use within the school realm (32). Investigating ideas of school-related design to impact curricular structure benefits the cycle of health and learning and creates potentials to utilize design techniques to influence greater health. 37
BIBLIOGRAPHY
Figures 28, 29, 30
deal with contemporary technologiDESIGN STRATEGY
Learning can be enhanced by the school design when the design can include options for the child to explore how they learn best. Interacting with a space where the child can feel motivated to learn, will build their confidence.
BIBLIOGRAPHY
DESIGN STRATEGY PUBLIC SPACE
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING
PUBLIC SPACE
Public spaces are the areas that
make up neighborhoods, streets, outdoor areas, and buildings for publicly funded programs. Commu-
THE CHILD
nity resources may take many forms: nonprofit organizations, businesses, schools, medical centers, foundations, scholarships, or any number of
WHY SCHOOL?
other publicly accessible programs. Community members go to public spaces to participate in physical, cultural, social, and educational activity (33). Public space is typically
PUBLIC SPACE
recognizable as programmed, unprogrammed, or flexible space, but in order for public space and programs to be used, they must be accessible to all community members. The built Poor an Health important Good Health
DESIGN STRATEGY
environment and infrastructure play Lowin Quality role this accessibil-
Quality ity, as paths of High access must be safe,
in good condition, and engaging to Low Quality High Quality Poor Access Good Access
Effects of Health on Access and Quality of Resources
39
BIBLIOGRAPHY
users.
HEALTH, SPACE, LEARNING
OECD SPENDING ON HEALTH CARE ANDCare SOCIAL SERVICES Spending On Health The United States today spends
more than twice as much capital on health care as other developed countries do, yet our populationâ&#x20AC;&#x2122;s health
THE CHILD
status is considerably lower. This inconsistency reveals that more care is provided than necessary, creating inefficiency in the health care
WHY SCHOOL?
system (34). In other countries, twice as much capital is spent on providing social services to citizens than on health care and more emphasis is placed on providing to people the
OECD Spending on Health Care
Figure 31
PUBLIC SPACE
things they need to live healthy lives. Such measures attempt to decrease health issues through proactive, rather than reactive measures. This system can more optimally balance
BIBLIOGRAPHY
DESIGN STRATEGY
capital expenditure by reducing excess costs of reactive practices.
40
TotalandHealth and Social Services Expenditures OECD Total Health Social Services Expenditures
Figure 32
HEALTH, SPACE, LEARNING
SUPERKILEN URBAN PARK
Dense urban housing lines the Superkilen Urban Park is a project blocks surrounding the park, that provides unique public spaces providing access for the which support the surrounding comcommunity members.
munities. Located in a low income,
densely populated, and culturally di-
THE CHILD
Ambiguous objects and patterns are scattered throughout the park and provide a place for children to explore and play.
verse area, the network of three distinctly visual parks allows for people
Green park space is added though one of the parks.
features of the park create opportunities for play, exercise, biking, relaxing, and exploring, and the space is often used for cultural festivities and markets. The public space is
PUBLIC SPACE
A bike path runs though all three parks and connects users to the city.
WHY SCHOOL?
Sculptural benches are placed of all ages to participate in a variety throughout the parks for of social activities. The big and small relaxation and observation.
Non-specific equipment is important in this city as it provides seen through the park and an active place for people who may used for play, recreation, and not have the opportunity and access exercise.
to community resources. The city of
Figure 33
DESIGN STRATEGY
Copenhagen has many projects and ideas dispersed throughout the urban plan which provide space, opportunity for recreation, and social services
Figure 34
Bjarke Ingels Group | Copenhagen, Denmark
41
BIBLIOGRAPHY
for the public good to utilize. (35)
limited accessibility to healthy food,
bo
dy
limited public resources. Correlations
sin g
ha ras
po lice /ad ult s
gangs
l
67
(36). While weight is only one mea-
79 72 63
57 50
surement of childhood health, it is most directly related to factors such
DESIGN STRATEGY BIBLIOGRAPHY
Figure 36:
hoo
WHY SCHOOL?
orl
po
Negative Environmental Influences on Childrenâ&#x20AC;&#x2122;s Access to Activity 84
75
co
r sc
PUBLIC SPACE
violence drug s
Negative Social Influences on Childrenâ&#x20AC;&#x2122;s Access to Activity
or overweight compared to children who can access to these amenities
cr
Figure 35:
89
r the nd a we trash ition /litte s r uns air polution afe g fac tin ties h ilitie i g l i l i c s or fa o p ed ain int a ym
ime
afte
accessible sidewalks, walking paths,
alk
ide
in neighborhoods with few amenities,
ew
outs
ence health status. Children who live
40% higher odds of becoming obese
e
sid
dark
to community resources also influ-
es, or community centers have 30-
ag
bullying ople e p nge stra
between family income and access
parks, playground, recreation spac-
im
or
ns tio ula eg dr an es ders rulsexual offen
THE CHILD
safe places for children to play, and
po
abandoned lots
such as below average income,
es
United States are faced with issues
neig hbor hood rul
Many urban communities within the
neighbors you cant trust
HEALTH, SPACE, LEARNING
ACCESS TO COMMUNITY RESOURCES
35
as neighborhood resources and the built environment. Healthy Regular Good Air Food and Water Access to Quality Doctors and Choices Dentists
42
Nearby Open Parks Education AfterSafe, Nearby Kind, Hospitals and Green on Preven- Affordable Gyms or School or Supportive and Urgent Spaces tion, Health Housing Recreation ExtraNeighbors Care and WellFacilities Curricular Figure 37: Facilities ness Activities
Prevalence of Obesity in Children by Poverty, Income, Sex, Race, Ethnicity
HEALTH, SPACE, LEARNING
GARY COMMER YOUTH CENTER The facade is colorful for Located in Chicago’s Grand Crossing the children and becomes neighborhood, the Gary Comer Youth an icon for the community.
Center offers students from nearby
youth” to spend time after school and to engage in safe, regulated recreational activities. The At-Risk Youth
WHY SCHOOL?
The enclosure provides a safe place for children to engage in after-school activities.
THE CHILD
Programs are showcased schools a safe, welcoming afterthrough showcased school space for indoor activity. The windows and layers of visibility between programs center provides a place for “at-risk inside.
Program is geared towards reducing
The roof garden allows negative influences (37). The exterior community members and kids to help grow and learn of the building is composed of brightabout the plants. ly colored panels which reference the
ity s can take oduce
Figure 38
center’s youthful orientation and cre-
PUBLIC SPACE
The cafe and local markets and restaurants use the fresh food as well, connecting the center to the community.
ate a positive icon for the community. The panels are arranged in a random pattern and are easily removable in response to damage or vandalism. In
DESIGN STRATEGY
addition, the roof garden provides the community with fresh produce and the opportunity to get involved with the youth and community center.
43
BIBLIOGRAPHY
John Ronan Architects | Chicago, IL
HEALTH, SPACE, LEARNING
PITTSBURGH BACKGROUND Pittsburgh is located in South West-
ern Pennsylvania. No longer the dirty steel town of old, Pittsburgh is now seen as a city distinguished by its
THE CHILD
unique and diverse neighborhood
White Other Two Race s
identities. Neighborhoods and residents are often tied to their â&#x20AC;&#x153;PittsBlack
burgh roots,â&#x20AC;? and many areas are Pittsburgh as a metropolitan area is often rated as one of the most livable cities in the United States (38), but like many cities, incorporation of
Figure 39
Race in Pittsburgh
Neighborhood Map of Pittsburgh
PUBLIC SPACE
suburban data obscures the urban conditions of lower family incomes, denser living, higher crime, lower lev-
ft
e Th
els of education, and infrastructural
44
ry rgla Bu Figure 41
Median Household Income by County
Crime in Pittsburgh
t
$25,000 or less $25,001-$50,000 $75,001 - $100,000 Over $100,000
aul
United States: $51,425 Allegheny County $46,641 City of Pittsburgh: $35,753
Auto Theft Arson Mur Ro bbe Rapeder ry
Ass
DESIGN STRATEGY
conditions.
BIBLIOGRAPHY
Figure 40
Hispanic
WHY SCHOOL?
often house long-standing residents.
Figure 42
HEALTH, SPACE, LEARNING
Pittsburgh has 712 public stairways with a total of 44,645 steps, giving Pittsburgh the distinction as the U.S. city with the most public stairways.
PITTSBURGH
Pittsburghâ&#x20AC;&#x2122;s unique landscape, ter-
rain features, skyline, people, history, culture, educational institutes, distinct neighborhoods, and public spaces
THE CHILD
create a city with high diversity and
Stairways have a long opportunities. Stairways are promihistory in Pittsburgh as they have always been used to nent features, connecting neighborconnect neighborhoods hoods above, below, and on the across the hilly terrain.
steep hills surrounding the city. Three
WHY SCHOOL?
Cold snowy winter months are not absent of activity as rivers converge near the downtown the downtown PPG plaza sector and are bridged at many locagets filled with a popular ice tions. Festivities, cultural fairs, music rink.
events, theater, food, and health-care
PUBLIC SPACE
Schenley Plaza hosts many focused business create opportunifree concerts, festivals, and ties of community-wide engagement. activities for the general public and surrounding universities.
DESIGN STRATEGY
The three rivers meet at Point State Park, surrounded by bridges where art festivals, river events, music, and fireworks, take place along with being a geographical icon for the city.
Events, Conditions, Activities, and Places of Pittsburghâ&#x20AC;&#x2122;s Built Environment
45
BIBLIOGRAPHY
Figure 43, 44, 45, 46, 47
THE CHILD
the neighborhoodâ&#x20AC;&#x2122;s identity. Law-
Bla
ck 9
renceville is located just a mile east
%
Two
of Downtown Pittsburgh, runs along WHY SCHOOL?
es 1
0.6
by industrial, retail, and low and high
%
.1%
9 e1
it
Wh
the Allegheny River, and is bordered Figure 48
Figure 49
income residential sectors. The population of Lawrenceville and the area
surrounding the Arsenal Elementary Lawrenceville Population: 4482
Race - Arsenal Elementary: 282
PUBLIC SPACE
School show great differences in race due to recent gentrification of
6,000
lows a similar socioeconomic divide
DESIGN STRATEGY
neighborhood environmental factors and social services available. (39)
Population
the area. The divide in race also folin the area and can been seen in the
BIBLIOGRAPHY
Rac
2%
hood spirit thrives here and reveals
n 5.
arsenal. The working class neighbor-
Hispanic 1.6%
nearby mills, mines, and weapons
Black 63.5%
to house those who worked at the
Asian 2% Hispanic 2% White 86% Other 1%
Lawrenceville developed as a district
A s ia
HEALTH, SPACE, LEARNING
LAWRENCEVILLE DATA
5,000 4,000 3,000 2,000 1,000 1970
1980
1990 Year
0-19 years 20-39 years 40-59 years 60-79 years 80 years & over
46
Age Distribution in Lawrenceville
2000
2010
Figure 50
School Bus Eligible Zones Elementary School District Middle School District
School Bus Eligible Zones
Figure 51
HEALTH, SPACE, LEARNING
LAWRENCEVILLE GENTRIFICATION New construction and Currently, a young population of renovation is seen throughnew professionals is moving into the out the streets of neighborhood. Many art galleries, Lawrenceville.
adults are seen biking, walking, and fixing up old houses. Although the business center is thriving, the original residential community and fami-
WHY SCHOOL?
New retail, restaurants, art galleries, and bars have opened on Butler Street.
have opened up and these young
THE CHILD
Thin row houses are the most common residential typology in the neighborhood as young professionals buy dilapidated homes and lots at low prices.
boutiques, restaurants, and bars
lies are disconnected from this new neighborhood camaraderie in their community. “Lawrenceville is one of Pittsburgh’s hottest neighborhoods, filled with cool restaurants, galleries,
PUBLIC SPACE
Young professionals are often seen biking and drinking coffee and beer or eating small snacks along the street.
and retail shops along the impressive main street called Butler Street. From lower Lawrencville to Upper, there’s a place for all the young professionals flocking there, including the artists
DESIGN STRATEGY
and creative folk. Here you’ll find new townhouses and condos alongside old row houses, some renovated, some ripe for it.” (40)
Figure 52
Events, Conditions, and Activities, of Lawrenceville’s Built Environment
47
BIBLIOGRAPHY
Arsenal Park, located behind Arsenal Elementary School, is used for typical park activities like basketball, walking, and sports, but private fitness classes often use the park for their needs.
HEALTH, SPACE, LEARNING
ARSENAL ELEMENTARY SCHOOL AND PARK Pittsburgh Arsenal PreK–5 is a
population that provides an academic environment that focuses on
Tennis
THE CHILD
developing the whole child. This schools in Pittsburgh School District
Playground
Baseball Street Hockey
consistently reports below state
WHY SCHOOL?
Bike Polo
Sports and Play
public school is one of 42 elementary and serves 282 students. The school average testing scores, a majority of
Elderly People
Children
students below average in reading, a decline in math achievement, and low parent and community involve-
Users
PUBLIC SPACE
ment. Housed in a large 1930’s building, the school lacks computer, art, and music labs for educational purposes. (41) Outdoor Concerts
DESIGN STRATEGY BIBLIOGRAPHY
Dog Walking
neighborhood school with a diverse
School Events
Yuppies Yoga Classes
Community Events Shakespeare in the Park
48
Zombie Fest
Arsenal Park Users and Activities
Independence Day
Middle-aged People
HEALTH, SPACE, LEARNING
CURRENT PHYSICAL CONDITIONS AND ACTIVITY Arsenal Park is rich in history, but
has been neglected for many years
THE CHILD
Arsenal park is located behind Arsenal Elementary with only small rehabilitation projects and middle school. The for specific parts. Historically, the park totals about 170,600 Allegheny Arsenal grounds were square feet in area.
bounded by the entire area that
spanned from the present 40th to 39th Streets and from Penn Avenue
WHY SCHOOL?
Stairways along entrances to the Allegheny River. The Arsenal to the park bring user up the was divided by Butler Street, with the sloped site.
upper park containing brick stables, three small frame buildings, and a powder magazine with storage
PUBLIC SPACE
Original stone wall - dating capacity for 1,300 barrels. After a back to the historic arsenal, deadly explosion at the Allegheny lines the exterior of the park.
Arsenal in 1862, the complex was
never rebuilt and surviving buildings began deteriorating. The existing low border wall, built in the 1820s, lines
DESIGN STRATEGY
Facilities and equipment, and historic resource, are in the sloped and hilly park. Stairs and poor condition, therefor not paths exist within the walls, but most encouraging activity.
are in poor condition. (43)
Current Site Conditions of Arsenal Park
49
BIBLIOGRAPHY
Figure 53
Visual Cues/Signification Spatial Implication Program Specific Surface Material
HEALTH, SPACE, LEARNING
EXISTING POSITIVE RESOURCES 1. Carnegie Library
2. Stephen C. Foster Community Center 3. UPMC Senior Communities
THE CHILD
4. Small Community Garden 5. UPMC Children’s Hospital 6. Sports Fields 13 7
7. Schools WHY SCHOOL?
8. Bike PGH/BIke Shop 9. Grey Box Theater 10. Butler Street Restaurants/Cafes
11 16
10 12
10 10
11. Art Gallery 12. Bowling Alley 13. Live Music Bar
PUBLIC SPACE
14 6 15
7
14. Boy’s and Girl’s Club 15. Playground
10
16. Bike Path
10
15 1 2
4
5
3
9
DESIGN STRATEGY
Key: 0.5 Mile Radius Path Body Related
8
6
BIBLIOGRAPHY
Mind Related Spirit Related Hub Site
.25 mi. 50
Existing Positive Resources in a 0.5 Mile Radius From Site
7 6
HEALTH, SPACE, LEARNING
POSITIVE RESOURCES Lawrenceville Resources:
City Resources (not accessible from Lawrenceville) Carnegie Museums of Pittsburgh Science Center
THE CHILD
The Carnegie Library of Lawrenceville is very close to the school and the historic building is an important element in the neighborhood’s identity. (1)
Carnegie Museums of Pittsburgh Children’s Museum of Pittsburgh The History Center National Aviary
WHY SCHOOL?
The UPMC Children’s Hospital of Pittsburgh is perched high up on an eastern hill in Lawrenceville. It’s bright colors and form stand out against the skyline. (5)
Phipps Conservatory and Botanical Garden Pittsburgh Zoo & PPG Aquarium
PUBLIC SPACE
Community: Carnegie Library of Pittsburgh
Arsenal Elementary and Children’s Institute Middle School is set back from Butler Street and has a Children’s Hospital of Pittsburgh large enclosed playing field. UPMC (7)
DESIGN STRATEGY
Attack Theatre
Estelle S. Campbell Boys & Girls
Figure 54, 55
Positive Neighborhood Conditions in Lawrenceville
Strong Women, Strong Girls 51
BIBLIOGRAPHY
Butler Street is the main Club business center for the neighborhood. The street features restaurants, retail Arsenal School: stores, bars, art galleries, Arsenal Park and business services. (10)
HEALTH, SPACE, LEARNING
EXISTING NEGATIVE RESOURCES While there are many resources that positively affect the Lawrenceville community and neighborhoods, problems and negative influence related
THE CHILD
the built environment are important to consider. Nearby the school location and throughout the community, many issues influence the walkability and
WHY SCHOOL?
safety of the neighborhood. Busy roads, unlit streets, and deteriorating sidewalks represent some of the common problems. While the presence of these factors can cause chil-
PUBLIC SPACE
dren to be far less likely to engage in community-based exploratory learning, it also opens opportunities for investigating potential techniques designed to mitigate the effect of
BIBLIOGRAPHY
DESIGN STRATEGY
such influences.
52
Fast Food Industrial Sites Vacant Industrial Site Vacant Lots Railroad
Existing Negative Influences in a 0.5 Mile Radius From Site
Industrial buildings, parking lots, and vacant sites are negative influences on a neighborhood, especially when they are boarded up or dilapidated.
HEALTH, SPACE, LEARNING
CASE STUDY PHOTOS Today, the community of Lawrenceville has several programs in place for increasing health and gentrification is yielding some changes within
THE CHILD
the residential neighborhood. While
Old railroad tracks can be these changes do positively impact hazardous for kids playing, the aesthetic appeal of the neighborbiking, or walking.
hood, the social divide between the
Fast food chains and unhealthy food is located across the street from the school, giving children easy access to the unhealthy food.
WHY SCHOOL?
young professional and the family core still exists and impacts childrenâ&#x20AC;&#x2122;s access to resources (43). In order to provide a safe and stimulating environment for children to ex-
PUBLIC SPACE
plore, design and rehabilitation must
be centered around the child. Vacant buildings and lots are seen scattered though out the neighborhoods. These are also surrounded by poor road and sidewalk conditions.
DESIGN STRATEGY
Figure 56
Negative Neighborhood Conditions in Lawrenceville
53
BIBLIOGRAPHY
Traffic-filled streets and cars parked along both sides of thin sidewalks negatively influence the walkability of the neighborhood.
HEALTH, SPACE, LEARNING
HOLISTIC HEALTH CONCLUSION The design of public space plays
Active design in the public spaces can reduce negative influences and positively increase existing resources which creates community identity supporting the child
an important role in how the child develops because the built environment showcases all of the environ-
THE CHILD
mental factors that comprise the identity of a community. The built environment relates specifically to
BODY
the development of Spirit, as the WHY SCHOOL?
public space becomes a place for social interaction and for exploration
ulat Stim
Supports
PUBLIC SPACE
Supports
hood resources and the importance
tes
of positive and negative neighbor-
ula
environment, including the presence
Stim
nity. Physical aspects of the built
es
of space and surrounding commu-
Influences
placed on the maintenance of public spaces, creates opportunities for active and engaging design. Lawrenceville in Pittsburgh, PA, provides
DESIGN STRATEGY BIBLIOGRAPHY
Social Services are important as a preventative means to good health
SPIRIT
MIND
an effective site to investigate issues of public space due to the location of neighborhood resources and facilities within the social, economic, and cultural context.
54
Influences The more access the child have to resources in their community the better informed they can be about engaging in holistic health activities
Having access to community resources allows children to be a part of the larger space and
HEALTH, SPACE, LEARNING
HOLISTIC HEALTH RELATED The public space is typically an inter-
Design features in the public space can encourage users woven network of designs, programs, to be more active while and policies that contribute to the engaging in the built physical appearance, identity, and environment.
THE CHILD
liveliness of a place. We contend
that design is the most valuable part of public space because it visually reveals influences that underlie the foundation of the place. The Super-
WHY SCHOOL?
Public spaces like community centers provide opportu- kilen Urban Park, as a large-scale nity to children to better their public design, physical displays holistic health education and attempts to create more activity, involvement through engagement with the activity exploration, and engagement of and of the resources. in the community (44). The Gary
PUBLIC SPACE
Comer Youth Center, showcases the effectiveness of incorporating knowledge and physical activity into the urban context (45). In any generic
DESIGN STRATEGY
city, the presence of both positive and negative influences can provide
communities.
Figure 57, 58, 59
55
BIBLIOGRAPHY
Positive and negative resources within the neigh- key potentials to create more active borhood impact how much networks and features that add to access children have to the overall well-being of children and resources.
BIBLIOGRAPHY
DESIGN STRATEGY PUBLIC SPACE
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING
DESIGN STRATEGY In an urban situation like that of
Lawrenceville, PA, wherein neighborhood-based facilities and resources connection, (46) we envision overlaying a new urban, public connectivity network on the existing city structure.
A’ A’
D’ D’
Garden
C’
C’ B’ F’
B
C
D
E
F
point. The links, or pathways, allow
F’
safe, self-guided access from the hub to neighborhood resources and
C’
from various community spaces to
B’ D’ A’
A’ B’
E’
Market
PUBLIC SPACE
Public Library
A
central community activity space ties dispersed resources to a central
E’
Building/School Site
In this “hub and spoke” scheme, a WHY SCHOOL?
E’
Business Center
THE CHILD
B’
Playground
are dispersed with no designed
Boys and Girls Club
the hub. The paths are designed to guide users through active “installations” and sensory cues that engage the user in the discovery of new
F’
DESIGN STRATEGY
spaces and activities. C’
Theater
Built Space Program/Resource
X’
Sensorial Element Connecting Path
Design Strategy: Hub and Spoke
Primary Engagement
57
BIBLIOGRAPHY
X
HEALTH, SPACE, LEARNING
OVERLAP OF POSITIVE AND NEGATIVE RESOURCES While the design strategy is intended
to utilize the benefits of positive community influences, it can also capitalize on spaces of negative influence
THE CHILD
by bringing new purpose and life to the spaces. In Lawrenceville, the distribution of positive and negative resources is fairly even and diverse,
13 7
WHY SCHOOL?
allowing for the potential to enhance the urban built environment. Within the design scheme, there is an op-
11 16
community resources as well as the potential for the community resourc-
PUBLIC SPACE
10 12
10 10
portunity to use the paths to enhance 7
es to yield viability to the paths. 10
10
15 1 2
4
5
3
DESIGN STRATEGY
9
8 Connecting Path
BIBLIOGRAPHY
14 6 15
Engaging Body Engaging Mind Engaging Spirit
58
All Existing Resources
6
7 6
HEALTH, SPACE, LEARNING
OVERLAP OF PATH POTENTIAL Utilizing Arsenal Park, located
adjacent to Arsenal Elementary and Middle School, as a site for the “hub,” creates opportunities to engage chil-
13 7 16
ing communities in design and active,
14 6 15
healthy living. Pathways originating from the site tend to repurpose negative neighborhood aspects to gener-
10 12
ate safe, enticing spaces for all ages.
10 10
10
Meanwhile, the hub will include programs and spaces functionally linked with those of the community,
15 1 2
10
4
5
helping users learn in a regulated
PUBLIC SPACE
7
WHY SCHOOL?
11
THE CHILD
dren and members of the surround-
environment before utilizing skills and knowledge in public space.
3
9
6
X
Program/Resource
X’
Reference Element
DESIGN STRATEGY
8
6
Built Space
7
Connecting Path
Engaging Mind Engaging Spirit
Spoke Options for Connecting the Site to Existing Resources
59
BIBLIOGRAPHY
Engaging Body
HEALTH, SPACE, LEARNING
EXISTING RESOURSES IN THE NEIGHBORHOOD Positive resources included in the design investigation are selected for the ability to not only engage users in physical activity but also
THE CHILD
activate knowledge, social skills, and individual motivation. Every public space in a community has the ability to help develop an individual’s Mind,
WHY SCHOOL?
Body, and Spirit simultaneously For example, the presence of a community garden can be used to learn about plants and nutrition, physically care for plants, and a connect to
PUBLIC SPACE
social atmospheres surrounding the garden. Designing within and around community resources to capitalize on the multifaceted health dynamic
On Map
Existing Programs-Resources In Lawrenceville (0.5 mi)
2 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
(Positive) Carnegie Library Stephen C. Foster Community Center Meals-on-Wheels S.F.C.C. Child + Frail Adult Day Care S.F.C.C. Fitness Classes UPMC Senior Communities Small Community Garden UPMC Children’s Hospital Sports Fields Schools Bike PGH/Bike Shop Grey Box Theater Butler Street Restaurants/Cafes Art Gallery Bowling Alley Live Music Bar Boy’s and Girl’s Club Playground Bike Path
1 2 3 4 5 6 7 8 9
(Negative) Fast Food Stop Traffic/Busy Roads Unlit Alleys Convenience Stores Limited Natural Space Private Fitness Clubs Abandoned Lots Deteriorating Sidewalks Vacant Store Fronts
1 2
can enable the use of preexisting
BIBLIOGRAPHY
DESIGN STRATEGY
resources to help children develop greater holistic health.
Body
60
Mind
Spirit
Existing Program-Resources (0.5 mi. Radius from site)
Complimentary Programs-Resources as part of Hub and Spokes (0.5 mi) (Positive) Digital Media Space Edible Garden
While existing neighborhood re-
sources are important to use, explore, and learn through, children who do not yet have the physical or psychological ability to access these
THE CHILD
resources, even through paths, can still engage in similar activities within the central hub through complimentary programs. These programs are
WHY SCHOOL?
designed to augment specific activities that occur at the other ends of the paths in the public realm, and are designed as tools for learning how to engage in and explore neighbor-
PUBLIC SPACE
Exploratory Activity Space Adult Gym Exploratory Activity Space Kitchen Lecture/Activity Space Sports Practice House Various Path Installations Independent Bike Repair Space (Performance) Reception Space Kitchen Open Art Studio/Viewing Space Sports Practice House Outdoor Theater/Performance Space Public Pool Undulating Activity Landscape Various Path Installations
HEALTH, SPACE, LEARNING
NEW COMPLIMENTARY PROGRAMS AND RESOURCES
hood-based resources. Using the example of a music rehearsal space as a complimentary program to an outdoor music venue illustrates the and hub-based spaces.
Body
Mind
Spirit
61
BIBLIOGRAPHY
Complimentary Program-Resources as Part of Hub and Spoke
function and scale of these programs
DESIGN STRATEGY
(Negative Counterpart) Kitchen/Healthy To-Go Trees and Green Barriers Lights/Permeable Pavings Small Local Food Market Outdoor Green Space Exploratory Activity Space Various Path Installations Pathways Prototypes Various Path Installations
HEALTH, SPACE, LEARNING
PHYSICALLY ENGAGING ELEMENTS OF HUB The hub provides space for vari-
ous functions and uses that engage children and others in activities. The design of this space, however, can
THE CHILD
also provide opportunity for active exploration and learning. A focus on designing surfaces and elements within the hub to accommodate
WHY SCHOOL?
unguided activity not only encourages child engagement but also showcases the healthy identity of the hub. The potential success of this
design scheme rests partly on its ac- Actions and Sensations Experienced When Interacting with the Environment
PUBLIC SPACE
ceptance by the community. A center that encourages active living through
Floor Surface
Wall
programmatic arrangement together with active physical design could likely generate more opportunities for
BIBLIOGRAPHY
DESIGN STRATEGY
community engagement with health and learning.
62
Manipulation Options for Surfaces and Elements to Promote Movement
Element
Stairs, movable panels, and undulating landscapes all provide examples of how elements of the built environment can provide an interface for engaged physical activity. When
THE CHILD
Carlo Scarpa’s alternating stairs allow for physical activity between levels but also challenge the mind. Even though the movement up or down the stairs is the same as normal stairs , it challenges the mind because the form is different than what we are used to.
HEALTH, SPACE, LEARNING
ELEMENTS THAT PROMOTE MOVEMENT AND ENGAGED ACTIVITY
people come across functional elements that deviate from the typical, like Carlo Scarpa’s alternating stair
WHY SCHOOL?
The Kindergarten Kekec pattern, the forms challenge the Mind uses toy slates with color as and Body as the individual adjusts to an engaging learning and movement along the unfamiliar (47). play tool.
People and kids especially are drawn garten Kekec, that encourage freeform participation and interaction. In this example, physically manipulable panels change color when children rotate them, changing the entire color arrangement along the façade (48).
DESIGN STRATEGY
The undulating surface on the Maritime Youth House provides a unprogrammed playscape for children.
to elements like those of the Kinder-
PUBLIC SPACE
The widow cover facade provides a play surface along three walls. The one sided colored panels are interactive and allow children to play a part in ever changing facade design.
At the Maritime Youth House, by PLOT = BIG + JDS, in Copenhagen,
Figure 60, 61, 62
Designs for Active Engagement
the undulating surface (49).
63
BIBLIOGRAPHY
The wood decking is used to Denmark, the wooden deck surface specify the outdoor play displays enticing aesthetic form ensurface and creates a landscape to run around on. courages kids to run and play along
HEALTH, SPACE, LEARNING
DESIGNING FOR THE CHILD When designing for any specific user group, it is important to understand the user’s needs as they interact with the space, and therefore the
THE CHILD
design should reflect the user group’s particular identity, ergonomic necesPhysical
sities, sensory abilities, and mental capacities. Child body proportion
WHY SCHOOL?
and ability can be reflected in forms to explore, engage, and interact with space. As the child’s body and mind are rapidly growing and evolving,
PUBLIC SPACE
overstimulation of noise, light, sound, or temperature can be potentially
sit reach step lift
understand rules
process
limits
Design tailored to the mental capa-
DESIGN STRATEGY
hard
Intellect
bilities of the particular age group should make the child feel empowered and motivated to learn as he or she is actively involved in the pursuit of holistic health. (50)
Child - Centered Design Sensitivities
wet
temperature
read
tivity to sensory stimulation in children is important to consider as well.
BIBLIOGRAPHY
Child Centered Design
push climb
damaging. The application of sensi-
64
brightness loudness sweet colors visual scope bitter pitch
height
and material that challenge children
Sensory
soft dry
HEALTH, SPACE, LEARNING
ERGONOMICS AND SENSORY STIMULATION The Sjötorget Kindergarten’s The Sjötorget Kindergarten, by design has child scaled Rotstein Arkitekter, in Stockolm, Sweelements like low hand rails den, has specifically designed stair and small stair options.
and railing forms that contend directly
THE CHILD
Nooks in the walls and wall with height and the accessibility to storage are easily accessible storage bins and seating nooks in the to children.
walls. Attention to dimensions that
relate to the ergonomics of the child were highly considered in this project
WHY SCHOOL?
(51). The Anansi Playgound Building, by Mulders vandenBerk Architecten, in Utrecht, The Netherlands, uses tactile and visual stimulations along the surfaces to encourage
PUBLIC SPACE
The Anansi Playground Building has a façade engraved with images. The idea of the building is to excite and stimulate curiosity and creativity of the children in this case though the tactile surface encouraging children to trace and touch.
children to play and explore (52). In
Bright colors and stimulating the “scientific observation” hallway patterns and colored objects excite children and create a in the Carl-Bolle Elementary School, fun space to play and the design of interactive tools are inimagine.
DESIGN STRATEGY
stalled in order to challenge students’
Figure 63, 64, 65
Designs at the Child’s Scale
65
BIBLIOGRAPHY
In the Carl-Bolle Elementary mental capacities through design by School, information about engaging children’s understanding of color and light spectrum is age appropriate allowing the scientific theories. (53) children to engage and interact with the design.
HEALTH, SPACE, LEARNING
PATHS
Paths, both natural and man-made, have always existed to guide. Rainfall and animals create paths, and people have made vast networks of
THE CHILD
road paths in recorded history. While paths are designed to guide, they are not restricted to guiding only. Depending on the design of the path,
WHY SCHOOL?
paths can suggest routes, display routes, force movement, and offer deviation. The way that paths perform is also important. Depending on the wants and needs of the user,
PUBLIC SPACE
he or she can be guided by visual cues, by texture, by light, by sound, by smell, or by physical objects. The design scheme favors connection by visual cues and physical insertions,
BIBLIOGRAPHY
DESIGN STRATEGY
as these can also take the form of programmed elements for active exploration. (54)
66
Pathway Sensory Connection Options
Constant visual reference fo path suggest a new movement through space.
HEALTH, SPACE, LEARNING
CASE STUDIES
The Grass Carpet installation on
Jaujac, France, displays the path as a texture and a continuous visual
THE CHILD
cue. Winding its way through a mile Path includes aspects of interaction with the natural of urban fabric, the temporary project environment and the built acted as a suggested guide to peenvironment. destrians, becoming a place to sit, a
WHY SCHOOL?
Path is unprogrammed and place for small group gatherings, and does not connect specific a play space for children (55). The programs.
BUGA playground places a different
Multiple interconnected pathways suggest nonlinear means of moving through the park.
use as a foundation for imaginative play, it does not connect, but rather creates an intersecting network of
PUBLIC SPACE
Undulating landscape enables imaginative individual programming.
meaning on the path. Implying its
routes (56). Pro-Teqâ&#x20AC;&#x2122;s Glow surface provides an interesting look at material use on paths. This glow-in-thedark surface increases the physical and psychological safety of using a
DESIGN STRATEGY
Temporal change creates opportunities for different uses over time.
path at night (57).
Figure 66, 67, 68
Designs for Pathways
67
BIBLIOGRAPHY
Light built into the path makes for enhanced physical safety and greater psychological comfort.
HEALTH, SPACE, LEARNING
VISUAL CONNECTIVITY Visual connectivity along a path surface defines the effectiveness of the path. Most paths work by providing a constant, unchanging visual refer-
THE CHILD
ence. However, the “spokes” of this design scheme require a strategy that allows exploration and wandering while still following a suggested
WHY SCHOOL?
route. In terms of a path, visual cues can become “guide lights” of defined movement through space. Contrary to the traditional path, the use of visually similar nodes does not impose
PUBLIC SPACE
patterns of movement or mandate specific uses. Instead, a path of physical elements could suggest movement by using enticing form, material, and color to engage the cu-
BIBLIOGRAPHY
DESIGN STRATEGY
riosity and imagination of users. The use of visually similar insertions and elements to recommend an exploratory path is essential to the design. Node Path Cone of vision
68
Visual Extents of Connectivity between Nodes
Red activity structures create a visual field condition that connects all park spaces.
The Parc de la Villette, by Bernard
A field condition that reaches into the urban surroundings enables visual access to the park without being in the park.
Acting similarly to the design idea
HEALTH, SPACE, LEARNING
PARK DE LA VILLETTE Schumi, relies heavily on the presence of a field condition of visually similar insertions in the parkscape.
THE CHILD
of creating a path through physical nodes, the red, un-programmed insertions constantly remind park
exploration, and higher viewpoints, the red towers can be imagined as a means of navigation to, through, and out of the park. The prominence of these visual cues could provide linear, rather than spatial, guidance in space. (58)
DESIGN STRATEGY
Design allows movement and exploration in any direction.
opportunities for imaginative play,
PUBLIC SPACE
Physical paths are intended for linear movement while red structures and open spaces create opportunity for wandering and exploration.
WHY SCHOOL?
At least one tower is visible visitors of their position relative to the from anywhere in the park. parkscape and surrounding urban This creates a sense of environment. In addition to providing spatial belonging.
Figure 69, 70
Bernard Schumi | Paris, France
69
BIBLIOGRAPHY
Individual structures can be used in many ways, but specifically elevate the individual above the ground plane to enable greater visual scope.
HEALTH, SPACE, LEARNING
SENSORY CONNECTIVITY Sensory perception of sounds,
smells, textures, and visual nodes creates an invisible path that acts by leading users via the senses from in-
THE CHILD
sertion to insertion. Rather than just utilizing sight as a means of suggesting movement, nodes can employ similar effects by using sensorially
WHY SCHOOL?
interesting auditory, olfactory, or tactile insertions. Unlike visual connectivity, sensorial connectivity actively engages senses that are often not utilized by children during the typical
PUBLIC SPACE
daily schedule. In addition, the use of multiple senses to create paths applies to almost everyone, regardless
BIBLIOGRAPHY
DESIGN STRATEGY
of sensory or physical impairment.
Node Path Touch Smell Sound 70
Sensory Engagement Along Paths between Nodes
Touch receptors are used by fallowing the Trail wall, which allows students to independently navigate though the hallway.
Gordon Murray + Alan Dunlop Archi-
The cork material is only used on this trail wall, while other materials are designated to other spaces.
ing materials all become a learning
As different floor and wall materials are used in specific locations, they have an acoustic function as well and as the child interacts with the surface they can relate to where they are.
for navigation in the hallways by a
to create a school in which the built environment and its sensory stimulataid for impaired children to independently navigate through the building. The sensation of touch is provided
WHY SCHOOL?
cork wall with grooves and segmented angled pieces that correspond to locations in the school. Stimulation of olfactory sensation is found in the transitional spaces between indoor
PUBLIC SPACE
and outdoor space. Larch wood siding which has a distinct odor, walls this transition space. Auditory cues are perceived through walking on floor materials with different auditory
DESIGN STRATEGY
feedback. The sense of heat perception is also utilized with slate tiles along the southern outdoor walls. These sensory cues help students navigate the school space. (59)
Figure 71
Gordon Murray + Alan Dunlop Architects | Glasgow, United Kingdom
71
BIBLIOGRAPHY
Slate tiles are along southern walls, and though proprioception students can sense the heat being emitted and understand their location to the building outside.
tects, had in mind the specific goal
THE CHILD
Larch wood siding is used along walls with access to outdoors spaces. These transitional spaces stimulate olfactory letting the child to follow the scent of the larch wood to navigate to the door.
HEALTH, SPACE, LEARNING
HAZELWOOD SCHOOL FOR THE MULTIPLE SENSORY IMPAIRED
HEALTH, SPACE, LEARNING
ENGAGING PROGRAM CONNECTIVITY BETWEEN HUB AND SPOKES Between the Community Hub and
the existing resources, the spokes, or paths, take routes along the sidewalks, streets, alleys, and
THE CHILD
cut-throughs in the Lawrenceville neighborhood. The success of this projectâ&#x20AC;&#x2122;s design scheme, with complimentary programs existing among
WHY SCHOOL?
the Hub, along the insertions and spokes, and within the unification of existing community resources, is determined by improving the detrimental environmental conditions. The
PUBLIC SPACE
paths and activity insertions will pass through the negative existing features, such as currently unsafe alleyways, cluttered streets, and vacant lots. Theoretically, the connectivity
BIBLIOGRAPHY
DESIGN STRATEGY
of the network as well as the paths themselves will revitalize these areas while making safer, more engaging paths to connect the neighborhood resources.
72
Point of Interest Non-Pedestrian friendly alley ways car filled streets vacent lots
Paths Along Negative Urban Conditions to Revitalize Built Environment
Previous parking spaces along a street, the space now is a communal gathering and activity spot.
The parklets are designed to re-
purpose metered parking spaces on Spring Street to create mini-parks with seating, planting, and communal public spaces. By functionally ex-
THE CHILD
Swing seats promote active engagement in the space.
HEALTH, SPACE, LEARNING
PARKLET AND ACTIVE EQUIPTMENT
tending the sidewalk into the street, they intend to enrich the vibrant street life already present and foster future investment in pedestrian and
WHY SCHOOL?
Accessible from the sidewalk, and protected from the traffic on the street, the parklet enriches the street life with activity.
bicycle infrastructure in the neighborhood. Parklets are small installations which aim to encourage a more pedestrian friendly experience along
PUBLIC SPACE
streets and sidewalks, where people Common materials are used take the time to relax, play, use in the parklets on different stationary exercise equipment, enjoy streets as a unifying visual a social atmosphere, or supporting cue.
local businesses. The use of inviting
DESIGN STRATEGY
materials, colors, interactive objects, and plants draw peopleâ&#x20AC;&#x2122;s attention
Figure 72
DLANC Complete Streets Working Group | Multiple CA Cities
73
BIBLIOGRAPHY
All parklets provide space for and cause the parklets to differ from plants, sitting, group and their surroundings. (60) individual interaction, and some kind of physical activity.
HEALTH, SPACE, LEARNING
HOLISTIC HEALTH CONCLUSION Design in public space, in learning environments, and within the child has the potential to improve holistic health. By creating a network of
THE CHILD
paths that connects the educational facility to surrounding neighborhood
BODY
facilities, the child is provided with
ulat Stim
Influences
and learning. Specific aspects of
Designing for the proportion of the child’s body creates a space where the child feel comfortable and encouraged to interact
this network, including the hub, the paths, and the engagement elements can be designed such that positive
SPIRIT
MIND
neighborhood aspects, spaces for
DESIGN STRATEGY BIBLIOGRAPHY
Supports
WHY SCHOOL? PUBLIC SPACE
influence the cycle of health, space,
Supports
“hub and spoke” design scheme to
tes
can further the effectiveness of the
ula
enhance the Mind, Body, and Spirit
Stim
dren’s perceptions of elements that
Designing a path which allows for physical movement between resources, the mind is activated by interaction with the nodes
es
unique exploratory and learning activities. Utilizing the potential of chil-
Engaging elements of form and material create the desire in children to explore resources and the spaces
Exploratory learning that happens long the paths nodes and hub encourages activity and heath awareness
learning, and areas for activity and engagement become an overlaid network that can expand the realms of access for children and adults alike.
74
Influences As the child is exposed to new opportunity to learn about holistic health though the design in the public realm, they will for a more positive identity
The success of the path design influence on the child’s confidence to be an independent learner and explore community resources
The child’s role in the “hub and
spoke” design scheme can both inform aspects of design in public space and promote positive change in how the child interacts, explores,
THE CHILD
CHILD SCALE Design of engaging elements at a child scale creates spaces where the child wants to actively explore, therefore improving body health.
HEALTH, SPACE, LEARNING
HOLISTIC HEALTH RELATED
and learns from features of the central hub, the exploratory pathways, and the preexisting community resources. By designing at the scale of
WHY SCHOOL?
the child in all aspects of the scheme, exploratory activity, self-image, and access opportunities are improved. By creating the hub adjacent to the Arsenal Elementary School, the
PUBLIC SPACE
HUB Complimentary programs in the hub create opportunity for children to further the development of their mind through the active interaction within the network that the hub establishes.
physical connection between educational facility and neighborhood activity center encourages further school curriculum. Meanwhile, the paths and sensory cues for navigation through the designed network create possibilities for expansion of the child’s knowledge, physical exploration, and self-empowerment to engage with urban spaces. 75
BIBLIOGRAPHY
Figure 73, 74, 75
exploration of knowledge beyond the DESIGN STRATEGY
PATH AND NODE The path and nodes creates the structure for the network between community resources, giving the neighborhood a united sense of identity and a physical, accessible, connection to resources.
HEALTH, SPACE, LEARNING
INTENDED OUTCOMES AND GOALS Considering knowledge of existing ideologies and designs in public spaces, we consider the â&#x20AC;&#x153;hub and spokeâ&#x20AC;? diagram as a way to imple-
THE CHILD
ment such strategies and develop new techniques for achieving design goals. The design of the network of resources and programs within
WHY SCHOOL?
the public space can be tied together through various types of paths and sensorial cues through design of visual and sensorial connectivity. Forms and materials can
PUBLIC SPACE
play a key role in the way that both path and hub spaces work to define this network. Through this design, we see an opportunity to generate greater awareness of the opportunity
BIBLIOGRAPHY
DESIGN STRATEGY
for children of all ages to access resources that further knowledge of holistic health. The cycle of learning, space, design, and health continues, as healthier children become better learners and more engaged community members. 76
HEALTH, SPACE, LEARNING
GOALS FOR NEXT SEMESTER Working at the broader scale of the
13 7 11 16
14 6 15
Designing at the scale
10 12
of the urban network -
10 10
7 10
4
exploring options within
5
the hub and spoke
3
9
8
6
framework
7 6
they offer to the community to encourage better holistic health, down to the small scale with specific visual
THE CHILD
10
15 1 2
urban network of resources and what
and sensorial elements to designate program in the hub and along the spokes will realize the ideology of
Design techniques for connecting the hub and spoke through programatic and path explored.
design and holistic health. We will work between two dimensional drawings, three dimension drawings such as axons and per-
PUBLIC SPACE
conditions will be
WHY SCHOOL?
the cycle of learning, public space,
spectives to explore how movement and interaction takes place within the spaces, and with model to developed
Floor Surface
Wall
form and programmatic relations.
Element
DESIGN STRATEGY
Surface and element design, including form and material, will take into consideration the activity, and how movement paths are created 77
BIBLIOGRAPHY
child scale and desired
HEALTH, SPACE, LEARNING
FINAL REVIEW DOCUMENTATION ENGAGING HOLISTIC HEALTH
INCREASING MOVEMENT | CONNECTIVE PATH NETWORK
COMMUNITY NETWORK & CENTER
STRIPS LIGHT UP FOR SAFER STREETS
ARSENAL PARK & NEIGHBORHOOD| LAWRENCEVILLE | PITTSBURGH, PA
OVERLAYED ACTIVITY IDENTITY STRIP
WHY SCHOOL?
THE CHILD
ALEC HEMBREE & EMILY SHOLDER | SPRING 2014 | THESIS RESEARCH STUDIO: LEARNING SPACES
“We envision engaging the individual and the community in a cycle of learning and holistic health through an urban netowrk of active community exploration that revitalizes public spaces to create a new identity of public health.”
3’ STRIP DISTANCE SUGGESTS PACE
AVERAGE WALKING PACE
1/2 MILE RADIUS
CITY CONNECTION
CYCLE OF LEARNING, SPACE, DESIGN & HEALTH
The development of a person’s
health begins with learning: about
In
Learning as a voluntary action occurs best within the realm of designed public space, wherein the individual
68 ft.
Public Space
environmental factors, in conjunction with design of aspects of public space, engages the individual by
Achieves
presenting opportunities to learn through the exploration of his or her
Explores
With
DESIGN STRATEGY
outside of his or her control. These Holistic Health
Accesses
self and surroundings. This process Learns
Yielding
of engaged exploration strengthens
BIKE SHARE COMMUNITY ROOMS
the Mind, the Body, and the Spirit of the learner’s Holistic Health.
Mind, Body, Spirit
Design Strategy
DESIGN STRATEGY
Cycle of Learning, Space, Design, and Holistic Health
5
SOCIAL PLAY
BODY | MIND | SPIRIT
While Mind, Body, and Spirit are nonhierarchical in the balance of health,
of a healthy individual is the strength
the entity of Body has the most impact in the development of health.
Built Environment
quite complex and is governed by internal and external factors. Through
Body Nutrition
Physical Activity
BODY Sensory
on physical growth is limited, studies have shown that physically healthy youth tend to achieve better social,
THE CHILD
Whereas the effect of cognitive ability
and balance of Mind, Body, and Spirit, the development of the triad is
HEALTH, SPACE, LEARNING
HOLISTIC HEALTH DEVELOPMENT
HOLISTIC HEALTH AT THE CHILD’S SCALE Whereas the resultant characteristics
BIBLIOGRAPHY
BIBLIOGRAPHY
12 ft.
ELEVATION GAIN | EXISTING COMMUNITY RESOURCE START | SITE END
PUBLIC SPACE
HEALTH, SPACE, LEARNING
8.3 mph / 12.2 fps
WHY SCHOOL?
ronmental factors both inside and
Strengthens
THE CHILD
9.6 mph / 14.0 fps
comes in contact with many enviNeeds
The Individual
design, utilizing the potentials of
5.0 mph / 7.3 fps
THREE RIVER’S HERRITAGE BIKE TRAIL
knowledge, and about ways to learn. Continues
6.8 mph / 9.9 fps
THE CHILD
PUBLIC SPACE
his or her body, about general Learning
2.6 mph / 3.8 fps
0.41 mi.
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING
Built Environment
SCALE 1” = 500’
3.1 mph / 4.54 fps
36 ft.
0.62 mi.
BOY’S AND GIRL’S CLUB
96 ft.
HEALTH, SPACE, LEARNING
HOLISTIC HEALTH DEVELOPMENT While Mind, Body, and Spirit are nonhierarchical in the balance of health,
LEARNING
HOLISTIC HEALTH AT THE CHILD’S SCALE Whereas the resultant characteristics
the entity of Body has the most
Body
design, utilizing the potentials of positive preexisting conditions, and
WHY SCHOOL?
PUBLIC SPACE
Imagination
environment. This process develops the child’s holistic health not through
Mind
Mind, Body, and Spirit individually,
Social Curricular Development
Exploration
Exploration
STRATEGY
but through the overlaps that define Communication
hensive development of Mind and Spirit, the cycle of Mind and Spirit
Influences
together is important to creating a stable platform on which to develop
Spirit
SPIRIT
MIND
Motivation
the child’s health.
enable an easier and more compre-
PUBLIC SPACE
of engagement between child and
SelfEmpowerment
the development of Body can directly
the physical Body.
Confidence
THE CHILD
and Spirit health continues a cycle
SelfEsteem
Child’s Health
Abstract Thought
Supports
ways. The attainment of Mind, Body,
than non-active peers (11). While
s
greater holistic health in different
educational, and self-identity results
Social Environmental Development
late
Environmental Curricular Development
nity to enable individuals to achieve
youth tend to achieve better social, WHY SCHOOL?
influences can generate the opportu-
have shown that physically healthy
Sensory Awareness
Exploration
mitigating the effects of negative
on physical growth is limited, studies
BODY
Physical Activity
Stim ulate s
Nutrition
ternal and external factors. Through
Supports
THE CHILD
quite complex and is governed by in-
BOY’S AND GIRL’S CLUB
THE CHILD
Whereas the effect of cognitive ability
and balance of Mind, Body, and Spirit, the development of the triad is
96 ft.
impact in the development of health.
Built Environment
of a healthy individual is the strength
36 ft.
0.62 mi.
POOL SPORTS CORTS SPORTS FIELD
DESIGN STRATEGY
Influences
15
VISUAL KNOWLEDGE
ACCESS TO COMMUNITY RESOURCES
dy
safe places for children to play, and limited public resources. Correlations
violence drug s
sh ara ss gangs ing
/ad ult po lice
84
79 72
67
63
(36). While weight is only one mea-
v
CARNEGIE PUBLIC LIBRARY
DESIGN STRATEGY
75
who can access to these amenities
Figure 36:
Negative Environmental Influences on Children’s Access to Activity
89
or overweight compared to children
ool sch
Negative Social Influences on Children’s Access to Activity
r afte
orl
po
Figure 35:
ide
accessible sidewalks, walking paths,
ew
alk co er n ath we trash dition /litte s r uns air polution afe g fac htin ities ilitie r lig facil s o po ed in a t in a ym
cr
outs
in neighborhoods with few amenities,
sid
ime
dark
stra
ence health status. Children who live
40% higher odds of becoming obese
e
or
ns tio ula eg dr an ers es rulsexual offend
to community resources also influ-
es, or community centers have 30-
ag
bullying ple peo nge
between family income and access
parks, playground, recreation spac-
im
po
4 ft.
abandoned lots
bo
rules
limited accessibility to healthy food,
8 ft.
0.15 mi.
PUBLIC SPACE
such as below average income,
neig hborh ood
United States are faced with issues
neighbors you cant trust
ACCESS TO COMMUNITY RESOURCES Many urban communities within the
BIBLIOGRAPHY
Development of Holistic Health as a Hierarchical Strategy
WHY SCHOOL?
Development of Mind, Body, and Spirit within Environment
14
DIGITAL HEALTH LIBRARY
57 50
surement of childhood health, it is most directly related to factors such
35
as neighborhood resources and the built environment.
Percent of people with access to community resources Urban Neighborhoods
Prevalence of Obesity in Children by Poverty, Income, Sex, Race, Ethnicity
EDIBLE EXPLORATION
PITTSBURGH, PENNSYLVANIA
PITTSBURGH BACKGROUND Pittsburgh is located in South West-
ern Pennsylvania. No longer the dirty steel town of old, Pittsburgh is now seen as a city distinguished by its unique and diverse neighborhood
White Other Two Race
identities. Neighborhoods and resi-
s
dents are often tied to their “Pittsburgh roots,” and many areas are often house long-standing residents.
ic Black
HEALTH, SPACE, LEARNING
THE CHILD
Nearby Open Parks Education Safe, Nearby AfterKind, Hospitals and Green on Preven- Affordable Gyms or School or Supportive and Urgent Spaces tion, Health Housing Recreation ExtraNeighbors Care and WellFacilities Curricular Figure 37: Facilities ness Activities
Figure 40
0.3 mi.
60 ft.
24 ft.
BIBLIOGRAPHY
2
Regular Healthy Good Air Food and Water Access to Quality Doctors and Choices Dentists
HEALTH, SPACE, LEARNING
SOCIAL PLAY
BODY | MIND | SPIRIT
u Stim
BIBLIOGRAPHY
5
BIBLIOGRAPHY
Cycle of Learning, Space, Design, and Holistic Health
Care Facilities
and Wellness
Facilities
Curricular Activities
Figure 37:
Prevalence of Obesity in Children by Poverty, Income, Sex, Race, Ethnicity
42
EDIBLE EXPLORATION
PITTSBURGH, PENNSYLVANIA
HEALTH, SPACE, LEARNING
BIBLIOGRAPHY
Dentists
Percent of people with access to community resources Urban Neighborhoods
HEALTH, SPACE, LEARNING
PITTSBURGH BACKGROUND
0.3 mi.
24 ft.
60 ft.
Pittsburgh is located in South West-
ern Pennsylvania. No longer the dirty steel town of old, Pittsburgh is now seen as a city distinguished by its
THE CHILD
unique and diverse neighborhood
White Other Two Race
identities. Neighborhoods and resi-
s
dents are often tied to their “Pitts-
Pittsburgh as a metropolitan area is
like many cities, incorporation of
Figure 39
Neighborhood Map of Pittsburgh
Race in Pittsburgh
COMMUNITY GARDEN
suburban data obscures the urban conditions of lower family incomes, denser living, higher crime, lower levconditions.
Bu
$25,000 or less $25,001-$50,000 $75,001 - $100,000 Over $100,000
LEARNING KITCHEN GREEN HOUSES
Auto Theft Arson Mur Ro bbe Rapeder ry
rgla
United States: $51,425 Allegheny County $46,641 City of Pittsburgh: $35,753
WHY SCHOOL?
CAFE
eft
Th
els of education, and infrastructural
ry
DESIGN STRATEGY
PUBLIC SPACE
THE CHILD
often rated as one of the most livable cities in the United States (38), but
Figure 40
Hispanic
WHY SCHOOL?
often house long-standing residents.
ault Ass
BIBLIOGRAPHY
Black
burgh roots,” and many areas are
Figure 42
Figure 41
Median Household Income by County Crime in Pittsburgh
44
LAWRENCEVILLE ACTIVITIES AND USERS
BODY CHALLENGE Percent of Population In Lawrenceville (2,341 total)
Presence On Site
PUBLIC SPACE
Children Dog Walking
52 ft.
44 ft.
.0.6 mi.
13.4%
Bike Polo
Tennis Sports and Play Playground
Baseball
Young Professionals
Street Hockey
Children
Elderly 34.3%
Users
DESIGN STRATEGY
Parents/Families
Outdoor Concerts
School Events
Yuppies
Families
Yoga Classes
ENERGY SPACE ACTIVE STUDIOS
30.7%
Community Events Shakespeare in the Park
Zombie Fest
Elderly
Independence Day
13.4%
Arsenal Park Users and Activities
BASEBALL FIELD
Garden
Boys and Girls Club
A’ A’
D’ D’
Garden
W
WHY SC
and resources are dispersed with no designed connection, (46) we envision overlaying a new urban, public connectivity networkB’ on Playground the existing city structure. In this “hub and spoke” scheme, a central community activity space ties
In an urban situation like that of Lawrenceville, PA, wherein neighborhood-based facilities and resources are dispersed with no designed connection, (46) we envision overlaying a new urban, public connectivity network on the existing city structure. In this “hub and spoke” scheme, a cen-
THE CHILD
D’
E’
DESIGN COMMUNITY STRATEGY ACT HEALTH, SPACE, LEARNING
BIBLIOGRAPHY
In an urban situation like that
of Lawrenceville, PA, wherein INITIAL DESIGN STRATEGY | HUB & SPOKE neighborhood-based facilities THE CHILD
A’
HEALTH, SPACE, LEARNING
s and Club
DESIGN STRATEGY
0.25 mi.
28 ft.
4 ft.
.62 mi.
BASEBALL FIELD
C
D
E
F
F’
C’ B’
A’ B’
F’
C’
57
Design Strategy: Hub and Spoke
Market
leading to complimentary programs Built Space
Primary Engagement
X
Program/Resource
Body
X’
Sensorial Element
Mind
Connecting Path
Spirit
57
PUBLIC THEATER
WHY SCHOOL?
Spirit
B
28 ft.
4 ft.
THE CHILD
Connecting Path
A
BIBLIOGRAPHY
Mind
E’
DESIGN STRATEGY
Sensorial Element
Garden
0.25 mi.
.62 mi.
WHY SCHOOL?
X’
C’
Theater BIBLIOGRAPHY
Body
THE CHILD
DESIGN STRATEGY
Program/Resource
D’ E’
E’
Primary Engagement
X
HEALTH, SPACE, LEARNING
B’
leading to complimentary programs Built Space
D’
Building/School Site
PUBLIC SPACE
Market
A’ A’
WHY SCHOOL?
A’
Garden
THE CHILD
D’
Boys and Girls Club
In an urban situation like that of Lawrenceville, PA, wherein neighborhood-based facilities and resources are dispersed with no designed connection, (46) we envision overlaying a new urban, public connectivity network on the existing city structure. In this “hub and spoke” scheme, a central community activity space ties dispersed resources to a central point. The links, or pathways, allow safe, self-guided access from the hub to neighborhood resources and from various community spaces to the hub. The paths are designed to guide users through active “installations” and GRAYBOX THEATER sensory cues that engage the user in theStrategie: discovery Design Hub of andnew Spokespaces Connecting a new community to existing resources and in the activities. community by sensorially interactive paths
HEALTH, SPACE, LEARNING
DESIGN COMMUNITY STRATEGY ACT
INITIAL DESIGN STRATEGY | HUB & SPOKE
PUBLIC SPACE
In an urban situation like that of Lawrenceville, PA, wherein neighborhood-based facilities and resources are dispersed with no designed connection, (46) we envision overlaying a new urban, public connectivity networkB’ on Playground the existing city structure. In this “hub and spoke” scheme, a central community activity space ties dispersed resources to a central C’ point. The links, or pathways, Business allow Center safe, self-guided access F’ from the hub to neighborhood resources and from various community spaces Publicto the hub. TheD’ A’ Library paths are designed to guide users through active “installations” and sensory cues that engage the user in theStrategie: discovery Design Hub of andnew Spokespaces Connecting a new community to existing resources and in the activities. community by sensorially interactive paths
HEALTH, SPACE, LEARNING
DESIGN STRATEGY
PUBLIC SPACE DESIGN STRATEGY BIBLIOGRAPHY
HEALTH, SPACE, LEARNING
PROGRAMMATIC ZONES
BIBLIOGRAPHY
DESIGN STRATEGY
PUBLIC SPACE
WHY SCHOOL?
THE CHILD
PATH ENTRANCES
PROGRAMMATIC OVERLAPS
RETAINING PARKSCAPE
TOWER SITE AND OVERLAP
SOLAR POSITIONING
THE CHILD
WHY SCHOOL?
PUBLIC SPACE
DESIGN STRATEGY BIBLIOGRAPHY
RECONSOLIDATION THROUGH PATH AND LANDSCAPE
HEALTH, SPACE, LEARNING
CONSOLIDATED MASS
SEPARATING MASS
HEALTH, SPACE, LEARNING
DAY 1
DAY 2 URBAN EVENT
NIGHT ILLUMINATION MOVEABLE PANELS
EVENT INFO
NEW EVENT
TOTAL TOWER HEIGHT: +134’ ON SITE VIEWS OF URBAN CONTEXT
MARKER 4: +840” 120 STEPS 18-30 CALORIES
THE CHILD
MARKER 5: +700” 100 STEPS 15-25 CALORIES MARKER 4: +560” 80 STEPS 12-20 CALORIES MARKER 3: +420” 60 STEPS 9-15 CALORIES MARKER 2: +280” 40 STEPS 6-10 CALORIES MARKER 1: +140” 20 STEPS 3-5 CALORIES
WHY SCHOOL?
BASE: +50’ ON SITE CONVERGENCE OF PATHS
PATH NETWORK OVERLAY
PUBLIC SPACE
MANIPULATED GROUNDSCAPE
BIBLIOGRAPHY
DESIGN STRATEGY
BUILT INTERIOR SPACE
HOLISTIC HEALTH ACTIVITIES
LAWRENCEVILLE NEIGHBORHOOD DESIGN STRATEGY AXON / PERSPECTIVE N
HEALTH, SPACE, LEARNING
EXISTING SLOPE CONDITION: NOT UNIVERSALLY ACCESSIBLE
1:13 CROSS-SLOPE
THE CHILD
1 FT DESIGNED SLOPE CONDITION:
1:13 SLOPE
ANGLE: 90°
13 FT
WHY SCHOOL?
MULTI-DIRECTIONAL UNIVERSAL ACCESSIBILITY
NO SLOPE
PUBLIC SPACE
ANGLE: 50° 1:20 SLOPE 1 FT
13 FT
DESIGN STRATEGY
~15 FT
BIBLIOGRAPHY
HEALTH, SPACE, LEARNING
SUMMER NOON
SUMMER P.M.
WINTER NOON
WINTER P.M.
WHY SCHOOL?
THE CHILD
TEMPORAL USE OF INTERIOR AND EXTERIOR FACILITIES YOUNG PROFESSSUMMER A.M. IONALS
SENIORS
COMMUNITY/CHILDREN
BIBLIOGRAPHY
DESIGN STRATEGY
PUBLIC SPACE
WINTER A.M.
HEALTH, SPACE, LEARNING THE CHILD
CITY CONNECTION PATH: LINK TO SCHOOL AUDITORIUM
WHY SCHOOL?
ARSENAL ELEMENTARY AND MIDDLE SCHOOL GROUND FLOOR
PUBLIC SPACE
EDIBLE EXPLORATION PATH: LINK TO SCHOOL CAFETERIA
DESIGN STRATEGY BIBLIOGRAPHY
BIBLIOGRAPHY
DESIGN STRATEGY PUBLIC SPACE
WHY SCHOOL?
C
A
N
B
SITE PLAN: 1” = 40’
THE CHILD
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING THE CHILD
WHY SCHOOL?
PUBLIC SPACE
DESIGN STRATEGY GROUND FLOOR PLAN: 1” = 16’ N
BIBLIOGRAPHY
BIBLIOGRAPHY
DESIGN STRATEGY PUBLIC SPACE
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING THE CHILD
SECTION A: 1” = 40’
WHY SCHOOL?
PUBLIC SPACE
DESIGN STRATEGY BIBLIOGRAPHY
SECTION B: 1” = 16’
BIBLIOGRAPHY
DESIGN STRATEGY PUBLIC SPACE
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING THE CHILD
WHY SCHOOL?
PUBLIC SPACE
DESIGN STRATEGY
SECTIONAL AXON C: 1” = 16’
BIBLIOGRAPHY
BIBLIOGRAPHY
DESIGN STRATEGY PUBLIC SPACE
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING THE CHILD
WHY SCHOOL?
PUBLIC SPACE
DESIGN STRATEGY BIBLIOGRAPHY
BIBLIOGRAPHY
DESIGN STRATEGY PUBLIC SPACE
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING THE CHILD
WHY SCHOOL?
PUBLIC SPACE
DESIGN STRATEGY BIBLIOGRAPHY
BIBLIOGRAPHY
76
DESIGN STRATEGY PUBLIC SPACE
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING THE CHILD
WHY SCHOOL?
PUBLIC SPACE
DESIGN STRATEGY BIBLIOGRAPHY
77
BIBLIOGRAPHY
DESIGN STRATEGY PUBLIC SPACE
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING THE CHILD
WHY SCHOOL?
PUBLIC SPACE
DESIGN STRATEGY BIBLIOGRAPHY
BIBLIOGRAPHY
DESIGN STRATEGY PUBLIC SPACE
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
HEALTH, SPACE, LEARNING THE CHILD
WHY SCHOOL?
PUBLIC SPACE
DESIGN STRATEGY BIBLIOGRAPHY
BIBLIOGRAPHY
DESIGN STRATEGY PUBLIC SPACE
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
11. “The Wellness Impact: Enhancing Academic Success through Healthy School Environments.” GENYOUth FOUNDATION. GENYOUth FOUNDATION, 2013. Web. 06 Dec. 2013. <http://www. genyouthfoundation.org/programs/>.
HEALTH, SPACE, LEARNING
1.Maschinot, Beth. The Changing Face of the United States: The Influence of Culture on Early Child Development. Washington, DC: Zero to Three, 2008. Print.
BIBLIOGRAPHY
THE CHILD
2.Cecilia Chan Phd, RSW, PhD, RSW, Petula Sik Ying Ho & Ester Chow MSM, RSW (2002) A Body-Mind-Spirit Model in Health, Social 12. “Childhood Obesity Facts.” Centers for Disease Control and Work in Health Care, 34:3-4, 261-282,DOI:10.1300/J010v34n03_02 Prevention. Centers for Disease Control and Prevention, 10 July 2013. Web. 03 Dec. 2013. <http://www.cdc.gov/healthyyouth/obe3.Ries, AV, CC Voorhees, J. Gittelsohn, KM Roche, and NM Astone. sity/facts.htm>. “Adolescents’ Perceptions of Environmental Influences on Physical Activity.” Diss. Brown University, 2008. Am J Health Behav 1 (2008): 13. “2: Comparative Child Well-being across the OECD.” Doing Better for Children. Paris: OECD, 2009. 21-63. Print. 26-39. Print.
WHY SCHOOL?
4.Gardner, Howard. Multiple Intelligences: New Horizons. New York: 14. “Children’s House Dragen.” Architizer. N.p., n.d. Web. 06 Dec. 2013. <http://architizer.com/projects/childrens-house-dragen/>. Basic, 2006. Print.
10. Tsuei, Julia J. “Eastern and Western Approaches to Medicine.” Western Journal of Medicine 128.6 (1978): 551-57. Print.
19. Ibid14 20. ibid 16
79
BIBLIOGRAPHY
17. Print.
DESIGN STRATEGY
9. ibid. 2
PUBLIC SPACE
5.Fosnot, Catherine Twomey. Constructivism: Theory, Perspectives, 15. Ibid. 12 and Practice. New York: Teachers College, 1996. Print. 16. “Gardens and Cooking.” Berkeley Public Schools. N.p., n.d. Web. 06 Dec. 2013. <http://www.berkeleyschools.net/teaching-and6.Yan, Alice Fang, Carolyn C. Voorhees, Kelly Clifton, Carolina learning-2/gardens-and-cooking/>. Burnier, Carolyn C. Voorhees, Kelly Clifton, and Carolina Burnier. ““Do You See What I See?” – Correlates of Multidimensional 17. “Get Your Workout On! Local Parks with Outdoor Fitness EquipMeasures of Neighborhood Types and Perceived Physical Activity–related Neighborhood Barriers and Facilitators for Urban Youth.” ment.” FunOrangeCountyParkscom. N.p., n.d. Web. 06 Dec. 2013. <http://www.funorangecountyparks.com/2013/07/workout-parksPreventive Medicine (2009): n. pag. Print. with-outdoor-fitness-equipment.html>. 7. ibid. 3 18. Nelson, M., P. Gordonlarsen, Y. Song, and B. Popkin. “Built and 8. Active Design Guidelines: Promoting Physical Activity and Health Social EnvironmentsAssociations with Adolescent Overweight and Activity.” American Journal of Preventive Medicine 31.2 (2006): 109in Design. New York: City of New York, 2010. Print.
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
END NOTES
32. Ibid 28 21.“Physical Activity In and Out of School.” F as in Fat. N.p., n.d. Web. 06 Dec. 2013. <http://fasinfat.org/physical-activity-in-school/>. 33. Gregory, Norman J., Sandra K. Nutter, Sherry Ryan, James F. 22.“Carl-Bolle Elementary School / Die Baupiloten.” ArchDaily. N.p., Sallis, Karen J. Calfas, and Kevin Patrick. “Community Design and n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/26552/carl-bolle- Access to Recreational Facilities as Correlates of Adolescent Physical Activity and Body-Mass Index.” Journal of Physical Activity and elementary-school-die-baupiloten/>. Health 3 (2006): 118-28. Print. 23. Fernandes, Meenakshi Fernandes, PhD, and Roland Strurm, PhD. “The Role of School Physical Activity Programs in Child Body 34. “Newsroom - Organisation for Economic Co-operation and Development.” Newsroom - Organisation for Economic Co-operation Mass Trajectory.” Journal of Physical Activity Health 8.3 (2011): and Development. N.p., n.d. Web. 06 Dec. 2013. <http://www. 174-81. NCBI. US National Library of Medicine, 12 Apr. 2011. oecd.org/newsroom/healthspendingcontinuestooutpaceeconomicWeb. 6 Dec. 2013. <http://www.ncbi.nlm.nih.gov/pmc/articles/ growthinmostoecdcountries.htm>. PMC3074953/>. 35. “Superkilen / Topotek 1 BIG Superflex.” ArchDaily. N.p., n.d. 24.“Reversible Destiny Lofts Challenge the Senses Tokyo.” Apartment Therapy. N.p., n.d. Web. 06 Dec. 2013. <http://www.apartment- Web. 06 Dec. 2013. <http://www.archdaily.com/286223/superkilentopotek-1-big-architects-superflex/>. therapy.com/reversible-destiny-lofts-chall-64799>.
PUBLIC SPACE
25.Ibid. 11 26. “Buckingham County Primary and Elementary Schools.” Buckingham County Primary and Elementary Schools. N.p., n.d. Web. 06 Dec. 2013. <http://centerforactivedesign.org/buckinghamcountyschools>.
BIBLIOGRAPHY
DESIGN STRATEGY
27. Woods, Philip A., and Glenys J. Woods. Alternative Education for the 21st Century: Philosophies, Approaches, Visions. New York: Palgrave Macmillan, 2009. Print.
36. Cutts, Bethany B., Kate J. Darby, Christopher G. Boone, and Alexandra Brewis. “City Structure, Obesity, and Environmental Justice: An Integrated Analysis of Physical and Social Barriers to Walkable Streets and Park Access.” Social Science & Medicine 69.9 (2009): 1314-322. Print. 37. “The Gary Comer Youth Center / John Ronan Architects.” ArchDaily. N.p., n.d. Web. 06 Dec. 2013. <http://www.archdaily. com/189411/the-gary-comer-youth-center-john-ronan-architects/>.
38. “Pittsburgh Rated ‘most Livable’ Once Again.” Pittsburgh PostGazette. N.p., n.d. Web. 06 Dec. 2013. <http://www.post-gazette. 28. “Vittra Telefonplan / Rosan Bosch.” ArchDaily. N.p., n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/202358/vittra-telefonplan- com/neighborhoods-city/2007/04/25/Pittsburgh-rated-most-livableonce-again/stories/200704250312>. rosan-bosch/>. 29. Ibid 11 30. Ibid 24 31. Ibid 26
80
39. “Lawrenceville (Pittsburgh).” Wikipedia. Wikimedia Foundation, 12 May 2013. Web. 06 Dec. 2013. <http://en.wikipedia.org/wiki/Lawrenceville_(Pittsburgh)>.
HEALTH, SPACE, LEARNING THE CHILD WHY SCHOOL?
40. “Lawrenceville.” Pop City. N.p., n.d. Web. 06 Dec. 2013. <http:// 52. “Anansi Playground Building / Mulders VandenBerk Architecten.” ArchDaily. N.p., n.d. Web. 06 Dec. 2013. <http://www.archdaily. www.popcitymedia.com/Cities/lawrenceville/>. com/48692/>. 41. “Pittsburgh Arsenal PreK-5.” Discover PPS: Pittsburgh Arsenal 53. Ibid 22 PreK-5. N.p., n.d. Web. 06 Dec. 2013. <http://discoverpps.org/ school.php?id=108>. 54. Active Design Guidelines: Shaping the Sidewalk Experience. 42. “Friends of Arsenal Park | Facebook.” Facebook. N.p., n.d. Web. New York: City of New York, 2010. Print. 06 Dec. 2013. <https://www.facebook.com/ArsenalParkPGH>. 55. “Carpet of Grass Makes for Clever Art Installation.” Hidden Ghosts: History and Stories of Offbeat Travel. N.p., n.d. Web. 06 43. Conti, David. “Lawrenceville Balance Shifts to Hipper, Pricier.” Dec. 2013. <http://www.urbanghostsmedia.com/2012/04/carpet-ofTribLIVE.com. N.p., 11 June 2013. Web. 06 Dec. 2013. <http:// triblive.com/news/allegheny/4097469-74/lawrenceville-upper-neigh- grass-makes-for-clever-art-installation/>. borhood>. 56. “BUGA 05 Playground by Rainer Schmidt Landschaftsarchitekten.” Landscape Architecture Works Landezine RSS. N.p., n.d. Web. 44. Ibid 35 06 Dec. 2013. <http://www.landezine.com/index.php/2009/07/buga05-playground/>. 45. bid 37
END NOTES
57. “Glow-in-the-dark Streets Now Possible with Pro-Teq STARPATH Spray.” Vyralize. N.p., n.d. Web. 06 Dec. 2013. <http://www.vyralize. 47. “Carlo Scarpa.” Wikipedia. Wikimedia Foundation, 23 Nov. 2013. com/5255/glow-dark-streets-now-possible-pro-teq-starpath-spray/>. Web. 06 Dec. 2013. <http://en.wikipedia.org/wiki/Carlo_Scarpa> 58. “Parc De La Villette.” Bernard Tschumi Architects. N.p., n.d. . 48. “Kindergarten Kekec / Arhitektura Jure Kotnik.” ArchDaily. N.p., Web. 04 Dec. 2013. <http://www.tschumi.com/projects/3/>. n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/117812/>. 59. “Hazelwood School for the Multiple Sensory Impaired.” World Buildings Directory. N.p., n.d. Web. 06 Dec. 2013. <http://www. 49. “Maritime Youth House / PLOT.” ArchDaily. N.p., n.d. Web. 06 worldbuildingsdirectory.com/project.cfm?id=264>. Dec. 2013. <http://www.archdaily.com/11232/>. 60. “Parklets.” Pavement to Parks: Plazas & Public Space. N.p., 50. “Ergonomics for Children.” Ergonomics for Children. Ergonomic n.d. Web. 06 Dec. 2013. <http://sfpavementtoparks.sfplanning.org/ parklets.html>. Design of Child Products, Schools and Places. N.p., n.d. Web. 06 Dec. 2013. <http://www.humanics-es.com/recc-children.htm>. 60. “Parklets.” Pavement to Parks: Plazas & Public Space. N.p., n.d. Web. 06 Dec. 2013. <http://sfpavementtoparks.sfplanning.org/ 51. “Sjotorget Kindergarten / Rotstein Arkitekter.” ArchDaily. N.p., parklets.html>. n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/438746/>.
PUBLIC SPACE
46. Ibid 43
DESIGN STRATEGY BIBLIOGRAPHY
81
WHY SCHOOL?
THE CHILD
HEALTH, SPACE, LEARNING
END NOTES
32. Ibid 28 21.“Physical Activity In and Out of School.” F as in Fat. N.p., n.d. Web. 06 Dec. 2013. <http://fasinfat.org/physical-activity-in-school/>. 33. Gregory, Norman J., Sandra K. Nutter, Sherry Ryan, James F. 22.“Carl-Bolle Elementary School / Die Baupiloten.” ArchDaily. N.p., Sallis, Karen J. Calfas, and Kevin Patrick. “Community Design and n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/26552/carl-bolle- Access to Recreational Facilities as Correlates of Adolescent Physical Activity and Body-Mass Index.” Journal of Physical Activity and elementary-school-die-baupiloten/>. Health 3 (2006): 118-28. Print. 23. Fernandes, Meenakshi Fernandes, PhD, and Roland Strurm, PhD. “The Role of School Physical Activity Programs in Child Body 34. “Newsroom - Organisation for Economic Co-operation and Development.” Newsroom - Organisation for Economic Co-operation Mass Trajectory.” Journal of Physical Activity Health 8.3 (2011): and Development. N.p., n.d. Web. 06 Dec. 2013. <http://www. 174-81. NCBI. US National Library of Medicine, 12 Apr. 2011. oecd.org/newsroom/healthspendingcontinuestooutpaceeconomicWeb. 6 Dec. 2013. <http://www.ncbi.nlm.nih.gov/pmc/articles/ growthinmostoecdcountries.htm>. PMC3074953/>. 35. “Superkilen / Topotek 1 BIG Superflex.” ArchDaily. N.p., n.d. 24.“Reversible Destiny Lofts Challenge the Senses Tokyo.” Apartment Therapy. N.p., n.d. Web. 06 Dec. 2013. <http://www.apartment- Web. 06 Dec. 2013. <http://www.archdaily.com/286223/superkilentopotek-1-big-architects-superflex/>. therapy.com/reversible-destiny-lofts-chall-64799>.
PUBLIC SPACE
25.Ibid. 11 26. “Buckingham County Primary and Elementary Schools.” Buckingham County Primary and Elementary Schools. N.p., n.d. Web. 06 Dec. 2013. <http://centerforactivedesign.org/buckinghamcountyschools>.
BIBLIOGRAPHY
DESIGN STRATEGY
27. Woods, Philip A., and Glenys J. Woods. Alternative Education for the 21st Century: Philosophies, Approaches, Visions. New York: Palgrave Macmillan, 2009. Print.
36. Cutts, Bethany B., Kate J. Darby, Christopher G. Boone, and Alexandra Brewis. “City Structure, Obesity, and Environmental Justice: An Integrated Analysis of Physical and Social Barriers to Walkable Streets and Park Access.” Social Science & Medicine 69.9 (2009): 1314-322. Print. 37. “The Gary Comer Youth Center / John Ronan Architects.” ArchDaily. N.p., n.d. Web. 06 Dec. 2013. <http://www.archdaily. com/189411/the-gary-comer-youth-center-john-ronan-architects/>.
38. “Pittsburgh Rated ‘most Livable’ Once Again.” Pittsburgh PostGazette. N.p., n.d. Web. 06 Dec. 2013. <http://www.post-gazette. 28. “Vittra Telefonplan / Rosan Bosch.” ArchDaily. N.p., n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/202358/vittra-telefonplan- com/neighborhoods-city/2007/04/25/Pittsburgh-rated-most-livableonce-again/stories/200704250312>. rosan-bosch/>. 29. Ibid 11 30. Ibid 24 31. Ibid 26
82
39. “Lawrenceville (Pittsburgh).” Wikipedia. Wikimedia Foundation, 12 May 2013. Web. 06 Dec. 2013. <http://en.wikipedia.org/wiki/Lawrenceville_(Pittsburgh)>.
HEALTH, SPACE, LEARNING THE CHILD WHY SCHOOL?
40. “Lawrenceville.” Pop City. N.p., n.d. Web. 06 Dec. 2013. <http:// 52. “Anansi Playground Building / Mulders VandenBerk Architecten.” ArchDaily. N.p., n.d. Web. 06 Dec. 2013. <http://www.archdaily. www.popcitymedia.com/Cities/lawrenceville/>. com/48692/>. 41. “Pittsburgh Arsenal PreK-5.” Discover PPS: Pittsburgh Arsenal 53. Ibid 22 PreK-5. N.p., n.d. Web. 06 Dec. 2013. <http://discoverpps.org/ school.php?id=108>. 54. Active Design Guidelines: Shaping the Sidewalk Experience. 42. “Friends of Arsenal Park | Facebook.” Facebook. N.p., n.d. Web. New York: City of New York, 2010. Print. 06 Dec. 2013. <https://www.facebook.com/ArsenalParkPGH>. 55. “Carpet of Grass Makes for Clever Art Installation.” Hidden Ghosts: History and Stories of Offbeat Travel. N.p., n.d. Web. 06 43. Conti, David. “Lawrenceville Balance Shifts to Hipper, Pricier.” Dec. 2013. <http://www.urbanghostsmedia.com/2012/04/carpet-ofTribLIVE.com. N.p., 11 June 2013. Web. 06 Dec. 2013. <http:// triblive.com/news/allegheny/4097469-74/lawrenceville-upper-neigh- grass-makes-for-clever-art-installation/>. borhood>. 56. “BUGA 05 Playground by Rainer Schmidt Landschaftsarchitekten.” Landscape Architecture Works Landezine RSS. N.p., n.d. Web. 44. Ibid 35 06 Dec. 2013. <http://www.landezine.com/index.php/2009/07/buga05-playground/>. 45. bid 37
END NOTES
57. “Glow-in-the-dark Streets Now Possible with Pro-Teq STARPATH Spray.” Vyralize. N.p., n.d. Web. 06 Dec. 2013. <http://www.vyralize. 47. “Carlo Scarpa.” Wikipedia. Wikimedia Foundation, 23 Nov. 2013. com/5255/glow-dark-streets-now-possible-pro-teq-starpath-spray/>. Web. 06 Dec. 2013. <http://en.wikipedia.org/wiki/Carlo_Scarpa> 58. “Parc De La Villette.” Bernard Tschumi Architects. N.p., n.d. . 48. “Kindergarten Kekec / Arhitektura Jure Kotnik.” ArchDaily. N.p., Web. 04 Dec. 2013. <http://www.tschumi.com/projects/3/>. n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/117812/>. 59. “Hazelwood School for the Multiple Sensory Impaired.” World Buildings Directory. N.p., n.d. Web. 06 Dec. 2013. <http://www. 49. “Maritime Youth House / PLOT.” ArchDaily. N.p., n.d. Web. 06 worldbuildingsdirectory.com/project.cfm?id=264>. Dec. 2013. <http://www.archdaily.com/11232/>. 60. “Parklets.” Pavement to Parks: Plazas & Public Space. N.p., 50. “Ergonomics for Children.” Ergonomics for Children. Ergonomic n.d. Web. 06 Dec. 2013. <http://sfpavementtoparks.sfplanning.org/ parklets.html>. Design of Child Products, Schools and Places. N.p., n.d. Web. 06 Dec. 2013. <http://www.humanics-es.com/recc-children.htm>. 60. “Parklets.” Pavement to Parks: Plazas & Public Space. N.p., n.d. Web. 06 Dec. 2013. <http://sfpavementtoparks.sfplanning.org/ 51. “Sjotorget Kindergarten / Rotstein Arkitekter.” ArchDaily. N.p., parklets.html>. n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/438746/>.
PUBLIC SPACE
46. Ibid 43
DESIGN STRATEGY BIBLIOGRAPHY
83
HEALTH, SPACE, LEARNING
IMAGE CREDITS
PUBLIC SPACE
WHY SCHOOL?
THE CHILD
Figure 2: Diagram, “Chinese Organ Clock,” from http://newdirection- Figure 12: Image, “Top Ten Walkable Cities,” Landscape Architects Network, Brett Lezon, from http://landarchs.com/top-ten-walkablenaturalmedicine.com/chinese-organ-clock/ cities/ Figure 3: Diagram, “Mixed Healing Arts,” Mixed Healing Arts Group, Figure 13: Image, “Health and the Media,” Personal Blog, Michele http://www.mixedhealingarts.com/about/ Clements-Hadfield, from http://healthandadvertising.wordpress. Figure 4: Diagram, “Holistic Health,” Personal Blog, User: RedHelga, com/2011/03/08/childhood-obesity/ from http://iamguiltless.blogspot.com/2012/08/balance.html Figure 14: 3D Model Renders, “Side Angle,” Huffington Post, Nickolay Lamm, from http://www.huffingtonpost.com/2013/10/14/averageFigure5: Chart, “Comparative policy-focused child well-being in american-male-body_n_4080007.html 30 OECD countries,” OECD, from “Comparative Child Well-being across the OECD” Figure 15: ibid. Fig. 6 Figure 6: Various Images, “Children’s House Dragen,” C.F. Møller Figure 16: ibid. Fig. 9 Architects, from http://architizer.com/projects/childrens-housedragen/ Figure 17: ibid. Fig. 12 Figure 7: Map, “Prevalence of Obesity Rates,” CDC, http://www.cdc. Figure 18: Chart, “Who Doesn’t get Recess?” Media Blog, User: gov/obesity/data/adult.html The Pilcrow Theme, from http://nfait.wordpress.com/2010/03/30/thetrends-in-recess-today/ Figure 8: Map, “Decreases and Increases in Obesity Prevalence,” Pediatric Nutrition Surveillance System, from http://www.minnpost. com/second-opinion/2013/08/minnesota-shows-decline-low-income- Figure 19: Chart, “Before and After School Care,” Statistical Report, Brian Kleiner, from http://nces.ed.gov/pubs2004/2004008.pdf preschoolers-obesity-rate
DESIGN STRATEGY BIBLIOGRAPHY
Figure 1: Pgs. 16, 26, 72, 114, City of New York, from “Active Design Figure 11: Image, “Bicycle Parking,” John Tarantino, from http://www. theenvironmentalblog.org/bike-the-netherlands/ Guidelines”
Figure 20: Various Images, “Carl Bolle Elementary School,” ArchFigure 9: Various Images, “Nutrition News Spring 2011,” Berkeley Schools, from http://berkeleyschools.net/uploads/nutrition/CNN_08- Daily, Jan Bitter, http://www.archdaily.com/26552/carl-bolle-elementary-school-die-baupiloten/ 09_NutritionNews.pdf Figure 10: Diagram, “What causes children’s mental health difficulties?” KidsMatter Australia, from http://www.kidsmatter.edu.au/ families/about-mental-health/should-i-be-concerned/how-mentalhealth-difficulties-affect-children-0
84
Figure 21: Axonometric, “Spy In The Shimmering Cloak,” ArchDialy, Die Baupiloten, from http://www.archdaily.com/26552/carl-bolleelementary-school-die-baupiloten/
Figure 34: Planimetric Diagram, “Superkilen Park,” Architizer, from http://architizer.com/blog/copenhagens-new-super-park-celebratesdiversity-and-fun/
THE CHILD
Figure 23: Chart, “Percentage Eligible for Free or Reduced Lunch,” National Center for Education Statistics, from http://nces.ed.gov/ pubs2010/2010015/figures/figure_7_5a.asp
Figure 33: Various Images, “Superkilen Park,” Design Rulz, from http://www.designrulz.com/outdoor-design/2012/10/superkilenurban-park-by-big-architects-topotek1-and-superflex/
HEALTH, SPACE, LEARNING
Figure 22: Various Images, “Destiny Lofts,” Reversible Destiny Foundation, Arakawa and Gins, from http://www.reversibledestiny. org/#!reversible-destiny-lofts-mitaka-%e2%96%91%e2%96%91-inmemory-of-helen-keller
IMAGE CREDITS
Figure 28: ibid. Fig. 22
Figure 39: Map, “Neighborhoods of Pittsburgh,” Tom Murphy VII, from http://en.wikipedia.org/wiki/File:Pittsburgh_Pennsylvania_ neighborhoods_fade.svg
Figure 29: ibid. Fig. 26 Figure 30: ibid. Fig. 27 Figure 31: Chart, “OECD Spending on Health Care,” OECD, from http://www.oecd-ilibrary.org/statistics
Figure 40: Chart, “Race and Population,” Lawrenceville, PA City Data, from http://www.city-data.com/city/Lawrenceville-Pennsylvania.html Figure 41: Map, “Median Household Income,” Pittsburgh, PA City Data, from http://www.city-data.com/county/Allegheny_County-PA. html
85
BIBLIOGRAPHY
Figure 32: Chart, “OECD Spending on Social Services,” OECD, from http://www.oecd-ilibrary.org/statistics
DESIGN STRATEGY
Figure 38: Various Images, “Gary Comer Youth Center,” Steve Hall, ArchDaily, from http://www.archdaily.com/189411/the-gary-comeryouth-center-john-ronan-architects/
PUBLIC SPACE
Figure 27: Various Images, “Vittra School Telefonplan,” RosanBosch, from http://www.rosanbosch.com/en/project/vittra-schooltelefonplan
WHY SCHOOL?
Figure 35: Chart, “Negative Social Influences,” Amy V. Ries, from “Adolescent’s Perceptions of Environmental Influences on Physical Figure 24: Map, “Food Deserts,” U.S.D.A. Center for Disease Control, from http://www.enterrasolutions.com/2012/10/food-deserts- Activity” and-big-data.html Figure 36: Chart, “Negative Environmental Influences,” Amy V. Ries, Figure 25: Map, “Pounds of Packaged Sweets per Capita,” U.SD.A. from “Adolescent’s Perceptions of Environmental Influences on Physical Activity” Center for Disease Control, from http://usatoday30.usatoday.com/ news/health/2010-02-09-usda-obesity-maps_N.htm Figure 37: Graph, “Obesity and Socioeconomic Status in Children and Adolescents,” CDC, from http://www.cdc.gov/nchs/data/dataFigure 26: Various Images, “Buckingham Elementary School,” briefs/db51.htm VMDO Architects, from http://www.vmdo.com/project.php?ID=4
HEALTH, SPACE, LEARNING
IMAGE CREDITS
Figure 52: Various Images, “Features,” Pop City Media, from http:// www.popcitymedia.com/
Figure 43: Image, “Pittsburgh Stairs,” Stairway Records, from http:// Figure 53: Various Images, from Google Satellite and Street View Data publicstairs.com/index_000008.htm
THE CHILD
Figure 44: Image, from http://denverurbanism.com/wp-content/uploads/2013/06/shorpy.com_.jpg Figure 45: Image, “Ice Skating at PPG Place in Pittsburgh,” Flickr, User Paul Toth, from http://www.flickr.com/photos/pdtoth/4318121116/
Figure 54: Image, from Google Street View Data Figure 55: Image, “PPG Children’s Hospital,” Media Blog, User ThatDarnSacramentan, from http://www.skyscrapercity.com/showthread. php?t=1060355&page=633
WHY SCHOOL?
Figure 56: Various Images, from Google Street View Data Figure 46: Image, “PAST EVENT: WYEP Final Fridays at Schenley Plaza,” Living Pittsburgh, from http://www.livingpittsburgh. com/2013/06/wyep-final-fridays-at-schenley-plaza/
Figure 57: ibid. Fig. 33
PUBLIC SPACE
Figure 58: ibid. Fig. 38 Figure 47: Image, “Giant Duck,” Personal Blog, User Bubba Harmon, from http://blog.bubbasgarage.com/2013/09/steel-city-pez- Figure 59: Various Images, from Google Street View Data gathering-and-giant.html Figure 60: Image, “Steps – Carlo Scarpa,” Flickr, User seier+seier, Figure 48: Chart, “Lawrenceville Population,” Lawrenceville, PA City from http://www.flickr.com/photos/seier/3577405139/sizes/m/in/ Data, from http://www.city-data.com/city/Lawrenceville-Pennsylva- photostream/ nia.html Figure 61: Images, “Kindergarten Kekec,” Architizer, Arhitektura Jure Figure 49: Chart, “Arsenal Elementary Race,” Lawrenceville, PA City Kotnik, from http://architizer.com/projects/kindergarten-kekec/ Data, from http://www.city-data.com/city/Lawrenceville-PennsylvaFigure 62: Image, “Maritime Youth House,” ArcSpace, PLOT, from nia.html http://www.arcspace.com/features/plot/maritime-youth-house/ Figure 50: Graph, “Age Distribution in Lawrenceville,” Lawrenceville, Figure 63: Images, “Sjotorget Kindergarten,” ArchDaily, Ake E:ston PA City Data, from http://www.city-data.com/city/LawrencevilleLindman, from http://www.archdaily.com/438746/ Pennsylvania.html
DESIGN STRATEGY BIBLIOGRAPHY
Figure 42: Chart, “Crime,” Lawrenceville, PA City Data, from http:// www.city-data.com/city/Lawrenceville-Pennsylvania.html
Figure 51: Map, “School Bus Zones,” Data: Pittsburgh Public Schools, “Transportation Eligibility,” from http://www.pps.k12.pa.us/ Page/396
86
Figure 64: Images, “Anansi Playground Building,” ArchDaily, Roel Backaert, Wim Hanenberg, from http://www.archdaily.com/48692/
HEALTH, SPACE, LEARNING
Figure 65: ibid. Fig. 20
IMAGE CREDITS
Figure 66: Image, “Grass Carpet Installation,” Gaelle Villedary, http:// www.urbanghostsmedia.com/2012/04/carpet-of-grass-makes-forclever-art-installation/
THE CHILD
Figure 67: Image, “BUGA playground,” Media Blog, User Paige Johnson http://www.play-scapes.com/play-design/contemporarydesign/buga-playground-munich-2005/
WHY SCHOOL?
Figure 68: Image Compilation, “Spray on Glow Surface,” DailyMail, Pro-Teq, from http://www.dailymail.co.uk/sciencetech/article-2474871/Forget-streetlights-use-glow-dark-UV-paint.html Figure 69: Perspective Diagram, “Parc de la Villette,” Bernard Schumi Architects, from http://www.tschumi.com/projects/3/ Figure 70: Images, “Parc de la Villette,” Adrian Welch, from http:// www.e-architect.co.uk/paris/parc-de-la-villette
PUBLIC SPACE
Figure 71: Various Images, “Hazelwood School,” Andrew Lee, http:// www.worldbuildingsdirectory.com/project.cfm?id=264 Figure 72: Various Images, “San Fransisco Parklet Photos,” Flickr, User sfplanning, from http://sfpavementtoparks.sfplanning.org/parklet_photos.html
DESIGN STRATEGY
Figure 73: ibid. Fig. 63 Figure 74: ibid. Fig. 65 Figure 75: ibid. Fig. 70
BIBLIOGRAPHY
87
THE CHILD
HEALTH, SPACE, LEARNING
OTHER SOURCES
WHY SCHOOL?
Bassett, David R. et al. “Estimated Energy Expenditures for SchoolBased Policies and Active Living.” American Journal of Preventive Medicine. Vol 44. Issue 2. Feb. 2013; P. 108-113, ISSN 0749-3797. 27 Oct. 2013. <http://www.sciencedirect.com/science/ article/pii/S0749379712008057>. - Document of Children’s Health Indicators; used for defining health and providing statistics
Kahlenberg, Richard D. “From all Walks of Life: New Hope for School Integration.” American Educator. Winter 2012-2013. 22 Oct. 2013. <http://www.aft.org/pdfs/americaneducator/winter1213/Kahlenberg.pdf>. - discussion of effects of socioeconomic integration in schools; used for site selection criteria Leigh, Roche. “Best Places to Find Farm-Fresh Foods in Winter: Pittsburgh.” Yahoo Contributor Network. N.p., n.d. Web. 25 Oct. 2013. <http://voices.yahoo.com/best-places-find-farm-fresh-foodswinter-pittsburgh-10627007.html?cat=22>. - User created lists of places in Pittsburgh to find fresh produce and food; used for mapping/analysis
Michael, Sypolt. “Pittsburgh Transit Guide.” : Best Transit Network: “BikePGH!” Bike Pittsburgh RSS. N.p., n.d. Web. 27 Oct. 2013. Radial, Trunk and Branch, or Grid? N.p., 31 May 2011. Web. <http://bikepgh.org/campaigns/commuter-bike-maps/handheld-bike- 27 Oct. 2013. <http://blog.transitguru.info/2011/05/best-transitmap/>. - Map and discussion of bicycle transportation and bike lanes network-radial-trunk-and.html>. - Blog site about Pittsburgh public in Pittsburgh; used for mapping/analysis transportation; used for mapping public transportation mapping
PUBLIC SPACE
“Crime Rates for Pittsburgh, PA.” Pittsburgh Crime Rates and Statistics. Location, Inc, 2013. Web. 27 Oct. 2013. <http://www. neighborhoodscout.com/pa/pittsburgh/crime/>. - Crime statistics by neighborhood in Pittsburgh; used for mapping and analysis
“Pittsburgh Zoning.” City of Pittsburgh, n.d. Web. 27 Oct. 2013. <http://pittsburghpa.maps.arcgis.com/apps/OnePane/basicviewer/ index.html?appid=5fea701090294e008fd4677c3654bde4>. - GIS zoning information of Pittsburgh by sector; used for program
“Discover PPS.” Discover PPS. Pittsburgh Public Schools, n.d. Web. “Supporting Students.” Transportation / Eligibility Criteria. Pittsburgh 29 Oct. 2013. <http://discoverpps.org/>. - Main site for Pittsburgh Public Schools, n.d. Web. 26 Oct. 2013. <http://www.pps.k12.pa.us/ Public Schools; used for general access to school information Page/396>. - Pittsburgh Public Schools school bus eligibility information; used for mapping school regions Discover PPS: Pittsburgh Arsenal PreK-5. Pittsburgh Public Schools, n.d. Web. 26 Oct. 2013. <http://discoverpps.org/school. “2007 National Survey of Children’s Health.” Child and Adolescent php?id=108>. - Main Site for Pittsburgh Arsenal PreK-5 school; used Health Measurement Initiative. V. 1.2. Nov 2010. 23 Oct. 2013. for specific school information < http://www.childhealthdata.org/docs/nsch-docs/2007-nsch-sascodebook-v1-2-december-2010-pdf.pdf>. - National information regarding the status of children’s health; used for identifying key issues and for defining areas of focus
DESIGN STRATEGY BIBLIOGRAPHY
Aberger, Stephanie, et al. “Closing the student achievement gap: The overlooked strategy of socioeconomic integration.” 20 Nov. 2009. 22 Oct. 2013. <http://a100educationalpolicy.pbworks.com/f/ Closing+the+Achievement+Gap+-+Socioeconomic+Integration. pdf>. - Brief analysis of socioeconomic integration in schools; used for determining site
88
HEALTH, SPACE, LEARNING
Bishop, Jennifer, Rebecca Middendof, Tori Babin, and Wilma Tilson. “Childhood Obesity.” ASPE. U.S. Department of Health & Human Services, Aug. 2005. Web. 29 Oct. 2013. Facts and data on childhood obesity thoughout the United States, including suggestions of causation and suggested cures
OTHER SOURCES
THE CHILD
Dietz, William H. “Health Consequences of Obesity in Youth: Childhood Predictors of Adult Disease.” PEDIATRICS 101 (1998): 518-25. Pediatrics. Pediatrics. Web. 29 Oct. 2013. <http://pediatrics. aappublications.org/content/101/Supplement_2/518.full.html>. Article which states health issues relating to obesity, short term and long term effects
WHY SCHOOL?
“Fast Facts: Factors That Influence Nutrition and Physical Activity.” F as in Fat. Trust for America’s Health and Robert Wood Johnson Foundation, 2013. Web. 29 Oct. 2013. <http://fasinfat.org/factsnutrition-physical-activity/>. - Facts, statistics, maps, and charts on the current status of obesity
PUBLIC SPACE
Norman, Gregory J., Sandra K. Nutter, and Sherry Ryan. “Community Design and Access to Recreational Facilities as Correlates of Adolescent Physical Activity and Body-Mass Index.” Journal of Physical Activity and Health 118-128 3 (2006): n. pag. Active Living Research. 2006. Web. 29 Oct. 2013. <http://activelivingresearch.org/ files/JPAH_8_Norman.pdf>. - charts, graphs, data on the importance and accessability to recreational facilities
DESIGN STRATEGY BIBLIOGRAPHY
89