PARK SCHOOL
This document contains the proposal for Katharine Marstiller’s thesis project in the completion of her B. ARCH from the University of Oregon. The proposal focuses on looking at schools throughout the United States and the World and questioning why the education system in the U.S. has remained virtually untouched within the last century. Focusing on urban schools in particular the goal of this terminal studio is to look towards design to provide answers in how we can begin to reshape education and what it means to go to school and learn in American cities.
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THESIS
This chapter includes the project’s design thesis, goals , and contextual information.
EDUCATION PROGRAM Included in this section is concept for going green, focus items, planning principals and program matrix.
SITE ANAYSIS This includes, the importance of establishing a landmark, site diagrams existing photos, and relationship with PCC.
PRECEDENTS Looks at three different existing examples of schools that have provided inspiration for this project.
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THESIS Create compelling places where students want to be through nature while enhancing the surrounding neighborhood with added greenery and resources. This proposal is for a complete redesign of Jefferson High School. Jefferson is Portland’s most diverse school and is located in Northeast Portland in a quickly gentrifying residential neighborhood across the street from Portland Community College. The goal of this project is provide a place for students to gain a sense of belonging, increase their educational skills, and graduate from high school with a strong career path while building a culture of place through nature and innovative educational design. In addition, the school should support the community by providing an urban green infrastructure that acts as a resource for the current residents.
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4
GOAL
Provide facilities that focus on teaching youth the skills required not only to get into college but prosper in the world as independent adults.
Create an environment where students feel safe and encouraged to spend time before and after school by capitalizing on nature as a vehicle for personal development.
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5
Foster learning in every aspect of the building, from creating flexible learning environments to strengthening the school’s relationship with Portland Community College.
Support the surrounding neighborhood by providing facilities that help the existing community and do not encourage gentrification of the area.
Design a sustainable site and building whose systems are creatively articulated throughout the building and facilitate nature to restore itself throughout the existing site.
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30
%
bla
ck
er
While at first glance Jefferson may seem to be a school that has everything going for it through great programs, a location that is set back from the urban center of the city, and strong ties to the adjacent community college, the statics of Jefferson and the surrounding community tell a different stroy.
oth
8% m tw or o e or
Employment Division
2 % asian 55% white
Community Institutions
Restaurants
5%
THE EXISTING COMMUNITY
GENTRIFICATION
7
30,000
Number of People
Gentrification is defined in the Webster Dictionary as, “The process of renewal and rebuilding accompanying the influx of middle-class or affluent people into deteriorating areas that often displaces poorer residents.� It is important to note that this process is happening at a rapid rate in the surrounding community of Jefferson. This not only affects the residents but the current and future students of Jefferson. Therefore its necessary to consider this in the design of the new school and make sure the building acts as a positive anchor for both existing and new residents to the area. It is vital the school does not act as a contributor to the gentrification of the area.
20 %BELOW POVERTY LINE
Community Demographics*
15,000
0 $100,000 or greater $99,000-$50,000
$49,000-$25,000
less than $25,000
Household Income of School District* *Statistical data from City of Portland online data base
5 Residential
Church
Interstate 5
Portland Community College
County Library
NEW EDUCATIONAL PHILOSOPHY The educational program of Jefferson will not only have a strong focus on the standard subjects of Math, Science, History and Writing. The program will also have a very practical based curriculum that focuses on preparing students for the adult world. Classes such as money management, cooking, and typing will be included in students’ curriculums to ensure upon graduation that they are ready to enter the workforce and take on the responsibilities of adulthood. In addition, educational environments will be designed to foster several learning styles. Spacial layouts will discourage teachers from using the room as a traditional classroom and encourage them to utilize the space in different ways, allowing students to learn in individual settings as well as large group formats. Personalization of spaces will also be encouraged through elements such as moveable walls, operable windows, and surfaces that incite students to decorate or display work on. Lastly, strong ties to nature will be designed throughout, educating students on the importance of preserving the natural habitat as well as exposing them to the benefits of nature as a learning space.
The community will also benefit from the school’s amenities such as the outdoor space, woodshop, and social areas that will be made available to residents after school hours prompting the building to act as a hub for the community sparking growth. By remaining open after standard school hours job opportunities will be created for both students and community members. The idea is that the school will be just as active during standard school hours as well as after.
83% 76% 56% 38%
School Performance
According to GreatSchools Survey
MINORITY ENROLLMENT
ECONOMICALLY DISADVANTAGED
PROFICIENT IN READING
PROFICIENT IN MATHEMATICS 8
SPECIFIC EDUCATION PROGRAM
Jefferson’s educational philosophy is already a strong one that provides resources for students which include: after school sports, collaboration with Portland Community College, a professional dance program, as well as the Self Enhancement Program Inc, which offers intensive interventions for students such as school based advocacy and summer and after school programs. In response to this strong program the new school will build off the existing platform by enhancing the Jefferson PCC relationship through establishing an after school hub where students from both PCC and Jefferson can go to receive tutoring on subjects they may be struggling with or may simply come to work on homework in an environment full of peers. The professional dance program is another attraction that draws many out of district students to the school, therefore proper dance studios will be incorporated into the new design to allow the program to grow and support more students. In addition, creative outlets such as art studios will be
made available to both students and the community. Lastly, Self Enhancement Program Inc. is an extraordinary asset to the school and therefore a small satellite office as well as after school meeting areas will be provided to allow the program to be as accessible as possible to at risk students. For students interested in other programs, facilities such as a woodshop and community garden will be made available to both students and the community to allow participants to get a sense of what working with their hands is like and provide necessary tools for members of the community to utilize after school hours. The overall goal of this school is to not only give the students a place to learn and grow, but give them and the community a place to be proud of and want to spend time. Therefore in addition to a strong focus on education there will also be a programmatic focus on incorporating nature into the design of the existing site.
WHY GO
GREEN?
The educational philosophy of the new school will grow off these strong roots while also incorporating nature into the design. Recent research conducted by Professor Robin Moore and colleagues at North Carolina State University has concluded that exposure to nature has extensive health benefits, can reduce stress, promote productivity, and is being used by several urban designers to shape behavioral outcomes of entire communities. In direct response to education, exposure to nature is something many students in urban areas are lacking and it can have a direct impact on a student’s personal development as well as educational performance. The current neighborhood is completely developed and lacking any natural environment. By designing the school as an urban green infrastructure we can introduce a new ecosystem that not only facilities an environment in which nature can begin to restore itself but the community can start to build a sense of place for the residents that not only introduces them to the many benefits of the outdoors but brings the community closer by learning with, through, and about nature. In addition, a unique characteristic of nature is that its value only increases over time and therefore investing in the ecology of the site is a strategic investment for the community. The surrounding neighborhood will benefit from water catchment sytems, increased wildlife habitat, food resources and many more biologicial advantages. 10
I MPL IM E N T I N G NATU R E Implementing nature into Jefferson and the surrounding community’s culture is a key concept of this project. It is important to identify early specific programmatic elements that will incorporate nature into the future design ensuring the development of a successful ecological habitat as well as a valuable asset for the community.
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UR BA N FA R M SITE AS A PA R K Jefferson currently sits on a lot that is approximately 733,050 sq. ft., which is over four times more square footage than is required for the infrastructure for the high school. Therefore much of the remaining land is to be programed as a landscaped park. This park will act as a place of refuge for students and well as a place of recreation and relaxation for the surrounding neighborhood’s residents. All while promoting ecological restoration of the site.
Urban farms are a great way to educate students about health and nutrition, while at the same time producing a resource that can be directly used by the school. An urban farm can also be used as a tool in entrepreneurship by providing the groundwork for classes in financial literacy and money management. This approach attempts to empower students to be more self-reliant and economically independent upon graduation.
GREEN ARCHITECTURE While the curriculum students participate in is extremely important it is also just as vital that students are presented with as many opportunities to learn outside the classroom as in. By creating a building that educates its users on responsible building practices students will learn the importance and benefits of sustainable living and obtain the knowledge necessary to implement changes in their own lifestyles.
HABITAT RESTORATION
FARM TO TABLE By using food harvested from the Urban Farm in home economic classes, such as cooking, students and community members can gain knowledge into essential food prep and cooking skills necessary for healthy living. Farm to table programs are meant to act as critical links between youth, agriculture and the development of healthier eating habits.
Through the utilization of the site as a park, proper landscaping will be used to encourage habitat restoration for the neighborhood. This will not only help the ecological environment of the park thrive, it will allow students to learn first hand how native species are a key ingredient into creating thriving ecosystems; branching content taught in the classroom with real life examples.
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FOCUS ITEMS
I N C O R P O R AT I N G N AT U R E
JEFFERSON DANCERS
One of the overall focuses of this project is to incorporate nature into as much of the designing as possible both indoor and outdoors. Further reenforcing Jefferson’s role in educating its students as well as strengthening the schools interaction with the surrounding neighborhood.
Jefferson is very proud of its internationality recognized dance program. The program provides a constructive outlet for many of the students as well as attracts many out of district students. Therefore exceptional facilities will be programed into the redesign that will not only support the current program but encourage future growth,
STUDENT HUB The creation of a student hub is meant to provide a place for both PCC and Jefferson students to go and work on homework and receive torturing services in a less formal environment. In order to create a relaxed space, a “coffee shop” vibe will be established offering students a place to quickly stop in for a snack or to study for hours.
SELF ENHANCEMENT INC. Self Enhancment Inc. already has new facilites located a few blocks south of the current school’s location, but on-site facilies are limited. In the future planning of space, offices will be included to ensure students have as much access to resources as possible.
I N N O V AT I V E CLASSROOMS Much of traditional education has not changed for decades and America is quickly falling behind. In creating innovative learning places that challenge the modern perception of what a classroom should be, the design is meant to provide the frame work for a new take on teaching and education.
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PLANNING In September 2013, Portland Public Schools established an Executive Advisory Committee, a community engagement process that developed a strong vision as well as specifications for how to create learning environments that “nurture, inspire, and challenge students that are safe, healthy and accessible to all.” Displayed on this page are the planning principals established during these meetings directly from the Educational Specifications handbook created during this workshop. These principals will be implemented into the spacial planning for Jefferson High School.
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school
commons
LEARNING SUITE Classrooms should be grouped around a shared commons. Classroom quantities depending on building size, program configuration avalible space, ect. These groupings should support a wide variety of learning opportunites and possibilities.
SCHOOL HEART High Schools should have a recognizable center, a heart, that represents the school’s highest ideals. This place should be accessible by all. It should act like a town square, a gathering and social place form which all other functions in the school spring. It should display the best the school has to offer and celebrate daily, monthly and yearly successes.
cr cr
cr
cr shared commons
cr
PRINCIPLES VA R IETY
cr
view
cr
view view
student path
Spaces should be sized and designed to support a variety of student groupings and arrangments. Room shape and furniture should be cafefully considered.
expand
contact
cr
FLEXIBLE / AGILE
T R A N S PA R E N T Spaces should be transparent. The ability to see between spaces and to circulate systems should be supported. This supports security, interaction and collegiality.
medium group
small group
large group medium group
small group small group
Rooms should be designed to expand and contract. This creates the ability to modify student groups, classroom capacity and program delivery. This ability to expand and contract should be easy to accommodate. Attention to building systems to accomodate expansion/ contraction strategies needs to be considered.
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PROGRAM
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MATRIX COMPREHENSIVE HIGH SCHOOL PROGRAM- OVERVIEW COMPREHENSIVE HIGH SCHOOL PROGRAM FOR 1,200 STUDTENTS- OVERVIEW AREA
QUANTITY
S.F. PER ROOM
TOTAL SQ.FT.
General Education Classrooms
30
980
29400
Science Lab
8
1500
12000
Fine & Performing Arts
tbd
varies
32200
Specialized Classrooms
tbd
varies
17980
Career Preparation
tbd
varies
22321
Athletics
tbd
varies
25780
6
800
4800
tbd
varies
25,000
Restrooms
6
100
600
Maintenance Space
1
500
500
Urban Farm
1
1500
1500
Library
1
2500
2500
Café
1
2000
2000
"Cafeteria"
1
4000
4000
Study Hall
1
1500
1500
Self Enhancement Inc.
1
1000
1000
Shared Teacher Offices Education Support
JOINT COMMUNITY PROGRAMS
MINIMUM TOTAL SQUARE FOOTAGE REQUIRED
183,081
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P.M. CORE CORE CLASSROOM CLASSROOM BREAKDOWN AREA QUANTITY GENERAL EDUCATION CLASSROOM
S.F. PER ROOM
TOTAL SQ.FT.
English
7
980
6860
Math
7
980
6860
Social Studies
5
980
4900
Health
2
980
1960
World Language
4
980
3920
Electives
5
980
4900
Classrooms
3
980
2940
Specialized Classrooms*
3
varies
10750
Maker Space
2
1200
2400
Science Lab
5
1500
7500
Chemical Storage
1
180
180
Prep Rooms
2
200
400
Small Group Work Space
6
350
2100
Extended Learning Areas
4
1000
4000
Computer Labs
3
1100
3300
Project Display
1
500
500
CAREER PREPARATION
SPECIALIZED CLASSROOMS
Sub-Total CORE CLASSROOM SQUARE FOOTAGE Specialized Classrooms include Woodshop, Farm to Table Classroom, and Orchestra/ Choir
19
63470
PHYSICAL EDUCATION EDUCATION/ATHLETICS PHYSICAL / ATHLETICSBREAKDOWN BREAKDOWN AREA QUANTITY
S.F. PER ROOM
TOTAL SQ.FT.
Gym
1
14500
14500
Outdoor Field/ Track/Stadium*
1
522,720
522,720
Weight Room/ Aerobics
1
2750
2750
Boys PE Coaches Office/ Toilet/ Shower
1
300
300
Girls PE Coaches Office/ Toilet/ Shower
1
300
300
Boys Locker Room/ Shower
1
1425
1425
Girls Locker Room/ Shower
1
1425
1425
PE Storage
2
200
400
Training Room
1
580
580
School Team Room
1
800
800
Athletic Storage- Large
1
1000
1000
Athletic Storage - Small
1
500
500
Concessions
1
100
100
Laundry Room
1
200
200
Uniform/Equipment Storage
1
1500
1500
Sub-Total PHYSICAL EDUCATION SQUARE FOOTAGE
25780
*square footage including outdoor space
548,500
FINE BREAKDOWN FINE AND ANDPERFORMING PERFORMINGARTS ARTS BREAKDOWN AREA QUANTITY
S.F. PER ROOM
TOTAL SQ.FT.
12000
12000
Theater (1500 seat)
1
Orchestra Pit
1
500
500
Stage
1
3500
3500
Drama Classroom/ Dance Studio
3
1600
4800
Drama Classroom / Dance Studio - Large
2
2750
5500
Laundry
1
150
150
Control Room
1
200
200
Sound Room
1
100
100
Office
1
70
70
Box Office/ Tickets
1
100
100
Scenery Construction/ Production Storage
1
1500
1500
Equipment Storage
1
120
120
Lighting Storage
1
100
100
Costume Storage
1
400
400
Make-up Room
1
400
400
Boy's Dressing
2
250
500
Girl's Dressing
2
250
500
Art Room
1
1500
1500
Supply/Storage
1
160
160
Art Office
1
100
100
Sub-Total FINE AND PERFORMING ARTS
32200
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SITE ANALYSIS
N
Establishing a
LANDMARK Jefferson High School is currently placed in an area that is largely residential. The homes that surround the site are mostly one story bungalows. Just north of the high school is Portland Community College’s Cascade Campus. Jefferson already has a strong relationship with the community college and it is important that in the redesign this relationship is maintained and further strengthened. Located in the Northeast corner of the school’s site is Multnomah County Library. The library is currently situated in an beautifully preserved 1920’s building that brings much desired character to the area. Killingsworth St. acts as an anchor for some dispersed commercial businesses but there are few amenities that surround the site that are utilized by students. This large site has tremendous potential to establish a much needed landmark in the neighborhood and bring the students and community together through a new developed program and re-imagined ecological destination.
E X I S T I N G
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P H O T O S
LYNCH MAP ST U DY bus route bike route education public building
PCC
N
node
N. Killingsworth St. Library
PM
AM N. Commercial Ave
N. Kerby St.
Jefferson High School
N. Alberta St
SUMMER
WINTER
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EXISTING GREENSPACE
This study looks at Portland’s existing greenspace and the potential relationships that could be established if Jefferson was deleoped as an ecological site. 25
“children are born with a sense of wonder and an affinity for nature. Properly cultivated, these values can mature into ecological literacy, and eventually into sutainable patterns of living.� -Zenobia Barlow
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Portland Community College
RELATIONSHIP
N
27
Jefferson has the unique attribute of being located directly across the street from Portland Community College’s Cascade Campus. The high school has capitalized on this opportunity by establishing itself as a “middle college” meaning, in order to graduate, students must complete a minimum of 12 college credits through classes offered in partnership with PCC. Vice Principal Ricky Allen explains, “This idea has become almost a slogan for Jefferson,
“If you come to Jefferson, you’re going to college”
-Ricky Allen This revolutionary program allows students to take up to 80 credits through PCC for free. This not only includes tuition cost but book fees as well. Classes range from general prerequisites to specific classes that focus on any of PCC’s Cascade Campus ‘s fifty majors. While students can begin earning their college credits as early as freshman year, most do not start until they are juniors.
In taking the middle college program into consideration in the future design of Jefferson’s new campus, it is important to note that according to Allen, “Its vital that Jefferson remain a place for the high schoolers, while the idea of sharing facilities with PCC sounds ideal, it could easily become overwhelming for our high school students.” Jefferson needs to have a unique identity from PCC. While students are encouraged to go over to the PCC campus, Allen made it very clear that the high school needs to remain predominantly a high school and shared spaces should be carefully considered. Therefore in the future design proposal the concept of a “coffeehouse-like” work space where both PCC and high school students can go is vital in strengthening the middle college role of Jefferson to ideally begin to bridge the gap between the high school and community college while not overwhelming the younger students. Its programmatic location will be in a neutral space where the study hall feels as if it belongs to all students, giving preference to neither high school nor college students but simply acting as an outside environment where students can come to work comfortably and receive help when needed outside of the walls of a school like space.
PCC
Student Zone
Jefferson
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PRECEDENT STUDIES
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Professional and Technical High School Architects: Hessamfar & Verons Location: Mont-de-Marsan, France Area: 68,932 Sq. Ft. Students: 600 Project Year: 2014
This school was a new build, strategically placed in a woodland area on the edge of town, close to existing sport and educational facilities. The new site was also placed in an area zoned for future urban development to help encourage growth in the area. This high school houses six teaching departments: butchery an delicatessen, bakery, patisserie, beauty parlor, floristy, sales and upholstery. With a specialized program the school was designed with these specific focuses as a driving force behind classroom design. In designing the school, the architects chose to split the plan into individual blocks for each focus that look as if they are integrated into the landscape. The entrance of the school literally cuts through the hillside and is glazed on both sides allowing views to the forest from all sides and plenty of natural daylight. The building was designed to be low impact. The re-vegitation of the hill sides was continued onto the roof on the west side. The green roof protects the building from prevailing winds and offers protection against heat in the suffer. It also helps act as rainwater catchment. 31
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Kastelli School and Community Center Architects: Lahdelma & Mahlamaki Location: Oulu, Finland Area: 265,330 Sq. Ft. Project Year: 2014 This school serves the dual purpose of acting as a local school as well as a community center for the existing neighborhood. Therefore it was important that the school and community center were able to work together at times but during other times be completely separate from each other. Recreation spaces and the library are shared by both students and community members at all times of day while classroom spaces are reserved for students during the day and then open to the public in the evening. The program is divided into smaller units according to age groups, which serve for better orientation. The routes both inside and outside of the building, as well as the schoolyards are also specially designed for each grade. This resulted in a flexible, convertible, stimulating, and safe learning environment that will adjust for future teaching and learning methods.
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Tear Drop Park Architects: Michael van Valkenburgh Associates Inc. Location: New York, New York Area: 1.8 Acres Project Year: 2006
Tear Drop park in located in the heart of Manhattan situated between apartment buildings ranging from 210 feet to 235 feet in height. In designing the park stainability was the driving force behind the designing, shaping everything from material selection to contractor practices. Some of the ecological improvements include organic soils and maintenance regimes that do not rely on pesticides, herbicides, or fungicides. Treated and recycled graywater and captured storm water from the adjacent buildings are captured in an underground storage pipe, supplying all of the park’s irrigation needs. Most importantly the park is designed to serve its main user; children. The park directly addresses urban childrens’ lack of natural experience, offering adventure and sanctuary while also engaging mind and body. The park’s varying natural textures and various scales are meant to spark enthusiasm and curiosity in young and old children alike.
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BIBLIOGRAPHY
“ArchDaily | Professional & Technical High School - CFA.” ArchDaily. Hessamfar & Verons, 4 Feb. 2015. Web. 28 Nov. 2015. <http://www.archdaily.com/>. Comprehensive review of Hessamfar & Veron’s High School in Oulu,Finland.
“Education Specifications (Comprehensive High Schools).” Portland Public Schools (2015)
An in depth study done by Portland Public Schools that lays out guidelines for future schools which explicitly list programmatic elements and relationships for future programs.
“Interview with Jefferson Vice Principal Ricky Allen.” Personal interview. 25 Nov. 2015.
During this Q and A session students were able to find out first hand the needs and goals of Jefferson High School now and 10 years into the future.
“ Interview with Ryan Marstiller.” Telephone interview. 5 Nov. 2015.
Ryan Marstiller is a senior at Arapahoe High School in Denver, Colorado. During an interview Ryan gave insight into aspects of high school he likes and things he wishes he could see changed. His input was taken into consideration in shaping the goals of Jefferson’s new facilities.
“Jefferson High School.” - Portland Public Schools. <http://www.pps.k12.or.us/schools/ jefferson/>.
Jefferson High School’s official webpage that contains valuable information such as their academic goals, career and internship opportunities as well as goals for the existing school and community.
“Michael Van Valkenburgh Associates, Inc.” Tear Drop Park. 2009. Web. 28 Nov. 2015. Online review of Tear Drop Park.
Moore, Robin. “What If Kids Designed Cities.” What If Kids Designed Cities. White Stag Building, Portland. 28 Oct. 2015. Lecture.
This was a lecture presented by Robin More which discussed the issues of children growing up in predominantly indoors with sedentary lifestyles and how implementing nature into their education and environment can have a lasting impact on not only individuals futures but on society as a whole.
“Population and Demographics.” PortlandOnline RSS. City of Portland, 1 Jan. 2015. Web. 28 Nov. 2015. Comprehensive guide to the demographic, economic, social, and political forces shaping the districts of Portland.
“Portland Community College.” Academic Programs. <http://www.pcc.edu/programs/>.
Portland Community College’s official website that provides much of the information about PCC’s programs and campus activities
Rodriguez, Vanessa, and Michelle Fitzpatrick. The Teaching Brain: An Evolutionary Trait at the Heart of Education. Print. An analysis of how the mind learns and how implementing the environment into education will transform common perceptions for teachers, parents, and anyone seeking to better understand learning.
Singhal, Sumit. “Community Centre Kastelli in Oulu, Finland by Architects Lahdelma & Mahlamaki.” AECCafe. N.p., 1 Oct. 2015.
This was an article published in an online journal that highlights the Community Centre Kastelli in Finland and gives an insight into the architects’ ideas and driving motivations in the design.
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Sobel, David. Childhood and Nature: Design Principles for Educators. Portland, Me.: Stenhouse, 2008. Print. Childhood and Nature, makes the case that meaningful connections with the natural world donâ&#x20AC;&#x2122;t begin in the rainforest or arctic, but in our own backyards and communities and the best way to get youth involved is through education.
Sobel, David. Place-based Education: Connecting Classrooms & Communities. Great Barrington, MA: Orion Society, 2005. Print.
This book focuses on shifting education to a local scale, instead of national. Focusing on how to engage communities with their younger generationâ&#x20AC;&#x2122;s education, through interaction, nature, and guidance.
The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning. New York: Abrams, 2010. Print. This book is a collection of wats to use and transform teaching and learning through the deisng of the learning enviornment.
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