montessori school greenville, sc
katie jones
beauty.simplicity.order. primary: joe wheeler secondary: kathryn albright
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table of contents pages 1-2
montessori concept tree
pages 3-4
montessori philosophy
page 6
architectural ideas
page 8
physical plant
page 10
thesis
pages 12-16
site : greenville, sc
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pages 18-50
thesis
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pages 52-68
design process
1 2 3 4 5
page 13: page 14: page 15: page 16:
page 20: page 22: page 23-24: page 26: page 28: pages 29-30: pages 31-32: pages 33-34: page 36: pages 38-44: pages 46-50:
pages 52-54: pages 55-57: page 58: pages 60-62: page 64: page 66: page 68:
facts chidrens’ activities in greenville reedy river, falls park, and the liberty bridge proposed site - reedy view drive
first floor plan second floor plan building section classroom first floor plan classroom second floor plan administration/den floor plans site section elevation site plan site model pictures (1’ = 1/16”) classroom model pictures (1’ = 1/4”)
study models (site scale) study models (building scale) study models (classroom scale) relationship diagram studies daily schedule / program diagram renderings rendering - view down river
6-9 years old
montessori philosophy
group activities and discussion are encouraged among children
sparks children’s interest to actively study what interests them
9-12 years old
safety
offers support to the child’s developmental needs
children learn their own capabilites
thesis
establishes respect for fellow classmates and promotes sharing
independence
physical plant
order
consistency
children depend on known routines and cues
helps establish a relationship between one’s self and the surroundings
allows for a comfortable environment in which to separate from home
promotes a deep sense of trust and predictability
“seeds of interest”
freedom to explore inside the classroom and out
planes of learning
freedom and community
younger children learn from older and later teach the younger as they grow
3-6 years old
layout can be changed within the classroom to accommodate different functions
architectural ideas
prepared environment
children are expected to put materials back in the place they were found in
material/ orientation/ order
helps develop personality
adaptable environment
furniture can be tool to teach children different everyday skills
child’s scale
surroundings need to be proportional to the age range of the children
children are given the freedom to navigate their way throughout the school day with the guidance of the teacher. the teacher is the observer and guide in the child’s learning process.
the montessori method was developed by maria montessori in the early 1900’s as a response to the social situation in italy at the time. maria studied how children learn from interacting with their environment, materials, and each other.
“materials” aid in teaching children fundamentals to all subjects. learning happens when children use intelligence and manipulation in a trial and error process in which children correct their own mistakes.
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montessori method
involvement in the surrounding community is encouraged because it provides endless resources for learning. children organize “outings” to different museums, businesses, libraries, parks, etc to gather additional information not obtainable only within the classroom for projects they are working on.
montessori’s “prepared environment” requires the classroom community to work together to keep order. children have the responsibility to properly use and return their materials in the place the found them for the next student to use.
montessori - early 1900’s
montessori - early 2000’s
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montessori philosophy
Montessori believed that children develop and think differently than adults. The Montessori Method discourages traditional measurements for achievement, such as grades and tests, because it is thought that is it damaging to the inner growth of children. Children are capable of self-directed learning. Learning is not a steady linear ascent, but rather a series of formative planes. The children in a classroom range from ages 3-6, 6-9, and 9-12. In this environment, the younger children learn from their older classmates. When these older children progress to the next age level, they are now the younger children and their role of teaching changes to learning. The teacher must be a guide and observer rather than a lecturer. Teachers observe a child’s strengths and weaknesses and suggest avenues of learning based on a child’s interests and personality. There are certain “sensitive periods” of development in which a child’s mind is especially open to learning specific skills. Montessori was aware of these critical periods of a child’s development and based her pieces of her philosophy on taking advantages of these periods. Montessori said that children have an “absorbent mind”, from birth to age 6. During this stage, children posses limitless motivation to achieve competence within their environment. Children have control over their classroom environment. They actively participate in the upkeep of the classroom and are responsible for replacing the materials they use in the same place and condition they were found in. The children learn through discovery. Each of the Montessori Materials are specifically designed to aid in teaching in a tactile way, which is believed by Montessori to be the best way for children to learn. The hand is intimately connected to developing a child’s brain. Children most often learn alone during periods of intense concentration. The classroom is divided into six areas, practical life, sensorial, cultural, science, language, and math.
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architectural ideas
planes of learning
prepared environment
scale / development
in a montessori school, children do not progress through in a linear way, but rather in planes. younger children learn from older and the process is repeated.
every material in the classroom has a specific place that every student must return used items to. shelving is organized with labels and containers to maintain a neat environment.
an adult environment is large and uncomfortable for young children. everything from the furniture to the windows and door handles should be scaled to the size of the growing children.
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seeds of interest
freedom / community
adaptable environment
the classroom environment is full of “seeds of interest�. These include materials, stories told by the teacher, books, communication with other students, etc.
children are encouraged to explore their environments inside and outside the school, which encourages learning without force.
children can manipulate their environment to transform their classroom into a space of their own.
charleston
atlanta
interest a child sees a butterfly in the school’s garden the child then overhears a discussion given by the teacher about metamorphosis the child finds a book suggested by the teacher about butterfly species the child returns to the garden to classify different butterflies of the region the child compiles information and creates a presentation for the other students, which inspires another student to do a study on insects herself
art museum peace center
city
region charlotte
ashville playground
river
site childrens garden
zoo
baseball fields
the falls
books
open plan
building computer resources
teacher
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physical plant
Facilities
private montessori school that can accomodate 180+ children between the age of three through twelve two classrooms per grade level with 25-35 children in each classroom; the grade levels are as follows: 3-6, 6-9, 9-12 safe outdoor play area which allows for the exploration of nature hard-surfaced floor in atleast half of the classroom source of water in the classroom and the sink should be child-sized; child-sized bathrooms located in the classroom adequate window are to provide natural lighting and a view of the outdoors size of the classroom: 30 feet x 50 feet 08
Environment
a clean, orderly, and organized space for children to be able to learn throughout the entire classroom childrens’ furniture of varied sizes and shapes; lightweight and well constructed stable child-height shelves and lightly colored walls a sequential environment
Materials
AMI-Approved Montessori equipment in all basic areas which is maintained in good condition Montessori handmade materials appropriate to the class Other materials at the discretion of the director, which conform to Montessori principals in such areas as: a) art, music, history, science and geography b) outdoor and indoor equipment which aids in physical development Adequate amounts of consumable supplies such as: practical life, writing and art supplies Library for parents, children and teachers.
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thesis thesis
A prepared environment of beauty, simplicity, and order for children to explore their environment freely under the teachings of Maria Montessori. The school reflects the heart of the city in its intertwining relationship with the slope of the site and the river that The classrooms reach out toward on another as they float above the
runs through it.
river, and their open floor plan creates maximum flexibility for each child
to explore their environment.
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site greenville, sc
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greenville zoo
asheville 1 hr
charlotte
FACTS
1.5 hrs
greenville has a growing downtown population of 56,000 people. children under the age of 18 account for 20% of the population. there are approximately 3,500 elementary / middle school students living in the downtown area.
columbia
1.5 hrs
atlanta
families are more inclined to choose a private school over a public school because of the poor south carolina public school system.
2.5 hrs
charleston 3.5 hrs
greenville currently has two private school programs: Christ Church Episcopal School and the Montessori School of Greenville. the current montessori school can only accomodate about 100 children between the ages of 3 and 9 and has no room to grow.
savannah
4 hrs
the falls
north
museum campus
greenville zoo
kroc center
governor’s school 14
baseball stadium
the peace center
site
the falls educational performance recreation site
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the heart of greenville is the falls and the liberty bridge. when the land was bought from the Cherokee nation’s protected grounds, the first settler built his house next to the falls in what is now cleveland park. the falls and the suspension bridge create a grand center of downtown where people of all ages gather to relax, play, people watch, and enjoy themselves with friends and family. the falls is the first place residents bring visitors to give them a true taste of greenville.
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Falls Place
Main Falls
Main Garden
Liberty Bridge
Lower Falls
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Falls Park and the Liberty Bridge
being suspended over the falls on the liberty bridge is something everyone who lives in or visits greenville must be a part of. the bridge and the river are very important symbols that are repeated throughout the city, meshing the meandering water with the man-made structure built for easy crossing. these icons represent the care taken to merge nature cohesively with a growing city. this care can be found all over the city, from the numerous pocket parks to the tree lined streets that only show a hint of blue sky though the thick green leaves from the sidewalk.
bridge crossing reedy river on site children’s garden under academy st. bridge
reedy view drive
view toward falls
proposed site
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current children’s garden
site - reedy view drive
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thesis montessori school
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beauty.simplicity.order.
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first floor plan
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administration second floor
second floor plan
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learning center this area holds the majority of the materials on a stationary organized shelving system. this system has smaller, removable shelving units on wheels within it that allow for children to easily transport materials to other parts of the classroom. this feature relates back to the concept of an : adaptable environment : where the students get to freely explore all around the classroom.
wet area / messy play the wet area acts as a core, which provides bathrooms, sinks, and storage. the hard-surfaced areas to either side are open for tables for art, science, and other types of messy exploration.
steel / glass.
cultural
language
sensorial
math
practical life
the classroom cantilevers over the river like leaves on a branch, giving the children a feeling of being suspended in space over the water. this space is light and airy, which contrasts the rooted concrete of the rest of the classroom.
science / art
polished concrete.
a polished concrete floor allows for easy clean-up in the messy play area. the high reflectivity provides indirect light in the space. children can decorate the floor prior to sealing and this process can be repeated every few years as the concrete wears.
26 cork. sectional workspace / ampitheater children are encouraged to use the amphitheater stairs during their work hours. the stairs are double the scale of regular childrens’ stairs allow for sitting, laying, spreading materials out, group work, gathering, and play functions. the stairs are also a storage element in the classroom.
signifies a learning zone or a display area. cork is a rapidly renewable resource that absorbs sound and creates a cushiony environment for children to sit / lay / explore on.
rough concrete.
the rough concrete roots the classroom into the ground like the roots of a tree. this space connects the children and classroom with the earth.
classroom first floor plan
circulation bridge the circulation bridge overlooks the river and faces all of the classrooms. This allows for student way-fiding as they navigate their way around the school. This bridge is a separate entity from the individual classrooms and is suspended from the main vertical structural element outside each classroom.
roof garden the roof garden makes each classroom unique from the rest of the school. the garden can change from season to season, year to year, to support a themed lesson going on in class, or just for individual student exploration. these spaces are left completely open to promote their individuality and adaptability. the gardens can grow fruits and vegetables as well as attract insects and wildlife.
vein.
the circulation bridge acts as a vein within a tree that carries students to their destination. there are two main veins connected by the main crossing bridge.
protected growth.
like parents care for their children, the children in turn care for their roof garden. this responsibility teaches children not only about plant growth but about taking care of something important to them.
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transition. cubby space / entry
students pause at the top of the amphitheater to store their things in cubbies. this signifies the entry into the classroom and where they enter learning mode.
the cubby area gives children a place to store their belongings in an easily accessible area to the rest of the classroom.
classroom second floor plans
r no th
outdoor play children can access the outdoor play area on the circulation level from the dining area. this allows for an easy transition from lunch to recess.
gathering area the dining area has an open kitchen to reintroduce the original montessori concept of cooking lunch in the school for the class daily. low counters allow for children to be involved in the preparation of their lunch.
den second floor : dining
library the library is centrally located in the school to make it an easy resource for students to use when they need more information about a topic they are studying in the classroom. the library also offers an open room for reading or other activities that call for space outside the classroom. den first floor : library
den first and second floors
faculty lounge / offices the faculty lounge surrounds a lobby area. within this space is the director’s office, small kitchen, work stations, conference area, storage, and restrooms. the waiting area provides a view to the pick-up lane. administration first floor
meeting area the children gather here before school to meet with their teacher and classmates. once everyone has arrived, the students follow their teacher to their respective classrooms.
administration second floor
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entry the entry is located on the ground level, but because of the slope you are immediately on the second level, which is mainly for circulation.
administration first and second floors
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site section
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elevation
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dri
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site plan
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design process
study models
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scale : site
scale : site
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scale : site
scale : building
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scale : building
scale : building
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scale : classroom
relationship diagrams
classrooms
classrooms
administration
administration
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concept one
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concept two
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design process
classrooms
classrooms
circulation
administration circulation
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concept four
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concept three
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circulation bridges
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administration / den
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classroom
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classroom core
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parking area 1
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admin. / entry
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6-9
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a are up or o gr t flo 1s
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crossover bridge
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daily schedule
6-9
7 DEN / flexible space 9-12
1 8:30 am: children dropped off by parents 2 8:33 am: meet teacher in administration 3 8:40 am: walk with peers to classroom 8
play area
4 8:45 am: enter classroom 5 8:46 am: store belongings in cubby 6 10:00 am: teacher gives presentation on geography 7 11:15 am: lunch with both classes in the “DEN� 8 11:45 am: recess on the playground 9 1:00 pm: wave to a friend in the 6-9 classroom 10 2:00 pm: school dismissal, parent pick-up
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store belongings in cubby
enter classroom
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teacher gives presentation on geography
wave to a friend in an age 6-9 classroom
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