Jacaranda Primary and Secondary School Major Design Project Feasability Report November 2014 Mariam Ahmed
Fig 0.1 Jacaranda Foundation 2014 Available from: jacarandafoundation.org
An exciting primary school that is filled with love, laughter and learning.
Contents page SECTION ONE - Introduction
SECTION THREE - Precedent Studies 36 Concept Design Sketches 37 Concept Design Sketches 20 SEED Library 38 Photos of Sketch Model 04 Preface 05 Personal Rationale 21 SEED Library 39 Photos of Concept Model 06 Project Aims and Objectives 22 De Kleine Kikker Day Centre 40 Concept Model Sketch 07 Report Objectives 23 Telefonplan School 41 Materials 24 Telefonplan School 42 Moodboard SECTION TWO - Site Analysis 25 St. Joseph’s Primary School New Hall & Library SECTION SIX - Bibliography 09 Surrounding Area SECTION FOUR - Related Research 10 Site Plan 44 Image Sources 27 Play 45 Image Sources 11 Plan 12 Elevations 28 Senses 46 Refrences 13 Elevations 29 Technology 47 Refrences 14 Sections 30 Colours and Shapes 48 Appendix One - Topography 15 Exterior Images 49 Appendix Two - Questionnaire SECTION FIVE - Conclusion 16 Exterior Images 17 Imterior Images 18 Interior Images 32 Design Rationale 33 Concept Design Sketches 34 Concept Design Sketches 35 Concept Design Sketches
introduction
section one
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preface
“I thank god that he gave me a chance to be educated. My parents are not educated and they have suffered in life. i want to learn at Jacaranda School so that when i finish my education here, I can find a job and earn a lot so that i can look after my family and provide them with Nsima to eat.� (Anonymous 2014)
(Quote taken from questionnaire sheet during primary research) 4
Personal rationale
Educational qualifications are such a strong basis of income and opportunities for a child further on in life as it has an impact on crucial things such as healthcare and jobs. Children that come from an underprivileged background face much fewer valuable, early childhood caring environments, from which they can benefit from. For example, reading regularly to the child, regular mealtime and bedtimes. I believe that once a person is provided with the right resources and equipment, there is nothing else that can stop them from achieving the best that they can. Having been brought up in Malawi, seeing how the local children are treated in public schools and becoming aware of the poor teaching standards. It has always been my vision to create a solution in order to help the children to be able to face and overcome really difficult challenges in their lives.
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Project aims To design a primary school environment that is child-friendly, enjoyable, fresh and has a positive impact on their education and mood as well as ensuring that each child is felt valued.
Project objectives
The design will incorporate shapes and colour, creating a vibrant learning environment. Providing a safe play area for the children. Create an open space with limited walls to ensure interaction and communication between children and teachers. The design will incorporate locally sourced materials. Making use of the natural daylight and creating a fresh and airy environment within the classrooms and have good natural ventilation. Creating a library space that would encourage the children to want to read more. The design will include aspects that evoke the senses such as textured walls etc. The design will incorporate the blocks together ensuring that the space is fully used. To create an adventurous outdoor play space for the children. To introduce interactive screens and technology.
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report objectives To research the local environment and surrounding area of the site. To analyse of current primary schools and play areas and to understand the benefits behind the design. To research what could make the design of the new primary school become a school that is that totally different to the rest of the public schools in Malawi. To research and understand how a space can evoke children’s senses and moods and ensure that every aspect is something that the children can learn from. To proposal a design rational for a primary school and play area.
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The Jacaranda Primary and Secondary School was once a home of the founder, Marie De Silva. She became aware of the need to promote primary and secondary education for the orphans in her area and therefore turned the bedrooms, the kitchen, the pantry, the lounge and the garage of her family home into a school.
Site Analysis
Jacaranda Foundation P.O. Box 5708 Limbe Malawi.
section two
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Surrounding area
The dusty narrow roads are usually used by the local villagers to go into the village and around and also to gain access to the main road which leads to either Limbe town or Thyolo which is another town located in the Southern Region of Malawi. The muddy roads are quite busy with children, adults and elderly people walking by constantly. However this flow of pedestrian traffic does not affect the school as the school has a high wall surrounding it. Fig 1.3 Close up plan of Site. Available from: Google Maps
Private Entrance to Founders Residence. Dusty road used by Villagers. Entrance to School. Main Road.
Fig 1.2 Surrounding Village. Available from: Google Maps
Fig 1.4 Close up of surrounding village. Available from: Google Maps.
Fig 1.1 Route from Limbe to Site. Available from: Google Maps Jacaranda School is in Chemboma Vilaage within the Chigumula area. The nearest town is Limbe, which is a suburb of Blantyre, Malawi. The site is a 33 minute walk to Limbe and 8 minute car ride. After carrying out primary research, there are 2 minibuses (public transport) that come from and go to Limbe every hour.
Fig 1.5 View of Main Entrance to School. Author’s Own Image
As you can see from fig.1.2, the location of the site is in a busy residential village. Its not too far away from Limbe town. The small village is connected by a multiple number of narrow mud roads and this then links to the main tar road.
Fig 1.5 shows the entrance to the school. The school is surrounded by a 2 metre high brick wall with broken glass cemented into the top of the wall for safety and protection. This allows privacy for the children when they are within the school boundaries. The high brick wall prevents outsiders looking into the school and disturbing anything that is going on inside. The school gate is usually kept locked for reasons of safety and also keeping track of who goes into and out of the school. There is usually a guard that sits by the gate and watches the area. The gate is quite strong and is made of Metal. There is a smaller gate that allows people to go in and out if they are walking or if they have a bike.
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precedent studies
section three
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Precedent study 1 SEED Library
The SEED Library is built in a ‘historically troubled township’, in Johannesburg, South Africa. “Architects of Justice called the project SEED, metaphorically for the “germination of knowledge,” and literally for “Supplementary Extended Education Device.” The Library has been designed using two shipping containers layed perpendicular to each other (Kaid Benfield 2014). The initial design of the SEED Library had to be remodelled by the South African firm, Architects of Justice in 2010 as they did not have enough funds. The first design included a library space with place for books as well as audio books, study/classroom space, a multi-media centre, indoor and outdoor group amphitheatre space and outdoor spaces for learners to escape and read a book. (Architects of Justice 2014). The new design is a ‘semi-permanent’ structure that could be placed at other schools once they raise enough funds in order to build the first design. Creating a dynamic, quirky and effective design out of two shipping containers is really interesting. The library space looks like a calm, fresh and clean space to be in despite the bold colours that have been used on the exterior. Creating a new space that is really bold with colours and something that can be seen from far away in a run down area becomes more of a statement building as other buildings around it would usually be brick or painted using dull colours. Creating attractive designs and inspiring spaces that gives children an exciting experience that is fun and thrilling by the use of colours, furniture and space is one way to allow child to interact with the space frequently and best use the space for the reasons it has been set out for. The idea of creating small areas within a limited space for children to learn is a good way of grouping small number of them together to use a space at one point and then move to another as a group. This would prevent children bumping into each other constantly.
Fig 3.1 - 3.4 Architects of Justice 2014 Available from: architectsofjustice.com
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Fig 3.5 - 3.8 Architects of Justice 2014 Available from: architectsofjustice.com
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Precedent study 2
De Kleine Kikker Day Care Centre, Utrecht “Its Dutch name, 'De Kleine Kikker', translates as 'The Little Frog' in English.” (Mimoa 2014) De Kliene Kikker is a small kindergarten in the countryside between a cowshed and a farm in Utrecht, Holland. The unusual building was built by Drost + van Veen architecten. The front façade is designed with a pointed roof like an old farmhouse, however the back façade adds a modern twist to it. The building is used by children under the age of four. The exterior of the building contains many accent colours and the interior is simply planned with eccentric tilting perspectives created by the roof. The interior has been divided into four sections. The front for the employees that includes administration rooms and offices, the middle section is the children’s playground and lastly the back overlooks the adjacent meadow. (Melissa Jones 2005)
Fig. 3.11 Exterior back view with modern flat aluminium roof , large windows and balcony. Fig. 3.12 Coloured timber strips against a beautiful sky.
Fig. 3.9 Interior view Fig. 3.10 Front facade The interior of the building is quite simple. They have not included bright and bold colours, however they have solemnly relied on unusual shapes that is created by the pitched aluminium roof. This unlike other day care centres where colour within the interior is what is used to create a fun space for children. What is really interesting about is that even though the building consists of straight lines and sharp edge, it still looks like a friendly looking structure. Large windows and open spaces are nice to have as it allows the children to look outside constantly and appreciate a beautiful environment especially if the building is in the middle of a farm. It also creates a calm, airy and natural atmosphere within the interior.
“It is a friendly building that almost looks as though it has been drawn by a child, …” (Melissa Jones 2005)
Fig 3.9 - 3.12 ArchDaily, 2008-2014 Available from: archdaily.com
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Precedent study 3 Telefonplan School Fig 3.13 “The Cave” Interior of “The Mountain”.
Fig 3.14 “The Lunch Club” Working and eating. Fig 3.15 "The Mountain," a central gathering point, a platform and a lookout post. Fig 3.16 Individual work with lots of natural light and being close to friends.
Creating such a space encourages “intellectual curiosity, self-confidence, and communally responsible behavior.” (Kelly Chan 2012) Vittra runs thirty schools in Sweden and their most recent school is Telefonplan, which seems like a school of the future! (Jeff Dunn 2012) Rosan Bosch, the designer was given the job to design a free school which would “strive to develop innovative teaching and interaction methods for educational purposes, incorporating digital media and digitally-based teaching and learning methods.” (Designing With Children 2014) The design has gone beyond the original classroom-based teaching (ceiling to floor height walls, rigid alignments of desks and chairs). Instead, children are taught in groups that allow different teaching situation and learning styles. The school is aimed to allow children to work in open spaces while lounging independently or in collaboration with others that are on the same level as them, not necessarily the same age. The furniture and the layout of the space allows children sit side by side in order to be able to see what others are doing on their screen providing flexible ways of working and encouraging communication and confidence. The physical space of a school is really important, as this is a tool that can aid students in engaging with others whilst learning at the same time. (Suzanne Labarre 2012)
Fig 3.13 - 3.16 Meredith Galante 2012. Available from businessinsider.com
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Fig 3.17 “The Island” Allows students to work independently whilst lounging. The school incorporates the use of technology (laptops) as well as a number of creative and innovative learning spaces. The concept of having an open plan physical space is really efficient as children usually learn off others by watching and listening. Usually children become friends with others that are in their “class” and not with children from classes above or below, however, if there were no divided classroom spaces, all the children would interact and communicate with others of different ages. A space that allows social interaction for young children is really important as it allows for further learning development by means of expression which will help mould the child to be independent and to be able to get this fear out of themselves and speak up in front of a group of people. Children usually get attracted to and get excited to learn and play when they see colourful objects, therefore creating a space that is fun, colourful, exciting and interesting will allow maximum learning through fun and excitement.
Fig 3.18 The tree is “The Natural Meeting Place” with tables for group work. Fig 3.19 “The Village” Students can carry out group work here.
Gone are the classrooms and their rigid alignment of desks, and in their place emerges a colorful, seamless landscape of abstractly themed learning environments. (Kelly Chan 2012) Fig3.20 Section view of Telefonplan School.
Fig 3.17 - 3.20 Meredith Galante 2012. Available from businessinsider.com
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Precedent study 4
Fig 3.25 Exterior
St Joseph’s Primary School New Hall and Library The images show that there is a lot of natural daylight that comes through the large windows into the interior space; this prevents the use of artificial lighting during daytime. This results in a modern, fresh, airy and clean atmosphere whilst being indoors. The large windows allow the children to see outside and appreciate the natural environment. Using the same materials for the new extension creates a way of continuity, therefore not making an obvious separation between the new and existing building. Fig 3.22 Exterior View during the evening showing light.
Fig 3.21 Interior View
“Designed by Austin McFarland Architects, St Joseph’s Primary School New Hall and Library is located in Wingham NSW, Australi. For primary schools, the government outlined that the funding was for the building or renewing of large-scale infrastructure works with the priority on libraries, multi-purposes halls and classrooms. The school’s library and canteen were cramped and outdated. There was no school hall and the school lacked street presence with many local residents being unaware of its existence.” (Topboxdesign 2011)
Fig 3.23 Hall
Fig 3.24 Exterior View Fig 3.21 - 3.25 Top Box Design 2011 Available from: topboxdesign.com
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related research
section four
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play
Children learn a lot through play. It teaches them vital points from a young age if they play such as sharing, patience and self discipline. It allows them to develop as an individual which enhances their lives by playing and having fun. “It assists in their emotional and intellectual development and mental health resilience which are core building blocks for their transition years.” When children play, there is nothing like playing wrong or playing right, this therefore means that play allows children to use their imagination and develop games of their own whilst interacting with other children. Like how adults have ‘work’, children have ‘play’, this is their work! Unstructured play with supervision (not all the time) is the best type of work for children as they forget what is around them and focus on the game that they are playing. They don’t necessarily need equipment or any products to be able to play, they can either play on their own or with others. (Play Scotland 2014)
“Play is a process that is freely chosen, personally directed and intrinsically motiviated …..” (Play Scotland 2014)
The benefits of play:
Fig 4.1 ShelleyAnn Vernon 2006-2014 Available from: teachingenglishgames.com
• Play promotes children’s development, learning, creativity and independence. • Play enables children develop their skills such as being able to negotiate and listening skills. This increases confidence levels and self-esteem, which is an skill to have further on in life. • Play allows children to be active constantly. Lots of activity and moving around leads to an increase in general fitness levels and this can have a positive impact on the child’s emotional well being. • Play helps children become of the people and places. • Play enables a child to learn and find things out about themselves, for example, their strengths and weaknesses, their interests, abilities and limitations. (A Play Strategy for Wrexham 2002-2007)
Fig 4.4 Catherine Prisk 2014 Available from: theguardian.com/
The most neglected and misunderstood dimension of the planned curriculm is the creation of an environment or setting in which education is to take place.’ (Kelly, A. Blenkin, G. 1988)
Fig 4.2 Attic Annie 2010 Available from: atticannie.wordpress.com
“Play is the universal language of childhood. It is through play that children understand each other and make sense of the world around them.” (Play Scotland 2014)
Fig 4.3 Ahren Hoffman 2014 Available from: friendshipcircle.org
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Senses
Watch, see and observe Sight is another important sense when it comes to learning especially for those children that learn better by visualising. Therefore creating bright and vibrant environments will only attract and motivate children and make these spaces a place that they choose to be in. It allows children to focus, understand and register small details, allowing a child to remember what they have seen for a long time. (Anna Pitts 2012)
Spaces that included elements to stimulate children’s senses is great environment for a child to be in. Things and objects that enable looking, touching, listening and smelling allow children to actively interact as well as learn how their own actions produce certain responses.
Fig 4.6 Annadale 2014 Available from: childpsych.co.za
Fig 4.5 Abigail Adams Preschool 2012 Available from: abigailadamspreschool.com
Fig 4.7 Galleryhip 2014 Available from: Galleryhip.com
“…Providing a contrast between soft and hard material, dense and fluid, dry and wet, smooth and rough.” (Broto and Rojals 2006)
Touch and texture Objects that include different textures allows a child to recognise various surface finishes, giving it a sense of discovery. Something that children can physically touch and feel is a good way of learning. (Broto and Rojals 2006)
Fig 4.8 WordPress 2012 Available from: kidsuniverse.com
Sounds
Smell
Children enjoy playing and interacting with objects that make sounds whether it is soft, calming sounds or loud, banging sounds. Sound plays a vital part in the learning of young children. It makes the learning process that children go through fun and exciting. (Broto and Rojals 2006) “It helps children understand the world around them better and provides another layer of comprehension that sight alone can’t offer.” (Anna Pitts 2012)
This sense can be used to identify objects. It is a tool that is used to distinguish between many items and objects. Classrooms in public schools in Malawi usually don’t smell very nice, but by having a fresh and nice smelling environment, it allows for children to concentrate and focus more on what is around them instead of what is smelling around them.
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technology
Fig 4.9 Brad Stone 2012 Availble from: businessweek.com
There are a number of ways to improve teaching quality by using technology in the learning environment. Teachers can put together audio-visual presentation, and display them to a group of children using wide-screen TVs and projectors. This improves the level of communication in various ways especially making it more exciting for the children and it definitely would ensure more concentration from the children. (Paul Smith 2014)
“Technology, if used in a balanced way, where IT is intergrated across the whole curriculum, can obviously be used to enhance the learning experience through the scope of interactive pedagogical materials available and the modes through which these experiences can be communicated.” (Josie Gurney-Read 2013)
Fig 4.10 Jason Straziuso 2012 Availble from: phys.org
Trying to engage the children in the learning process can be really difficult if something that is put infront of them does not interest them such as a black and white book. This can be prevented by using technology that allows the children to interact with it making them more interested and excited, such as, white boards. (Paul Smith 2014) Access to information is easy using technology. Children can watch videos and see pictures that inform them and make them aware of important things such as the environment. By having access to important information like the example above, children gain an understanding about the world they are in from an early age. The results would prevent them from doing things such as littering etc. (Paul Smith 2014)
“If we teach today as we taught yesterday, we rob our children of tomorrow.”(John Dewey 2014) Fig 4.11 Thinkstock 2014 Availble from: Thinkstockphotos.ae
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Colours and shapes
Children usually respond quickly when they see colour, however, this is different to the response you would get from an adult. Therefore colours must be to use in order to draw children’s attention. Colour is one of the first things that children distinguish. (RIN 2001-2002) Shapes and colours are the basic things that children tend to learn before learning other basics such as reading and writing. Once a child has learnt and can distinguish between the different shapes and colours, they have learnt a tool for learning other skills. For example, if a child can tell the differences between shapes and colours, they have the skill to tell the difference between numbers and letters. They can be used to describe other objects such as a red apple, or a yellow banana. Selecting the right colours is important because it can influence children’s moods and most importantly behaviour. It does this by stimulating the brain and body. Colour can also have an effect on a child’s health. (Kitty Lascurain 2014)
Fig 4.12 Richard Gottlieb 2014 Available from: globaltoynews.com
Colour is more like a silent and emotional language, as we all intuitively know how to speak. We automatically start to associate colour with different things in our lives. (youtube)
“Remember that too much of one colour becomes tedious. It is the interaction of “…Colours and shapes are two very noticeable colours with each other that creates a attributes of the world around us.” satisfying mood in your environment.” (Ellen Booth Church 2014) (Sylvia O'Brien 2003-2011)
Fig 4.13 Rachel Bagder 2013 Available from: pinterest.com
Fig 4.14 & 4.15 Rachel Bagder 2013 Available from: pinterest.com
“Color is one of the fundamental elements of our existence, and defines our world in such deep ways that its effects are nearly imperceptible. It intersects the worlds of art, psychology, culture, and more, creating meaning and influencing behavior every step of the way. Most fascinating are the choices we make, both subconsciously and consciously, to use color to impact each other and reflect our internal states. Whether in the micro-sense with the choice of an article of clothing, or the macro-sense where cultures on the whole embrace color trends at the scale of decades, color is a signifier of our motives and deepest feelings.” (youtube)
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Conclusion
section f ive
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design rationale The physical learning environment in most public schools in Malawi is dull, boring and cold. Children of Malawi have never been surrounded by a space that is interesting and inspiring so as to enhance their learning experience. The schooling standards are extremely basic with limited materials and resources that they provide to students. Jacaranda School is the only free primary and secondary school in the whole of Malawi. They take on orphan students only, who seem dedicated and desperate to gain a better education level compared to the rest of the public schools in the country. The school gets funds from all over the world and therefore, the founder, Marie De Silva is constantly bringing about changes to the school that will provide the students with quality education that can improve their lives. These flaws in the education environment are what the design is based on, in the hope that it may inspire the children in one of the poorest nation in the world. The intention behind this project is to recreate a magical and vibrant learning space that will encourage children to improve and learn new skills. The design will allow them to have a better understanding in order to be able to overcome some of the difficult life challenges that they face. The results from the primary research show that the students go to school even during the weekends despite spending long hours at the school throughout the week. One of the notable aspects are that there are no classes during the weekends. The student’s spend their time playing sports such as football on the dusty ground as they don’t have a football pitch and playing other games. This illustrates that the children would definitely benefit from a better-designed physical environment that would give them a positive attitude towards education and hopefully improve their future!
Fig 5.1 Jacaranda Foundation 2014 Available from: jacarandafoundation. org
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concept design sketches Fig shows a quick sketch of how branches of a tree connect with each other and how they cross over. After looking at the sketched, there were obvious triangular shapes that was created by the intersection of the lines (branches). The shapes that were formed was through different sizes and angles, this created an interesting concept (fig...)
Fig 5.2 Author’s Own Drawing Nov 2014
Fig 5.3 Author’s Own Drawing Nov 2014
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concept design sketches Fig is a sketch that shows a classroom space. The walls and floors are left plain, however, other furniture and objects such as storage cupboard and table and chairs are colourful and bright. This would create a vibrant environment that is full of excitment. The sketch also shows that the classroom spaces will contain a lot of storage spaces to ensure that children put things away after they have used it. All utensils and games will be at a reachable height for a child to be able to get it himself ensuring that the children are independant.
Fig 5.5 Author’s Own Drawing Nov 2014
Fig 5.4 Author’s Own Drawing Nov 2014
Fig contains a few random sketches of how the jacaranda tree concept could be incorporated into furniture such as, a bench, a desk, and a screen. The concept is to include aspects of the jacaranda tree and to come up with interesting looking furniture that could be placed indoors and outdoors. It would also include features that would evoke the childrens senses such as different textures.
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concept design sketches
Fig 5.6 Author’s Own Drawing Nov 2014 Fig 5.7 Author’s Own Drawing Nov 2014
Fig This is a sketch of a play space. Clean white walls with coloured windows that would create incredible coloured reflections on the floor and walls depending on the time of the day and the weather. In Malawi , it is mostly sunny and hot, therefore having this concept would definetly work as the coloured reflections would create a calming effect within the space and would make the children wonder where the relfection is coming from, creating an exciting learning environment.
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concept design sketches
Fig 5.9 Author’s Own Drawing Nov 2014
Fig 5.8 Author’s Own Drawing Nov 2014
Fig Creating new and exciting spaces for children will ensure that they use the space effectively. The design will include spaces that are seperated, not with walls like typical schools. The space will be divided for different activities and each space will be given a name. The sketch shows how the library space will be seperated from the rest. It will be partially closed off by 2m high screens that can be taken away completely. It will be like a quiet hide out area for children to go and read quietly.
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concept design sketches
Fig 5.10 Author’s Own Drawing Nov 2014
Fig Creating spaces that will allow interaction and communication to ensure that the children build confidence from a young age. The sketch above is of an IT space. The spaces incorporates the jacaranda tree creating continuity through the spaces. Above the tree, will be a skylight to ensure maximum flow of natural light and good ventilation into and out of the space.
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photos of SKETCH model Fig 5.11 - 5.14 This is a sketch model that was done in the begining. The idea came from a tree trunk that is lit up with light to evoke the senses or could act as a sensory column.
Fig 5.11 - 5.14 Author’s Own Images
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photos of concept model
Fig 5.15 - 5.20 Author’s Own Images
Fig 5.15 - 5.20 The concept model shows my concept of using coloured material such as glass for windows and it shows the interesting coloured reflections that it would create under light. The concept incorporates shapes that are created from intertwined and interweaved branches from the jacaranda tree. This concept will be used in order to cover the ceilings, creating a dynamic interior space. It can also flow onto the walls and around spaces so that it creates smaller areas that children can use for different activities.
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Concept moderl sketch Fig 5.21 This render and sketch shows how the concept can be used in order to link the different buildings together. The coloured material will be transclucent and during the day, when the sun is shining, it will create interesting, colourfull shadows and reflections onto the ground.
Fig 5.21 Author’s Own Drawing Nov 2014
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materials
Fig 5.22 W.G.Powell 2014 Available from: wgpowell.co.uk
Fig 5.23 MIX 2014 Available from: ebay,com
Fig 5.24 Archdaily 2014 Available from: archdaily.com Fig 5.25 Sydney Brick Recyclers 2014 Available from: sydneybrickrecyclers.com
Fig 5.26 Garage. D 2014 Available from: ebay.com
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moodboard Fig 5.27 Soukup 2011 Available from: babble.com
Fig 5.30 Pinterest 2014 Available from: pinterest.com
Fig 5.28 Pinterest 2014 Available from: pinterest.com
Fig 5.31 yli555 2014 Available from: projectnursery.com
Fig 5.29 Pinterest 2014 Available from: pinterest.com
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bibliography
section six
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Fig 4.11 Thinkstock, (2014). Three African Kids Playing Together On Tablet Stock Photo 482363687. [online image] Available at: http://www.thinkstockphotos.ae/image/stock-photo-three-african-kids-playing-together-on-tablet/482363687 [22/11/2014].
Fig 5.29 Pinterest, (2014). office. [online] Available at: http://uk.pinterest.com/pin/302656037431757080/ [22/11/2014].
Fig 4.12 Fig 5.30 jigsaw - Gottlieb, R (2014) Colours, Why Are They So Important To Children? [Online image] Available from: http://www. Pinterest, (2014). 12 Ideas To Spice Up Your Stairs. [online] Available at: http://uk.pinterest.com/ globaltoynews.com/2012/04/colors-why-are-they-so-important-to-children.html [22/11/2014] pin/409405422348641983/ [22/11/2014]. Fig 4.13 - 4.15 Pinterest, (2014). Make Your Own Sponge Blocks. [online image] Available at: http://www.pinterest.com/ pin/218424650649197301/ [22/11/2014].
Fig 5.31 yli555, &. (2014). Baby Girl Nursery Room - Project Nursery. [online image] Project Nursery. Available at: http:// projectnursery.com/projects/baby-girl-nursery-room/# [22/11/2014].
Fig 5.21 Jacarandafoundation.org, (2014). Jacaranda Foundation: Building Schools, Providing Education, Preventing AIDS in Malawi. [online image] Available at: http://jacarandafoundation.org/ [22/11/2014]. Fig 5.22 W.G. Powell Ltd, (2012). Timber. [online image] Available at: http://www.wgpowell.co.uk/timber [22/11/2014]. Fig 5.23 MIX, D. (2014). RECLAIMED METAL ROOFING CORRUGATED PANELS MIX. [online image] eBay. Available at: http://www. ebay.com/itm/RECLAIMED-METAL-ROOFING-CORRUGATED-PANELS-MIX/390990510400?_trksid=p2047675.c100011. m1850&_trkparms=aid%3D222007%26algo%3DSIC.MBE%26ao%3D1%26asc%3D27538%26meid%3De29bd4dede2a443683a31a56874fef3f%26pid%3D100011%26prg%3D11353%26rk%3D2%26rkt%3D10%26sd%3D121072949215 [22/11/2014]. Fig 5.24 Archdaily.com, (2014). Architecture Photography: Picture House / Barilari Architteti (95188). [online image] Available at: http://www.archdaily.com/95153/picture-house-barilari-architteti/img_5561_rielaborata_a/ [22/11/2014]. Fig 5.25 Sydneybrickrecyclers.com.au, (2014). Recycled Bricks Sydney | Second Hand Bricks Sydney | Used Bricks. [online image] Available at: http://www.sydneybrickrecyclers.com.au/ [22/11/2014]. Fig 5.26 Garage, D. (2014). 9pcs Eco Soft Foam Tile Interlocking EVA Floor Kids Play Puzzle Mat Gym Garage. [online image] eBay. Available at: http://www.ebay.com/itm/9pcs-Eco-Soft-Foam-Tile-Interlocking-EVA-Floor-Kids-Play-Puzzle-Mat-GymGarage-/121317005746 [22/11/2014]. Fig 5.27 Soukup, A. (2011). Rainbow Home Goods. [online] Babble. Available at: http://www.babble.com/products/home-goodsproducts-rainbow-design-ideas/ [22/11/2014]. Fig 5.28 Pinterest, (2014). Home. [online] Available at: http://uk.pinterest.com/pin/79798224617392302/ [22/11/2014].
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bibliography JONES, M (2005) Interiors for Under 5s. Great Britain: Wiley-Academy MIMOA (2014) DE KLEINE KIKKER. [Online] Available from: http://www.mimoa.eu/projects/Netherlands/Utrecht/De%20Kleine%20Kikker [22/11/2014] ARCHDAILY (2008-2014) Day care centre de kleine Kikker / Drost + van Veen architecten. [Online] Available from: http://www.archdaily.com/36513/day-care-centre-de-kleine-kikker-drost-van-veen-architecten/ [22/11/2014] Youtube The Effect of Color (2012) [Video] Directed by Kornhaber Brown http://www.youtube.com/watch?v=nX0DHd5QNS8 LINDSEY GRUSON (1982) COLOR HAS A POWERFUL EFFECT ON BEHAVIOR, RESEARCHERS ASSERT [Online] Available from: http://www.nytimes.com/1982/10/19/science/color-has-a-powerful-effect-on-behavior-researchers-assert. html?pagewanted=2 [22/11/2014] Lascurain, K (2014) Colour Psychology [Online] Available from: http://nursery.about.com/od/Color-Palettes/a/Color-Psychology.htm [22/11/2014] O’Brien, S. (2003-2011) THE PSYCHOLOGY OF COLOUR [Online] Available from: http://www.colourtheory.net/articles/colour_psychology.htm [22/11/2014] Booth, E (2014) Why Colors and Shapes Matter [Online] Available from: http://www.scholastic.com/browse/article.jsp?id=3746476 [22/11/2014] RIN (2001-2002) Colour and Children [Online] Available from: http://www.psy.rin.ru/eng/article/231-101.html [22/11/2014] Broto, C. and Rojals, M. (2006). Design for fun. Barcelona: Links. PITTS, A (2012) Learning Is Multi-Sensory: How To Engage All The Senses So Children Really Benefit [Online] Available from: http://www.howtolearn.com/2012/12/learning-is-multi-sensory-how-to-engage-all-the-senses-so-children-really-benefit/ [22/11/2014] DESINGING WITH CHILDREN (2014) Vittra ‘Telefonplan’ School. [Online] Available from: http://designingwithchildren.net/db/vittra_telefonplan_school [22/11/2014] WENDT, K (2012) Vittra Telefonplan / Rosan Bosch [Online] Available from: http://www.archdaily.com/202358/vittra-telefonplan-rosan-bosch/ [22/11/2014] DUNN, J (2012) Sweden’s Newest School System Has No Classrooms [Online] Available from: http://www.edudemic.com/swedens-newest-school-system-has-no-classrooms/ [22/11/2014] LABARRE, S (2012) School Without Walls Fosters A Free-Wheeling Theory Of Learning. [Online] Available from: http://www.fastcodesign.com/1665867/school-without-walls-fosters-a-free-wheeling-theory-of-learning#1 [22/11/2014] CHAN, K (2012) Stockhom’s School Without Classrooms. [Online] Available from: http://architizer.com/blog/vittra/ [22/11/2014] GALANTE, M (2012) A Group Of Schools In Sweden Is Abandoning Classrooms Entirely .[Online] Available from: http://www.businessinsider.com/a-group-of-schools-in-sweden-is-abandoning-classrooms-entirely-2012-1?op=1&IR=T [22/11/2014]
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Jacarandafoundation.org, (2014). Jacaranda Foundation: Building Schools, Providing Education, Preventing AIDS in Malawi. [online] Available at: http://jacarandafoundation.org/ [Accessed 2 Dec. 2014]. INHABITAT, (2014). Multicolor Recycled Shipping Containers Provide a Bright Learning Environment for Kids in South Africa. [online] Available at: http://inhabitat.com/technicolor-seed-library-shipping-containers-provide-a-fun-learning-environment-for-johannesburg-kids/seed-library-architects-of-justice-3/?extend=1 [22/11/2014]. ARCHITECTS OF JUSTICE, (2014). SEED LIBRARY — Architects of Justice. [online] Available at: http://architectsofjustice.com/portfolio-items/seed-library/ [22/11/2014]. BENFIELD, K. (2014). Reconceiving the elementary school library in Johannesburg - USGBC California. [online] Available at: http://usgbc-california.org/reconceiving-the-elementary-school-library-in-johannesburg/ [22/11/2014]. TOPBOXDESIGN (2011). St Joseph’s Primary School New Hall and Library in Wingham NSW, Australi [Online] Available at: http://www.topboxdesign.com/st-josephs-primary-school-new-hall-and-library-in-wingham-nsw-australi/ [22/11/2014 ]. PLAY SCOTLAND (2014) Delivering Childrens and Young people’s Right to Play in Scotland [Online] Avialble from: http://www.playscotland.org/what-is-play-playwork/what-is-play/ [22/11/2014] KELLY, A. BLENKIN, G. (1988) Early childhood education: a developmental curriculum. London: Paul Chapman (2002-2007) A Play Strategy for Wrexham [Online] Available from: http://www.wrexham.gov.uk/assets/pdfs/play/strategy_e.pdf [22/11/2014] GURNEY-READ, J (2013) How Young Is Too Young For Technology? The Telegraph, 2nd Dec. Available from: http://www.telegraph.co.uk/education/10488240/How-young-is-too-young-for-technology.html [22/11/2014] JOHN DEWEY (2014). “If we teach today as we taught yesterday, we rob our children of tomorrow.” — Mr. Best — Pioneer Preparatory School: A Challenge Foundation Academy. [online] Available at: http://pioneer.teamcfa.org/staff_ pages/tony_best/view/33653/if_we_teach_today_as_we_taught_yesterday_we_rob_our_children_of_tomorrow [Accessed 30 Nov. 2014]. SMITH, P. (2014). Great Benefits of Technology in Education - EdTechReview™ (ETR). [online] Edtechreview.in. Available at: http://edtechreview.in/news/705-benefits-of-technology-in-education [Accessed 30 Nov. 2014]. Druin, A. (2009). Mobile technology for children. Amsterdam: Morgan Kaufmann Publishers/Elsevier. Scarborough, S. (2009). Cool spaces for kids. London: Hamlyn. Manning, P. (1967). The primary school. Liverpool: University, Dept. of Building Science, Pilkington Research Unit. Seaborne, M. (1971). Primary school design. London: Routledge and K. Paul. Johnson, V. (1998). Stepping forward. London: Intermediate Technology. Somekh, B. and Davis, N. (1997). Using information technology effectively in teaching and learning. London: Routledge. Cockburn, C. and Ormrod, S. (1993). Gender and technology in the making. London: Sage. Bell, L. (1976). Underprivileged underfives. London: Ward Lock Educational. Spaull, N. (2013). Poverty & privilege: Primary school inequality in South Africa. International Journal of Educational Development, 33(5), pp.436-447. Read, M., Sugawara, A. and Brandt, J. (1999). Impact of Space and Color in the Physical Environment on Preschool Children’s Cooperative Behavior. Environment and Behavior, 31(3), pp.413-428.
47
APPENDIX ONE TOPOGRAPHIC SURVEY OF JACARANDA SCHOOLS FOR OPHARNS ( JACARANDA FOUNDATION) 720550.000000
J15
720600.000000
" ' 07 ° 34 337 54 m 13.0
110 ° 02' 5 11
10"
0.5
39.0 24 m
J14
200° 15' 14" 3.221 m
J16 J17
6" 5' 5 °2 338 .113 m 14
69° 06' 11.7" J13 1.929 m
l
J12
1150 .7
107°
5
LEGEND
05'
l
ELECTIC POLE
59"
l
99.8 75 m
BEACON
l
l
l
l l
J8
SEPTIC TANK WALLS
l 58" �
"
d
16.293 m J4 264° 38' 49"
19"�
22'
260°
33.327
m
J3
195° 25' 58" 8.397 m
38"
25.6 41 m
ess
720600.000000
SCALE: 1: 250
0
J2
d Acc 6m Roa
720550.000000
15
30
BOUNDARY DESCRIPTION: J1 - J2 - J2a - J3 J4 - J5 - J6 - J7 - J8 - J9 - J10 - J11 - J12 - J13 - J14 - J15 - J16 - J17 - J1
8247650.000000
1
8247650.000000
31'
5 11
8° 04' 15 "� 15.050 m
5
l
AREA: 0.6283Ha
lan j e-
5 0.7
2 1.
7° 31
' 00
" 35
5 11
5 11
J5
SURVEYED AND DRAWN BY M.E. LIKOMBOLA
268 °
R oa
38
20 m
m
Ja2
l
J6
CONTOUR INTERVAL: 0.25m
olo
30 6°
08 '
44 .4 15
l 40.3 83 m
19° 56' 36.1" 1.478 m
CHARLETS CONTOURS
l
1152
J7
BASKETBALL
50'
l
BUILDINGS
114 9.7 5
l
1151.75
305° 51' 33" 8.9468 m
233° 01' 19" 9.425 m
J1
1150
J10
19 .9
J9
l
0.2 5
ROADS
200 °
ll
l J11
11 5
TREES
AREA
l
l
l
8247700.000000
1151.5
l l
T hy
8247700.000000
l
Mu
11° 10' 15" 26.975 m
1150.5
±
720650.000000
720650.000000
60 Meters
DATE: APRIL 2014
Topography Survey. Available from: Luc 2014
48
appendix two - questionnaire Primary research was carried out amongst 46 students from primary and secondary school. The results showed that the students are really happy to have the opportunity to study at Jacaranda School. They seem to appreciate the facilities that they are provided with. From the questionnaire is seems as though they are very motivated and want to make the most of this fortunate opportunity that they are given. They really want to be allowed out during lunch time as they don’t have much to do. This means they need an outdoor play area that can be used during lunch time to ensure students have something fun to do.
1. What do you think of Jacaranda School?
Positive response - 46 students Negative response - 0 students
2. What do you enjoy most about the School?
Learning - 30 students Free things - 5 students Food - 7 students Sports - 4 students
3. What would you like to have that Jacaranda School does not have?
Boarding school - 10 students Football ground - 3 students More textbooks - 7 students Swimming pool - 1 students Better equipment - 6 students
Hall - 19 students
4. How many hours do you spend at Jacaranda School approximately?
3-4 hours - 0 students 4-5 hours - 0 students 5-6 hours - 8 students
6+ hours - 38 students
5. Any other things you would like to mention about the School?
We should be allowed out of the gate during lunch time - 21 students Very good school - 15 students Constant change of teachers - 4 students We need boarding school - 6 students
49