From Displaced to Our Place: Educational Environments can Promote a Community by Morgan Frederick

From Displaced to Our Place Using an Educational Narrative to Build Community in a Displaced Community Morgan Frederick, Department of Architecture Research Mentor: Kathryn Bedette

Kennesaw State University

Department of Architecture_ College of Architecture and Construction Management Thesis Project Title: From Displaced to Our Place: Educational Environments can Promote a Community’s Health and Well-being Thesis Collaborative 2019-2020 Student’s Full Name: Morgan Ashleigh Frederick Primary Advisor: Kathryn Bedette External Advisor: Sophia Tarkhan Thesis Summary: Thomasville heights is a displacement neighborhood for people pushed out by Atlanta’s Urban Renewal projects. Thomasville Heights remains a casualty of a system of economic segregation. Under this system of segregation these neighborhoods are left in detrimental states. It is in places like Thomasville Heights where the phrase “place matters” becomes a call to action. A town of 6000 residents and only one elementary school, Thomasville heights is bordered by multiple freight yards, a cemetery, landfills, and Atlanta’s US penitentiary, just a 5-minute walk from that one elementary school. There remains a vast difference between that of low-income urban, and suburban school facilities that has drawn little attention. My thesis examines the role of an elementary school in a low-income community. While it is accepted practice to use school facilities for community functions; community and educational design, remain in separate fields. By creating an interdisciplinary approach to community and school design; new strategies can be implemented to use combined educational grant and community development funding. By turning elements of the school inside out and extending the reach of the school into the community, this thesis will create a new strategy for designing educational neighborhoods in low income urban communities. This calls for planners, administrators, and architects to take an aggressive position on integrating design practices between schools and communities, especially in low-income areas, where financial and familial resources can be low, or otherwise not available. By fostering a relationship at many levels of a school’s environment, this project creates a framework for the design of a didactic neighborhood, developing tactics of designing with nature, spatial sequencing, materiality, and playfulness. Architecture can facilitate a learning experience that also happens outside of the school walls, resulting in an approach which promotes education and wellbeing for the students and the community.

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

From Displaced to Our Place Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being Project Location: Thomasville Heights, Atlanta, GA Request for Approval of Thesis Research Project Book Presented to: Kathryn Bedette Primary Advisor Sophia Tarkhan, External Advisor Liz Martin-Malikian, Thesis Coordinator Tony Rizzuto PhD., Chair of Department and to the Faculty of the Department of Architecture College of Architecture and Construction Management by Morgan Frederick

In partial fulfillment of the requirements for the Degree Bachelor of Architecture Kennesaw State University Marietta, Georgia May 1, 2020

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Declaration by the Candidate The Thesis titled “From Displaced to Our Place” is a requisite of the Bachelors Program in the Kennesaw State University Department of Architecture . This thesis was completed by the undersigned in August 2019-May 2020. The Supervisor was Professor Kathryn Bedette. The undersigned hereby declares that this is his/her original work and has not been plagiarized in part or full from any source. All referenced work is cited.

Name of Student Morgan Frederick Date

05.01.2020

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Acknowledgments Thank you to all those before me who put hard work and effort into researching better, safer environments for our children. Thank you to my mom, my biggest cheerleader, and my Dad, you two have provided for me without question and aligned me on a road to success my entire life and never doubted what I could do, even when I did. And the rest of my family, my little cousins, who continue to lift me up and be both inspired and inspiring in all of my efforts. And my Grammy, you are and always have been a gift that never stops giving. You are all so lovely and you all made this journey that was never easy, very worth it. Thank you Professor Bedette for being an attentive and challenging advisor, even in the unforseen 2020 pandemic; you kept pushing me to do my best, and I am very proud of what we were able to accomplish. Thank you to all of my friends who cheered me on and told me that I could get through it, your kind words and support definitely brightened some tough days in my Thesis process. I am so grateful for everyone who has been involved in my journey, no matter the size of your role; you helped me create a framework for something beautiful.

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Whatever good things we build end up building us. -Jim Rohn

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

13 14 15 15 15 16 16 17 18 18

2.0 Research Foundations Education History Community Efforts The Maker Space History Funding Community and Education

19 20 21 22 23 24 25

2.1 Initial Precedent Studies Schools Woodland School Mon School Group The Vibeeng School Sentia School Community Engagement Children Park Expo Gavroche Centre for Children

26 27 28 30 32 33 34

36 37 38 40 42 44 46

3 Site Analysis Site Information | Macro Site Mapping Phase Mapping T.H Historic Facts T.H. Demographics Proposed Sites Site 1 - TH Elementary School Site 2 - The Abandoned Church Site 3 - TH Recreation Center 4 Makerspace Program Development Site Massing Program Objectives Users Site Plan Spatial Relationships Building Section Perspectives Building Renderings

48 49 50 51 52 53 54 55 56 57

5 Design Investigations The Module The Playscape The Greenhouse The Material Scape The Shadow Scape

73 74 76 78 80 82

6 Design Concept Focus Place in Thomasville Heights The Industrial Environment SWOT Analysis Potential Grant/Funding

84 85

Community Engagement

EA T I S

ESE A R C H

8 End Section

Bibliography Drawing Index

90 91

NALYSI

RO G R A M 4P

5 DESIGN

58 59 60 61 62 63 65 68

1 Investigations Synopsis Reasoning Thomasville Heights, Atlanta, GA Identification of Need Design Intent Proposition Project + Site Selection Need for “Place” Finding “Place”

2.2 Case Studies - Didactic Environments Selection Criteria Analytical Framework Playfulness Nature Materiality Spatial Sequencing

ii iii iv ix 10 11

Declaration by the Candidate Certificate by Thesis Guides Acknowledgments Table of Contents Abstract List of Figures

C O NTE NT S

DU TRO CTION N I

VELOPMEN DE T

86 87

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

N CO

CEP T FOC

REF

ERENCES

Fig1

A BSTRACT I spent my life in a bubble. Literally the town I lived in was called the bubble, Peachtree City, Georgia; a land of golf carts and large expensive homes. Here everyone had the same opportunity to walk safely to school, and learn in a safe environment, but those environments change from community to community. In 2019 I decided to become head of marketing for the No Worries Project, an initiative dedicated to bringing community development to under-served neighborhoods and schools around the Metro Atlanta area. One of the communities our initiative is focusing on is that of Thomasville Heights, a displacement community for people pushed out by Atlanta’s Urban Renewal projects. Thomasville Heights remains a casualty of an underlying system of economic segregation. Under this system of segregation, neighborhoods like Thomasville Heights are left in detrimental states as low-income groups without the means or interest in community investment are moved to new apartments made to house the displaced. It is in neighborhoods like Thomasville Heights where the phrase “place matters” becomes a call to action. Bordered by a US Penitentiary, a number of landfills, a cemetery and multiple industrial freight yards, the Thomasville Heights Neighborhood has around 5000 residents and only one immediately local elementary school. America’s public education system receives attention, prompting studies and proposals to amend traditional classroom structure. But in this, there is a large difference between urban and suburban school facilities that has drawn relatively little attention. This thesis examines the role of an elementary school in shaping an urban community. While it is accepted practice to use school facilities for some community functions, community and educational design remain in separate fields. By creating an interdisciplinary approach to community and school design along with a new approach to didactic neighborhood design that can allow funding of both community design and education to stretch further in under-served neighborhoods. This way educational grant funding and community development funding can be combined -- turning the school inside out and extending the reach of the school into the community.

DIVISION Fig2

This calls for planners, administrators, and architects to take an aggressive position on integrating the design practices that occur between schools and communities, especially in low-income areas, where both financial and familial resources can be low, or otherwise not available. By fostering a relationship at all possible levels of a school’s environment, this project creates a new framework for the design of a didactic neighborhood; with tactics of designing with nature, spatial sequencing, materiality, and playfulness for creating new external learning environments throughout a community. Architecture can facilitate the experience a learning experience that happens outside of the school walls, developing a mindset of togetherness, promoting the wellbeing of students and community within the Thomasville Heights Neighborhood.

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Figure s

Figure 1. Icons from the NOUN Project. Edited by Author.

Figure 18. Image by Author. Inspired by the work of Peter Tarkha. Images Edited by Author. https://www.arch2o.com/nanjing-galaxy-kindergarten-lacime-architects/

Figure 19. Image by Author.

Section TWO.TWO Case Studies ALL icons from Noun Project (Various Artists)

Figure 19.1. Image by Author. Using Lumion Rendering Software and Adobe PS.

Analytical Framework Tapia, Daniel. “NEST Interactive Playscape / Tri-Lox.” ArchDaily, ArchDaily, 28 June 2019, www.archdaily.com/919837/nest-interactive-playscape-tri-lox. Edited by Author.

Figure 20. Image by Author.

Tapia, Daniel. “Vac-Library / Farming Architects.” ArchDaily, ArchDaily, 7 Jan. 2019, www.archdaily.com/908873/vac-library-farming-architects?ad_source=search&amp;ad_medium=search_result_all. Edited by Author.

Figure 21. Image by Author.

Figure 5. “Why Education Matters to Health: Exploring the Causes.” Center on Society and Health, 13 Feb. 2015, societyhealth.vcu.edu/work/ the-projects/why-education-matters-to-health-exploring-the-causes.html. Figure 6. Stephenson, Kate. “Creating Triple Bottom Line Businesses.” Helm Construction Solutions LLC, Helm Construction Solutions LLC, 15 Sept. 2016, www.buildhelm.com/news/2016/9/15/connecting-with-the-timberframers-guild.

“AAVP Louis De Vion School Complex in Montévrain, France.” Designboom, 24 Apr. 2017, www.designboom.com/architecture/ aavp-louis-de-vion-school-complex-montevrain-eco-neighborhoodfrance-04-25-2017/. Edited by Author.

Figure 22. Image by Author.

Figure 7. Icons: The Noun Project. Composition Edited by Author.

Caballero, Pilar. “The Threshold, The Secondary School / Paralelo Colectivo.” ArchDaily, ArchDaily, 26 Aug. 2019, www.archdaily. com/923619/the-threshold-the-secondary-school-paralelo-colectivo?ad_source=search&amp;ad_medium=search_result_all. Edited by Author.

Other Sources

Figure 2. sourced from vecteezy.com and freepik. https://www.freepik. com/free-photos-vectors/infographic Edited by Author. Section ONE Figure 3. The Effects of Poverty on Education in the United States, Child Fund International, 4 Nov. 2013, www.childfund.org/Content/NewsDetail/2147489206/. Edited by Author. Figure 4. Map of the City of Atlanta. 2019 www.cadmapper.com/atlanta. Edited by Author.

Figure 8. sourced from vecteezy and freepik. https://www.freepik.com/ free-photos-vectors/infographic Edited by Author. Figure 9. Boura.1998. Community Education Cycle. https://www. researchgate.net/figure/The-Community-Education-Cycle-Boura-1998It-seems-however-that-the-process-of_fig6_299852367 Section TWO Figure 10. Image by Author. Information Sourced from https://www. preceden.com/timelines/331186-history-of-education. Figure 11. Image by Author. Information from observations and various news articles. “Dual Capacity-Building Framework for Family-School Partnerships.” Dual Capacity-Building Framework for Family-School Partnerships - Organizing Engagement, 2013, organizingengagement. org/models/dual-capacity-building-framework-for-family-school-partnerships/?print=print. Figure 12,13. Northeastern University, School of Architecture. Makerspace. https://issuu.com/neuarchitecture/docs/makerspace Figure 14. sourced from vecteezy and freepik. https://www.freepik.com/ free-photos-vectors/infographic Edited by Author. Figure 15. sourced from vecteezy and freepik. https://www.freepik.com/ free-photos-vectors/infographic Edited by Author. Section TWO.ONE

Precedent Images from ArchDaily(Sourced in Bibliography).

Initial Precedents: Images edited by Author. https://www.archdaily.com/901713/booktree-school-of-architecture-the-chinese-university-of-hong-kong Image edited by Author. https://www.archdaily.com/771353/childrenpark-at-expo-2015-zpz-partners Image edited by Author. https://www.archdaily.com/921847/thewalls-childrens-teaching-restaurant-n-a?ad_source=search&ad_medium=search_result_all

Icons from The NounProject, Edited by Author. Shuang, Han. “Book Tree Structure / School of Architecture, the Chinese University of Hong Kong.” ArchDaily, ArchDaily, 9 Aug. 2019, www. archdaily.com/901713/book-tree-school-of-architecture-the-chineseuniversity-of-hong-kong.

**Figures organized following the order of the published thesis page numbers. ** For Best viewing of this project in its totality please download to Adobe Acrobat select: view > Page Display > 2 Page View or follow the link below to issuu.com for the project Synopsis: https://issuu.com/morganashleigharch/docs/our_place_synopsis_05.01.20

Figure 20.1. Image by Author. Using Lumion Rendering Software and Adobe PS.

Figure 21.1. Image by Author. Using Lumion Rendering Software and Adobe PS.

Figure 22.1. Image by Author. Using Lumion Rendering Software and Adobe PS.

Precedents from ArchDaily. Icons from Noun Project (Various Artists) Isometric Detailed vectors from Freepik and Vecteezy. The final product of this portion of the project will be posted on the Kennesaw State University Digital Commons on May 1st 2020.

Valenzuela, Karen. “Children Park at EXPO 2015 / ZPZ Partners.” ArchDaily, ArchDaily, 5 Aug. 2015, www.archdaily.com/771353/childrenpark-at-expo-2015-zpz-partners. Luco, Andreas. “The Walls Children’s Teaching Restaurant / The Scarcity and Creativity Studio + AHO + Tianjin University School of Architecture.” ArchDaily, ArchDaily, 2 Aug. 2019, www.archdaily.com/921847/thewalls-childrens-teaching-restaurant-n-a?ad_source=search&amp;ad_medium=search_result_all. Chen, Collin. “Nanjing Galaxy Kindergarten / Lacime Architects.” ArchDaily, ArchDaily, 5 Aug. 2019, www.archdaily.com/922218/nanjing-galaxy-kindergarten-lacime-architects?ad_source=search&amp;ad_ medium=search_result_all. Section THREE Site Information Figure 16. Maps Sourced from Google. Figure 17. Icons Sourced from Noun Project. Edited by Author, Image by Author. Info from https://www.point2homes.com/US/Neighborhood/ GA/Atlanta/Thomasville-Heights-Demographics.html | https://statisticalatlas.com/neighborhood/Georgia/Atlanta/Thomasville-Heights/ Overview | https://www.niche.com/places-to-live/n/thomasville-heights-atlanta-ga/residents/ Icons (NP) Information from research on learning environments.

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Investigations Understanding this Thesis

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

syn o ps i s INTRODUCTION With development a constant factor in the displacement of existing low-income families in the city of Atlanta, the Thomasville Heights community remains only one of many casualties of a standing issue. Bordered by multiple freight yards, a landfill and a US Penitentiary, the community is left undesirable and in many cases forgotten. Within the community there is one centrally located school, a recreation center and multiple abandoned church yards which all have potential to facilitate growth within the community limits. RESEARCH This community stands at the edge of Atlanta. Not located close to any of the cities new developments, thus not warranting any immediate change in the area. This thesis focuses on generating a new dialogue around the potential of the connection of the environments of community and education. Thus, the research is based on developing successful a successful sense of place for the community of Thomasville Heights, Atlanta. PROPOSITION To develop a narrative around the relationship of community place-making and didactic environments. RESEARCH OUTCOMES -Effective community spaces that formulate a didactic neighborhood environment for this community of people from different user groups. -Makerspace- Community engagement is key to this proposal. A makerspace element will provide a place for the community to learn new skills and develop existing ones, while providing a space for them to create and add into the didactic narrative being developed. -The identity of the Didactic elements and the purpose they provide for each user group play a large role in the success of developing place. -Consideration of the Life for which this is for, then the space(s) enclosing it, and finally the built structures is what should be considered as a framework approach to the design of this new community of “place.” LEARNINGS FROM CASE STUDIES When considering the success of a design such as this, the project must consider the existing identity of the area, the history and context of the community. Considering the feasibility of the design in a low income are becomes important as well, thus material and construction methods are key factors to develop and understand. Investing in the existing context provides passive design opportunities for design decision making. DESIGN CONCEPT The concept of this design investigation is inspired by a quote from Jim Rohn--”Whatever good things we build end up building us.” This school of thought leads the concept of this project as learning is cyclical, those who are involved in the building processes of the design, and those effected by it are in the end the same. DESIGN DEVELOPMENT STRATEGIES Development of the design has been fulfilled based upon those factors previously mentioned and those factors to be mentioned in the following research - site context, economic conditions of the Thomasville Heights community, availability of site(s), movement on and along sites, and relationship of function and user experience.

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

to build and enhance the

Reasoning

Thomasville Heights

POLICY AND PROGRAM GOALS Identifying Need

The school environment, specifically that of the public school, is one in which over 90% of the US population will find itself in. In order to achieve success, the US citizen is at some point required to become part of the surrounding education system. Youth education in the US is important and controversial because of how formative those years are for future societies.

The existing community of Thomasville Heights, Atlanta, GA brings to attention a long standing division between the accessibility of quality educational and community spaces. In response to the centralization of Atlanta with new developments such as the beltline, neighborhoods like Thomasville Heights become nodes of displacement.

The community has a massive opportunity to demand places which NOW how can architecture SCHOOL PROGRAM play into this community influence business operations, education and growth. This Neighborhood, AND STAFF CAN action? How can this relationship beneﬁt from families introduced in 1967 is onlyFAMILY known now as a placeSTAFF of displacement andrecognize the better architectural AND intervention? funds undesirable. These circumstances have left the neighborhood t in a state in of knowledge connect family CAPACITY which it is not optimizing its full potential.

In this thesis an investigation of the state of education an analysis will be done of the existing conditions of public schools in the country. It will first begin with analysis of existing data of school performance, analyzing school success along with school funding, and retention rates.

Bordered by multiple freight yards, landfills and a US Penitentiary, this area is labeled as undesirable due to the surrounding context. It does not have infrastructure that supports a community, but that which in the long run devalues it. There are not many businesses or business influencing programs in the area, leaving high opportunity for new infrastructure to be implemented and explored.

there is only one building for education, Thomasville Heights Elementary School.

Investigation of the architecture of chosen school environments will be done, this will lead the development of what is to be proposed. Concerns around schools that have been raised are centered around but not limited to; What is learned and how? Who is teaching? How much people are paying for education?

Thomasville Heights is a community that never had a sense of place but its residents have always made effort to make it livable, but how can the neighborhood give back to the inhabitants, what can be brought to the community of Thomasville Heights to do this?

CAPABILITIES (skills and CONNECTIONS (network COGNITION (beliefs, valu CONFIDENCE (self-eﬃcie

engagement to student learning Thomasville heights is located at the border of South Atlanta. It is a community create welcoming of many ages, 48.8% of them children, but within the neighborhood limits, cultures

OUTCOMES

PERCENTAGE OF LOW I IN PUBLIC SC

Education in lower income communities receives less attention and support than educational programs in other areas. The location of prison facilities is correlated to the location of crime, and educational success. In communities where resources are less available, the educational success of the students reflects this.

National Average : 0.0-38 38-42 42-47 47-50 51 AND ABOVE

Other means of educational growth must be found in communities GA, USA like 60%has is its Thomasville Heights. The biggest resource that this community people, showing the people this is the key to this thesis.

ATLANTA CENTER OF HOPE (community center)

While some schools are successful in the evaluation of these questions; many schools like that in the site neighborhood

TEXTUAL FACTORS CON

social policies individual/family characteristics

E OPORTUNITIES FOR CREAT BET TER CAN ION HE T A AL C TH U D E

income/resources healthy behaviors

social/psychological beneﬁts healthier neighborhoods

PERCENTAGE OF LOW INCOME STUDENTS IN PUBLIC SCHOOLS National Average :

51%

EDUCATION

0.0-38

HEALTH

38-42 42-47 47-50 51 AND ABOVE

)

P 2. ND CO 3.

Fig3

Fig4

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

ALT H CA N PUT

AN D

I AL US A C IT SE IO O VER TI NS EDUCATION AT RISK (RE CA TH DU RO E H UG OT HO TB UT P FFEC EOPLE’ S LIVES CAN A OR

HE AL TH

concentration

TH O

attendance learning disabilities

LE HEIGHTS 05 M VIL ILE AS M

US DI RA

GA, USA 60%

Fig5

Design Intent

PEOPLE

ARC H

EQUITABLE

Fig7

TURE C E IT

COMM ITY UN

Social variables dealing with community, education, equity, social resources, health, well-being, and quality of life

BEARABLE

To develop a narrative around the relationship of community placemaking and didactic environments.

Proposition

SUSTAINABLE

PLANET Environmental variables relating to natural resources, water + air quality, energy conservation & land use.

PROFIT Economic variables dealing with the bottom line and cash flow

VIABLE

SYNTHESIS Fig6

The intent of the design(s) in this thesis is to create conversation about a new environment within NPU-Z or Thomasville Heights Atlanta. To create this conversation the first step is to know the area. This thesis goes through the architectural process of research and analysis, concept development, design development and design realization. In the end a proposal for a new type of neighborhood environment will be created. This new neighborhood design will include; - Phasing Proposal This design includes not only a central building, but also a series of smaller design instances (follies) to be integrated within the community as well. - Design Proposal for a THE Makerspace The proposed maker space will be able to house 40 people at a time, with a woodshop space, metal workshop space, offices, class areas, and outdoor learning environments. -Understanding of a new sustainable model for community development through understanding of the triple bottom line and its connection to community design. In the end, a conclusive design that incorporates the Thomasville Heights community into the idea of a developing urban environment will be proposed through this thesis.

HOME

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Project and Site Selection Why Thomasville Heights? The Thomasville Heights community is in an area of Atlanta that has been forgotten about and chosen as an ‘undesirable” neighborhood. But the areas around it are continuing to grow. The community sits on Atlanta’s Moreland Avenue, a major connector for Atlanta, it is surrounded by several land fills and freight yards, the Atlanta US Penitentiary, and the slowly deteriorating Starlight Drive-In Theater. To many all of these programs would be off-putting, they cast a shadow on any neighborhood within a mile radius. But people live within this radius, in Thomasville Heights. Opportunity to learn and achieve better environments should be available to all types of communities. Within the community there is the elementary school, a recreation center and the residences, all forming the area that is Thomasville Heights. The school, has acres of under-utilized land, and facilities that are non conducive to the learning environment of todays children. The same goes for the Recreation center., ample community space, but nothing that pushes the community to use it. It is because of the existence of these sites and their proximity to each-other and centrality within the neighborhood, that this site has been chosen as the nexus for a new Didactic Environment. Fig8

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

Need for Place The T.H community is in one of 25 Neighborhood Planning Units in the city of Atlanta. The median age of the population is 29 with a majority of the residents being female. Most of the households are single family homes to African American mothers. In a Neighborhood like Thomasvile Heights, where a large percentage of the population happens to be single mothers, to their detriment attract high probabilities of crime and other unwanted activities. In these neighborhoods it so occurs that there is a 17 percent increase in juvenile crime. “But the conventional assumptions about the root causes of crime -- and thus the solutions -- are wide of the mark: poverty and Unemployment.” In each stage of life; Early Infancy, mid-childhood, adolescence, “the lack of dedication and the atmosphere of rejection or conflict within the family diminish the child’s experience of his personal life as one of love, dedication, and a place to belong. Instead, it is characterized increasingly by rejection, abandonment, conflict, isolation, and even abuse. He is compelled to seek a place to belong outside of such a home and, most frequently not finding it in the ordinary community, finds it among others who have experienced similar rejection.” This thesis begins to ask, how this cycle of a childhood feeling of rejection or not belonging can be avoided, or at least diminished in a neighborhood like Thomasville Heights. With the implementation of new community and educational development programming, progress and a new community environment can be introduced.

AWARENESS OF RISK

CULTURAL CHANGE (Long-term attitude and behavioral changes)

Finding Place

PROVISION OF INFORMATION

THE COMMUNITY EDUCATION CYCLE

“However, it will take real leadership -- leadership through ideas and passionately meant words -- to inspire us all to cooperate in rebuilding our marriages, families, neighborhoods, and communities. That is the appropriate work for America’s political leaders and statesmen.” In his research, Patrick Fagan investigated communities and the correlation between household size and crime in inner city neighborhoods, it is pointed out the it takes leaders to acknowledge the things that need to be addressed and to take steps to make better environments for the inhabitants. (Fagan) The figure shown to the left exhibits the phases through which community and education development go. In this cycle, the awareness of the risks of making and not making change is risen. From there information is understood and distributed about the possibilities,, next it is determined .What the community’s capacity to act is; what resources are in existence what is the motivation and skill level of the inhabitants? Next action must be taken to develop steps toward cultural change , or bettering the long term existence of the neighborhood.

ACTION (Short-term behavioral change)

CAPACITY TO ACT (Motivation, skills, resources)

Fig9

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

.0Research Foundations Analysis of standing educational space design

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

DOE

Taking Note of Historic Changes in Educational Styles Traditional American Education Standards

Milestone Am. Education

18th Century

DEPARTMENT OF EDUCATION 1867 - The Department of Education is created in order to help states establish eﬀective school systems.

Early American Education

Milestones Colonial Education Massachusetts Act of 1642. It requires that parents ensure their children know the principles of religion and the capital laws of the commonwealth.

17th Century

Colonial Education DAME SCHOOLS LATIN GRAMMAR SCHOOLS Based heavily around religion Made to teach students Reading and writing Compulsory education was enacted with the Massachusetts Act of 1642.

20th Century

Colonial Education

Milestones Early Am. Education

Education Reform Better schools for EVERYONE Segregation was also in schools, while eﬀects of this are still seen in neighborhoods like Thomasville Heights, this era began to correct some of these policies

1787 - The Young Ladies Academy opens in Philadelphia and becomes the ﬁrst academy for girls in the original 13 colonies/states.

Milestone Early Am. Education 1785 - The Land Ordinance of 1785 speciﬁes that the western territories are to be divided into townships made up of 640-acre sections, one of which was to be set aside "for the maintenance of public schools."

19th Century Am. Education ?

PRIVATE EDUCATION TOWN SCHOOLS IVY LEAGUES Based heavily around religion Made to teach students Reading and writing

Milestone Education reform

Schools for women, but not Education Reform Children of Color, introduction Better schools for EVERYONE of kindergarten 1965 - The Elementary and Common schools, Secondary Education Act (ESEA) is community-supported passed on April 9. Part of Lyndon elementary schools for all Johnson's "War on Poverty," it children, were formed. provides federal funds to help Secondary schools began to emerge, heralding in the ﬁrst low-income students, which results in the initiation of educational public high schools. programs such as Title I and Kindergarten, or “children’s bilingual education. garden,” was ﬁrst established 1994 in 1860. The Improving America's Schools Act (IASA) is signed into law

21st Century Am.Education outcome based research driven active learning LEARNING BY DOING CONTINUING EDUCATION

OUTCOME BASED

RESEARCH DRIVEN

INTEGRATED CURRICULUM

STUDENTS CENTERED

COLLABORATION

ACTIVE LEARNING

MULTIPLE FORMS OF ASSESSMENT

HIGH ORDER OF THINKING

Fig10

information from eds-resources.com

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

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18th Century 18th Century Am.Education 18th Century Am.Education 18th Century Am.Education Am.Education

THE THE CHALLENGE CHALLENGE THE CHALLENGE THE CHALLENGE OPPORTUNITY OPPORTUNITY OPPORTUNITY CONDITIONS OPPORTUNITY CONDITIONS CONDITIONS CONDITIONS POLICY AND AND POLICY POLICY AND AND PROGRAM GOALS POLICY PROGRAM GOALS PROGRAM GOALS GOALS PROGRAM FAMILY AND AND STAFF STAFF FAMILY FAMILY AND STAFF STAFF CAPACITY FAMILY AND CAPACITY CAPACITY OUTCOMES CAPACITY OUTCOMES OUTCOMES OUTCOMES

20th Century 20th Century Am.Education 20th Century Am.Education 20th Century Am.Education Am.Education

lack of opportunities lack of opportunities for families lack of opportunities forcapacity families to build the lack of opportunities for families to build the capacity for partnerships for families to build the capacity for partnerships to build the capacity for partnerships for partnerships

INEFFECTIVE INEFFECTIVE FAMILY-SCHOOL INEFFECTIVE FAMILY-SCHOOL PARTNERSHIPS INEFFECTIVE FAMILY-SCHOOL PARTNERSHIPS FAMILY-SCHOOL PARTNERSHIPS PARTNERSHIPS

OUTCOME BASED OUTCOME BASED OUTCOME BASED OUTCOME BASED

RESEARCH DRIVEN RESEARCH DRIVEN

PROCESS CONDITIONS PROCESS CONDITIONS linked to learning PROCESS CONDITIONS linked to learning relational PROCESS CONDITIONS linked to learning relational development vs service orientation linked to learning relational development vsinteractive service orientation collaborative relational development + service orientation collaborative +vsinteractive development vs service orientation collaborative + interactive collaborative + interactive

ORGANIZATIONAL CONDITIONS ORGANIZATIONAL CONDITIONS systematic ORGANIZATIONAL CONDITIONS systematic integrated ORGANIZATIONAL CONDITIONS systematic integrated sustained systematic integrated sustained integrated sustained sustained

There have been efforts made in regards to bridging the relationship between community and eduction . DOE has acknowledged that there are calls to action even at a parent-faculty level. ACTIVE LEARNING ACTIVE LEARNING ACTIVE LEARNING ACTIVE LEARNING

NOW how can the architectural environment benefit from a building upon this relationship. INTEGRATED CIRRICULUM INTEGRATED CIRRICULUM INTEGRATED

By bringing awareness of the possibilities within the neighborhood, and letting everyone know that they can play a part in communal growth, Thomasville Heights has the opportunity to give itself a sense of place. This means coming up with a plan that involves All sectors; politicians, architects, planners, education and the residents STUDENTS CENTERED should be involved in the process of developing this new “place” or environment for STUDENTS CENTERED STUDENTS CENTERED the community.

to build and enhance the capacity of staff+families in these areas: to build and enhance the capacity of staff+families in these areas: to build and enhance the capacity of staff+families in these areas: CAPABILITIES (skills the andcapacity knowledge) to build and enhance of staff+families in these areas: CAPABILITIES (skills and knowledge) CONNECTIONS (networks) CAPABILITIES (skills and knowledge) CONNECTIONS (networks) COGNITION (beliefs, values) CAPABILITIES (skills and knowledge) CONNECTIONS (networks) COGNITION (beliefs, values) CONFIDENCE (self-efficiency) CONNECTIONS (networks) COGNITION (beliefs, values) CONFIDENCE (self-efficiency) COGNITION (beliefs, values) CONFIDENCE (self-efficiency) CONFIDENCE (self-efficiency) SCHOOL PROGRAM SCHOOL PROGRAM AND STAFF CAN SCHOOL PROGRAM AND STAFF CAN recognize families SCHOOL PROGRAM AND STAFF CAN recognize families funds of knowledge AND STAFF CAN recognize families funds of family knowledge connect recognize families funds of knowledge connect family engagement to student funds of family knowledge connect engagement to student learning connect family engagement to student learning create welcoming engagement to student learning create welcoming cultures learning create welcoming cultures create welcoming cultures cultures

0.0-38 38-42 42-47

Community and Education

RESEARCH DRIVEN RESEARCH DRIVEN

vement a hie me nd achieve nt and s achievement and s me achEFFECTIVE ieve nt and s c a EFFECTIVE s FAMILY-SCHOOL EFFECTIVE FAMILY-SCHOOL PARTNERSHIPS EFFECTIVE FAMILY-SCHOOL PARTNERSHIPS FAMILY-SCHOOL PARTNERSHIPS PARTNERSHIPS

PERCENTAGE OF LOW INCOME STUDENTS PERCENTAGE OF LOWSCHOOLS INCOME STUDENTS IN PUBLIC PERCENTAGE OF LOWSCHOOLS INCOME STUDENTS IN PUBLIC National Average :INCOME STUDENTS PERCENTAGE OF LOWSCHOOLS IN PUBLIC National AverageSCHOOLS : IN PUBLIC 0.0-38 National Average : 0.0-38 National 38-42Average :

21st Century 21st Am. Century Education 21st Am. Century Education 21st Am. Century Education Am. Education

51% 51% 51% 51%

CIRRICULUM INTEGRATED CIRRICULUM

STUDENTS CENTERED

FAMILIES WHO CAN FAMILIES WHO CAN NEGOTIATE FAMILIES WHO CAN NEGOTIATE MULTIPLE ROLES FAMILIES WHO CAN NEGOTIATE MULTIPLE ROLES supporters NEGOTIATE MULTIPLE ROLES supporters encouragers MULTIPLE ROLES supporters encouragers monitors supporters encouragers monitors advocates encouragers monitors advocates decision makers monitors advocates decision makers collaborators advocates decision makers collaborators decision makers collaborators from department of education collaborators from department of education

pim imipmro vroipm vropvrovem oool oloool ol emeemeem e e ch ch ch ch

NOW how can architecture play into NOW howthis cancommunity architecture action? How can this play NOWinto howthis cancommunity architecture elationship benefit action? How can thisfrom play into this community NOW how can architecture better architectural elationship benefit action? How can thisfrom lay into this community ntervention? better architectural elationship benefit from ction? How can this ntervention? better architectural elationship benefit from ntervention? better architectural ntervention?

19th Century 19th Century Am. Education 19th Century Am. Education 19th Century Am. Education Am. Education

lack of opportunities lack of opportunities for school+program lack of opportunities for school+program staff toopportunities build the lack of for school+program staff to build the capacity for school+program staff to build the capacity for partnerships staff to build the capacity for partnerships capacity for partnerships for partnerships

COMMON SCHOOLS SECONDARY SCHOOLS COMMON SCHOOLS KINDERGARTEN (1860) SECONDARY SCHOOLS KINDERGARTEN (1860) COMMON SCHOOLS SECONDARY SCHOOLS COMMON SCHOOLS KINDERGARTEN (1860) SECONDARY SCHOOLS KINDERGARTEN (1860)

PRIVATE EDUCATION TOWN SCHOOLS PRIVATE EDUCATION IVY LEAGUES TOWN SCHOOLS IVY LEAGUES PRIVATE EDUCATION TOWN SCHOOLS PRIVATE EDUCATION IVY LEAGUES TOWN SCHOOLS IVY LEAGUES

tintginstgtiunstdgtinusg dtusdtud poprpoprppopr or entententent p u u u u

HISTORY OF HISTORY HISTORY HISTORY OF OF OF EDUCATION EDUCATION EDUCATION EDUCATION ininamerica in america inamerica america

17th Century 17th Century Colonial Education 17th Century Colonial Education 17th Century Colonial Education Colonial Education

PRIVATE EDUCATION TOWN SCHOOLS PRIVATE EDUCATION IVY LEAGUES TOWN SCHOOLS IVY LEAGUES PRIVATE EDUCATION TOWN SCHOOLS PRIVATE EDUCATION IVY LEAGUES TOWN SCHOOLS IVY LEAGUES

s s s s

based heavily around religion made to teach students based around religion readingheavily and writing made to teach students readingheavily and writing based around religion made to teach students based heavily around religion reading and writing made to teach students reading and writing

nt nt nt nt

DAME SCHOOLS LATIN GRAMMAR SCHOOLS DAME SCHOOLS LATIN GRAMMAR SCHOOLS DAME SCHOOLS LATIN GRAMMAR SCHOOLS DAME SCHOOLS LATIN GRAMMAR SCHOOLS

from department of education

This chart (figure 16) came from a dual capacity framework plan for family-school MULTIPLE FORMS OF partnerships. This framework was developed by Karen Mapp to guide schools into ASSESSMENT MULTIPLE FORMS OF a relationship with their communities and others who could be involved. A framework ASSESSMENT MULTIPLE FORMS OF ASSESSMENT such MULTIPLE FORMS OF as this begins to line up what this community could do to build a more linked ASSESSMENT relationship. COLLABORATION COLLABORATION COLLABORATION COLLABORATION

HIGH ORDER OF THINKING HIGH ORDER OF THINKING HIGH ORDER OF THINKING HIGH ORDER OF THINKING

from department of education

Fig11

AWARENESS OF

AWARENESS 0.0-38 RISKcanOF 38-42 From Displaced promote a Community’s Health and Well-being 42-47 to Our Place: Educational Environments 47-50 38-42 42-47 47-50 51 AND ABOVE 42-47 47-50 51 AND ABOVE 47-50 51 AND ABOVE

AWARENESS RISK OF AWARENESS RISK OF RISK

A Place that Makes Today ’s Transition This thesis will investigate the most recent changes in schooling to date. The goal of this is to look into how the age of “information “ and the conceptual movement have pushed those making decisions within the school system. Questions such as what innovations have been introduced to the system will be proposed. How has this transition of eras led to growth and reform of school design strategies. What research has been done in sync with these changes, what are some strategies that have been proposed to coincide with change in the way that students learn, The work of Daniel Pink on the Conceptual Age will be read as well as Various design articles about the affects of design of the educational environment on those it surrounds. In this it will be investigated how the Makerspace and the Maker-Movement have come about in community development and education.

Fig12

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

MAKERSPACE we have always been makers

In their investigation of the mappings out of a maker space. Northeastern School of Architecture investigates, the making of makerspaces and goes in-depth with four specific case studies. In their findings they discovered that “each involved some element of education, community, and tools.” Each makerspace deployed some combination of these three elements in order to support their individual mission. In their in depth research they found that, “The missions of makerspaces can be broken down into four general types: I. Collaborative; the primary purpose is to provide a rent-able and collaborative workspace where like-minded individuals can work on projects, II. Free Education; the primary purpose is to provide universal education and access to new technologies; III. Innovation; the primary purpose is to provide a space where individuals or organizations can create innovative, new ideas, IV. For Profit; to provide access to tools for a profit.

KNOWLEDGE

youtube electrolysis morse code light bulb automobile

steam engine bound books

fur clothing stone tools

copper + bronze the wheel

dressed stone ceramics paper

gunpowder

tin smelting

google

skype

microscope

telescope pointed arch rib vault eye glasses

windmill

chronometer

railroad

sextant

mechanical clock

first rocket

fire

2 MYA BCE

firearms

paved roads julian calendar

iron smelting

nuclear power first webpage wi-fi

cloud storage

3d printing

PREHISTORIC ERA

3500 BCE

CLASSICAL ERA

500 CE

MEDIEVAL ERA

1450 CE

RENAISSANCE ERA

1800 CE

INDUSTRIAL REVOLUTION

2000 CE

AGE OF THE INTERNET

PRESENT DAY

cnc router laser cutting

telegraph

language written word

library of alexandria destroyed libraries

first universities craft guides library of baghdad destroyed printing press

1980 CE

radio

MAKER MOVEMENT

PRESENT

telephone television internet

ACCESS

MAKERSPACES desktop manufacturing

Fig13

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

Funding Econ omic Impor tance Traditionally, businesses and leaders concern themselves with their bottom linesâ&#x20AC;&#x201D;or, the monetary profits their businesses made. Today, more leaders have begun to think sustainability. The triple bottom line theory expands the traditional accounting framework to include two other performance areas: the social and environmental impacts of their company. These three bottom lines are often referred to as the three Pâ&#x20AC;&#x2122;s: people, planet, and profit. In order to draw in the businesses and funders of this new age, the plan of this community has to meet the requirements of the triple bottom line. There are funding programs that exist in the city of Atlanta. By reaching out and applying to those programs through a thoroughly done proposal funds for a program such as this would be possible. United Way Atlanta is one of these programs as well as the Community Development Block grants and The community Foundation for Greater Atlanta.

Fig14

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Design Strategies that Teach Didact ic Design Throughout existing schools teachers use the design of their classrooms to teach their students. There are various studies done by teachers and other sin education that show that every aspect of a class room, down to the colors used within it, have large effects on the learning and development of the students who use it. Countless times people have analyzed the design of the school building; the type of lighting it receives, the flexibility of the spaces, multi-functional spaces within schools have been identified over and over to be useful not only for the possibilities that can be found and created by the students, but also by the longevity offered by having spaces that can be used for multiple things. But this, as stated, has been researched, and while it is important to push the thinking around the school building itself; for communities like Thomasville Heights do not have the support or resources to develop with this neighborhood while continuing to support its residents. Innovative ways to develop a LEARNING ENVIRONMENT around community as a focal point can be investigated. In doing this, the thesis will be proposing an idea for a new type of community initiative that purposefully combines design strategies of community and educational design. By building putting together pieces of the puzzles that are community and educational designing, Large scheme planning that teaches or enriches the community around it would be possible.

Fig15

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

.1Initial Precedents Analysis of standing educational space design

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Woodland Elementary School HMFH Architects Milford, MA, United States Schools + Education H M F H A rchite cts w orke d close ly wit h educ at ors t o develop t he c o n ce pt for this ne w grade 3-5 elemen t ar y s c hool. The e d u cational program for the s c hool is bu ilt arou n d a t ea m t eaching me thodology and in c lus ive in s t ruc t ion t hat m a kes u s e of dire cte d le arning, s mall grou p ac t ivit ies , s kill b u i l d i n g , individualize d instruc t ion , an d projec t -bas ed l ea rn i n g as w e ll as othe r te chn iqu es t o en s ure t hat t he n ee d s o f e ach stude nt are add res s ed. This is reflec t ed in t he d e s i gn that fe ature s a se rie s of s hared s pac es an d s mall l ea rn i n g communitie s for the schoolâ&#x20AC;&#x2122;s 985 s t u den t s . I n s p i ra t i on for the sis: Sm a l l e r age range than that w hic h is previous ly in ves t igat ed, t hi s p re c e de nt introduce s a rang e of s pac es t hat c orres pon d t hro u g h color and furniture to cr eat e dif feren t en viron men t s f o r t he s tude nts. This could filter in t o programs t hat c ould b e b o t h inside and outside of the propos al des ign . i m ages : h t tps ://www.a rchd a ily.com/880466/odder-kommune -school-cebra

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Mon-School Group Louis De Vion AAVP Architecture Montévrain,Paris, France Schools + Education The V i b ee ng School de signe d by A rkit ema A rc hit ec t s is a p ri m a r y school that inte grate s sus t ain abilit y an d pedagogy i n a l o w e ne rgy class 1 school. The s c hool is c harac t erized by i t s p l ay ful re d facade , exte r n al edu c at ion al zon es an d a ro o f t hat cre ate s ide al opport u n it ies for bot h t he in s t all a t i o n o f solar pane ls and north-fac in g s kylight s . Elemen t s t ha t c o n t ribute to the school’s lo w en ergy s t at us . I n s p i ra t i on for the sis: Us e o f S ustainable syste ms is s omet hin g t hat s hou ld be g re a t e r inte grate d into inne r cit y s c hools . This des ign does t hi s a s we ll as w ork to combing a ran ge of age groups in t o o n e b u i l ding. A goal of fit ting the program t o t he n eeds of m a n y c a n be imple me nte d into t he des ign of t his t hes is . images: ht tps://www.archdaily.com/515981/the -vibeeng-schoolarkitema-architects

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

The Vibeeng School Arkitema Architects Denmark Schools + Education The Vi b ee ng School de signe d by A rkit ema A rc hit ec t s is a p r i m a r y school that inte grate s sus t ain abilit y an d pedagogy i n a l o w e ne rgy class 1 school. The s c hool is c harac t erized by i t s p l a y ful re d facade , exte r n al educ at ion al zon es an d a ro o f t hat cre ate s ide al oppor t un it ies for bot h t he in s t all a t i o n o f solar pane ls and north -fac in g s kylight s . E lemen t s t ha t c o n tribute to the schoolâ&#x20AC;&#x2122;s low en ergy s t at us . I n s p i ra t i on for the sis: U s e o f S ustainable syste ms is s omet hin g t hat s hould be g r e a t e r inte grate d into inne r cit y s c hools . This des ign does t hi s a s w e ll as w ork to combing a ran ge of age grou ps in t o o n e b u i l d ing. A goal of fit ting the program t o t he n eeds of m a n y c a n be imple me nte d into t he des ign of t his t hes is . images: ht tps://www.archdaily.com/515981/the -vibeeng-schoolarkitema-architects

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Sentia school 1+ 1> 2 Ar c hi t ec t s Tu L i e m d i s t r i c t , H a n o i , V i e t n a m Schools + Education The s it e of s c hool is loc at ed in Han oi, w hi c h i s a sy m m et r i c an d s urroun ded by lot s of t ower b l o c ks. The sc ho o l c ompris es a kin dergart en , primar y, an d sec o n d a r y sc ho o l . It n ot on ly has s eparat ed playgrou n d s d i v i d ed by a g es bu t als o a c ommon playgrou n d, whic h c o u l d b e u sed by ever yon e. To fit in t he as ymmet r i c si t e a n d c r ea t e playgroun ds s eparat ely, t he s c hool is d esi g n ed w i t h a z igzag form t hrough t he s it e. Series of c o n t i n u o u s sp a c es whic h like a loop c ombin ed wit h a flexi b l e b r i d g e c o r r i d o r s ys t em c reat in g s erial c han ges an d unex p ec t ed v i ew s f o r t he u s ers . By t his des ign , c las s rooms a r e o r i en t ed t o t he Nort h an d Sou t h an d maximize c ollec t i n g o f n a t u ra l l i g ht an d ven t ilat ion . The s port s field, gymna si u m a n d c a n t een are plac ed at t he en d of win d direc t ion , a s a r esu l t n o i ses are ef f ec t i v el y r ed u c ed . In sp i ra t i o n f o r t hesi s: This s c hool hous es a larger ran ge of a g es a n d ha s a mult ilevel des ign . It als o us es c ommun i t y el em en t s i n i t s form an d p ro g ra m l o c a t i o n . i mages ht tps ://www.arc hdai l y.c om/911411/s entia-school-1-plus-1-2-architects

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

C h i l d r e n P a r k a t E X P O 2 015 ZPZ Partners EXPO, Rho Metropolitan City of Milan, Italy Community Engagement The C hi l dre nâ&#x20AC;&#x2122;s Park, a line ar ga rden wit h eight at t rac t ion s o n ra i s ed plat forms, has gian t bobbin -s haped elemen t s i n wo o de n lat tice she lte ring t he exhibit s an d c hildrenâ&#x20AC;&#x2122;s a c t i v i t i e s from rain and sun. Fragmen t s of domes t ic at ed n a t u r e w he re the natural and ar t ific ial c oexis t , t he exhibit s w ere d esigne d to privile ge the organ ic lan guage of n at u re a s o p p o s e d to a more formal ar c hit ec t ural voc abular y. I n s p i ra t i on for the sis: Thi s p ro je ct introduce s some of what ext erior learn in g c o m m u n it y space s can be come. A goal for t his projec t w o u l d b e to bring the e ducat ion al en viron men t out s ide o f t he classroom and into the n eigh borhood c reat in g i n vo l v eme nt of the communit y a s a whole in t he bet t ermen t o f t he n eighborhood and the children . i ma g e s: h t t p s: / / w w w. a rc hd a i l y. c o m / 77135 3 / c h i ldre n-park-at-e x po -2015 -zpz-par tne rs

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Gavroche Center for Children SOA Architectes YOUTH CENTER SAINT-OUEN, FRANCE Community Engagement The w o r kshops and game s rooms are t herefore t u rn ed t o wa rd s the garde n, most of the s pac es ben efit in g from an u n o b s t ru cte d vie w out onto gre en er y. The en t ran c e s pac e, w i t h i t s f ore court se t back from t he s t reet , ac t s as an urban c o n n ec t ion w ith the rue Arago. The buildin g s lot s in t o t his c o m p l ex site , pre se r ving, as mu c h as pos s ible, a c ert ain c o n t i n u i t y w ith the existing urban fabric as well as wit h t he l a y o u t o f the Victor H ugo Garden . I n s p i ra t i on for the sis: The w a y w hich the building fo lds in t o t he u rban fabric c o u l d b e use d as inspiration for t he in c orporat ion of t he d e s i g n i n to the ne ighborhood. The c on n ec t ion of in door t o o u t d o o r also acts as a point of in s pirat ion for t he maker s p a c e. h t t p s: / / www. a rc hd a i l y. c o m / 167810 / g a v ro c he - c entre -f o r-chi l dre n-so a-archi te cte s

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

.2Case Studies Understanding the Didactic Environment

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Selection Criteria Choosing Case Studies to Exemplif y Didactic Elements In order to understand what a didactic environment could be in Thomasville Heights, Atlanta, the existing context of the site must be considered. In the neighborhood there is one elementary school and an existing recreation center, the two are set across the street from each other. This offers a chance for conversation between the community and education programs.

USE OF NATURE

MEMBER DIDACTIC ENV

NATUR

According to an article by sports advisory; rec centers are usually used to bring together the community through various activities; “a vibrant community recreation center can have a stabilizing effect on the lives of young people. By providing safe and adequately equipped spaces ... community centers instill discipline, healthy exercise habits, and teamwork.” The Maker Space program and the instances intended to be created from it would provide these

designs that us include but are to: -

MATER

Sustainable and Safe Communities

designs that u include but are to: -

This Project investigates how a low-income urban community can be adapted into a didactic environment using both the community and its elementary school to create a bridge between early childhood learning and community. This will be done by exploring elements of the elementary school, the community and of architecture to develop an approach through which resources of the community are given the chance to become multifaceted. In doing this both funding elements and design tactics will build up a sustainable community model. In the chosen community students walk home more than not and this thesis aims to create environments that allow for safe and educational journeys throughout the neighborhood. Human Development and Well-Being The environment created is meant to be didactic. As many students of the local elementary school must walk home, they are forced to walk through a deteriorating, unsafe environment. Using elements found to be encouraging to the educational development — connections to nature, spatial connection, and development through play — this didactic environment will be explored. To develop deeper understanding for what these elements mean to that of a student I am investigating the work of Maria Montessori on Nature in education, and research from Faculty at the U. Melbourne on school as a socio-spatial assemblage are also being analyzed.

PLAYFULNESS

MEMBERS OF A DIDACTIC ENVIRONMENT

SEQUEN

USE OF MATERIAL

designs that u include but are to: -

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designs that include but are to: -

SPATIAL SEQUENCING

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

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USE OF MATERIAL

NATURE

designs that use nature include are use not limitd designsbut that nature include butto: are not designs that uselimitd nature designs that use nature - are not limitd to: include but include but are not limitd - to: to: SEQUENCING

MATERIAL PLAYFULNESS SEQUENCING

SEQUENCING PLAYFULNESS

PLAYFULNESS

Theisschool isThe the first place aassimilated person assimilated school is the place where a person assimilated The The school school is the the first first place place where where a where person a first person assimilated The school isthe the first where a public person assimilated a contact with theplace public spaces, sharing andsharing the a public contact with the spaces, and the a acontact contact with withthe public spaces, spaces, sharing sharing and and the the a contact with the public spaces, sharing and socialization ofplaces the of places of where one where one socialization of thetransition places ofone transition socialization socialization ofofthe the places oftransition transition where where one the socialization of the places transition develops develops where life.” one develops develops life.” life.”of life.” develops life.” is not“Space always educates.” “Space is“Space not neutral itneutral always educates.” isitnot neutral it always educates.” “Space is not neutral it always educates.” “Space is not neutral it always educates.”

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being SPATIAL SEQUENCING

SEQUENCING MATERIAL

designs that use nature designs thatareuse include but notnature limitd include but to: are not limitd designs that use nature to: -are not designs uselimitd nature include butthat to:are not limitd include but - to:

SPATIAL SEQUENCING

MEMBERS OF A DIDACTIC ENVIRONMENT

designs that use nature designs but that include areuse not nature limitd include butto: are not limitd to: -

designs that use nature include but are not limitd PLAYFULNESS to: -

designs that use nature include but are not limitd to: -

D i dacti c E l e m e nt PL PL

PPL PPL L L

S S SSS SSS

BALANCE BALANCE BALANCE BALANCE

SLIDING SLIDING SLIDING SLIDING

CLIMBING CLIMBING CLIMBING CLIMBING

AATTUURREE

SWINGING SWINGING SWINGING SWINGING NATURE NATURE

NNconsidering When AATTUURREE designing with nature as a didactic element, the project will seek to incorporate N N aspects presented. This can be done in many ways, incorporating solar strategies or, integrating the design with natural elements, like the vegetation. Elements of water runoff and catchment can be displayed as well. Modules have the opportunity to react to the wind, and truly influence the space as well. EARTH EARTH EARTH EARTH

WATER WATER WATER WATER

SS SS

MuchYYlike LNNEEpresented precedents and studies, play can be integrated into the learning FFUULthe A A environment by NEEextending the physical landscape into a new “learning landscape.” This can be YYFFUULLN A A done through creating what this project aims to call “reading landscaping.” in which elements of play will be incorporated into exterior library and classroom settings.

FULNE AY FULNE AY

FIRE FIRE FIRE FIRE

BALANCE BALANCE SENSES SENSES SENSES SENSES

CLIMBING CLIMBING

SWINGING SWINGING

SENSES SENSES

from geniusofplay.org

from from geniusofplay.org geniusofplay.org from geniusofplay.org from geniusofplay.org

EARTH EARTH SPACE SPACE SPACE SPACE

WIND WIND WIND WIND

SLIDING SLIDING

WATER WATER

FIRE FIRE

WIND WIND

SPACE SPACE

u-mich.edu and other

u-mich.edu u-mich.edu and and other other u-mich.edu and other u-mich.edu and other

TERIAL MA TERIAL MA

TTEERRIALL MMAA IA TTEERRI MMAA IAALL

Materiality will play a role throughout all of the Environment as in many of the studied projects, when an element is introduced materiality influences the nature or the intensity that an element plays.

INTERACTION INTERACTION INTERACTION INTERACTION

LIGHTING LIGHTING LIGHTING LIGHTING

INTERACTION INTERACTION VOID VOID VOID VOID

SOLID SOLID SOLID SOLID QUENCING E S QUENCING E S

INGG QQUUEENNCCIN E E SS UUEENNCCIN INGG QQ SSEE

PROGRAMMING PROGRAMMING PROGRAMMING PROGRAMMING

TIME TIME TIME TIME

LIGHTING LIGHTING

SOLID SOLID

VOID VOID

? ?? ??

Consideration of social and a spatial sequencing will be taken into account as progression from space to space, design to design, module to module is key to develop this “didactic PROGRAMMING USER GROUPS environment” for the Thomasville TIME Heights Community.

PROGRAMMING USERGROUPS GROUPS USER USERGROUPS GROUPS USER

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

TIME

USER GROUPS 43

P lay

MODULE 1 : SEATING

CLIMBING

1’6”

2’

3’

drai=wing by me

simple shelve planes create the branches, or the book shelves of this book tree.

The structure is like the trees trunck and branches. it supports the structure. It allows for a space or the communiy to collecty underneath.

: STRUCTURE

: COVERING

MODULAR ELEMENTS

CONTRAST IN MATERIAL

each different hwight module allows for the uers to climb and seat themselves both wat normal ground level and at the 1’6” ground level of the installation

The covering is a thin fabric. it allows some protection from the elements but allows the florescent light of the structure above to penetrate.

SENSES

BALANCE

: SHELVING

ELEMENTS THAT ENCOURAGE INVASTIGATION

RESPONSE TO SURROUNDING

Book Tree Structure / School of Architecture, the Chinese Universit y of Hong Kong

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

MODULE 1 :

ELEMENTS THAT ENCOUR

2’

MODULE 2 : STRUCTURE

The structure is like the trees trunck and branches. it supports the structure. It allows for a space or the communiy to collecty underneath.

MODULE 1 : SEATING drai=wing by me

3’

drai=wing by me

Reading is not to be thought of a “quiet chore” but a fun experience Design: open timber landscape for sitting, tree structure that holds the books. “The structure was built from untreated timber as to reconnect children to the warmth of natural materials contrasted to the mineral and hard materiality of the surrounding infrastructure.” -Model Platform: modular, multilevel. lends to curiosity/exploration -Investigation of diﬀerence of material (warmth vs hard ) - about 6 m wide, 18-20 ft in size

drai=wing by me

Libraries are typically associated with quiet and studious spaces. The idea behind the “Book Tree” is to install a structure where children can play while reading, rather than a chore reading books becomes a fun experience. The temporary installation is composed of two elements, an open timber landscape to sit down and a tree structure that holds books. The structure was conceived as a tree where the diﬀerent branches each house books for diﬀerent ages. The structure was built from untreated timber as to reconnect children to the warmth of natural materials contrasted to the mineral and hard materiality of the surrounding infrastructure.

drai=wing by me

SHELF HEIGHTS Heights of shelving varies giving access to books on all levels of the tree. Lower branches are accessible for smaller reaches.

SECTION FROM THE ARCHITECT

2’

MODULE 2 : STRUCTURE

MODULE 3 : COVERING

SHELF HEIGHTS Heights of shelving varies giving access to books on all levels of the tree. Lower branches are accessible for smaller reaches.

1’6”

The structure is like the trees trunck and branches. it supports the structure. It allows for a space or the communiy to collecty underneath.

simple shelve planes create the branches, or the book shelves of this book tree.

drai=wing by me

The objective of the project is twofold: to inhabit a lost urban space and simultaneously to create a new type of reading experience for children within the Mei Foo neighbourhood. Due to its high density and unique topography, Hong Kong has a high concentration of residual urban spaces, spaces that are not planned and typically occur by accident. These lost spaces have become invisible to local people who usually dismiss them as mundane background places devoid of purpose.

drai=wing by me

each different hwight module allows for the uers to climb and seat themselves both wat normal ground level and at the 1’6” ground level of the installation

MODULE 3 : SHELVING

CLIMBING

3’

SENSES

BALANCE

The covering is a thin fabric. it allows some protection from the elements but allows the florescent light of the structure above to penetrate.

MODULAR ELEMENTS

CONTRAST IN MATERIAL

simple shelve planes create the branches, or the book shelves of this book tree.

MODULE 3 : SHELVING

ELEMENTS THAT ENCOURAGE INVASTIGATION

MODULE 3 : COVERING

The covering is a thin fabric. it allows some protection from the elements but allows the florescent light of the structure above to penetrate.

RESPONSE TO SURROUNDING

Libraries are typically associated with quiet and studious spaces. The idea behind the “Book Tree” is to install a structure where children can play while reading, rather than a chore reading books becomes a fun experience. The temporary installation is composed of two elements, an open timber landscape to sit down and a tree structure that holds books. The structure was conceived as a tree where the different branches each house books for different ages. The structure was built from untreated timber as to reconnect children to the warmth of natural materials contrasted to the mineral and hard materiality of the surrounding infrastructure.

SECTION FROM THE ARCHITECT

https://www.scmp.com/news/hong-kong/community/article/2160293/book-tree-under-hong-kong-ﬂyover-no-ordinary-library https://www.archdaily.com/901713/book-tree-school-of-architecture-the-chinese-university-of-hong-kong

CONCLUSIONS

CLUSIONS

SENSES

CLIMBING

SWINGING

BALANCE

SLIDING

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

n atu r e

REFLECTING THE NARRATIVE ENCOURAGING INVESTIGATION OF ELEMENTS

TO SURROUNDING

EDGES : DIDACTIC VEGETATION CONTINUED MOTTIF

The Pavilions, arranged across an area of 1.1 million square meters, are the real protagonists of the Expo where Countries from all around the world , starting from their culture and traditions, are encouraged to pose questions and propose solutions for the big challenges linked to previsions about nutrition. Through the installed lighting solutions, Linea Light Group is one of the companies contributing to the enhancement of the pavilions’ structures and exhibition spaces, highlighting details and geometries, putting into focus and sharpening the environment, colors and exposed subjects, as well as creating chromatic eﬀects following architectural elements and emotional aims at sunset.

TO SURROUNDING

GN OF ACTIVITIES

INVSTIGATION AND NATURE

RESPONSE TO SURROUNDING

C h i l d r e n P a r k a t E X P O 2 0 15 / Z P Z P a r t n e r s

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

ENCOURAGING INVESTIGA

RESPONSE TO SURROUNDING

REFLECTING THE NARRATIVE ENCOURAGING INVESTIGATION OF ELEMENTS

EDGES : DIDACTIC VEGETATION CONTINUED MOTTIF

FIRE

The design strategy was inspired by a need to create a unified visual perception while heralding the experiential, interactive and didactic exhibits along the path, occasionally interspersed with natural planting. The solution was to approach the project as landscape architecture, confronting the language of nature-by-design, the lexicon of historic Italian gardens, but also the sequential nature more typically found in agriculture.

EARTH

CONCLUSIONS

SPACE

RESPONSE TO SURROUNDING

DESIGN OF ACTIVITIES

CONCLUSIONS

The Children’s Park, a linear garden with eight attractions on raised platforms, has giant bobbin-shaped elements in wooden lattice sheltering the exhibits and children’s activities from rain and sun. Fragments of domesticated nature where the natural and artificial coexist, the exhibits were designed to privilege the organic language of nature as opposed to a more formal architectural vocabulary RESPONSE TO SURROUNDING

INVSTIGATION AND NATURE

RESPONSE TO SURROUNDING

CONTINUED

INVSTIGATION A DESIGN OF ACTIVITIES

The objective was not to build architectural structures but places with permeable surfaces using the language of gardens, woven elements that recall living plants or plant material fossils. The structures, their colors becoming less intense towards the top, also create a dialogue with the riparian forest planted along the Park’s edge. Just inside, the Expo canal is planted with themed areas of monospecific vegetation; decorative or fruit bearing trees and shrubs are WIND WATER linked to the didactic path which includes a butterfly garden and an aromatic plant garden.

WIND

WATER

SPACE

FIRE

EARTH

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

T h e W a l l s C h i l d r e n ’s T e a c h i n g R e s t a u r a n t / Th e S c a r c i t y and Creativity Studio + AHO + Tianjin University School of Architecture WATER AS A MATERIAL

VOID AND INTERACTION

POETIC CONNECTIONS

The walls are rendered, inside and out, in sand and white-cement pigmented with ferric oxide, to produce a distinctive "Chinese" red, ubiquitous in historic buildings, such as The Forbidden City in Beijing, and symbolic of happiness in Chinese culture.

MATERIAL : THE RED WALL

RESPONSE TO OUTDOORS L 3: CONCRETE

POINTING TO THE FIELDS. the project leads its studnets out to the ﬁelds from which they will prepare their dishes in the teaching building.

IAL 2: WOOD

The school is the ﬁrst place where a person assimilated a contact with the public spaces, sharing and the socialization of the places of transition where one develops life.”

Fully openable glass assemblies close the dining and kitchen spaces at both ends, extending them out into adjoining nature. Outdoor spaces are surfaced in black clay bricks or gravel.

TOWN

Use of water as a material, for teaching and contrast purposes. The students wash their produce here, with a view o the gardens which they pulled it from.

Connection to the outdoors is experiences within the kitchen spaces through the breakthrough of the materials used. Windows and open ceiling conditions remind the students where the food is coming

SPATIAL MATERIAL DETAILS

FIELDS

RESPONSE TO OUTDOORS

Children are invited to explore the surrounding agricultural ﬁelds for produce, before bringing it back to the restaurant to prepare it.

MATERIAL CONNECTIONS

RESPONSE TO SURROUNDING

Children are invited to explore the surrounding agricultural ﬁelds for produce, before bringing it back to the restaurant to prepare it.

“Space is not neutral it always educates.”

IAL 1: NATURE

EMENTS

M ate r i a l ity

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

RESPONSE T

MATERIAL : T

SPATIAL MAT

The school is the ﬁrst place where a person assimilated a contact with the public spaces, sharing and the socialization of the places of transition where one develops life.” “Space is not neutral it always educates.”

The school is the ﬁrst place where a person assimilated a contact with the public spaces, sharing and the socialization of the places of transition where one develops life.”

Children are invited to explore the surrounding agricultural fields for produce, before bringing it back to the restaurant to prepare it. Connection to the outdoors is experiences within the kitchen spaces through the breakthrough of the materials used. Windows and open VOID is coming ceiling conditions remind the students where the food MATERIAL 1: NATURE

RESPONSE TO OUTDOORS

Fully openable glass assemblies close the dining and kitchen spaces at both ends, extending them out into adjoining nature. Outdoor spaces are surfaced in black clay bricks or gravel.

MATERIAL 3: CONCRETE

POINTING TO THE FIELDS. the project leads its studnets out to the ﬁelds from which they will prepare their dishes in the teaching building.

RESPONSE TO OUTDOORS

SPATIAL MATERIAL DETAILS

Connection to the outdoors is experiences within the kitchen spaces through the breakthrough of the materials used. Windows and open ceiling conditions remind the students where the food is coming

TOWN

Fully open-able glass assemblies close the dining and kitchen spaces at both ends, extending them out into adjoining nature. Outdoor spaces are surfaced in black clay bricks or gravel. The walls are rendered, inside and out, in sand and white-cement INTERACTION pigmented with ferric oxide, to produce a distinctive “Chinese” red, ubiquitous in historic buildings, such as The Forbidden City in Beijing, and symbolic of happiness in Chinese culture.

MATERIAL 3: CONCRETE

INTERACTION

“Space is not neutral it always educates.”

images and Text : https://www.archdaily.com/921847/the-walls-childrens-teaching-restaurant-n-a https://www.dezeen.com/2019/08/15/the-walls-childrens-teaching-restaurant-architecture-china/

The school is the first place where a person assimilated a contact with the public spaces, sharing and the socialization of the places of transition where one develops life.” SOLID “Space is not neutral it always educates.”

POINTING TO THE FIELDS. the project leads its students out to the fields from which they will prepare their dishes in the teaching building. images and Text : https://www.archdaily.com/921847/the-walls-childrens-teaching-restaurant-n-a https://www.dezeen.com/2019/08/15/the-walls-childrens-teaching-restaurant-architecture-china/

CONCLUSIONS

LIGHT

POETIC CONNECTIONS Use of water as a material, for teaching and contrast purposes. The students wash their produce here, with a view o the gardens which they pulled it from.

MATERIAL CONNECTIONS

VOID AND INTERACTION

FIELDS

MATERIAL : THE RED WALL

WATER AS A MATERIAL

MATERIAL 2: WOOD

VOID

Children are invited to explore the surrounding agricultural ﬁelds for produce, before bringing it back to the restaurant to prepare it.

MATERIAL 2: WOOD

MATERIAL 1: NATURE

LIGHT

RESPONSE TO SURROUNDING

Children are invited to explore the surrounding agricultural ﬁelds for produce, before bringing it back to the restaurant to prepare it.

KEY INVESTIGATION ELEMENTS

LIGHT

VOID

INTERACTION

SOLID

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

SCHOOL EDGES

Lacime

SCHOOL COURTYARDS

SCHOOL EDGES

SURROUNDING

L EDNTRY

SCHOOL COURTYARDS

RESPONSE TO SURROUNDING

Kindergarten

SCHOOL COURTYARDS

Nanjing Galaxy Architects

Exploartion of transition spaces from exterior to interiror spaces. this school took into account all users experiences through form exploration as well as relationship of space ( indoor to outdoor)

SURROUNDING

S pati a l s e q u e n c i n g

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

TIMING

USER GROUPS

RESPONSE TO SURROUNDING

PROGRAMMING

SCHOOL COURTYARDS

SCHOOL COUR

A building is designed with functions while a tree house nurtures a dream, because its mini shape is filled with imagination. Maybe a rabbit will jump out when it is opened. The entrance of the kindergarten faces the west, and a square ground is designed as the waiting area for drop-off and pick-up.

RESPONSE TO SURROUNDING

SCHOOL COUR RESPONSE TO SURROUNDING

CONCLUSIONS

SCHOOL COURTYARDS RESPONSE TO SURROUNDING

Exploartion of transition spaces from exterior to interiror spaces. this school took into account all users experiences through form exploration as well as relationship of space ( indoor to outdoor)

The “retreating” ground is shared with the city, which not only reduces the pressure of dense streams of people on urban street and provides a buffer for the building and street, but also makes the whole building a unique urban interface. Water and plants are used as the partition of the kindergarten and the building as the background to create a space connecting the city, where parents can wait, talk and partially see their children in the school through the gallery frame. -archdaily article on Nanjing Galaxy Kindergarten

CONCLUSIONS

SCHOOL EDNTRY

SCHOOL COUR Designed with a U-shaped layout, the kindergarten consists of 7 well-arranged “containers”, and each container is a living space of children’s tribe. These “containers” combining different theme spaces and public space for activities separate inner courtyard from outer one. The adult world is rife with tall buildings and hustle and bustle. But for children, a tree, a white tree house and shallow water are their small world.

Exploartion of transition spaces from exterior to interiror spaces. this school took into account all users experiences through form exploration as well as relationship of space ( indoor to outdoor)

PROGRAMMING

TIMING

USER GROUPS

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

Site Information Thomasville Heights, Atlanta GA

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Macro Site Introduction

Geographic location

Atlanta, GA

Thomasvil

GA, USA

Thomasville Heights Community

n 8 Hous o i t ing c e S

1967

Located in Atlanta Georgia, the site (Thomasville Heights Atlanta, GA), offers opportunity to be a gateway for new community design in areas similar around the country. This is an outskirt neighborhood. Just on the southeastern corner of the Atlanta City Bounds.

Recreat f o k ion c a

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Fig16

The Community The Community Thomasville Thomasville Heights, Heights, Atlanta Atlanta THOMASVILLE THOMASVILLE HEIGHTSHEIGHTS

PROGRAM PROGRAM KEY KEY From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

SINGLE SINGLE FAMILY FAMILY RES RES

S ite m a p p i n g

LE L VI

H EIG

ING N O Z

MAP

LE HEIGHTS 05 M VIL ILE AS M

US DI RA

TH O

TH OM AS

ATLANTA CENTER OF HOPE (community center)

LOW DENSITY COMMERCIAL (LDC) SINGLE FAMILY RESIDENTIAL RECREATION EDUCATION LOW DENSITY MIXED USE (LDMU)

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

MORELAND AVE SE

bus stops

TRAFFIC AND CIRCULATION VEHICLE TRAFFIC

Major Roads

Entry Streets

POI

0.5 MI LE RA DI U

walking traﬃc

0.5 MI LE RA DI U S

0.5 MI LE RA DI U

H UG

VD BL

0.5 MI LE RA DI U

walking traﬃc

O ON CD

0.5 MI LE RA DI U

A town of nearly 12000 households, Thomasville Heights, hasa variety of backgrounds and age groups within. It is bordered to the east by Atlanta’s MorelandAvenue, a Major Connector of the city as well as the Atlanta US Penetentiary, a city Landfill and the Old Starlight Drive in Movie Theatre. The neighborhood has a few existing community driven programs, many of those are near the undesireable programs listed previously. It is also bordered 2 major streets in of the city.

Pedestrian Conditions

Entry Streets

Major Roads

MORELAND AVE SE

bus stops

Community Programs

Community Programs Major Roads

TRAFFIC AND CIRCULATION

Entry Streets

walking traﬃc

POI Community Connection Points

VEHICLE TRAFFIC

0.5 MI LE RA DI U S

0.5 MI LE RA DI U

Major Housing

0.5 MI LE RA DI U

Undesired Programs Pedestrian Conditions 0.5 MI LE RA DI U

O ON CD

H UG VD BL

MORELAND AVE SE

bus stops

Undesired Programs

Community Connection Points

Major Roads

Entry Streets

POI

Major Housing

walking traﬃc

Community Connection Points 0.5 MI LE RA DI U

Community Programs

Undesired Programs

Major Housing

0.5 MI LE RA DI U

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

p h as e m a p p i n g In order to accomplish a community development plan of this size, a phasing initial plan has been laid out. In the map below the proposal is divided into four (4) phases. The first is the one that is investigated and idealized through design drawings and renderings in this thesis. Each site chosen throughout all phases is owned by; the city of Atlanta, the board of education, a church or another community organization. Within the first phase the sites chosen are: (1) An Abandoned Church Lot, (2) the THE School garden and play yard, (3) the existing Thomasville Recreation Center. Each of these sites were chosen to push an initial visual connection among the sites that will be shown in later images.

PHASE ONE PHASE TWO PHASE THREE PHASE FOUR

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

T.H. Thomasville Fact s Heights Community 1967

on 8 Housin i t c g Se

Thomasville Heights was a 350-unit housing project built in 1967, demolished in 2010, and replaced with section-8 housing, Forest Cove Apartment. Unlike Bankhead Courts, Thomasville Heights was redeveloped, but it’s still viewed as a dangerous neighborhood.

Atlanta currently has over 250 units of subsidized housing. The section 8 program provide both rental support to the family as well as funds to service the debt incurred by the property owner for the unit’s rehabilitation.

f Recreatio o k c n La

The Thomasville Heights Resource and Recreation Center, while it has existed, has been closed and re-opened often over the pas several years. When open it becomes a gathering space for the community, but because of the inconsistency the center leaves much to be desired.

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

Owner vs Renter

Average Time to Work

d e m og ra p h i c s

Household Income

68%

34%

19%

0-14,999

15-24,999

Owner vs Renter

Average Time to Work

Household Income

68%

35 min 35 min

500,000 34% 1% 150-199,999

19%

0-14,999

15-24,999

100-149,999

1% 5% 1% 500,000 75-99,999

13%

32%

13%

owner occupied homes 32% renter occupied homes

150-199,999

25-34,999

35-49,999

13%

25-34,999

13%

owner occupied homes

35-49,999

100-149,999 50-74,999 5% 75-99,999

11%

50-74,999

renter occupied homes

education

20.93

work travel

have completed some college 16.22

education

20.93 4.58

graduate/professional

degreecompleted have some college

16.22

ride bikes to work

10.13

no high school bachelors diploma degree

23.33

work travel population age

took public walk to transit to work work

0.2% 11.90

carpool

child

4.58

23.33

workforce

household

28,250

median household income

57.7% of those workers 12,037 drive alone to work household 28,250

workforce

no high school diploma

4.58

workers age 16+ senior

0.90%

took public walk to transit to work work

57.7%

graduate/professional

degree median household income

16.22

of those workers drive alone to work

48%+

carpool to work

no high school diploma

4.58

graduate/professional degree

of the population is children age 18 and under

48.8%

20%

race

31.2%

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

88.27% black 6.30% white

16.22

11.90

graduate/professional degree

12,037

workers age 16+

0.90%

to work ride bikes to workadult

10.13

no high school bachelors diploma degree

0.2%

3.93

race

hispanic

0.26%

native american

0.02%

88.27% 1.00% asian

black 6.30% white

3.93

hispanic

1.00% asian

paciﬁc islander

0.26%

native american

0.02% paciﬁc islander

Fig17

PROPOSED SITES Phase 1 Proposed Sites

Pa rc e l own e rs h i p m a p

SITE 1.1 RECREATION CENTER

SITE 1.2 TH

PROPOSED SITES SITE 1.1 RECREATION CENTER

SITE 1.2 THOMASVILLE HEIGHTS ELEM.

SITE 1.3 CHURCH

PROPOSED SITES SITE 1.1 RECREATION CENTER

SITE 1.2 THOMASVILLE HEIGHTS ELEM.

SITE 1.3 CHURCH Design Site

Design Site

REC Center

T.H. Elementary

CITY OF ATLANTA / GOVERNMENT ATL. BOARD OF EDUCATION CHURCH PRIVATELY OWNED

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

PROPOSED SITES

didactic environment

MAKERSPACE

SITE 1.1 RECREATION CENTER

SITE 1.2 THOMASVILLE

SITE QUALITIES SITE SELECTION -In phase one of the design, the rec center is planned to be the community center point of the plan. it will display the planned spaces and be a nexus for future design moves.

Design Site

REC Center

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

didactic environment

green house reading landscape

SITE 1.2 THOMASVILLE HEIGHTS ELEM.

SITE 1.3 CHURCH

SITE QUALITIES

SITE SELECTION -The school already has a large garden plot and more land outside of it that is unused. this space can become community garden space with the purpose of fueling the market space design. the school is the educational center point of the plan.

REC Center

T.H. Elementary

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

didactic environment

installation

SITE 1.3 CHURCH

SITE QUALITIES

SITE SELECTION -Churches around the site will formulate around the allocation of a reading landscape or of an open installation. many of the church yards are vacant and unused with will bring activity and purpose to abandoned, but once central, lots.

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Program

Analysis of Spatial Requirements in Makerspace

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

S ite M ass i n g

Building Design Program Mass

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

P rog ra m m i n g Spatial Breakdown

M a ke r-roo m s The M A K I N G p ro g r a m o f t he p ro p o s a l c o n s i s t o f a w o o d a n d a m e t a l s h o p a r e a . The s e s p a c e s n e e d l a r g e a r e a s a s t he r e w i l l b e m a c h i n e r y a n d a c t i v i t y. The r o o m s a r e m e a n t t o h o l d 16 p e o p l e m a x a t a t i m e . T h i s p r o g r a m w i l l i n t r o d u c e the possibilit y of making to the neighborhood, allowing the inhabitants to take control of their environment, to make it their own through beautification and design investigations M e t a l W o r k i n g A r e a 15 0 0 s f W o o d - W o r k i n g A r e a 13 0 0 s f

L e a r n i n g roo m s Making is not only limited to spaces in which there is heavy machinery and wood and metal. Making can be about collaboration and natural i n v e s t i g a t i o n a s w e l l . I n t he d e s i g n The r e a r e c o n f e rence rooms and class room spaces meant for the users of the building to come together to make something new. O f f i c e / C o n f e r e n c e 12 0 0 s f C l a s s T y p e S p a c e s 31 0 0 s f

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

us e r g ro u ps Spatial Breakdown

L eve l o n e The Lo w e r Lev e l o f t he B u i l d i n g c o n s i s t s o f m a n y o f t he p l a y d r i v e n p r o g r a m s o f the design. Here there are gathering rooms and spaces, of fices, explorations rooms and the main restrooms.

gallery

restroom

offices

court yard

classrooms

playgrounds

labs

l eve l two The U p p e r Lev e l o f t he b u i l d i n g ( m a i n l ev e l f ro m t he par king lot . Has a service entrance connected with a drive up loading area near the existing recreation center parking lot. 0

classrooms

metal shop

offices

wood shop

entrance

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Design Site Plan

Forest Cove Apartments

Th o m a s v i l l e H e i g h t s Recreation Center

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

L eve l o n e us e r g ro u ps Service and Hallways Classrooms/Learning Spaces Investigation Labs Offices

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

l eve l two us e r g ro u ps Service and Hallways Classrooms/Learning Spaces Investigation Labs Offices

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

d e s i g n s e cti o n p e rs p e ctive The design of the maker space is meant to incorporate connection of indoor to outdoor space. In the Sections to come, this relationship is shown. The materials used in the spaces are also used as part of the didactic environment of this Makerspace.

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

d e s i g n s e cti o n p e rs p e ctive

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

d e s i g n s e cti o n p e rs p e ctive

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Th e c o u rtya r d

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

tra n s iti o n s pac e

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

l e a r n i n g s pac e

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

wo r ks h o p

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Design Investig ations The Module and The Folly

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

The Folly A folly is an ornamental structure built for the enjoyment of those around it. Historically the folly was created as an element of architectural exploration used by the rich to show their wealth. A structure with no purpose; the folly was made to be outlandish, a new thing set in an unfamiliar land scape.

TU NA RE

In this thesis the historic meaning of the folly will be questioned and changed, as this Neighborhood, Thomasville Heights, is not one that would just put resources into luxurious elements with no purpose. But with an investigation that uses the follies as learning elements strategically placed through the community, the environment of Thomasville Heights can be completely changed to meet that of en educational one.

nouneach of a set of standardized parts or independent units that can be used to construct a more complex structure, such as an item of furniture or a building. With the neighborhood surrounded by industrial yards, an approach that not only makes the design of the sites able to be replicated , but also didactic in reference to the environment. The

S Q SE

N CI

MODULES O FT HI

The Module

ENVI RON TIC M C A EN D I

Making the community aware of what these elements could do would better the long term outcomes both for the education of the children and for the other inhabitants in the area,

PL AY

MATERIAL

Fig18

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Greenhouse

Playscape

Shadow Scape

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Material Library

TOWN

RESPONSE TO OUTDOORS

MATERIAL CONNECTIONS

TOWN

RESPONSE TO OUTDOORS

MATERIAL : THE RED WALL

RESPONSE TO OUTDOORS

MATERIAL 3: CONCRETE

MATERIAL 2: WOOD

MATERIAL 3: CONCRETE

POINTING TO THE FIELDS. the to the ﬁelds from which they w teaching building.

RESPONSE TO OUTDOORS

MATERIAL : THE RED WALL

The school is the ﬁrst place where a person assimilated a contact with the public spaces, sharing and the socialization of the places of transition where one develops life.”

POINTING TO THE FIELDS. the project leads its studnets out to the ﬁelds from which they will prepare their dishes in the teaching building.

MATERIAL 3: CONCRETE

MATERIAL 2: WOOD

“Space is not neutral it always educates.”

MATERIAL 1: NATURE

“Space is not neutral it always educates.”

The walls are rendered, inside and out, in sand and POINTING TO THE FIELDS. The walls theare project rendered, leadsinside its studnets and out, outinPOINTING sand and TO THE FIELDS. the project leads its studnets out white-cement pigmented with ferric oxide, to produce to the ﬁelds a from which white-cement they will prepare pigmented their with dishes ferric in the oxide, to the to produce ﬁelds from a which they will prepare their dishes in the distinctive "Chinese" red, ubiquitous in historic buildings, teaching such building. distinctive "Chinese" red, ubiquitous in historic teaching buildings, building. such as The Forbidden City in Beijing, and symbolic of happiness in as The Forbidden City in Beijing, and symbolic of happiness in Chinese culture. Chinese culture.

MATERIAL 2: WOOD

The school is the ﬁrst place where a person assimilated a contact with the public spaces, sharing and the socialization of the places of transition where one develops life.”

MATERIAL : THE RED WALL

SPATIAL MATERIAL DETAILS

MATERIAL : THE RED WALL

MATERIAL 1: NATURE

“Space is not neutral it always educates.”

POETIC CONNECTIONS

FIELDS

Fully openable glass assemblies cl the dining and kitchen spaces at b ends, extending them out into adjoining nature. Outdoor spaces surfaced in black clay bricks or gra

INTERACTION

The walls are rendered, inside and out, in sand and The walls are rendered, inside and out, in sand and Connection to the outdoors is experiences within the kitchen Connection spaces to the outdoors is experiences within the kitchen spaces Connection to the outdoors is experiences within the kitchen spaces Connection to the outdoors is experiences within the kitchen spaces white-cement pigmented with ferric oxide, to produce a white-cement pigmented with ferric oxide, to produce a through the breakthrough of the materials used. Windows and through open the breakthrough of the materials used. Windows and open through the breakthrough of the materials used. Windows and open through the breakthrough of the materials used. Windows and open distinctive "Chinese" red, ubiquitous in historic buildings, suchdistinctive "Chinese" red, ubiquitous in historic buildings, such ceiling conditions remind the students where the food is coming ceiling conditions remind the students where the food is coming ceiling conditions remind the students where the food is coming ceiling conditions remind the students where the food is coming as The Forbidden City in Beijing, and symbolic of happiness inas The Forbidden City in Beijing, and symbolic of happiness in Chinese culture. Chinese culture.

The school is the ﬁrst place where a person assimilated a contact with the public spaces, sharing and the socialization of the places of transition where one develops life.”

RESPONSE TO OUTDOORS

MATERIAL CONNECTIONS

TOWN Use of water as a material, for teaching and contrast purposes. The students wash their produce here, with a view o the gardens which they pulled it from.

Use of water as a material, for teaching and contrast purposes. The students wash their produce here, with a view o the gardens which they pulled it from.

FIELDS

RESPONSE TO OUTDOORS

INTERACTION

MATERIAL 1: NATURE

SPATIAL MATERIAL DETAILS

Use of water as a material, for teaching and contrast purposes. The students wash their produce here, with a view o the gardens which they pulled it from.

FIELDS

Fully openable glass assemblies close the dining and kitchen spaces at both ends, extending them out into adjoining nature. Outdoor spaces are surfaced in black clay bricks or gravel.

MATERIAL 3: CONCRETE

INTERACTION

Because this element is meant to be didactic in its use of material, the possibilities of the shelves on it are the material investigations and are movable and replaceable, creating a grid system for material properties to be explored in juxtaposition with one another.

FIELDS

VOID AND INTERACTION VOID AND INTERACTION POETIC CONNECTIONS POETIC CONNECTIONSVOID AND INTERACTION POETIC CONNECTIONS

Use of water as a material, for teaching and contrast purposes. The students wash their produce here, with a view o the gardens which they pulled it from.

INTERACTION

VOID

RESPONSE TO SURROUNDING

VOID AND INTERACTION

VOID

LIGHT

MATERIAL CONNECTIONS

VOID

LIGHT

MATERIAL 2: WOOD

VOID

RESPONSE TO SURROUNDING

The Material Library element is meant to incorporate a variety of materials plated to act as shelving for interaction. On this element there would be possibility for plant life, stacked materials and if a top it added to the system, it should also act as a books scape.

LIGHT

SPATIAL MATERIAL DETAILS

LIGHT

RESPONSE TO SURROUNDING

Interactive Element 3

Children are invited to explore the surrounding agricultural fields Children for are invited to explore the surrounding agricultural fieldsChildren for are invited to explore the surrounding Children are agricultural invited to fields explore forthe Children surrounding are invited agricultural to explore fields Children theforsurrounding are invited agricultural to explorefields the surrounding for agricultural fieldsChildren for are invited to explore the surrounding agricultural fields for Children are invited to explore the surrounding agricultural fields for produce, before bringing it back to the restaurant to prepare it. produce, before bringing it back to the restaurant to prepare it. produce, before bringing it back to the produce, restaurant before to prepare bringingit.it back produce, to the restaurant before bringing to prepare it back it. produce, to thebefore restaurant bringing to prepare it backit. to the restaurant to prepare it. produce, before bringing it back to the restaurant toFully prepare it. produce, beforeclose bringing it back to the restaurant to prepareglass it. assemblies close openable glass assemblies Fully openable KEY INVESTIGATION ELEMENTS KEY INVESTIGATION ELEMENTS KEY INVESTIGATION ELEMENTS the dining and kitchen spaces at both the dining and kitchen spaces at both ends, extending them out into ends, extending them out into adjoining nature. Outdoor spaces are adjoining nature. Outdoor spaces are WATER AS A MATERIAL WATER AS A MATERIAL WATER AS A MATERIAL WATER AS A MATERIAL surfaced in black clay bricks or gravel. surfaced in black clay bricks or gravel.

SPATIAL MATERIAL DETAILS

Material Library

KEY INVESTIGATION ELEMENTS

RESPONSE TO SURROUNDING

M ate r i a l ity

images and Text images and Text : https://www.archdaily.com/921847/the-walls-childrens-teaching-restaurant-n-a : https://www.archdaily.com/921847/the-walls-childrens-teaching-restaurant-n-a : https://www.archdaily.com/9218 https://www.dezeen.com/2019/08/15/the-walls-childrens-teaching-restaurant-architecture-china/ https://www.dezeen.com/2019/08/15/the-walls-childrens-teaching-restaurant-architecture-china/ https://www.dezeen.com/2019/08/15/the-walls-ch

LIGHT VOID

CONCLUSIONS

LIGHT

CONCLUSIONS

LIGHT

CONCLUSIONS

Fig21

VOID LIGHT

VOID INTERACTION

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

SOLID INTERACTION

SOLID

grid development

phasing map | church site

final structure From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

ENCOURAGING INVESTIGATION OF ELEMENTS

RESPONSE TO SURROUNDING

REFLECTING THE NARRATIVE

REFLECTING THE NARRATIVE ENCOURAGING INVESTIGATION OF ELEMENTS

RESPONSE TO SURROUNDING

EDGES : DIDACTIC VEGETATION CONTINUED MOTTIF RESPONSE TO SURROUNDING

EDGES : DIDACTIC VEGETATION

CONTINUED MOTTIF

RESPONSE TO SURROUNDING

Water: interaction of water and the materials of the greenhouse itself would act as an didactic element here. Water is required for plants to grow within this system, so this is a passive element of this didactic environment.

INVSTIGATION AND NATURE

The second element NATURE is designed to incorporate basic ideas of nature, mainly space and earth.

DESIGN OF ACTIVITIES

The Green house element would site on the existing school site in the first phase. The intent of this element is to add to the garden that the school has, pushing the module directly onto an educational site, and adding to a program that it already has.

INVSTIGATION AND NATURE

Interactive Element 2

DESIGN OF ACTIVITIES

Greenhouse

RESPONSE TO SURROUNDING

n atu r e

CONCLUSIONS

Fig20

WIND

WATER WIND

SPACE WATER

FIRE SPACE

EARTH

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

FIRE

EARTH

grid development

phasing map | elementar y school site

final structure From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

MODULAR ELEMENTS MODULAR ELEMENTS MODULE 1 : SEATING MODULE 1 : SEATING

MODULE 1 : SEATING

1’6”

2’

3’

1’6” 1’6”

2’

3’

drai=wing by me

simple simple shelve shelve planes planes create create the the branches, branches, or the or the book book shelves shelves of this of this book book tree.tree.

drai=wing by me

The The objective objective of the of project the project is is twofold: twofold: to inhabit to inhabit a lost a lost urban urban space space and and simultaneously simultaneously to create to create a new a new typetype of reading of reading experience experience for children for children within within the Mei the Foo Mei Foo neighbourhood. neighbourhood. Due Due to itstohigh its high density density and and unique unique topography, topography, Hong Hong KongKong has ahas high a high concentration concentration of residual of residual urban urban spaces, spaces, spaces spaces thatthat are not are not planned planned and and typically typically occur occur by by accident. accident. These These lost lost spaces spaces havehave become become invisible invisible to local to local people people whowho usually usually dismiss dismiss them them as as mundane mundane background background places places devoid devoid of purpose. of purpose.

The structure is like the trees trunck and branches. it supports the structure. It allows for a space or the communiy to collecty underneath.

drai=wing drai=wing by me by me

The The structure structure is like is like the the trees trees trunck trunck andand branches. branches. it supports it supports the the structure. structure. It allows It allows for afor space a space or the or the communiy communiy to collecty to collecty underneath. underneath.

MODULE 2 : STRUCTURE MODULE 2 : STRUCTURE

The covering is a thin fabric. it allows some protection from the elements but The The covering covering is a is thin a thin fabric. fabric. it allows it allows some some protection protection fromfrom the the elements elements but butplanes create the branches, or the book simple shelve allows the florescent light of the structure above to penetrate. allows allows the the florescent florescent lightlight of the of the structure structure above above to penetrate. to penetrate.shelves of this book tree.

MODULAR ELEMENTS

CONTRAST IN MATERIAL CONTRAST IN MATERIAL

CONTRAST IN MATERIAL

RESPONSE TO SURROUNDING RESPONSE TO SURROUNDING CLIMBING CLIMBING

MODULE 2 : STRUCTURE

Climbing and Balance: The system introduces the stepped shelves on which the users can climb and interact. These shelves in this version of the element will be wood, but because of the simple structure, the play scape can be made in a variety of configurations and with a variety of materials, teaching about material interactions and joint connections.

each different hwight module allows for the uers to climb and seat themselveseach each different different hwight hwight module module allows allows for the for the uersuers to climb to climb andand seatseat themselves themselves both wat normal ground level and at the 1’6” ground level of the installation bothboth watwat normal normal ground ground levellevel andand at the at the 1’6”1’6” ground ground levellevel of the of the installation installation

MODULE 3 : SHELVING MODULE 3 : SHELVING

Use of Senses: This System uses the senses as it provides platforms for different objects and points of interaction.

SENSES SENSES

BALANCE BALANCE

MODULE 3 : SHELVING

The first Element PLAY has been constructed to incorporate climbing and reading. It would also show off the material used to building it, as it is a bare structure.

CLIMBING

BALANCE

MODULE 3 : COVERING MODULE 3 : COVERING

The intent of the Instances is to incorporate the elements of a didactic environment explored in previous research. This is done by taking a few simple MODULES and turning them into different instances meant to be places on the strategically chosen points throughout the community.

ELEMENTS THAT ENCOURAGE INVASTIGATION ELEMENTS THAT ENCOURAGE INVASTIGATION

RESPONSE TO SURROUNDING

Interactive Element 1

ELEMENTS THAT ENCOURAGE INVASTIGATION

Playscape

MODULE 3 : COVERING

P lay

SENSES

drai=wing by me

drai=wing drai=wing by me by me

drai=wing by me

Libraries are typically associated with quiet and studious spaces. The idea behind the Libraries Libraries are typically are typically associated associated withwith quietquiet and and studious studious spaces. spaces. The The ideaidea behind Reading behind the is not theto be thought of a “quiet chore” but a fun experience “Book Tree” is to install a structure where children can play while reading, rather than “Book “Book Tree” Tree” is toisinstall to install a structure a structure where where children children can play can play while while reading, reading, rather Design: rather than open than timber landscape for sitting, tree structure that holds the books. a chore reading books becomes a fun experience. The temporary installation is a chore a chore reading reading books books becomes becomes a funa experience. fun experience. The The temporary temporary installation installation “The is structure is was built from untreated timber as to reconnect children to the warmth of composed of two elements, an open timber landscape to sit down and a tree structure composed composed of two of two elements, elements, an open an open timber timber landscape landscape to sittodown sit down and and a tree natural a tree structure structure materials contrasted to the mineral and hard materiality of the surrounding that holds books. The structure was conceived as a tree where the different branches thatthat holds holds books. books. The The structure structure was was conceived conceived as a as tree a tree where where the different the different infrastructure.” branches branches each house books for different ages. The structure was built from untreated timber as eacheach house house books books for different for different ages.ages. The The structure structure was was builtbuilt fromfrom untreated untreated timber timber as as to reconnect children to the warmth of natural materials contrasted to the mineral and to reconnect to reconnect children children to the to warmth the warmth of natural of natural materials materials contrasted contrasted to the to-Model mineral the mineral Platform: and and modular, multilevel. lends to curiosity/exploration hard materiality of the surrounding infrastructure. hardhard materiality materiality of the of surrounding the surrounding infrastructure. infrastructure. -Investigation of difference of material (warmth vs hard ) - about 6 m wide, 18-20 ft in size

SHELF HEIGHTS Heights of shelving varies giving access to books on all levels of the tree. Lower branches are accessible for smaller reaches.

SECTION FROM THE ARCHITECT

Reading Reading is not is to notbetothought be thought of a of “quiet a “quiet chore” chore” but abut funa experience fun experience Design: Design: openopen timber timber landscape landscape for sitting, for sitting, tree tree structure structure that that holdsholds the books. the books. “The“The structure structure was was builtbuilt fromfrom untreated untreated timber timber as toas reconnect to reconnect children children to the towarmth the warmth of of natural natural materials materials contrasted contrasted to the to mineral the mineral and and hardhard materiality materiality of the of surrounding the surrounding infrastructure.” infrastructure.” -Model -Model Platform: Platform: modular, modular, multilevel. multilevel. lends lends to curiosity/exploration to curiosity/exploration -Investigation -Investigation of diﬀerence of diﬀerence of material of material (warmth (warmth vs hard vs hard ) ) - about - about 6m6 wide, m wide, 18-20 18-20 ft in ft size in size

SHELF SHELF HEIGHTS HEIGHTS Heights Heights of of shelving shelving varies varies giving giving access access to to books books on all onlevels all levels of the of the tree. tree. Lower Lower branches branches are are accessible accessible for for smaller smaller reaches. reaches.

SECTION SECTION FROMFROM THE ARCHITECT THE ARCHITECT

SECTION FROM THE ARCHITECT

SECTION SECTION FROMFROM THE ARCHITECT THE ARCHITECT

SECTION FROM THE ARCHITECT

SECTION SE

https://www.scmp.com/news/hong-kong/community/article/2160293/book-tree-under-hong-kong-ﬂ https://www.scmp.com/news/hong-kong/community/article/2160293/book-tree-under-honghttps://www.archdaily.com/901713/book-tree-school-of-architecture-the-chinese-university-of-hon https://www.archdaily.com/901713/book-tree-school-of-architecture-the-chinese-university-o

CONCLUSIONS CONCLUSIONS

CONCLUSIONS

Fig19

SENSES

SENSES SENSES CLIMBING

SWINGING CLIMBING CLIMBING

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

SWINGING BALANCE SWINGING

SLIDING BALANCE BALANCE

SLIDING SLIDING

grid development

phasing map | recreation center site

final structure From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

This element is located at the point in between the existing school and the existing recreation center. It would experience different user groups at various times of day and in this would create an entry point for the two programs.

SCHOOL COURTYARDS

Interactive Element 4

Exploartion of transition spaces from exterior to interiror spaces. this school took into account all users experiences through form exploration as well as relationship of space ( indoor to outdoor)

RESPONSE TO SURROUNDING

SCHOOL EDNTRY

In using this element as an interaction point, the sequencing of the space becomes affected as shown in the analysis properties in the user group and the time it is being used as the sun would act upon the framework as though it were a sun dial.

RESPONSE TO SURROUNDING

Shadow Scape

SCHOOL COURTYARDS

s pati a l s e q u e n c i n g

Fig22

CONCLUSIONS

PROGRAMMING

TIMING

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

USER GROUPS

grid development

phasing map | makerspace site

final structure From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Design Conclusions + Focus Call for Spaces

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

A p lac e i n Th o m asvi l l e H e i g ht s

Des i g n C o n cl us i o n s + Fo cus I n co n cl us i o n the s paces des i g n ed wo ul d en co m pas s the co n c e p t of b u i l d i n g to g ether. Thi s pro j ec t cal l s f o r pl an n ers , adm i n i s trato rs , a n d a rc hi t e c t s to take an ag g res s i ve po s i ti o n o n i n teg rati n g the des i gn p r a c t i c e s t ha t o ccur bet ween s cho o l s an d co m m un i ti es , es peci al l y i n l o w -i n c om e a r e a s , w here bo th f i n an ci al an d f am i l i al res o urces can be l o w, or ot he r w i s e n ot av ai l abl e. By f o s teri n g a rel ati o n s hi p at al l po s s i bl e l eve l s of a s c hool â&#x20AC;&#x2122;s en v i ro n m en t, thi s pro j ec t creates a n ew f ram ewo rk f o r t he d e s i g n of a di dac ti c n ei g h bo rho o d; w i th tac ti cs o f des i g n i n g w i th n a t u r e , s p a t i a l s equen ci n g , m ateri al i t y, an d pl ay f ul n es s f o r creati n g n e w ext e r n a l l earn i n g en v i ro n m en ts thro ug ho ut a co m m un i t y.

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

S W O T

D e s i g n SWOT A n a lys i s

STRENGTHS

- If successful, this plan would create a cohesive confident prosperous and happy environment for the community. -It would raise the quality of life in Thomasville Heights.

-A design in which there is program meant to promote using existing and learned skills values participative development, and the growth of a continuous culture of trans-generational learning. -Older urban community schools, rather than being renovated, are often abandoned in favor of larger new suburban schools located farther from community centers, further hindering childrenâ&#x20AC;&#x2122;s ability to walk or bike.25 Hazardous routes that prevent children from walking and bicycling to school can be improved when there are the resources and political will to make changes, such as those promoted by the Safe Routes to School initiative.26 (Dannenberg) -The addition of a program that can operate through a variety of narratives would introduce a new kind of positive environment that influences culture around education 94

WEAKNESSES

- In a community where there are not many resources, when resources are made available, sometimes it is unknown what to do with them. In the long run these new resources end up abandoned, neglected or mistreated. - A project with this much longevity while it gives time for fund raising, it also leaves time for the project to be forgotten or for momentum to be lost. - This would require interested parties to participate in developing the follies and to teach in the woodshop spaces. - Makerspaces already exist within Atlanta, they are in wealthier areas, with more funding readily available. - A community design plan such as this could strike fear within the residents, as it is not heard of and as stated above usually programs like this are implemented in areas with more resources, if this were to come about in an area like TH. Atlanta residents could be fearful that the program would push them out of the community.

OPPORTUNITIES

- Showing a community a new type of education and learning, opens doors and routes of exploration that the inhabitants of all ages - Because of the surrounding undesirable programs there is the chance that while this program would boost the quality of possibilities within the neighborhood, the surrounding context would not make for an environment most newcomers would want

- In Thomasville Heights there are high numbers of children and older people, this opens opportunity for the transfer of generational information and skills. In communities like this there are people who have skills, but sometimes lack the resources to train others in their skills. This project proposes a place for this to occur. -

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

THREATS

- In the beginning, this could promote curiosity of both the good and bad kind. While much of the equipment needed would be large and hard to just walk away with; this would not stop people with ill intent from those who may have it. - Enacting a proposal of community development could potentially flip the status of the community. This would be economically good for the area, but as seen in previous community developments, it pushes out those who have lived there.

Fu n d i n g O p po rtu n iti e s

Funding Econ omic Impor tance

DISCOVER APPLICATION

AFTER (1) YEAR OF USE CREATE REPORT ON PROJECT PERFORMANCE

Traditionally, businesses and leaders concern themselves with their bottom lines—or, the monetary profits their businesses made. Today, more leaders have begun to think sustainability. The triple bottom line theory expands the traditional accounting framework to include two other performance areas: the social and environmental impacts of their company. These three bottom lines are often referred to as the three P’s: people, planet, and profit.

INPUT FROM PUBLIC

In order to draw in the businesses and funders of this new age, the plan of this community has to meet the requirements of the triple bottom line.

ANNUAL PROJECT PROPOSAL AND FUNDING APPLICATION CYCLE RECIEVE FUNDS PROCEED WITH INSTALLATION (1)

There are funding programs that exist in the city of Atlanta. By reaching out and applying to those programs through a thoroughly done proposal funds for a program such as this would be possible. United Way Atlanta is one of these programs as well as the Community Development Block grants and The community Foundation for Greater Atlanta.

APPLY FOR COMMUNITY GRANTS

HAVE FUNDS APPROVED

Fig14

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

C o m m u n ity E n g ag e m e nt Understanding the Proposal Impor tance of Growth Sustainable and Safe Communities This Project investigates how a low-income urban community can be adapted into a didactic environment using both the community and its elementary school to create a bridge between early childhood learning and community. This will be done by exploring elements of the elementary school, the community and of architecture to develop an approach through which resources of the community are given the chance to become multifaceted. In doing this both funding elements and design tactics will build up a sustainable community model. In the chosen community students walk home more than not and this thesis aims to create environments that allow for safe and educational journeys throughout the neighborhood. Human Development and Well-Being The environment created is meant to be didactic. As many students of the local elementary school must walk home, they are forced to walk through a deteriorating, unsafe environment. Using elements found to be encouraging to the educational development — connections to nature, spatial connection, and development through play — this didactic environment will be explored. To develop deeper understanding for what these elements mean to that of a student I am investigating the work of Maria Montessori on Nature in education, and research from Faculty at the U.Melbourne on school as a socio-spatial assemblage are also being analyzed.

“You drown not by falling in the river but by staying submerged in it.” -Paulo Coelho

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

References Building Drawings

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being

Bibliography Citation

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Butler, S. “Learning through Play” Earlychildhood NEWS. 2007. Print.

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Dannenberg, Andrew L et al. “The impact of community design and land-use choices on public health: a scientific research agenda.” American journal of public health vol. 93,9 (2003): 1500-8. doi:10.2105/ajph.93.9.1500

“AAVP Louis De Vion School Complex in Montévrain, France.” Designboom, 24 Apr. 2017, www.designboom.com/architecture/aavp-louis-de-vion-school-complex-montevrain-eco-neighborhood-france-04-25-2017/. Edited by Author.

Dillon, R.W. Redesigning Learning Spaces (Corwin Connected Educators Series)

Caballero, Pilar. “The Threshold, The Secondary School / Paralelo Colectivo.” ArchDaily, ArchDaily, 26 Aug. 2019, www.archdaily.com/923619/the-threshold-the-secondary-school-paralelo-colectivo?ad_source=search&amp;ad_medium=search_result_all. Edited by Author.

Doorley, S. Make Space: How to Set the Stage for Creative Collaboration. Dudek, Mark. Children’s Spaces. London: Routledge Taylor & Francis Group. Fagan, Patrick. “The Real Root Causes of Violent Crime: The Breakdown of Marriage, Family, and Community.” The Heritage Foundation, www.heritage.org/crime-andjustice/report/the-real-root-causes-violent-crime-the-breakdown-marriage-family-and. Gelfand, L. Sustainable School Architecture: Design for Elementary and Secondary Schools. Montessori, M. “Nature In Education” The Discovery of the Child pp 69-77. 1988 Print. (www.montessori-pierson.com/.) Meuser, N. School Buildings: Construction and Design Manual.. Nair, Prakash. Blueprint for Tomorrow: Redesigning Schools for Student-centered Learning. Nair, P. The Language of School Design: Design Patterns for 21st Century Schools. Ncrc. “NCRC.” NCRC, 10 June 2019, ncrc.org/the-atlantic-better-schools-wont-fixamerica/. O’Donnell Wicklund Pigozzi and Peterson (Author), Bruce Mau (Author), David W. Orr. The “Third Teacher”

Chen, Collin. “Nanjing Galaxy Kindergarten / Lacime Architects.” ArchDaily, ArchDaily, 5 Aug. 2019, www.archdaily.com/922218/nanjing-galaxy-kindergarten-lacime-architects?ad_source=search&amp;ad_medium=search_result_all.

Children’s Spaces http://architecturalnetworks.research.mcgill.ca/assets/children-s-space-min.pdf The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning by Inc. OWP/P Cannon Design Let’s Teach for Mastery, Not Test Scores -- TED Talk https://www.theguardian.com/teacher-network/2013/apr/25/changing-classroomenvironment-improve-learning “What makes a good community?”https://www.agendani.com/what-makes-a-goodcommunity/ Transform Your Teaching and Learning. (Article) https://reclaimingschools.org/2014/12/14/tackling-disadvantage-a-childrens-zoneapproach/ https://kebony.com/us/modern-school-building-designs/ https://reclaimingschools.org/

Dovey, K; Fisher. K, Designing for Adaptation: The School as Socio Spatial Asemblage, JOURNAL OF ARCHITECTURE, 2014, 19 (1), pp. 43-63

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Grants and Funding: https://www.makerspacelab.com/grants-for-education/

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Tapia, Daniel. “NEST Interactive Playscape / Tri-Lox.” ArchDaily, ArchDaily, 28 June 2019, www.archdaily.com/919837/nest-interactive-playscape-tri-lox. Edited by Author. Tapia, Daniel. “Vac-Library / Farming Architects.” ArchDaily, ArchDaily, 7 Jan. 2019, www.archdaily.com/908873/vac-library-farming-architects?ad_source=search&amp;ad_medium=search_result_all. Edited by Author. Valenzuela, Karen. “Children Park at EXPO 2015 / ZPZ Partners.” ArchDaily, ArchDaily, 5 Aug. 2015, www.archdaily.com/771353/children-park-at-expo-2015-zpz-partners.

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

ting studen por t up

recognize families funds of knowledge connect family engagement to student learning create welcoming cultures

improvem ool e ch

FAMILY AND STAFF CAPACITY OUTCOMES

EFFECTIVE FAMILY-SCHOOL PARTNERSHIPS

relationship beneﬁt from better architectural intervention?

MULTIPLE ROLES supporters encouragers monitors advocates decision makers collaborators

COLLABORATION

Key Drawing Index HIGH ORDER OF THINKING

from department of education

PERCENTAGE OF LOW INCOME STUDENTS IN PUBLIC SCHOOLS National Average :

51%

0.0-38 38-42

AWARENESS OF RISK

42-47

Project at a Glance

47-50

51 AND ABOVE

GA, USA 60%

TEXTUAL FACTORS CON

CULTURAL CHANGE (long-term attitude and behavioral changes)

E OPORTUNITIES FOR CREAT BET TER CAN ION HE AT AL TH UC ED

income/resources healthy behaviors

THE COMMUNITY EDUCATION CYCLE

PROVISION OF INFORMATION

social/psychological beneﬁts healthier neighborhoods

EDUCATION

HEALTH

attendance learning disabilities

concentration

)

HE AL TH

social policies individual/family characteristics

ACTION (short-term behavioral change) PHASE

AN D

ND CO 3.

I OR AL HE US ALT CA IT H CA SE IO O N PUT VER TI NS EDUCATION AT RISK (RE CA TH DU RO E H UG OT HO TB UT P FFEC EOPLE’ S LIVES CAN A

CAPACITY TO ACT (motivatio, skills, resources)

ONE

PHASE TWO from department of education

PHASE THREE

PROPOSED SITES Social variables dealing with community, education, equity, social resources, health, well-being, and quality of life

SITE 1.2 THOMASVILLE HEIGHTS ELEM.

COMM

BEARABLE

ITY UN

ARC H

SITE 1.1 RECREATION CENTER CTURE ITE

PHASE FOUR

PEOPLE

DIVISION

SITE 1.3 CHURCH

EQUITABLE

SUSTAINABLE

PLANET

PROFIT Economic variables dealing with the bottom line and cash flow

Environmental variables relating to natural resources, water + air quality, energy conservation & land use.

VIABLE

SYNTHESIS

MAKERSPACE we have always been makers

PROPOSED SITES KNOWLEDGE morse code

fur clothing stone tools

2 MYA BCE

dressed stone ceramics paper

firearms

paved roads julian calendar

light bulb automobile

windmill gunpowder

tin smelting

nuclear power first webpage wi-fi

google

skype

microscope

telescope pointed arch rib vault eye glasses

chronometer

railroad

sextant

mechanical clock

SITE 1.1 RECREATION CENTER

fire

Design Site

cloud storage

youtube electrolysis

steam engine bound books iron smelting copper + bronze the wheel

SITE 1.2 THOMASVILLE HEIGHTS ELEM.

first rocket

PREHISTORIC ERA

3500 BCE

CLASSICAL ERA

500 CE

MEDIEVAL ERA

1450 CE

RENAISSANCE ERA

1800 CE

INDUSTRIAL REVOLUTION

2000 CE

AGE OF THE INTERNET

3d printing

PRESENT DAY

REC Center

cnc router laser cutting

T.H. Elementary

SITE 1.3 CHURCH

telegraph

language written word

library of alexandria destroyed libraries

first universities craft guides library of baghdad destroyed printing press

1980 CE

radio

MAKER MOVEMENT

PRESENT

telephone television internet

ACCESS

HOME

MAKERSPACES desktop manufacturing

USE OF NATURE

Q EU QEQELU EU NU NSEENQUENC LLSSELEQS IAIAIAIAL S IA CECNCC

USE OF NATURE

S SP PA SSPPAATT ATT SPA T

PPL PPLL L PL

UU U TT RN AN TTRU EERARETEURE AA NNAN

G IN G ININGG NG IIN

SS SSSSS SSS

NNLEFNUELNE FFUUFLLU E AAYYAAYYFUALYEN

MEMBERS OF A DIDACTIC ENVIRONMENT

EA ET EIR RTRE IA IATLERIAL ATMTA ALRILA A MMAM M L

NATURE

MEMBERS OF A DIDACTIC ENVIRONMENT

designs that use nature include but are not limitd to: -

MATERIAL

INITIAL PRECEDENTS PRECEDENTS INITIAL INITIAL PRECEDENTS

NATURE PLAYFULNESS

MEMBERS OF A DIDACTIC ENVIRONMENT

designs that use nature include but are not limitd to: -

USE OF MATERIAL

SEQUENCING

PROPOSED SITES

designs that use nature include but are not limitd to: -

PLAYFULNESS

USE OFUSE NATURE OF NATURE

MEMBERS OF MEMBERS OF AA designs that use nature include but are not limitd DIDACTIC ENVIRONMENT to: DIDACTIC ENVIRONMENT -

designs that use nature include but are not limitd to: -

SPATIAL SEQUENCING

MATERIAL NATURE NATURE

GNG G IN ICLIMB IN CLIMB CLIMB NG CLIMB I

CLIMB

G IN

Design Site USE OF NATURE

designs that use nature designs thatareuse include but notnature limitd

SITE 1.1 RECREATION CENTER

REC Center

SITE 1.2 THOMASVILLE HEIGHTS ELEM.

SITE 1.3 CHURCH

T.H. Elementary

designs that use nature

MEMBERS OF A DIDACTIC ENVIRONMENT

PLAYFULNESS

ex pex p e l oral otrieoatiox p l oratio n xnp l no ration

exp

MEMBERS OF A MEMBERSENVIRONMENT OF A DIDACTIC

l oratio n

PLAYFULNESS

DIDACTIC ENVIRONMENT

MEMBERS OF A DIDACTIC ENVIRONMENT

PLAYFULNESS

include but to: are not limitd include but are notOF limitd A MEMBERS to: - to: DIDACTICMATERIAL ENVIRONMENT

USE OF MATERIAL

The The design design Thecombines design combines combines The conventional conventional design conventional combines aquaculture aquaculture conventional aquaculture (raising (raising aquaculture (raising (raising The design combines conventional aquatic aquatic animals) aquatic animals) animals) with with aquatic hydroponics hydroponics with animals) hydroponics (cultivating (cultivating withaquaculture hydroponics (cultivating plants plants in(raising plants (cultivating in in plants in aquatic animals) with plants in water) water) inwater) in a symbiotic a symbiotic in ahydroponics symbiotic water) environment. environment. in environment. a(cultivating symbiotic environment. water) in aare symbiotic environment. There There are There are also also spaces arespaces also There carved spaces carved out carved also out not not spaces only out only not for carved for plants only plants out forand plants not andonly and for plants and There are exploration, alsoanimal spaces carved out not only for plants and a as well, a animal animal exploration, animal exploration, but butchild child exploration, butinteraction interaction child interaction but asas child well, well, as interaction a awell, animal exploration, but child interaction well, a combination combination ofof play play and combination nature. nature. of playasand nature. combination ofand play and nature. combination of play and nature.

Exploartion ofoftransition Exploartion spaces of spaces from transition spaces toto fromto exterior to Exploartion transition spaces fromexterior exterior Exploartion of transition from exterior Exploartion of transition spaces from exterior to interiror spaces. this interiror school spaces. into this account school alltook users into account all users interiror spaces. this school took into account all users interiror spaces. thistook school took into account all users interiror spaces. this school tookexploration intoas account allas usersas as well as experiences through experiences form exploration through form exploration experiences through form exploration aswell well experiences through form asas well experiences through form wellto as relationship of space relationship ( indoor to outdoor) ofoutdoor) space ( as indoor outdoor) relationship of space ( indoor to relationship of space (exploration indoor to outdoor) relationship of space ( indoor to outdoor)

NATURE

designs that use nature include are use not limitd designsbut that nature include butto: are not designs that uselimitd nature designs nature - use to: includethat but are not limitd include but are not limitd - to: to: SEQUENCING

MATERIAL PLAYFULNESS SEQUENCING

USE OF MATERIAL

SEQUENCING PLAYFULNESS

PLAYFULNESS

SPATIAL SEQUENCING

This This birds birds This nest nest birds is is intricately nest intricately Thisisbirds intricately woven woven nest is and woven and intricately forms forms andtunnels forms woven tunnels tunnels and forms tunnels This birds nestand is intricately woven andmultiple forms tunnels rooms rooms rooms and multiple multiple and multiple entries rooms entries and entries entries rooms and multiple entries

SEQUENCING MATERIAL

school is the place where a person assimilated The The school school is the the first first place place where where a where person a first person assimilated Theisschool isThe the first place aassimilated person assimilated The school isthe the first where a public person assimilated a public contact with the spaces, and the a acontact contact with withthe public spaces, spaces, sharing sharing and and the the a contact with theplace public spaces, sharing andsharing the a socialization contact with spaces, sharing and socialization of thetransition places ofone transition socialization socialization ofofthe the places places of oftransition transition where where one the ofthe thepublic places of where one where one socialization of the places transition develops where life.” one develops develops life.” life.”of life.” develops develops life.” isitnot neutral it always educates.” “Space is not neutral it always educates.” “Space is“Space not neutral is not“Space itneutral always educates.” always educates.” “Space is not neutral it always educates.”

designs that use nature designs but that include areuse not nature limitd include butto: are not limitd to: -

designs that use nature include but are not limitd PLAYFULNESS to: -

SPATIAL SEQUENCING

Design Site designs that use nature include but are not limitd to: -

SPATIAL SEQUENCING

REC Center

T.H. Elementary

From Displaced to Our Place: Educational Environments can promote a Community’s Health and Well-being

Whatever good things we build end up building us. -Jim Rohn

100

From Displaced to Our Place: Educational Environments can promote a Communityâ&#x20AC;&#x2122;s Health and Well-being