PROJECT 2 ALBERTI SUMMER 2012
INDOOR / OUTDOOR SUSTAINABLE PLACE FOR 4 & 5 YEAR OLD CHILDREN TO EXPLORE QUESTIONS & PLAY Question to Investigate: How do you design an indoor / outdoor sustainable place for 4 & 5 year old children to explore questions & play – For children who can see and not see hear and not hear walk and not walk The Big Question: When a disability is present, how do you heighten the other senses, exaggerating experiential qualities that define and create space/place?
5 7 9 11 13 15 17 19
CONTENTS
SITE PLAN SITE PHOTOS DESIGNING FOR THE BLIND DESIGNING FOR THE DEAF DESIGNING FOR THE PHYSICALLY HANDICAP SKETCH 1 SKETCH 2 SKETCH 3
FORSYTH BLVD.
Project 2 Site WALLACE DR.
Project 1 Site
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1/64”=1’
SITE PLAN 5
WHAT SENSES ARE YOU USING TO EXPERIENCE THE SITE? ARE SOME SENSES USED MORE THAN OTHERS? HOW CAN WE GET ONE SENSE TO BE HEIGHTENED IN THIS SITE?
SITE PHOTOS 7
S E P Y T T N E R E F NG I 8 DIF N R A E L OF
Howard Gardener (1943-current)
Howard Gardener believes there are 8 types of learner:
1 Visual-Spatial 2 Musical 3 Body-Kinesthetic 4 Interpersonal 5 Verbal-Linguistics 6 Logical-Mathematical 7 Naturalistic 8 Intrapersonal -Criticized the widely accepted IQ tests saying that it only tests one kind of intelligence -Argues that there are multiple intelligences and everyone learns best in one of the categories
JEAN PIAGET (1896-1980)
Researched the cognitive development of a child and concluded there are 4 main stages
1. Sensorimotor: infant only explores and learns about the environment through physical touch and movement 2. Preoperational: child begins to use words (symbols) to understand their environment. Cannot adopt other people’s point of views – egocentrism. 3. Concrete operational: child begins to understand other people’s point of views. Are very attached to reality and what they can see. 4. Formal operational: child can think abstractly and is not tied down to reality.
DESIGNING FOR THE BLIND 9
The Montessori school is about discovery and respect in education with importance made on first hand interaction.
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1. There are no “grades.� Instead different ages are grouped together. 2. The students control what they want to do and where they want to go in the school to do work a. This doesn’t mean they get to go crazy though b. They have specific tasks they have to get done in order to move onto the next level 3. They must use their hands to put different parts together to learn. These materials are treated with the highest respect and each student must put them away exactly where they found them after completing their task. 4. Students are treated with the highest respect 5. The teacher does not get in front of the class and teach; instead he or she walks around the class and helps out the kids individually on their materials 6. Yes the kids learn reading, writing, and athematic but they also learn how to do everyday things like cooking and cleaning 7. Every student is quietly working on their own on Montessori mats. Everyone wants to be there and wants to learn. 8. The big idea is not to teach the students the material, it is to teach them how to want to learn the material 9. There is no homework!
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SCHOOLS SP
E C A student with his Montessori mat
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RUDOLF STEINER (1861-1925)
Outlined a “threefold social order �: 1. CULTURE 2. POLITICS 3. ECONOMICS -The health of any society depends on a harmonious interaction among these three activities. -He viewed architecture as a servant of human life. -He believed that we can build a healthy social order only on the basis of insight into the material, soul, and spiritual needs of human beings. -He believed that there is a tension between our search for community and true individuality.
DESIGNING FOR THE DEAF 11
JOHN DEWEY
Dewey believes in a cycle or on-going process of learning.
-Education was a unique element of his philosophical thinking and writing
PROGRESSIVE EDUCATION
-Democracy means active participation by all citizens in social, political and economic decisions -Respect for diversity -Development of critical, socially engaged intelligence -Exploration and growth: students must think -Schools should focus on judgment rather than knowledge -Cooperative environment -Open classrooms, schools without walls, cooperative learning, multiage approaches, whole language, school curriculum, experiential education, alternative schools
EMILIO REGGIO
-Giving children some control over their own learning, encouraging small group project work and self-expression where teachers and children work collaboratively. -Working together at every level and create a community -Principles: -Children must have some control over the direction of their learning; -Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing; -Children have a relationship with other children and with material items in the world that children must be allowed to explore and -Children must have endless ways and opportunities to express themselves. -Program based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum. -Parents are viewed as partners, collaborators and advocates for their children.
DESIGNING FOR THE PHYSICALLY HANDICAP 13
Project 2 Site Project 1 Site
SKETCH 1 N
15
SKETCH 2 17
SKETCH 3 19