FREE & FULL OF ORDER MONTESSORI LEARNING METHODS APPLIED TO HIGHER EDUCATION GRADUATE RESEARCH & WRITING THEORY Alex Jeffrey Siekierski Graduate Research + Writing (AS 7229) Michael Davis & Joshua White Boston Architectural College Spring/Summer 2011
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THE PROBLEM
Robinson identifies the belief that the downfall in creativity and innovation, to have begun just after industrialism. Coincidentally during the same time Maria Montessori (who I will speak upon later) began implementing her new teaching methods. This was when education began its own assembly line process of teaching that could accommodate the massive increase in attending students. The curriculum at this time only focused on subjects that were most relevant to working life : Math, Language and
Figure 1: Portrait of Sir Ken Robinson
Science. It was the beginning of prioritizing
(Google image results)
Figure 3: Typical Classroom in the 1950’s (http://www.topfoto.co.uk/gallery/ClassicStock/ ppages/ppage25.html)
subject matter and as a result the creative arts
their true capabilities are and nor do they
such as painting, theatre, music, and performance As education itself developed standards, so did art all fell to the wayside. the spaces in which they lectured in. Desks all
understand their true talents . High school
It has been Sir Robinson’s assertion that
gears its students for college, which is then
education is currently on a “fast food” model ;
supposed to prepare the student for their
meaning that education currently guarantees
professional career. Sir Ken Robinson (figure
a level of poor quality, 100% of the time and
1), one of the most influential leaders in the
is aimed at delivering this guarantee for rapid
current educational crisis, is an author, speaker
production. Due to this model, Sir Robinson
and international advisor on education. He has
states that, “a time of revolution is when things
claimed that the current educational systems
are happening that upset all the things we
have failed at assisting every individual in
take for granted.” Resulting in the idea that
finding their true capabilities, by not allowing
education needs a revolution rather than mere
for the individual’s creative spirit to develop
reform.
So many adults today do not understand what
facing the front of the room where everyone was instructed to only listen to the teacher. As the population of students increased this “formal” classroom setting had to grow much larger at the university level. By doing so it mearly maintained its original standard and simply extrapolated on it. In higher education, this could be applied in a similar way that office workstations are currently arranged in an open environment but are enclosed enough to protect from noise and visual disturbances.
and flourish.
Another excellent example of a well done
It is not the curriculum which will allow this spirit
Presentation Seminar Rooms” (figure 6) which
academic space is the “Plug & Show Computer
to develop but the vehicle in which the student
are an adaptable space driven by technology for
is taking that should promote an environment
a medium sized lecture.
which assists and facilities in the development
The built environment can be a primary
of the individuals creative spirit. Due to the
contributor to the educational institutions
college graduate inflation, Sir Ken Robinson
around the world, by allowing its students to
theorizes that a “college degree is no longer a
explore learning in a multitude of ways suited to
passport to a job; at best it’s a visa.” Due to this crisis of a de-valued education, Architecture should be serving as a means for adding value back into the educational institutions.
the individual’s needs. This cannot occur merely 400 Person Lecture Hall 1996 (Academic Design : sharing lessons learned by William Ammentorp)
at the elementary levels but throughout the entire educational journey, no matter what age. Architects can add value to education through their buildings which can assist in facilitating and influencing change and personal growth for
INNOVATION
the creative spirit to develop. Over the last 50 years education has tried to
KEN ROBINSON
Educational system started during industrialism(focus on math, english and sciences) Human EcologyUnknown future to prepare forFast Food modelCREATIVITY Revolution not reformLife is not linear but organic3yr old does not = 1/2 of a 6yr oldtradition = conformity-
adapt itself to accommodate and prepare its students for the changes in various professions. Robinson suggests that the small educational shifts in curriculum are not adequate in creating a better learning process for students to grow. It is the delivery and receptiveness of the material that education provides, that is critical for the student to flourish.
HYBRID OF TEACHING
MARIA MONTESSORI
- Exercise, nature experiences, cleanliness, fresh air, nutritious food - Focus on children between 3-6 years of age - Free and Full of Order = prepared environment
CREATIVITY
COLLABORATION Figure 2: Portrait of Maria Montessori In the late 1950’s, Maria Montessori (figure 2), began exploring her unique teaching approach, beginning in Italy. It was a revolutionary method at the time which focused on having a
“Emphasis must be placed on visibility between
teacher directed approach and a child directed
activity areas in order to permit observation by
approach. Montessori’s educational process
the teacher, and activity areas in order to permit
primarily focused on the development of
observation by the teacher and between the
children from the ages of three to six years. She life where they were most receptive and creative. Just because history has shown her methods to be effective in an environment with children, does not mean they will not be-able to help in a similar way with adults. One large disconnect that Robinson emphasizes, is that somewhere is the educational journey
The layout of activity spaces should be based
children.”
on the modified open plan facility, where the
For Montessori, visibility promoted freedom
children can observe what is going on from any
and the inclination that if the boundaries of a
part of the school in other words the “modified
space can be visually minimized and the use can
open space” is a space which allows the best
be adaptable, then architecture can begin to
of both open and close philosophies, with a
facilitate collaboration within a larger mass of
mixture of open areas with smaller enclosed
people.
spaces . Additionally this space is open enough to see all activities but enclosed enough to pro-
promote freedom, order, beauty
creative, while the majority of adults do not
tect from noise and visual distractions.
and atmosphere, didatic materials,
believe they are creative and have no idea
In the early 1950’s Maria Montessori had tried to
community life, and reality and
answer the educational crisis at the primary level
nature. These concepts determined
children are creative and believe they are
of their true potentials. Somewhere during the transition from childhood to adulthood; the creative spirit becomes diluted within the educational system. While learning about the Montessori’s principles and theory it may actually be easier to incorporate some of her concepts into higher educational practices. The role of higher education must be to create an educational experience which will allow the individual to continually develop into adulthood at his or her own pace. Montessori believed that architecture at the academic installation must “promote freedom, order, beauty and atmosphere, didactic materials, community life, and reality and nature .” These were the overall concepts of her curriculum that still remain in practice today. Montessori felt in order to promote openness in the “prepared environment.”
while similarly, today Robinson argues that “to meet the challenges ahead, we must redesign
as the criteria of the Montessori
schools to nurture the creative capacity in all of
approach are critical in allowing the
us.” This was one of Montessori’s goals as she began to implement her teaching methods in
creative mind to flourish.
the late 1950’s. In order to create an environment which can nurture the learner, Montessori believed that the curriculum and the spaces they are taught in, must allow for teachings in the areas of exercise, nature experiences, cleanliness, fresh air, and nutritious food. This set of criteria Montessori developed has been histori-
MARIA MONTESSORI
cally proven to be a critical part in allowing the creative mind to flourish.
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felt this was the most influential time of a child’s
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THE SOLUTION Similar to Robinson’s current take on education,
THEORY Architecture at the academic installation must promote freedom, order, beauty and atmosphere, didatic materials, community life, and reality & nature. These concepts determined as the criteria of the Montessori teaching approach are critical in allowing the creative mind to flourish. Architecture in some manner or another must allow for this criteria to be explored at its maximum potential, not just at the elementary level but through higher education and professionally..
PROPOSED IDEA The inclination is that if the separation of spaces can be minimized, resulting in an increase of freedom within the space. Then Architecture will allow for the masses to collaborate and learn at a higher degree. This exploration might also begin with removal of fixed seating and barriers within a space.
Montessori determined that schooling needed a revolution; which occured toward the end of her career, in the early 1950’s. She concluded
The primary connection between Montessori
that it must include “recognition of the goals,
and Robinson is that 60 years ago a large
directions, and powers or characteristics
number of students began attending primary
pertinent to each” student because we all have
schools as a result of World War II and
different capacities and feel them in different
Industrialism. This was the first generation of
ways. The education revolution needed to
family members who attended a “new” formal
be built upon the basic responses of human
style of education (figure 3). Montessori took
beings, which can be made possible, by their
into consideration the problem occurring with
complete development and adaptation to their
such a high volume of students globally and
environment.
created a solution for teaching geared toward
One of the most recent educational design feature which can stimulate all minds a like is the use of technology into the spaces as mentioned in the plug and play rooms. It is best to use technology that can enhance the experiental qualities of the learning environment. The better technology can assist in creating real world situations, the increased chance that students will attain the knowledge of solving these almost authentic cituations.
the learners needs. Similarly, two academic generations later we find a parallel problem where masses of people from all ages are going to higher education. Just as Montessori set the foundation for rebirth in an educational crisis 60 years ago, Robinson is trying to create a new solution for the crisis during the technological era. He claims that the pedagogy needs to adapt with the curriculum, not just to allow for the curriculum to change and be given through the same methods, which were the primary problems during Montessori’s era. Montessori has been known for promoting some of the best creative learning environments simply by implementating and maintaing her
DOLECE + NORRIS
academic design guidelines. Even though these
guidelines were developed to serve a space for - Information age children. Some of the examples listed indicate - Learner driven that they can be applied for adults, focusing - Increase number of older students = change on higher education. The components of her - Industrial age (focus on output not outcome) educational guideline, become the summation - Change does not = transformation of elements (openness, visibility, nature, - Learning has to occur @ time, place & pace of the indiand atmosphere) which create Montessori’s comprehensive environment, that promotes vidual learning and creativity (figure 16). learner driven self pace personal best simulation create barrier-free, pepetual learning open access ANNE MEEK network of experts Architecture can facilitate culture traditional + hydrib disciplines Stimulating & varied physical environments are best just in time learning (Taylot & Vlasto’s 1983) perpetual learning automated learning system
A poor example which comes to mind is a typical large scale 300 person lecture hall (figure 4) (4,200 SF, 65FT x 65FT, 14SF per person), with 20 foot high ceilings in the front angled to a 10 foot ceiling in the back, became the best means for housing students in a classroom environment during the 1950’s when population growth was high. Even though this type of space meets some of Montessori’s requirements, it does not allow for openness as a means of a flexible space. Yes these types of spaces have been designed to achieve a high degree of visibility and acoustical soundness (figure 6), but this simply Figure 8: The ROC Aventus building in Apeldoorn – work areas
has grown into a traditional theatre where students watch education in a 21 inch wide seat
These examples of medium sized types of
The ROC Aventus building in Apeldoorn, (figure
academic spaces are driven toward adaptable
8) where the open work areas for the students
use by allowing furniture, technology, lighting
is divided by partial height walls help stop noise
levels (dimmable, zones) and acoustical qualities
and visual distractions while allowing for wall
of the space (partial height walls) to all be
space to be used collaboratively. Montessori
adapted to the users immediate needs. It is
also felt that freedom by flexibility should also
A more adequate space being utilitized in
questionable that the 20 person seminar room
include, visual flexibility and awareness.
higher education is the, “Plug & Show Computer
has undergone many changes to meet the
Presentation Seminar Rooms” (figure 7) (500
present needs of technology, but it seems that
SF, 18FT x 27FT, 25SF per person), which is an
at a larger scale these efforts of adaptability and
adaptable space that is driven by technology.
individuality fall to the wayside in the large scale
These spaces can also serve as a working area
lecture rooms intended to service groups of
for collaboration or a medium sized lecture
300+ persons.
with a fold down table, rather than experience education. Montessori would not agree with the arrangement of furnishings being fixed because they eliminate the flexibility needed for a “learner driven” environment.
Collaboration and its results for creative learning along with adaptable spaces which became known as “open classrooms” (figure 9) in the 1960’s, freed the teacher from traditional methods allowing for more attention to be placed on the individual learner. This process
environment. The flexibilty of furniture and
created a more conducive, caring, relaxing
arrangement of technology allows for the space
and joyful educational environment. This
to become a hybrid and support more than one
approach was an early effort to balance freedom
type of use.
with responsibility, in education. In order for the Architecture to facilitate some of these ideologies it is critical that it allow for a “barrier free, perpetual learning environment which can give access to a network of experts, in a naturally selfpaced, open access model.” Rather than an Figure 9: 1960’s New Open Classroom Environment
in a similar way that office workstations are currently arranged in an open environment but are enclosed enough to protect from noise and visual disturbances. Another excellent example of a well done academic space is the “Plug & Show Computer Presentation Seminar Rooms” (figure 6) which are an adaptable space driven by technology for a medium sized lecture. Figure 7: The Plug & Show Seminar Room
be inverted to support inward collaboration. Groupings of 20 person sections can take place within an overall large lecture space suited for 300 persons with whiteboards facing the instructor for their view rather than the other way around.
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In higher education, this could be applied
outward focused lecture space the role should
openness QUALITY 1
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QUALITY 2 visibility
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ROTTERDAM SHIPPING & TRANSPORTATION COLLEGE
Visibility in the lecture hall has been used inadequately according to Montessori’s standards. This element of visibility that she emphasized can be applied to higher education by opening boundaries beyond the immediate space where learning is held. This can be done both horizontally and vertically by the use of partial height walls, glass fronts, and terracing/
Figure 10: Corlaer College 2, in Nijkerk Indeed, the large scale lecture hall has been designed to achieve a high degree of visibility and acoustical soundness, but this simply has grown into a traditional theatre where students watch education in a 21 inch wide seat with a fold down surface, rather than experience education. This is a primary example of a failed space in the eyes of Montessori principals. Montessori would not agree with the arrangement of furnishings being fixed because they eliminate the flexibility needed for a “learner driven” environment.
bi-leveling of the adjacent program. An example of this is done in a unique application at Corlaer College 2, in Nijkerk (figure 10) where bi leveling is the primary
Figure 11: Shipping and Transport College in Rotterdam
means of visual connection throughout the
Designed by Neutelings Riedijk Architects in 2000,
overlapping of spaces and there uses. The space
is the only education and training institute catering
takes advantage of the skylight atrium by having to the entire transport sector and for the portglass fronts on the classrooms allowing the light related oil and chemical industry. It is the global to enter and for visual openness to occur. Even
leader in the area of education for operational and
the circulation space can be used as a classroom
management positions in the transport chains. The
setting and created additional microscopic areas
Shipping and Transport College also provides training
for social interactions.
to all professions in the world of shipping, ports,
Similar to auditorium spaces which have specific uses for performances and keynote
port related industry, intermodal and multimodal transport and logistics.
speakers, the focus is on higher educational
About 3,500 full-time students attend daytime
lecture spaces, which immediately eliminates
classes; in addition, hundreds of professionals from
the collaborative process. One example of a
the business world participate in short- or long-term
large scale space which promotes collaboration
refresher courses each year.
through visually connecting spaces occurs at the Shipping and Transport College in Rotterdam (figure 11).
The schools teaching approach indicates it‘s receptiveness to the changes in the transportation industry and as a result is reflected into a very dynamic looking building, where the architecture speaks the language of transportation. The main eating and gathering area in this building labelled the “canteen“ (figure 12) displays great potential for collaboration. The space is closely connected to nature by directing its audiance toward the waterfront and arranging its furnishings by terracing them down toward the glass facade. Interviews show that the students prefer working together in the canteen“ over the library because of the stunning views, close proximity to food and beverage and the flexible arrangement of dining hall furniture. If the higher educational system cannot begin to quickly change and adapt its process toward the type of learning necessary for the future then why not allow the architecture to take the lead in, influencing
Figure 12: Shipping and Transport College in Rotterdam - “canteen“
and facilitating the growth of the creative spirit through academic change.
Didactic materials are something Montessori uses as a physical learning tool. These materials
ALCHEMIST AT MIT
Just as nature was a large influence in Montessori’s educational process, she focused
have a special function in her education
on the use of Didactic materials, which were
as they are the props in which the student
used, in the design of a space as the central
learns. These props all have a place with in the
component for hands on experiential learning.
environment and so does all the belongings of
The use and location of these didactic materials
the individual students. Similarly, Montessori
were heavily incorporated into the architecture
also used nature as one of the biggest learning
where each had a particular function. This
tools by connecting it to the environment and
all relates to the atmosphere of her learning
sometimes making it the environment.
spaces which pay attention to all levels of detail. Montessori:
This inspiration by nature can be tied into the role of “community” in higher education, by
Provides areas in where the child can retire to
engaging the natural environment into the
and observe which activity they would want to
academic buildings as much as possible. This
participate in. These spaces must be cozy and
opens itself for a large scale social interaction and a great example of this is in Washington
semi-private, allowing two or so children to It’s called “Alchemist” by Spanish artist Jaume
State, at the Islandwood School (figure 13) which Plensa and it was placed there in celebration of the has created an institute for helping children university’s 150th birthday. and adults develop a community where all its members incorporate a lifelong commitment to
Alchemist was installed on the grassy lawn area in front of the Stratton Student Center facing
learning. The school creates this atmosphere by Massachusetts Avenue. engaging the different age groups in something they find similarly attractive, such as the natural Constructed by Spanish contemporary artist Jaume
observe their surroundings. In the example of the large lecture hall and the plug in play room, areas within these spaces currently do not exist for students to retire to and use independently and as a result, there is no intermediate spaces for individuals and/ or small groups to interact. Due to the one
Plensa and commissioned specifically for the
dimensional qualities of the large lecture hall;
sesquicentennial celebration by an anonymous
it serves as a poor solution for promoting a
donor, the sculpture consists of mathematical
collaborative environment. The non-flexible
closer to nature. One of her last elements
symbols in the shape of a human form.
nature of the large lecture hall and the lack of
relates to the atmosphere of her “prepared”
Plensa’s number-inspired work for MIT is an
environment, which can be conceived as the
obvious homage to all of the researchers and
balanced combination of openness, visibility,
scientists spawned from the Institute who continue
natural connection and atmosphere.
to contribute to the international scientific and
environment and sustainable influences. In a similar way, Montessori insisted on bringing nature closer to the learner and the learner
individual amenities the plug in play room all serve as bad examples of spaces for separating individual and group learning needs.
mathematical community. The sculpture is lit up at night and visitors are allowed to walk inside of the piece to get a different perspective of the MIT campus from the inside out.
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Figure 13: The Islandwood School
nature QUALITY 3
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QUALITY 4 atmosphere Let’s revisit the 300 person lecture hall, which
In higher education, the various numbers in
has not been exemplified as an excellent
specified academic areas of studies and career
example of an atmosphere conducive to
opportunities, clearly become evidence that
collaboration and creative learning. If we
the curriculums in education have been doing
begin to image this space as an atmosphere
a reasonable job keeping current with the
designed with Montessori’s four elements as a
continual changes in the world. It is not the
guideline; it can begin to add value to the future
curriculum that is failing at the college level
of educational institutions. Because this has
but possibly the delivery of the information
become the primary example of a failed space in and dialogue between the information and the
Figure 14: Biogen Collaborative Open Area
our educational system, architecture can begin
learners. As a result, if the Architecture does
to re-evaluate the intentions of this particular
not continue to develop, such as the types
space and how it can be adapted to an organic
of education has begun to, than the spaces
educational process, while keeping in mind the
in which learning occurs will not adequately
needs of the individual user.
support and allow for users to develop and flourish. If the education curricula and the
Presently some excellent spaces in higher
Architecture can develop and evolve together,
education that are suitable places of
then there is opportunity for learners to engage
engagement are cafeterias, intermediate spaces,
with the Architecture, enabling a higher level of
collaborative areas, huddle rooms, media rooms
learning which has not been fully implemented
& studio spaces. Professionally, collaborative
yet.
spaces are utilized in an open environment suitable for semi-private interaction. A great example is at a biotechnical company in the town of Weston, MA. Where open workstations might allow for some audial discomfort therefore small partitioned areas (figure 14) were created near the circulation paths around the open areas for individual to collaborate while not disturbing others. This is a space not used as a conference room nor an office, or even a huddle room, but an informal small space
All of Montessori’s goals expressed by the type
to serve as an intermediate space for people
of educational atmosphere all of her schools
to interact. Most importantly these spaces
provided each student. In higher education
were set up to have a comfortable and casual
some of the spaces begin to touch on a similar
atmosphere, very much like a home (figure 15).
type of atmosphere Montessori perused, but
A similar installation is used in, the Robert Jungk
they do not create a whole, rather bits and
secondary school in Berlin, Germany where
pieces. Just because the plug in play room has
every piece of furniture has a compartment
an open arrangement because of its flexibility
for personal belongings. This design feature
in furniture, does not mean it properly allows
takes full consideration of its users needs and
for the necessary visual connections necessary
incoporates them into the space adding to the
in the space. Even the most technological
overall quality of the space.
lecture hall, still may not promote the ideal
Figure 16: Typical Montessori School Plan
learning environment if it does not allow for openness, visibility, nature, and atmosphere, to work together equally. The ultimate goal is to create a suitable learning environment which promotes comfort for all of its users. The openness and flexibility of the space needs to work with the visual openness of that space with its surroundings. Figure 15: Divided open area for social interaction
CONCLUSION