Community Pedagogy Thesis Design Report by Xorlanyo Avevor

COMMUNITY PEDAGOGY DESIGN REPORT

XORLANYO AVEVOR

ABSTRACT [Proverb] Bunyoro, Uganda “Omwana takulila nju emoi” It takes a village to raise a child Since Victorian England the layout and teaching methods of the classroom haven’t been subject to much change. These utilitarian methods place emphasis on order and the authoritative teacher. Using the Calton area of Glasgow as a testing ground, this thesis speculates as to whether education can take a more symbiotic approach to its environment; whereby the community can learn for the pupils and the pupils can learn from the community. Also, in cities schools often tend towards localisation which often hinders their integration with existing communities. Investigating the possibilities of having educational interventions within Calton area starts to change this narrative of localisation to one which is more in line with the community focused Ugandan proverb “it takes a village to raise a child”.

PRELIMINARIES

DESIGN DEVELOPMENT

DESIGN RESOLUTION

TECHNICAL RESOLUTION

ABSTRACT

INITIAL POSITIONS AREAS OF INTERVENTION PRECEDENT STUDIES

KNITTING WITHIN EXISTING URBAN FABRIC INITIAL MASSING EXPLORATIONS DEVELOPING A VISUAL LANGUAGE ARCHITECUTURAL DESIGN ITERATIVE DESIGN SITE PLAN & LOCATION PLAN SECTION & ELEVATION DRAWINGS AERIAL AXONOMETRIC INTERIOR & EXTERIOR VIEWS

STRUCTURAL WORKSHOPS CONSTRUCTION DETAILS EXPLODED STRUCTURAL AXONOMETRIC ENVIRONMENTAL WORKSHOPS ENVIRONMENTAL STARTEGY REFLECTIVE SUMMARY

REFERENCES

0 PRELIMI

01 INARIES

INITIAL POSITIONS

Victorian Classroom

21st Centu

ury Classroom

The underlying theme for our group urban design masterplan was the notion of food production and education as a device to improve the health conditions of the Calton and Gorbals area. Given the plethora of agricultural interventions in the masterplan, this thesis tries to push this idea of agricultural education further through the provision of a new primary school. Ensuring that from a young age the children learn about agriculture and improve their social skills with the local community are both vital aspects that this project will explore.

AREAS OF INTERVENTION

Primary Site Supplementary interventions [10 ]

This thesis project questions whether it is feasible for education to extend further than the classroom in that there can be a symbiotic relationship between the proposed schooling facilities and the existing community. Therefore, when deciding the areas of intervention for the thesis, ensuring the sites formed part of the existing community was vital. These infill sites along the pedestrian route connecting the Calton and Gorbals will help to plug the gaps in the urban form whilst contributing positively to the area ensuring that education is deeply interwoven within the urban grain. [11 ]

PRECEDENT STUDIES “Playgrounds of the city” Aldo Van Eyck (1947 to 1978) Mr Van Eyck was an influential Dutch architect and theorist, who played a large part in imagining more than 700 playgrounds in Holland from 1947 to 1978. Set in the post-second-world-war context, families had very little access to their own outdoor grounds, therefore the need of qualitative public spaces was exceptionally high. Eyck and his colleagues jumped at this opportunity and started looking for derelict and unused spaces in the city and started to develop them. For example the two images to the below show how a bombed site received a new playground and public space. Creating urban interventions that encourage children to play in a safe manner coincides with my intial position. Creating these spaces will help the children to have a better integration with the community whilst also creating better urban conditions.

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Montessori School, Delft Herman Hertzberger (1960-1966) Diagonal central corridor allows for a central communal space opposed to typical corridors which are narrow and solely for circulation purposes.

L-Shaped classrooms have two zones. One is more quiet and secluded whilst the toher is open. CLASSROOM

CLASSROOM

CORRIDOR CLASSROOM

CLASSROOM

Glazing is used between spaces to allow for visual connections and to create a level of separation.

PRIVATE PUBLIC

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Wardolf Pedagogy Rudolf Stiener (1919 - Present) GROWTH OF WALDORF SCHOOLS WORLDWIDE

WALDORF SCHOOLS

1200 1000 800 600 400 200 0 1920

1930

1940

1950

1960

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1980

1990

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2020

YEAR

Waldorf education, also known as Steiner education, is a pedagogy founded by Rudolf Steiner which aims to develop pupils’ intellectual, artistic and practical skills in an integrated and holistic manner. This method really tries to cultivate the pupils’ imagination and creativity. In these insitutions the teachers and school leaders have a great deal of control in the teaching methods and curriculum content which reduces external influences dictating what should be taught. As shown in the graph you can see how the popularity of these schools worldwide has increased rapidly since the 1970’s. This data creates an argument to implement this pedagogy in to a city like Glasgow since there is an increase in demand and there in no established Stiener school in this part of the country. Looking overseas, the Yellow Train School in India follows in the footsteps of Steiner’s philosophy. From the image above you can see how there is an emphasis on the power of play which starts to become intergrated into the architecture of the building through slides and arched thresholds. In addition, the connection to the outdoors, especially argriculture, plays a key role in the school’s philosophy. [14 ]

Central Somers Town Adam Khan Architects

Central Somers Town is a collection of social homes, community facilities and a youth club based in the borough of Camden. Looking at the location plan, it is clear how this complex in embedded in the city and gives something back to its context. The image to the top left illustrates the importance of outdoor play in the scheme and the notion of children learning how to cultivate the earth which is an idea that will be vital in this thesis. Social housing apartments in immediate proximity to school and community amenity spaces. Roof-top five-a-side pitch for the local community. Intergration of different age groups.

Generous double height primary school classroom to give children a large and flexible space.

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0 DESIGN DEV

02 VELOPMENT

DESIGN DEVELOPMENT Knitting within existing Urban Fabric Since the aim of the thesis is to create an environment for community-based learning, this sketch plan begins to explore the relationships between the proposed interventions and the existing community. Creating views and routes between the interventions will be vital in creating an environment that fosters communal activity and supervision for the children. In our group urban design masterplan we proposed a main pedestrain artery connecting the demonstration farm to the aquatics facilities. Therefore, creating pausing spaces along this route for the general public is also a consideration which this sketch addresses. In this even though the primary focus is based on connecting with the existing community, the wider public and tourist could explore some of these interventions.

KEY

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Primary routes

Secondary routes

‘Traditional’ education

Agricultural education

Initial Massing explorations

light allow to f o n o oth r tilatio d ven Sawto n a n atio pentr e provid roof to ff d e p o n Slo ce ru sur fa in r ma ss fo a ing m ing build Start hool c s y ar prim

ary cond or se f s s g a in ing m ool build Start ch s y r a prim

Disconnecting several classrooms from the main school building allows better intergration with outdooor space

ide prov ght to ce li a f p o s ro m Large ntial atriu ote for p

st to intre add o off t r run iling d ce wate e e lt u id Va prov and form

Providing a basketball court could provide more variety in sports as there are already 6-a-side pitches close to this site

Bridge connecting primary school and library also creates threshold into public space underneath

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DEVELOPING A VISUAL LANGUAGE

Primary Intervention Typology Investigating the existing vacant building provided the clues for the formation of a visual language for the primary school. Using the Aldershot housing scheme by Sergison Bates as a precedent, you can see how the exaggerated chimney stacks create a visual signature implying that the homes are from the same source. By extracting nuances from the roof structure of the existing school building has helped provide the framework from a signature for the proposed primary school interventions. [20 ]

Archway Typology This typology borrows ideas from the variety of railway arches in the Carlton area of Glasgow. These existing arches have been adapted to house different types of programme under the railway tracks or simply been used a new through routes. Abstracting this motif into the form adds some interest whilst also using a language that will be recognised by the locals. Also, the archways create permeability at ground level whilst also creating outward views at roof level. [21 ]

ARCHITECTURAL DESIGN Main School Building Arrangement Starting to think about the arrangement of spaces for the primary school, having a centralised courtyard helps to create a social aspect to the school following the ideology of the Montessori schools. The roof plan shows how the visual language is incorporated into the buildings form. Also ensuring the building related to its context was also important with views into the theatre space from the street and views to the shared gardens.

Main School Building Axonometric

The axonometric drawings start to show the thinking as to how the roof typologies create a language for the primary school interventions. The vaulted roofs are specifically used in rooms where additional top lighting is appropriate. Also looking in elevation you can see how the form is quite interesting from street level whilst not being too imposing. [22 ]

Since the initial position of this thesis was to explore a strategy for community-based pedagogy, the sketch plan and aerial axon start to communicate this thinking. For example, the shared community gardens and the connection of the school to library typify this. However, architecturally the organisa-tion of masses on the site leaves some weak edges to the square and they’re some safety issues.

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Classroom Pavilion Arrangement Thinking about the arrangement of spaces for the primary school, having a pavilion for the classrooms helps to create a journey for the pupils so that they aren’t stuck in a single building for most of the day. With the pavilion being separated from other school interventions ensuring it responds to it context is vital, hence the deliberate views to other facilities and buildings. Also taking precedent from the Montessori school by Herman Hertzberger, creating an internal hall/gallery space helps to improve the internal social interactions between the pupils. [24 ]

Classroom Pavilion Axonometric

The axonometric diagrams start to show how the roof typologies create a language for the primary school interventions. The vaulted roofs are specifically used in rooms where top lighting is appropriate. Also looking in elevation you can see how the form is quite interesting from street level whilst also not being to imposing to its context.

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Street Elevation Study

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Surveying the existing vacant school building and the neighbouring terraces has been a vital step in understanding how my proposed massing responses to the existing streetscape. The existing vacant school building was quite large therefore scaling down the proposed school entrance creates a sympathetic form the slots well into its context.

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Model-making explorations The use of physical models as a testing device was very helpful in understanding the project from a variety of scales. The site model was very useful at it allowed me to play with different forms to gain an understanding as the how was I was proposing sat within its context. In addition, creating a 1:20 model of one of my key spaces, the assembly hall, was also useful as it helped me to start to visual the interior of my space and think at an early stage about the material quality and framed views.

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Sketch scheme development When planning out the arrangement of building on the site, it became clear that it would make sense to split the site into two zones. One zone which would be predominately used by the public and another zone that would be used by the school. Also ensuring that these facilities could be used interchangeably was also a thought; in that the public could have access to some of the school facilities at the weekend and vis versa. This idea of shared facilities links back to my thesis position of exploring the feasibility of the school becoming more integrated within the city. Also creating a journey through the school building is also evident in the sketch plan which creates an almost village atmosphere within the city.

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Orthographic projections When drafting up the plans in more detail. The idea of creating a route through the school became and interesting source of exploration. The idea was to create a route for the public to pass through the school and enter the public facilities such as the performance space and market on weekends. This idea was to allow the school to become a part of the urban fabric of the city. However, this route did end up creating some awkward spaces within the school and which could be improved. Also drafting this scheme in section helped to play a vital role in understanding how this scheme worked from a different perspective. Especially the section through the classroom indicated that this aspect of the project could be developed.

Sketch Scheme Axonometric Since this scheme is not a single building think about my forms in three dimensions was a vital step in understanding how my project sat within its context. This drawing helped to highlight some of the vacuous and awkward spaces in the project and helped me to practice this drawing technique.

Iterative Design After the sketch scheme review, I reflected on the feedback given by the panel and began the process of making iterations to my proposal. This process was useful, and it really helped me to scrutinise my project from a newfound perspective which help to produce a stronger proposal. For example, in the sketch plan to the left, the key indicates how the proposal aims to enable shared facilities between the public and the school. This was a theme in the earlier iteration however with this plan more facilities how been integrated such as the sports facility and ‘school’s’ greenhouse. Also, in this plan there is a stronger threshold dividing the school and the proposed housing so ensure any issues with overlooking are dealt with in order to improve the children’s saftey within the premises.

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When drafting the plans in the computer, this provided the opportunity to produce drawings with realistic dimensions and spacing. Thinking about the arrangement of furniture, the width of corridors helped to gain a sense of how the spaces would be used and inhabited which is different to the thinking in just block plan. During this process I also rearranged some of the massing from the block plan such as the classroom pavilion to create a playground between the two classrooms. So even though I was drafting in a technical manner the design process was still continuing. Also, thinking about this iteration in section was also a useful design tool as it allowed for the opportunity to add more detail to the spaces and also consider the quality of light that could enter the spaces.

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Elevation Base Studies

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Thinking about my project in elevation was an important part of the design process. It allowed me to start to think about the material quality of my building and how it could relate to its context. For example, the existing school building I’m proposing to convert into a library has a red brick material quality, therefore ensuring that the facades of my school building reflect this vernacular seemed like a logical move. Also thinking in elevation allowed me to think about how I could portray a playful language in my architecture. The Museum of Childhood by Caruso St John Architects has a playful ceramic pattern on the facade [Caruso St John, 2007] which I have tried to take precedent from in my own scheme to illustrate to the users or observer that the building programmes are playful.

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Perspectivial studies Creating persepctival views of the proposal was another useful design tool to really get into the project at eye level. For example the image to the left show how you would enter the school village through the archway and how the form of the buildings guide your eye to the food court and story telling tower. In addition the sketch visual of the assembly hall gives a sense of the volume of the space and how light can enter view the roof lights which helps to sell the proposal.

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Classsroom pavilion The 3D plan of the classroom pavilion again was a useful stage in the design process of my project as it allow to gain a three-dimensional understanding as to how the spaces interacted with each other in a social manner. Likewise, the model was also useful in gain a tangible understanding of these spatial relationship. However, the classrooms themselves were quite utilitarian in their layout.

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Revised Axonometric Having another attempt at drawing my proposal from an aerial view helped to communicate how the spaces between the school building were working better with less awkward spaces and adding more detail to the context helped to show how my proposal knits within the existing urban fabric.

0 DESIGN RE

03 ESOLUTION

Site Plan

16 15

3 1

6 3

1. SICK ROOM

6. CARETAKERS HUT

11. ASSEMBLY/COMMUNITY HALL

16. OUTDOOR MARKET

2. NUSERY/RECEPTION

7. KITCHEN / LUNCH HALL

12. GREENHOUSE

17. PERFORMANCE SPACE

3. CLASROOM PAVILLION

8. INDOOR GYMNASIUM

13. AGRICULTURAL BUILDING

18. ALLOTMENTS

4. WILDFLOWER GARDEN

9. STORYTELLING TOWER

14. PARENT’S WAITING AREA

19. COMMUNITY COOKING / EATERY

5.RESIDENTIAL HOUSING

10. STAFF PAVILLION

15.COMMUNITY LIBRARY

20. BREAD BAKING FURNANCE

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At this stage of resolution plans show a logical arrangement of buildings within the school ‘village’ and all the spaces between the buildings had a clear purpose. For example, the corner of the site towards the bottom west houses the caretakers hut couple with cycle storage for the teaching staff. Likewise, the awkward triangular space behind eastern classroom pavilion is a wildflower garden for the children to experience nature and spark their curiosity. One of the criticisms from a previous interim review was that the classroom pavilions were good in principle with their social courtyards, however the utilitarian layout led to them becoming coming across a quite rigid. Therefore, you can see now in plan how these spaces have become more interesting with the introduction of mezzanine spaces and hidden tunnels into the playground spaces. Also, with regards to safety, a controlled gate has been added into the entrance archway to ensure that members of the public can’t just enter the site. Looking at the location plan you can start to see how the overall masterplan works with the existing context which I was of the initial positions that I wants to explore in this thesis project.

Location Plan

LOCATION PLAN

CONNECTIVE ROUTES SECTIONS & ELEVATION PROPOSED INTERVENTIONS [45 ]

Section AA

Elevation BB

Section CC

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Aerial Axonometric This final axonometric really communicates the overarching principles about this thesis as to how education can start to infiltrate into parts of the city in a communal manner which creates a symbiotic relationship between the pupils and the community.

Interior and exterior views These visualisations aim to start to communicate the aura and feel of this scheme in a way that the orthographic and axonometric drawings don’t really show. For example, the image to the right show inside the classroom starts to depict the playful nature of the space and how the open layout always for flexibility which is vital in modern classrooms. Likewise, the entrance way perspective drawing illustrates the communal feel of the school buildings.

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0 TECHNICAL R

04 RESOLUTION

STRUCTURAL WORKSHOPS Meeting 1 (Jim Sloan) - 08.02.22

Meeting Dicussions I started the meeting by briefly describing my project to our structural consultant Jim Sloan. This led to me explaining my initial ideas about create a pyramid vaulted ceiling typology that would act as a visual language throughout my scheme. At this stage I also had a grasp as to the materials I wanted to utilise in my project which were mainly cork and cross laminated timber. I then showed Jim my precedent is researched called the Cork House by Matthew Barnett Howland. The interesting point I discovered about this project was how due to corks properties I can work as both the structural part of the building as well as the buildings insulator, so no internal leaf is required. However, Jim explained how due to the small spans required for this type of construction cork could be used for the smaller interventions in my scheme whereas for building with larger spans it would make more sense to make use of cross laminated timber. Action Items - Research arcadia nursery in Edinburgh and try and find construction details (TRADA) - Research the Hive Library in Worcester by Feilden Clegg Bradley to understand roof spans - Especially with timber construction there can be issues with damp and rot due to poor vapour control so when looking at details try and gain a good understanding on how other address this. - Think about the limitations with regards to the adaptability of cross laminated timber construction - Research in further detail the foundation details for the Cork House (Piles, concrete strip....?) [54 ]

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Meeting 2 (Jim Sloan) - 08.03.22

Meeting Dicussions In this meeting I explained to Jim how my scheme had developed over the one-month period. By this stage we had plan sections and an axo to work from to start to think about how my typologies could work structurally. In the session I brought the construction details and sketches from the Arcadia nursery is Edinburgh and we had discussions as to how this precedent could be adapted to own project. From looking at the plans we realised that the spans used were similar to the spans that I had introduced into my own project therefore the details didn’t need much alteration. Also, with regards to the envelope this detail seemed to lean toward Passivhaus standards, which is an environmental goal that I would like to achieve. Action Items - Start to develop a detailed axonometric drawing of structural system for typologies - Produce structural sketches of plans similar to precedent to understand span distances and justify moves made. Also start to this about how mezzanine floors will work if introduced. - Also produce axonometric drawings for ‘cork’ interventions (Matthew Barnet Howland precedent) - Start to think about key drawings that will go on final pin up presentation in May [56 ]

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Meeting 3 (Jim Sloan) - 29.03.22

Meeting Dicussions In this meeting I started off by explaining how I was starting to think about the layout for my final presentation and my thoughts about the key structural drawings that I was going to display. This consisted of an exploded structural axo, a strip detail and detail elevation to match the detail. As shown in the image on the right I drafted an axo of one of my intervention spaces taking precedent from the Cork House by Matthew Barnett Howland. One of the main talking points was how the foundation detail could be designed in a way to create a level threshold which isn’t the case with the Cork house. The idea of my scheme was to have a light touch on the landscape and be environmental conscience thus the idea to use piles instead of a concrete slab. Also thinking towards the next level of detail I mentioned that I wanted to use timber shingles for the roof therefore I and Jim looked towards the Brockholes Visitor Centre which has a similar language to what I would like to achieve. Action Items -

Use construction details (TRADA) of precedent studies to start and develop my own detail Revisit structural axo after construction detail is drawn to understand dimensions properly Think in more detail about facade details such as the detail of the fascia board and the gutter in order to be able to draw detail properly and still maintain the playful school aesthetic look. Make decision of whether or not to use steel piles of concrete for foundation detail.

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CONSTRUCTION DETAILS 1:20 Section Assembly Hall

This construction detail starts to illustrate the assembly of materials for the main assembly hall building and the thermal envelope. Similarly, to our group masterplan, I wanted my proposal to be environmental conscious therefore the main structural material for my school proposals is cross laminated timber opposed to concrete or steel. Also, the insulation to the exterior of the building ensure that the interior finish is cross laminated timber. This detail section also gives an indication as to how the Mechanical Ventilation and Heat recovery systems works underneath the staircase. [60 ]

Looking at the equivalent elevation of the section detail, you can start to gain an understanding as to the material quality of the building. The copper flashing and the larch cladding creates a nice blend of colours which a quite warm and the red stain maintain the vernacular language of the existing red brick library building. In addition, the timber roof shingles gives the building a warm and natural feel and takes visual references from the Brockholes Visitor Centre. Also, the perforated brick to the rear creates some permeability into the school whilst also ensuring the safety of the school children. [61 ]

Cork House Stuctural Precedent

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Agricultural Reading Room Structural axo

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ENVIRONMENTAL WORKSHOPS Meeting 1 (Simon Tucker) - 08.02.22

Meeting Dicussions As was the case with my structural workshop I started the meeting by describing my project to Simon. I explained the vaulted ceiling typologies that would dominate my scheme which led to discussions as to how these could be used in an environmental matter. The first topic that we talked about was how the pyramid form could create a stack effect in the summer months for ventilation which is an avenue Simon urged me to explore. In addition, the roof slopes allowed for the opportunity to collect rainwater which could be harvested for the allotment spaces in my proposal. Also, I had an understanding as to main materials that I was going to use for my project, cork and cross laminated timber. Since sustainability played a large role in my project using these materials helped to strengthen this aspect. At this stage I hadn’t looked into energy sources which could power my proposal which is an aspect I investigated during the next week for the subsequent meeting. Action Items -

Research the Hive Library by Feilden Clegg Bradley to understand stack effect ventilation Look into sustainable energy systems for project (photovoltaics, biofuel, wind power etc...) Look at PassivHaus standards for small spaces (Mechanical Ventilation Heat Recovery) Try and think of ways how sustainable stratergies in masterplan could link back to thesis Try and think of other sustainable strategies that could help with enviromental stratergy

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ain for m g mass g ldin i n i u t Star ool b h c s y r prima

ndary r seco g o f s s a in ng m build Starti ry school a prim

ide o prov roof t ff d e p Slo e r uno surfac

e rovid t to p ace h g i l sp roof rium Large tial at n e t o for p

ht ow lig f to all tion o o r h ot ila Sawto d vent tion an pentra

to trest dd in a o t o un ff iling ater r w ed ce t l e u d i a V rov and p for m

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Meeting 2 (Simon Tucker) - 08.03.22

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ENVIRONMENTAL STRATEGY

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In terms of environmental strategy, due to the pyramid form of my buildings it seemed logical to utilise this and introduce a stack ventilation system for the summer. With regards to heating, it proposing to use a ground source heat pump power the underfloor heating proposed in the detail section. The photovoltaics could also produce energy to power the MVHR unit that is being proposed alongside other power-hungry sources such as artificial lighting. In addition, there is a strategy to create permeable paving in order to collect excess rainwater and reduce issues regarding excessing surface runoff. Then this harvested rainwater could be used to water the allotment spaces that are proposed in this thesis. Therefore, these environmental measure help to strengthen the argument that this scheme follows our masterplans manifesto of environmental conscious design. [69 ]

REFLECTIVE SUMMARY The aim of this thesis project was to explore a ‘community-based pedagogy’ by proposing a primary school and other educational facilities to create an environment whereby shared learning is king. Looking back at this initial premise, the resolution of this project illustrates the possibility this pedagogy being introduced with the Calton district. For example, the long elevation and plan illustrate how the assembly hall for the primary school forms part of public realm and the fact that is can be used by the public outside of school hours demonstrates this attitude of sharing. In addition, the extension of education facilities to other parts of the Calton area illustrates how this idea of sharing knowledge in heavily ingrained into the fabric of the city. Moving from social to more environmental positions, in our urban design group masterplan we took the position of being environmentally conscious in our approach to design with the introduction of rainwater harvesting, green roofs and other environmental move. The continuation of this philosophy is present in this thesis project from using sustainable materials such as cork and cross-laminated timber to using sustainable energy strategies such as underfloor heating and photovoltaics. In summary, this thesis project has presented the opportunity for a dialogue to be had about the feasibility of community-based pedagogy in cities; in a time where children and rest of society tend to stay to themselves, this presents a discussions as to how education can be used as a medium to socialise with different ages groups in a safe and beneficial manner.

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REFERENCES View of Utiri Village drawing, Henry. M. Stanley 1890 [Online] - Available at: https://fineartamerica. com/featured/view-of-utiri-village-tanzania-africa-ken-welsh.html[Accessed : 2nd December 2021] Future Architecture - “Public space. A tool against inequalities” [Online] - Available at: https://futurearchitectureplatform.org/projects/0926976e-a138-4a57-bd17-ee086bac46d4/ [Accessed : 2nd December 2021] Aldo Van Eyck’s Playgrounds, Matteo Lunetta [Online] - Available at: https://issuu.com/matteolunetta/ docs/m_lunetta_dissertation_paper/s/11609032 [Accessed : 2nd December 2021] Interview with Herman Hertzberger (2016), Emma Dyer [Online] - Available at: https://architectureandeducation.org/2016/02/03/interview-with-herman-hertzberger/ [Accessed : 3rd December 2021] Montessori School Delft [Online] - Available at: https://www.ahh.nl/index.php/en/projects2/9-onderwijs/114-montessori-school-delft [Accessed : 3rd December 2021] An introduction to Steiner Education: The Waldorf School [Online] - Available at: https://www.abebooks.co.uk/9781855841727/Introduction-Steiner-Education-Waldorf-School-185584172X/plp [Accessed : 4th December 2021] Statistics for Waldorf school worldwide [Online] - Available at: https://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf [Accessed : 4th December 2021] Yellow Train School website [Online] - Available at: https://www.yellowtrainschool.com/ [Accessed : 5th December 2021] Central Somers Town Adam Khan Architects [Online] - Available at: https://adamkhan.co.uk/projects/ central-somers-town/ [Accessed : 11th December 2021] Monterssori Ground floor plan & classroom plans (pg 13) - Drawn by Author North Lane suburban housing, Aldershot [Online] Available at: https://sergisonbates.com/en/projects/ housing-aldershot [Accessed : 10th March 2022] Rue de Cendrier housing and creche, Geneva [Online] - Available at: https://sergisonbates.com/en/ projects/inner-city-housing [Accessed : 12th March 2022] Museum of Childhood Caruso St John [Online] - Availible at: https://carusostjohn.com/projects/victoria-and-albert-museum-childhood/ [Accessed : 14th April 2022] Cork House Matthew Barnett Howland [Online] - Availible at: https://www.matthewbarnetthowland. com/cork-house [Accessed : 16th April 2022] Arcadia Nursery, Edinburgh [Online] - Available at: https://fraserlivingstone.com/work/arcadia-nusery-edinburgh-university [Accessed : 16th April 2022] Arcadia Nursery Case Study TRADA [Online] - Available at: https://www.trada.co.uk/case-studies/arcadia-nursery-edinburgh-city-of-edinburgh/ [Accessed: 18th April 2022] Brockholes Vistitor Centre Case Study TRADA [Online] - Available at: https://www.trada.co.uk/case-studies/brockholes-brockholes-wetland-and-woodland-nature-reserve-lancashire/ [Accessed: 20th April 2022] The Hive, Worcester Library [Online] - Available at: https://fcbstudios.com/work/view/worcester-library [Accessed 23rd April 2022] Sketch plans, sections, diagrams & axonometrics - drawn by Author [72 ]