Amelia allen and sarah degray
Our project surrounded by two goals: the first being to layer play and education in every aspect of our design. As Albert Einstein said, "Play is the highest form of research." We felt that our design needed to be layered with both play and education, so that each space we designed could be used as an educational space, as well as a play area. And even when we play, we are learning something.
Our second goal was to create areas that are suited to provide for all three learning types: tactile, visual, and audible. When we first began designing this project, we had an area designated for each learning type; we had a visual learning space, a visual learning space, and a tactile learning space.
However, when we began designing these spaces in more detail, it became apparent that this approach would not work. We realized that no one activity is purely visual, tactile, or audible. For example, is painting a visual learning activity, or a tactile one? We don't know! It also became apparent to us that no person is strictly one learning type; each person possesses the ability to learn in different ways. Separating each different learning type into its own area would have created a disconnected learning experience.
Instead, we have created areas that contain similar activities. Our music area features a music wall and an area for music classes to practice outdoors. This area is located farthest away from the school so as to not disturb other classes. Our active area features a sand pit that can be used to learn letters and writing, as well as a fort-building zone in the wooded area. Our art area features chalkboard walls that surround bright plantings, as well as a gallery area for students to show off their work. It also features movable colored blocks that can be used in math classes, but can also be used to create sculptures. At the center of these three areas, we have designed a gathering space that is protected by an overhead pavilion. This area can serve a multitude of purposes.
In the courtyard at the heart of the school, we have designed a reading area. Live willow structures will serve as little reading "nooks." Books can be placed in waterproof bags and woven into the structures, so that when you want to read a book, you can just pick one out of the structures, like picking an apple from a tree. As you move farther away from the school, we have designed a hammock grove for reading or just hanging out with your friends. There is also a group reading zone, where teachers can take their students to read outside.
Overall, we think we have created spaces that can be used for both educational purposes and for play. These spaces function for recess and for regular classes. We have also created spaces that suit the needs of each learning type, while not separating them from one another. Our art area is more visual, our active area is more tactile, and our music area is more audible, but none of these are exclusively visual, tactile, or audible. Each area includes ways to learn through all three learning styles.
Our second goal was to create areas that are suited to provide for all three learning types: tactile, visual, and audible. When we first began designing this project, we had an area designated for each learning type; we had a visual learning space, a visual learning space, and a tactile learning space.
However, when we began designing these spaces in more detail, it became apparent that this approach would not work. We realized that no one activity is purely visual, tactile, or audible. For example, is painting a visual learning activity, or a tactile one? We don't know! It also became apparent to us that no person is strictly one learning type; each person possesses the ability to learn in different ways. Separating each different learning type into its own area would have created a disconnected learning experience.
Instead, we have created areas that contain similar activities. Our music area features a music wall and an area for music classes to practice outdoors. This area is located farthest away from the school so as to not disturb other classes. Our active area features a sand pit that can be used to learn letters and writing, as well as a fort-building zone in the wooded area. Our art area features chalkboard walls that surround bright plantings, as well as a gallery area for students to show off their work. It also features movable colored blocks that can be used in math classes, but can also be used to create sculptures. At the center of these three areas, we have designed a gathering space that is protected by an overhead pavilion. This area can serve a multitude of purposes.
In the courtyard at the heart of the school, we have designed a reading area. Live willow structures will serve as little reading "nooks." Books can be placed in waterproof bags and woven into the structures, so that when you want to read a book, you can just pick one out of the structures, like picking an apple from a tree. As you move farther away from the school, we have designed a hammock grove for reading or just hanging out with your friends. There is also a group reading zone, where teachers can take their students to read outside.
Overall, we think we have created spaces that can be used for both educational purposes and for play. These spaces function for recess and for regular classes. We have also created spaces that suit the needs of each learning type, while not separating them from one another. Our art area is more visual, our active area is more tactile, and our music area is more audible, but none of these are exclusively visual, tactile, or audible. Each area includes ways to learn through all three learning styles.
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