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The Biophilic Learning
Environment
An alternative to the current New Zealand Innovative Learning Environment model
Sarah Rigden
Explanatory Document
Supervised by Annabel Pretty
A research project submitted in partial fufilment of the requirements for the degree of
Master of Architecture Professional. Unitec Institute of Technology 2017.
ABSTRACT
Education in New Zealand is undergoing a sizeable shift towards 21st century
innovations; by where child focused flexible learning environments are the new
standard. The Christchurch Earthquake of 2011 gave an immense opportunity
for the redevelopment of numerous schools; however, the architecture being
delivered offers little more than an enclosure to house this new pedagogy within.
Nature is an essential aspect of a child’s development and learning, as it is
inherent in the human makeup. The environment delivers physical and mental
experiences that nothing else can, and separation from the environment is
proven to have negative impacts on development, health and well-being.
This project addresses the missing link between nature and educational settings in
New Zealand. It uses architecture as a mechanism to compose natural experiences
in the learning environment to help encourage and facilitate learning. Hence,
it proposes an alternate pedagogy: the biophilic learning environment.
This biophilic learning environment will be conceptualised through the complete redesign
of a Christchurch primary school. The objective is to harmonise architecture with nature,
in which nature becomes the educator, the resource, and the content. An experiential
journey becomes the lesson, as like the path that curiosity takes us through nature.
[I]
ACKNOWLEDGEMENTS
I would firstly like to thank my family for all your support during this year and all
previous years, especially for all the trips to and from Christchurch airport. Also,
Hugo and Riley for the comfort and distraction when I needed it the most.
Secondly, thanks to my friends for the reassurance and again for the trips to and
from the airport. Special thanks to Sam, without you this project wouldn’t exist.
To my supervisor, Annabel Pretty, for your guidance, understanding, and encouraging
words of wisdom throughout the year, for which I will be forever appreciative.
Many thanks to Opus Architecture for providing me with this
opportunity and continuous encouragement, as well as my colleagues
for sharing your invaluable knowledge and providing critique.
Nan, thanks for still watching down on me. I hope I’ve made you proud.
[ II ] [ III ]
CONTENTS
AbstractI Additional I.L.E. Design Elements 25 The Green Mind Theory 47 Location69 Programme105
Acknowledgements III 2.4 Existing I.L.E. School Analysis 26 Biophilia Explained 48 Suburb History 70 Access and Circulation 108
ContentsIV Waitakiri Primary School 26 3.4 Design of Nature 50 Demographics71 Space and Plan 108
Halswell School 28 History50 St Martins School History 72 Selections and Systems 116
INTRODUCTION1
Marshland School 30 Harmonious Geometries 51 Environmental Significance 74 5.4 The Learning Organism 120
1.1 Project Outline 2
Hobsonville Point Primary School 32 3.5 Biophilic Design 52 4.3 Site Analysis 76 Cell Arrangement 120
1.2 Architectural Question 3
Freemans Bay School 34 Introduction52 Site Conditions 76 Ancillaries122
1.3 Aims and Objectives 4
2.5 Alternative Educational Models 36 Biophilic Application 52 Networks and Connectivity 80 Organism Features 124
1.4 Scope and Limitations 5
Montessori36 Biophilia vs Biomimicry 54 4.4 Current Building Analysis 82
1.5 Methodology 6 CONCLUSION131
Steiner37 Direct Natural Design 55 Location82
1.6 Terminology 7 6.1 Outcome 132
Reggio Emilia 38 Indirect Natural Design 56 Movement83
Review and Reflection 132
THE CURRENT LEARNING ENVIRONMENT 9 Udeskole & Forest Schools 39 Space and Place Natural Design 57 Space Entitlement 84
Future Research and Discussion 133
2.1 Introduction 10 2.6 Reflection 40 3.6 Nature & Architecture Precedents 58 Space Quality 86
6.2 Final Presentation 134
2.2 History of Education 11 Te Mirumiru Early Childhood Centre 58 4.5 Reflection 90
LEARNING AND NATURE 43
British Education 11 Fuji Kindergarten 60 REFERENCES147
3.1 Introduction 44 DESIGNING THE BIOPHILIC LEARNING
New Zealand Education 14 Vilhelmsro Skole 62
3.2 Children and Learning 45 ENVIRONMENT93 LIST OF FIGURES 153
2.3 Current State of Learning 16 Khoo Teck Puat Hospital 63
Experiential Learning 45 5.1 The Brief 94
Beginnings16 3.7 Reflection 64 APPENDICES161
Curiosity45 5.2 Design Approach 99
Innovative Learning Environments 18 5.3 The Learning Cells 100 10.1 Literature 162
3.3 Nature For Development 46 ST MARTINS SCHOOL AND ITS ENVIRONMENT67
Learning Spaces 20 Arrangement100 The Hundred Languages of Children 162
Biophilia46 4.1 Introduction 68
The Ambient Environment 22 Form103 Biophilic Design Elements 163
Nature Deficit 46 4.2 St Martins 69
[ IV ] [V]
1.0
Introduction
[1]
1.1 PROJECT OUTLINE 1.2 ARCHITECTURAL QUESTION
The biophilia hypothesis describes I.L.E. scheme. The idea appears to be boundaries between classrooms and
how humans are genetically built with working well regarding the pedagogy the environment to allow this path of
the desire to be affiliated with nature. that it targets, however, mostly due to nature derived experiential learning
Nature provides the critical psychological constraints of funding and technologies, to occur. This project explores the
and physiological processes and it is evident that the built form still role that architecture has to fulfil this How can architecture provide an alternative learning environment that
effects that enable learning to occur. operates simply as an enclosure for desire to be connected with nature,
inspires pedagogy and development through responding to the inbuilt human
Thus, interactions with nature are the learning that occurs within. There and hence to attempt to facilitate the
desire for an affiliation with nature, in a full primary school setting?
fundamental to a child’s development. is a pronounced delineation between process of learning. The architectural
internal and external spaces, and nature response will propose a biophilic learning
Due to the 2010 and 2011 earthquakes, merely appears when outdoor and environment, an alternative pedagogy
many Christchurch schools were recreational activities are programmed. to what we see in state schools today.
given funding to rebuild or upgrade
their buildings. The rebuild of state The rebuild gave an ideal opportunity
schools follows the Ministry of for state education to rethink
Educations guidelines and the National pedagogy, yet this opportunity has
Curriculum. This scheme provides been overlooked. Children are suffering
schools with “Innovative Learning from nature deficit disorder, which
Environments” (I.L.E.) that focus contributes to poor health, well-being
on the idea of child-centred, flexible and impacts overall development. It is
learning spaces that cater for all types essential to recover this inherent need
of pedagogy and learning styles. for nature and the early years are the
most critical time for this to happen.
Many Christchurch schools to date have
taken the opportunity to implement this Architecture can assimilate the
[2] [3]
1.3 AIMS AND OBJECTIVES 1.4 SCOPE AND LIMITATIONS
This project aims to: This project is to design a full primary National Curriculum in New Zealand. A
school for years 1 to 8 students new alternative is suggested in response
- Provide an awareness of the current promote health and well-being in St Martins, Christchurch, New to analysis of the current model and
Innovative Learning Environment in the learning environment. Zealand. There will be a projection investigation into child development.
scheme in New Zealand and other of the school roll with the intention This proposed method does not require
models of education (locally - Design a primary and intermediate of accommodating at least 700 digital devices and technologies to
and internationally), allowing learning environment for an existing students and accompanying staff. deliver education; hence, these items will
understanding of methodology earthquake affected school in not be accommodated for in the design.
behind the systems and their impacts Christchurch, New Zealand, offering Organised sports activities are assumed
on the architectural responses. an alternative model of education to use the council park adjacent to This proposal focuses on nature and
from the current innovative the site and will not be designed for its influence on child development
- Provide insight into the learning environment scheme. within the school site bounds. and learning. There is a considerable
instinctual methods of children’s amount of research in the field of
development and learning through - Engage and integrate with the local Financial restrictions and budgets in neuroscience and behavioural studies
the natural environment. This environment to enhance students’ the current education sector will not that prove the nature-development
insight will raise awareness of attachment to place and, therefore, influence this project. However, the dynamic. This project does not delve
the important role of nature in respect and ownership of their proposal will encourage self-sustenance into particular quantitative or qualitative
child development and growth. learning spaces, while also promoting so that buildings’ running costs will research in these areas as it is well
sustainability and self-sufficiency. diminish over their life cycles and, beyond the scope; rather it looks at
- Demonstrate methods of hence, make any initial construction natures influence as an entirety.
embodying principles of nature costs justifiable and sustainable.
in pedagogical spaces, with the
aspiration to facilitate children’s The education method proposed for the
experiential learning and school does not follow the current state
[4] [5]
1.5 METHODOLOGY 1.6 TERMINOLOGY
The initial part of this project was to design entailed exploring concepts of surroundings and movement) design Education Terminology Learning and Nature Terminology
research for design, broken down into how children learn and develop, how ideas were iterated. Further research
two research areas. This was followed the human desire for nature plays a became necessary, particularly more I.L.E. – Innovative learning Biophilia – human affiliation with nature
by research by design, concluding substantial role in this development detailed biophilic elements, which environment (evolution of M.L.E.)
with the final design outcome. (biophilia), and how a deficiency of this contributed to additional design Biophilic design – replication
nature becomes detrimental to health iterations and testing until the final M.L.E. – Modern learning of natural experiences
The first section of research for design and well-being. Further to this, the design was achieved. This design process environment (precursor of I.L.E.)
included an analysis of how the current design of nature itself was explored to was accomplished through 2D and 3D Biomimicry – mimicking natures design
curriculum has been framed by history enable understanding of the elements techniques, including various methods of MOE – Ministry of Education
and innovations. Consequently, the that contribute to the biophilic tendency. diagramming, sketching, mass modelling,
present New Zealand state educational spatial modelling, and modelling form. National Curriculum – Teaching
model (innovative learning environment) Researching by design was initiated framework for state schools
has been explored, including the by the state of knowledge at hand. in New Zealand
architectural responses that we see Elements of nature were explored in
today. These responses have been an architectural sense to provide the Pedagogy – the method/
examined in a qualitative approach to design intent of a biophilic learning practice of teaching
establish benefits and lessons learned environment. With the conscious
due to the existing model. Alternative knowledge of the successes and failures
education methods existent in New of innovative learning environments,
Zealand and internationally were also understanding of the biophilic elements
studied to determine other opportunities that contribute to the biophilia
that the state model may have omitted. hypothesis, and drawing on contextual
influences (historical, cultural, social,
The second part of the research for environmental, site conditions, and site
[6] [7]
2.0
THE CURRENT LEARNING
ENVIRONMENT
[9]
2.1 INTRODUCTION 2.2 HISTORY OF EDUCATION
British Education
The current educational model Many educational systems and school building comprised of an
in New Zealand is in a somewhat curriculums were established before attached classroom to the church.
exploratory phase. There has been New Zealand was settled, yet they
a clear development in educational, still hold an important place in the The English state began to want full
architectural history in which development of our education system. control of the education sector and so
the principles and concepts are It is essential to understand the the public school was established in Fig. 1 - The attached classroom
imperative to understanding why British origins of the pedagogies we England around 1883. The schoolroom no
education is the way it is today. see in our past and present schools longer was an accessory to the church,
to understand the successes and rather a standalone single schoolroom.
This section explains this history and failures of the time, and hence design The building followed many principles
explores the principles behind the better schools for the future. of the Gothic style – hardly adequate for
Innovative Learning Environments that the programme held inside. There were
we see appearing and being tested in The English educational timeline variations of the single room model to
our schools. There should be a focus coincides with important historical cater for larger pupil numbers, often
on environmental considerations events that shaped former and current with the use of soft divisions in one
and the integration of nature into education systems throughout time. large space with an ancillary classroom
the external and internal learning for more direct teaching. This model Fig. 2 - The single schoolroom
environments as a sustainable necessity Dating back to the sixth century, the was known as two room schools2.
and as a learning facilitator (this will church provided English schooling,
be further explored in section 3.0). and from the 15th century, the state The late 19th century saw the
played a significant role alongside introduction of smaller and more
the church in education1. The typical independent classrooms, as trust and
1 C. L. Bailey, A Documentary History of New
Zealand Education (Wellington, N.Z.: New Zealand 2 Malcolm Seaborne, Primary School Design
Council for Educational Research, 1989), 20. (London: Routledge and K. Paul, 1971), 13–14.
Fig. 3 - The two room school
[ 10 ] [ 11 ]responsibility were given to teachers. The of curriculum into ‘wings’ around a
central hall plan was devised, in which central hall and administrative area5. Following on from this flexible model
a hallway fed to many individual rooms There was a better understanding was the practical shared classroom.
and widened to a central hall area3. of the child’s mind in the 1950’s and It consisted of a large single shared
the realisation that visual stimulation Fig. 4 - The central hall plan Fig. 7 - The compact and open plan space surrounded by more dedicated
During World War I health conditions was essential for development meant teaching classrooms7. The central
deteriorated, and importance was placed there was an introduction of colour shared space acted as a zone to bring
on healthy environments for educational and textures in the classroom. natural ventilation and lighting into
spaces. The ideas of natural lighting the teaching areas. The classrooms
and ventilation became apparent as A break from traditional classrooms themselves were also flexible as they
the veranda school was introduced. came in the 1960’s. The idea was to could be divided or remain open
The veranda school, and its variations create alternative teaching spaces plan according to requirements.
between the wars, offered large folding for increased flexibility. Classrooms
doors and high levels windows to were directly connected to a shared The change of secular to non-secular
benefit the health of the children4. space, which would act as a single education, the development of teaching
large teaching area with the classroom. different disciplines independently,
Fig. 5 - The veranda school Fig. 8 - The practical shared classroom
Post World War II student numbers Break out spaces were then linked to and the increasing awareness of
increased and the distinction of subjects the full school hall and administrative the health of children in education
was manifesting. The corridor/cluster areas6. This model was the compact were all significant drivers in the
plan allowed for larger numbers, natural and open plans. It is a significant origin timeline of Western education. Their
elements that the verandah school for the flexible spaces we see today. influence on New Zealand schooling
introduced, and finally, the division 5 Mark Dudek, Architecture of Schools:
is apparent in the next chapter.
The New Learning Environments (Oxford,
3 Ibid., 35. U.K.: Architectural Press, 2000), 44.
4 Ibid., 36–41. 6 Seaborne, Primary School Design, 62. 7 Ibid., 71.
Fig. 6 - The corridor plan
[ 12 ] [ 13 ]New Zealand Education
Schooling in New Zealand existed
before the British colonisation in
1840; however, the new state soon
altered the teaching methods. Private
businesses and churches organised
much of the early education8, which is
where the English attached classroom Fig. 9 - 1903 Kaiapoi Native School Fig. 10 - 1926 Cashmere Sanitorim Open Air School Fig. 11 - 1927 Taranaki fresh air classroom Fig. 12 - Canterbury standard classroom block types
model can occasionally be seen
throughout New Zealand (especially to face the road, with small high-level was put on the health of children in drop sashes allowing control of air, two the open-air classrooms and cheaper standard blocks were used abundantly
in rural circumstances), yet, Maori windows, and no consideration of the education. Consequently, the open-air exits, and verandahs12. This classroom modular units. Each regional education through the 1970’s to the 1990’s, and
were considered as outcasts and didn’t sun, light, or natural visual connection9. classroom was established. This model type developed in a variety of ways board was granted permission in 1954 some are still being used today.
attend these English secular schools. was free standing and designed with from its original design, and up until to develop its own standard type of
Due to financial issues resulting from substantially larger doors and windows the 1940’s it was typical to see the school14. The Canterbury region, for As discussed thus far, New Zealand
After the New Zealand land wars, the World War I, no new classrooms could be on all four sides of the classroom11. open-air verandah classroom, which example, had 24 standard types of classrooms progressed well for an all-
Native Schools act of 1867 presented built and as a result of overcrowding, the consisted of large glazed concertina classroom blocks as of August 2013, inclusive healthy learning environment;
the shift to non-secular education for introduction of transportable classrooms The open-air classroom, however, type doors facing north and a verandah including single storey, double storey, however, they remained single cell
Maori communities in exchange for occured inter-war period. The classrooms became costly and the fresh air with clerestory windows above13. and relocatable classrooms15. These and teacher-centred models up until
their land. Following this 1877 saw were similar to the single schoolrooms classroom was proposed and accepted the 20th century. At this point in
the first Education Act providing a seen in England but built adjacent to each as the new model for schools in the Post-1940 saw the development of 14 Te Ara - the Encyclopedia of New
our timeline we see the change to
national state primary education free Zealand, “Primary Schools,” accessed
other in blocks or as a single cell. Due late 1920’s. This slightly differing model May 1, 2017, https://teara.govt.nz/en/1966/ flexible, student centred learning,
to all children. The school buildings of to the new interest in child psychology boasted mansard roofs with glazing, 12 New Zealand Architectural History architecture-school-buildings. as discussed in the next chapter.
this era were often a single hall built Symposium et al., eds., Good Architecture 15 Ministry of Education, “Catalogue of Standard
in the 1920’s10, a greater emphasis Should Not Be a Plaything: New Zealand Building Types,” August 2013, https://education.
8 Elizabeth Rata and Ros Sullivan, Introduction 11 Basil G Carryer, School in New Architecture in the 1920s, a One Day Symposium govt.nz/assets/Documents/Primary-Secondary/
to the History of New Zealand Education 9 Ibid., 6–7. Zealand: The Twenties (Hamilton N.Z: (Wellington, N.Z.: Victoria University, 2011), 71. Property/Fixing-issues/Earthquake-resilience/
(North Shore, N.Z.: Pearson, 2009), 2–4. 10 Dudek, Architecture of Schools, 1. Waikato Education Centre, 1991), 14. 13 Ibid., 72. Catalogue-of-Standard-Building-Types-EQR.pdf.
[ 14 ] [ 15 ]2.3 CURRENT STATE OF LEARNING
Beginnings
Scientific developments in the 21st learning environments were conceived. and the present day scheme that MOE
century have provided a superior provides to assist the National Curriculum
understanding of the brain and have The Ministry of Education’s (MOE) first is the Innovative Learning Environment
qualified us to determine what works significant initiative around flexible (I.L.E.), a successor to M.L.E.
best for learning to occur. The shift learning spaces was the ‘Learning Studio
in pedagogical trends reflects these Pilot’ in 2008. Five schools throughout
findings. Learning quality has said to be New Zealand were engaged in the
defined by a mixture of the following; programme and each school gained
a new state of the art (of the time)
“personalised learning… socially classroom suite. The suites featured
constructed learning… differentiated learning studios radiating from a shared
learning… learning that is initiated learning area of various designs17. This
by students themselves... learning pilot programme empowered the
that is connected to the physical research surrounding children’s learning
world and authentic contexts…”16. to be tested and it exhibited an overall
positive stance in the education system.
These elements determined that a
flexible, open, and accessible learning From these beginnings, the flexible
environment was crucial to a child’s learning environment evolved into the
learning quality, and thus, flexible Modern Learning Environment (M.L.E.)
16 Mark Osborne, “Modern Learning
Environments” (CORE Education, April 17 Ministry of Education, “Learning Studio Pilot
2013), http://www.core-ed.org/legacy/ Review,” accessed April 12, 2017, https://education.
sites/core-ed.org/files/Modern-Learning- govt.nz/assets/Documents/Primary-Secondary/
Environments-v.1.pdf?url=/sites/core-ed.org/ Fig. 13 - Freeville School learning studio pilot Property/School-property-design/Flexible-
files/Modern-Learning-Environments-v.1.pdf. learning-spaces/LearningStudioPilotReview.pdf.
[ 16 ] [ 17 ]Innovative Learning Environments
The current New Zealand of the entire ecosystem that affects the effective learning21. These physical design
government and MOE state that: learners over time– unlike the traditional principles require the spaces to be:
cell type classrooms where the setting
“An innovative learning referred to the physical envelope in - Flexible – current and
environment is an environment which the pupils learn internally. new pedagogies
where the National Curriculum - Sustainable – change
is being expressed in the The learning environment is made and environment
way it is intended”18. up of four crucial elements; learners, - Creative – stimulation
educators, content, and resources20. - Supportive – comfort and security
To understand what this means Together these items make up the - Connected – inside and out
the learning environment pedagogical core, where all items are
needs to be defined: as important as each other to achieve These theoretical ideas around
effective learning. This shows a definite learning and the principles regarding
“…an organic holistic concept shift away from the teacher-centric the physical learning spaces, which
that embraces the learning taking models before the 21st century and a will be discussed subsequently,
place as well as the setting…”19 new focus on student-centred learning. contribute to the overall organism of
the pedagogical core and are essential
The learning environment is inclusive As presented in MOE’s design principles, for an innovative learning experience.
there are psychological ideas required
18 Ministry of Education, “Home,” for effective learning that in turn are
Innovative Learning Environments, accessed
May 2, 2017, http://ile.education.govt.nz/. reflected in the physical requirements 21 Ministry of Education, “Designing Schools
19 OECD, “Innovative Learning Environments” for the learning environment to enable in New Zealand” (Ministry of Education,
(Paris: OECD, 2013), 22, http://www. October 14, 2015), 32–35, https://education.
keepeek.com/Digital-Asset-Management/ govt.nz/assets/Documents/Primary-Secondary/
oecd/education/innovative-learning- Property/School-property-design/Design-
environments_9789264203488-en. 20 Ibid., 11. Fig. 14 - Pedagogical core guidance/DSNZ-version-1-0-20151014.pdf.
[ 18 ] [ 19 ]Learning Spaces
The physical design principles of an Break out spaces are essential to connectedness to the general learning
innovative learning environment provide guided or direct learning. These spaces. They are often a spill out
group the learning spaces into spaces are connected both physically of the general learning space to an
Direct Meeting Creative
three different categories: general and visually to the general learning outdoor area that has had its climatic
learning spaces, breakout spaces space. It breaks away from the busier conditions carefully designed to Fig. 16 - General learning area
and outdoor learning spaces. and less structured environment contribute comfortable spaces26.
of the general space to provide the
General learning spaces are required opportunity for individual, small group, The Ministry of Education also
to accommodate a mixture of learning or specialist activities. The breakout suggest another quality that
styles varying in collaborative, individual, areas often host technological learning learning spaces should:
conceptual, and instructional styles22. or wet area learning24. It is important
These styles are represented in the to maintain the connection to the “Enable all aspects of the
accompanying figures. The general general space for effective learning, but buildings, building design and
learning spaces are flexible enough a clear boundary should be formed to outdoor spaces to be learning
to provide a combination of these Investigative Construction Dialogue ensure its effectiveness is upheld25. tools in themselves.”27
learning styles to one or multiple Fig. 17 - Specialist break out area
classes at a time, hence, the space is Outdoor learning spaces are imperative The built forms and spaces should
often a larger open plan hub that all in I.L.E. for enquiry-based learning be able to assist with the learning
children can share and complement and, as like breakout spaces, require as well as providing enclosure and
each other’s learning within23. envelope to house the learning.
24 Ibid., 4.
25 Peter Barrett et al., “Clever Classrooms:
Summary Report of the HEAD Project” (Salford,
22 Ibid., 37–40. Manchester: University of Salford, 2015), 29, 26 Ministry of Education, “Designing
23 Mark Osborne, “Modern https://www.salford.ac.uk/cleverclassrooms/1503- Schools in New Zealand,” 40.
Learning Environments,” 3–4. Salford-Uni-Report-DIGITAL.pdf. 27 Ibid., 39.
Presentation Display Reflective
Fig. 15 - Learning styles Fig. 18 - Outdoor learning area
[ 20 ] [ 21 ]The Ambient Environment
The ambient environment has Air quality – Adequate ventilation Heating – Classroom temperature Lighting – Light improves the learning
repercussions on the quality of an is required to provide fresh air for is important to student comfort environment in multiple ways; it is
I.L.E. space and the health of children. breathing, clear odours and pollutants, and impacts learning. A balance functional to enable children to perform
A healthy and comfortable space will remove moisture, and remove stagnant needs to be achieved between learning tasks, it impacts or hinders
facilitate a child’s learning and help air for thermal comfort. It is of particular heating and air-conditioning, natural the comfort of the space, it affects
them perceive the school as a safe importance to have satisfactory ventilation, and thermal gain31. the health of its occupants, and can
and welcoming environment. MOE ventilation in classrooms as children have influence students’ outcomes34.
considers the ambient environment higher breathing and metabolic rates Consideration should be given to:
to consist of four main categories; air than adults, and the ratio of children in - Window operation Consideration should be given to:
Fig. 19 - Natural ventilation Fig. 20 - Thermal mass heat control
quality, heating, lighting and acoustics28. a classroom is significantly greater than - Solar gain and control - Orientation, placement and
These qualities have been developed in most other everyday environments29. - Thermal mass area of the glazing
based on scientific research that - Mechanical heating and cooling32 33. - Shape of the room
proves ideal levels of these features are Consideration should be given to: - Shading or the diffusion
advantageous for practical learning. - Window size and operation of direct sunlight
- Room volumes - Artificial lighting35 36.
- Mechanical ventilation (for when
the natural air is inaccessible)30.
31 BRANZ, “Designing Quality Learning Spaces:
29 BRANZ, “Designing Quality Learning Heating & Insulation” (Wellington, N.Z.: BRANZ
Spaces: Ventilation & Indoor Air Quality” for the Ministry of Education, 2007), 8, https:// 34 BRANZ, “Designing Quality Learning Spaces:
(Wellington, N.Z.: BRANZ for the Ministry of education.govt.nz/assets/Documents/Primary- Lighting” (Wellington, N.Z.: BRANZ for the Ministry
Education, 2007), https://education.govt.nz/ Secondary/Property/School-property-design/ of Education, 2007), 6–7, https://education.
assets/Documents/Primary-Secondary/Property/ Flexible-learning-spaces/HeatingInsulation.pdf. govt.nz/assets/Documents/Primary-Secondary/
28 Ministry of Education, “Designing Quality Property/School-property-design/Flexible-
Learning Spaces in Schools,” 7, accessed May 5, School-property-design/Flexible-learning- 32 Peter Barrett et al., “Clever
spaces/VentilationIndoorAirQualityGuide.pdf. Classrooms,” 22–23. learning-spaces/BranzLightingDesignGuide.pdf.
2017, https://education.govt.nz/school/property/
state-schools/design-standards/flexible-learning- 30 Peter Barrett et al., “Clever 33 BRANZ, “Designing Quality Learning 35 Ibid., 13.
spaces/designing-quality-learning-spaces/. Classrooms,” 19–20. Spaces: Heating & Insulation,” 9. Fig. 21 - Light control & diffusion 36 Peter Barrett et al., “Clever Classrooms,” 18.
[ 22 ] [ 23 ]Additional I.L.E. Design Elements
Acoustics – Background noise and The direction of this project directs strong visual connections.
reverberation can be a challenging towards Biophilia as the compelling
issue for young children, as it can driver (as discussed in the next - Halls and multi-purpose areas
be onerous distinguishing between section). However, MOE provides – location to outdoor learning,
background noise and the task at design guidelines for aspects outside play and community space is
hand37. Learning spaces can be impacted of the learning spaces themselves, imperative. Storage space,
by internal and external noise. which could be beneficial to aspects inclusive of outdoor equipment is
of this project39. Some of the elements required. Design to promote and
Consideration should be given to: that could be constructive are: encourage outdoor learning.
Fig. 22 - Sound absorption through materials Fig. 23 - MOE toilet reference design
- Location of spaces
- Noise barriers - Administration area – Collaborative, - Toilets – even distribution around
- Material selections comfortable and welcoming. the school is obligatory and minimum
- Absorptive materials, building code requirements for
furniture, and fittings - Arrival and entry – The primary each building and the entire school
- Volume and shape of the space38. school entry must be obvious, must be met. Internal and external
safe, welcoming, community accessed is desired and they must
aware, and culturally sensitive. be able to be passively supervised.
Be sensitive to student age groups.
- Teachers’ workspaces – provide MOE toilet reference designs
37 Ministry of Education, “Designing Quality
space for resources and storage. are available as a guideline.
Learning Spaces: Acoustics” (Wellington, N.Z.: Teacher’s areas should be able to
Ministry of Education, September 2016), 6, https:// passively observe learning spaces,
education.govt.nz/assets/Documents/Primary-
Secondary/Property/School-property-design/
Flexible-learning-spaces/DQLS-AcousticsV2.0.pdf. 39 Ministry of Education, “Designing
38 Ibid., 23–28. Schools in New Zealand,” 40–50.
[ 24 ] [ 25 ]2.4 EXISTING I.L.E. SCHOOL ANALYSIS varies
Waitakiri Primary School
Waitakiri Primary School was so the comfort is dependent on the
established in 2013 as a merger occupants within each particular studio.
of two schools, Burwood Primary
and Windsor Primary, as a result There is no apparent environmental
of the devastating 2011 Canterbury connection. Outdoor spaces consist
Earthquakes. Both schools were mostly of formal, hard landscaped areas
severely impacted and subsequently, with no desire to provide integration
this new purpose built, decile eight with purely natural elements.
school, designed by ASC Architects,
was built and completed in 201640.
Year one to six students are catered for, Fig. 24 - Waitakiri School site plan Fig. 25 - Waitakiri School outdoor learning Fig. 26 - Waitakiri School general learning space
with capacity for a 700 student roll across
six learning studios and two refurbished The studios are laid out around a storage, a teachers’ workroom, and and the outdoor learning spaces.
existing studios. The new learning studios centralised covered courtyard that toilets42. The irregular shape of the open
are tailored for 110 students each41. provides space for outdoor learning learning space, along with the enclosed A large open floor plate results in a
and play, as the cover and the breakout spaces, allows for a variety deep floor plan; however, plenteous Fig. 27 - Waitakiri School floor plan & learning spaces (NTS)
40 Education Review Office, “Waitakiri studios shelter the area providing an of teaching styles to co-occur as each natural light enters the space from Learning Space Typologies
Primary School - 27/07/2016,” Education environment for use all year round. style can easily define a space fit for its opposite ends. These opening ends
Review Office, accessed May 12, 2017,
http://www.ero.govt.nz/review-reports/ purpose. A distinct visual and physical enable adequate cross ventilation and General learning
waitakiri-primary-school-27-07-2016/. The interior of each studio contains a link is maintained between the breakout visual links to the natural environment space
41 Waitakiri Primary School, “Waitakiri large learning area surrounded by the spaces and the general learning spaces, beneficial to the health of the
School : New Beginnings in 2015,” 5,
accessed April 24, 2017, http://www. following - a large breakout room, two and between the interior learning spaces occupants. Each studio can control the Breakout learning
waitakiri.school.nz/site/waitakirischool/ smaller breakout areas, a specialist area, environmental conditions individually,
SchoolBuildingPlansPresentationPrint.pdf. 42 Ibid. space
Outdoor learning
space
[ 26 ] [ 27 ]va
rie
s
Halswell School
Halswell School is another school that
was affected by the 2011 Canterbury
Earthquakes that resulted in a full
rebuild designed by Brewer Davidson
Architects. The rebuild was staged
to allow occupation during the build
and was finally completed in April
2015, making it the first school to be
rebuilt in its entirety. The school is
a decile ten, full primary school for
students from years one to eight and
has a roll capacity of 650 students43. Fig. 29 - Halwsell School site plan Fig. 28 - Halswell School outdoor learning Fig. 30 - Halswell School general learning space
There are five modern learning has a physical and visual connection activities. Teachers’ workspaces and is reliant on suitable weather conditions.
blocks, which, along with the hall to this outdoor environment. toilets are directly accessed from the
Fig. 31 - Halswell School floor plan & learning spaces (NTS)
and administrative spaces, frame a ‘learning centres’ and external areas. Again, there is no natural connection or
central outdoor learning and play area. Each block is open and long in plan integration with environmental features.
The outdoor area is vast, so may be containing two undivided ‘learning The two long edges of the buildings The hard landscaped outdoor spaces
exposed to environmental conditions. Learning Space Typologies
centres’ that are the general learning have large eaves to deliver shelter to the are completely detached from nature
Nevertheless, each learning block space. Framing these spaces are entry points and caters for overspill of and the surrounding environment. General learning
enclosed but permeable breakout the interior learning spaces, providing a space
43 Education in New Zealand, “Halswell spaces. In addition to these flexible somewhat sheltered space for outdoor
School,” Education in New Zealand, accessed May
12, 2017, https://education.govt.nz/ministry-of- spaces there are project areas to learning. Nonetheless, these spaces are Breakout learning
education/specific-initiatives/christchurch-schools- support specialist learning and narrow and long so any outdoor learning space
rebuild-programme-2013-2022/halswell-school/.
Outdoor learning
space
[ 28 ] [ 29 ]Marshland School
Following the trend of rebuilt schools as
a result of the Canterbury Earthquakes,
the Marshland School full rebuild was
opened in February 2016, designed by
Stephenson and Turners. The school
is a decile nine full primary school, for
400 years one to eight students44.
The school consists of a single building
where four learning studios radiate off
the administration area in a wing like
manner. The school fronts the road on Fig. 32 - Marshland School general learning space Fig. 33 - Marshland School break out spaces Fig. 34 - Marshland School breakout spaces
the east and so the entire rear elevation Fig. 35 - Marshland School floor plan & learning spaces (NTS)
of the building opens to the outdoor
learning and play areas on the west.
space defines the studio46. Surrounding as opposed to enclosed rooms. The use are completely uninterrupted by any and small break out areas are positioned
this are multiple breakout spaces for of joinery allows a variety of levels to full height walls. This is also beneficial, to view these natural outlooks. Although
The learning studios are grouped in
various learning styles and activities. be created to define spaces further and in conjunction with the raked ceiling, there are strong visual connections
pairs, in which a flexible technology area
Marshland School differs from many create interest amongst the children. The in providing natural ventilation. with nature, there isn’t any integration Learning Space Typologies
divides each studio45. A central learning
other I.L.E. schools, as the open space kitset joinery is easily removed or altered, of nature into the learning spaces.
is divided into differing learning areas and so, the open plan space in which it A covered outdoor learning space is General learning
44 Ministry of Education, “Marshland School,” space
Education in New Zealand, accessed May 12, 2017, with the plentiful use of ‘kitset’ joinery, exists provides a flexible and sustainable provided for each pair of studios. There
https://education.govt.nz/ministry-of-education/ option for future needs as they arise. is also a strong visual connection to the
specific-initiatives/christchurch-schools-rebuild- 46 Stephenson&Turner, “Marshland School,” Breakout learning
programme-2013-2022/marshland-school/. outdoors as the buildings open out to the
Stephenson&Turner, accessed May 12, 2017, http://
45 Ibid. www.stephensonturner.com/marshland-school/. Natural light gain is obvious as the spaces outdoor play area with lots of glazing, space
Outdoor learning
space
[ 30 ] [ 31 ]Hobsonville Point Primary
School
Hobsonville Point Primary School, by
ASC Architects, was established and
constructed to provide education
to the new housing development at
Hobsonville, Auckland. The school
opened in February 2013 and was
the first school in New Zealand to be
opened under the PPP (Private Public
Partnership) model. The decile ten school
provides for years one to eight students Fig. 36 - Hobsonville School breakout learning Fig. 37 - Hobsonville School ‘learning street’ Fig. 38 - Hobsonville School outdoor learning Fig. 39 - Hobsonville Point School floor plan & learning spaces (NTS)
with around 100 students enrolled by
the end of the first year. However, the
capacity of the school is close to 70047. most of the building with a foyer that space for up to 60 students at any given and teaching styles, however, the in satisfactory weather conditions. The
separates the learning areas from time and are supplemented by smaller spaces are indeed suggestive of what use of fixed seating also takes away the
The school consists of a single building the hall and administrative areas. break out spaces and enclosed break activities will happen in each space and flexible element that the outdoors would
laid along the length of the road, with out rooms48. Practical or specialist areas would possibly limit future flexibility. usually provide, offering more formal
some outdoor learning areas on the The learning environment has a strong are also catered for within the space outdoor use with no connection to the Learning Space Typologies
road front but most of the outdoor circulation value as a continuous spine and are strongly defined by joinery or Each common learning area is provided natural environment or surroundings.
learning and play areas behind the runs the length of the space in which materiality change. Having all common with its own outdoor learning space. It General learning
building. The learning spaces occupy storage areas and a ‘learning street’ has areas in one large space allows for wider comprises of hard landscaped area with space
been formed to cut down on unused flexibility between teachers, students, fixed seating. There has not been much
47 Hobsonville Point, “Our Schools,” 3, accessed circulation areas. Nine large common consideration into providing shelter to Breakout learning
May 13, 2017, http://hobsonvillepoint.co.nz/
downloads/Hobsonville-Point-Our-Schools.pdf. areas provide flexible general learning 48 Ibid., 7. these spaces so would only be usable space
Outdoor learning
space
[ 32 ] [ 33 ]Freemans Bay School
Freemans Bay School is due to receive its
brand new I.L.E. classrooms, designed
by RTA Studios, ready for the start
of the 2018 school year. The school
is one of the oldest schools in New
Zealand, situated in central Auckland,
and is currently being redeveloped to
occupy the growing school roll and to
replace leaky buildings49. The decile six,
years one to six school has a current
roll of approximately 420 students
Fig. 40 - Freemans Bay School site plan Fig. 41 - Freemans Bay School outdoor learning Fig. 42 - Freemans Bay School entry
with capacity of a 600 student roll.
The redevelopment proposes to retain
an existing classroom block and build canopy with an uninterrupted view from enclosed break out rooms are provided front and back of the building. There
Fig. 43 - Freemans Bay School floor plan & learning spaces (NTS)
a new I.L.E. two storey block, a Maori the street to the outdoor learning area. for in each module with visibility to the is a missed opportunity in providing
unit, administrative facilities, a hall, and open learning space to ensure the visual natural features in the outdoor learning
a library, which will all frame a central The proposed I.L.E. spaces will be housed connection. Specialist areas sit defined at environment and blurring the lines
courtyard for outdoor learning and play. in a two-storey block or a ‘learning the back of the space for a more focused between indoor and outdoor spaces. Learning Space Typologies
Entry to the school will be under a vast house’. The learning spaces will be environment. Window nooks and spaces
divided into four learning modules. The around the stair have been proposed to General learning
stair to the upper floor acts as a clear be small break out and reflective spaces. space
49 Ministry of Education, “Rebuild Begins
on One of the Country’s Oldest Schools,” slit between the purely flexible general
Education in New Zealand, accessed May 13, learning spaces and the more focused An underwhelming area of covered Breakout learning
2017, https://education.govt.nz/news/rebuild-
begins-on-one-of-the-countrys-oldest-schools/. learning and break out spaces. Two outdoor space has been provided at the space
Outdoor learning
space
[ 34 ] [ 35 ]2.5 ALTERNATIVE EDUCATIONAL MODELS
Montessori Steiner
In addition to the state school system, Maria Montessori founded the present to us a highly designed and Rudolf Steiner’s philosophical views one particular field. Creativity and
it is important to understand other Montessori education system in the sensory environment in which children were to bring spiritual knowledge and open-ended learning appear from
philosophies that are present in the early 1900s and today we can see interact freely, constructing their earthly understanding together as a this, as the door is not closed on any
education of young New Zealand over 40 centres in New Zealand using own learning methods, curriculum, holistic being55. He viewed the holistic particular field. Open-ended play is
children. The three alternative her methods50. The fundamental and pace52. This is reflected in the five being as three entities that interconnect: encouraged as this sensory method
concepts are Montessori, Steiner principle is that the children are areas in the New Zealand Montessori spiritual quality, psychic quality, and opens up children’s creative minds.
(Waldorf), and Reggio Emilia. The the focus and they guide their own curriculum: practical life, sensory physical quality. Each quality must
Danish educational model of the Forest learning. Another important principle awareness, language arts, mathematics be nurtured so the soul can obtain Steiner saw child development in stages,
School could also be of influence is the connection to living things. and geometry, and cultural subjects53. the path to spiritual knowledge56. and at each stage, they experience the
in the New Zealand Curriculum. world differently. Early years focus on
There is a large emphasis on the design Architectural design needs to reflect This view is applied to the Steiner the senses, imaginations, and bodies, and Fig. 45 - Steiner - creativity and personalisation within
of the environment and the objects the hands on, flexible environment or Waldorf education system. The direct stimulation of the intelligence isn’t ‘cell’, specialist learning ‘cells’
within the space, as these are the that this method employs. The focus general approach to education ensures focused on until teenage years58. The
agents for the discovery and learning should be given to driving curiosity structure and well-being throughout learning areas are highly personalised
process51. The space often resembles the with ‘learning streets’ and providing life: it nurtures cognitive capabilities, within the envelope that they are
physical world, offering a constructivist areas that can be personalised54. and independence and initiative57. provided, without the use of technology,
type model of learning to the children. This is done in theoretical, physical, and each space provides direct
Hence, a Montessori space would 52 Selda Al, Reyhan Midilli Sari, and Nimet and artistic activities, all in balance support to the function held within.
Candas Kahya, “A Different Perspective without any preference towards
50 Early Childhood Council, “The Different on Education: Montessori and Montessori
Preschool Programmes and How They Differ,” School Architecture,” Procedia - Social and 55 Kinchin, O’Connor, and Harrod,
accessed May 15, 2017, https://www.ecc.org. Behavioral Sciences 46 (2012): 1866–71, Century of the Child, 33.
nz/Section?Action=View&Section_id=101. doi:10.1016/j.sbspro.2012.05.393. 56 Gilad Goldshmidt, “Waldorf
51 Juliet Kinchin, Aidan O’Connor, 53 Early Childhood Council, “The Different Education as Spiritual Education,” Religion
and Tanya Harrod, Century of the Child: Preschool Programmes and How They Differ.” & Education, February 14, 2017, 1–18, do 58 Margunn Bjornholt, “Room for Thinking - the
Growing by Design, 1900-2000 (New York: 54 Al, Sari, and Kahya, “A Different i:10.1080/15507394.2017.1294400. Spatial Dimension of Waldorf Education,” Research
Fig. 44 - Montessori - learning street, flexibility, and outdoor Museum of Modern Art, 2012), 33. Perspective on Education.” 57 Ibid., 11. on Steiner Education 5, no. 1 (2014): 115–30. Fig. 46 - Steiner - creativity in ‘cell’ type classroom
[ 36 ] [ 37 ]Reggio Emilia Udeskole & Forest Schools
The Reggio Emilia approach was of time, to encourage independent, - Openness to the community Udeskole, or ‘outdoor school’ in Danish,
developed in the post World War II creative thinking, and social for practical experiences. is part of the Scandinavian curriculum
era by psychologist Loris Malaguzzi interaction62. Malaguzzi states that: - A central area to provide a that provides regular, compulsory
in the villages around Reggio Emilia, meeting area or ‘public’ space. outdoor learning, both in natural and
Italy, and is regarded as one of the “The other children are the first - Flow between internal cultural environments to connect the
most influential pedagogical systems59. educator, the second the teacher, and outdoor spaces. students with nature. The method
Influenced by the Fascist principles and the third the environment”63. - Flexibility to allow various uses the environment to teach specific
of the area and time, Reggio believes activities and learning styles. curricular activities outside of the
in the rights of children and their This means that not only do children - Rich sensory experience to confines of the classroom65. The model
yearning for a variety of experiences learn from collaboration and influence encourage interaction (colour, light, is frequently used at kindergarten level. Fig. 49 - Forest School
throughout their education60. from teachers, but also the environment Fig. 47 - Reggio - focus, dynamic flexible space, in/outdoor flow materiality, size, shape, narrative)64.
plays a crucial role in their education. The forest school is a variation of the It can be defined as a constructivist
The system is a constructivist method, Hence, the classroom needs to be Udeskole method, which has been form of education where children
where children learn via experience complex and interconnecting to growing in popularity throughout “construct meaning through interaction
rather than direct information from encourage exploration and creativity North America and the United with each other and the natural
teachers. Malaguzzi described children and provide the means for expression. Kingdom66. It draws on the Udeskole environment”67, or learning by play.
having ‘a hundred languages’ that they concept but at primary school level.
express their ideas through61. Children The architectural output will 65 Peter Bensten and Frank Søndergaard It is a method that helps child
have freedom of choice and flexibility follow these general principles: Jensen, “The Nature of Udeskole: Outdoor
development (personally, socially, and
Learning Theory and Practice in Danish
59 Kinchin, O’Connor, and Harrod, Schools,” Journal of Adventure Education and emotionally) by means of stimulation.
Century of the Child, 224. 62 Rachel Brooks, Alison Fuller, and Outdoor Learning 12, no. 3 (2012): 199–219,
60 Kathy Hall et al., Loris Malaguzzi and Johanna L. Waters, eds., Changing Spaces of doi:10.1080/14729679.2012.699806. Some of these principles could play an
the Reggio Emilia Experience (London: Education: New Perspectives on the Nature of 64 Carolyn Edwards, Lella Gandini, and George 66 Frances Harris, “The Nature of Learning integral role in New Zealand education.
Bloomsbury Publishing PLC, 2014), 30. Learning (New York: Routledge, 2012), 224. Forman, eds., The Hundred Languages of Children: at Forest School: Practitioners’ Perspectives,”
61 Early Childhood Council, “The Different 63 Mark Dudek, Schools and Kindergartens: A The Reggio Emilia Experience in Transformation, Education 3-13 45, no. 2 (March 4, 2017): 272,
Preschool Programmes and How They Differ.” Design Manual (Basel: Birkhäuser, 2014), 46. Fig. 48 - Reggio - classroom rich in activities 3rd ed (California: Praegar, 2011), 318–26. doi:10.1080/03004279.2015.1078833. 67 Ibid., 275.
[ 38 ] [ 39 ]2.6 REFLECTION
The progression from the classroom As previously mentioned, MOE states: than teacher-focused, it is still a
‘cell’ to the Innovative Learning considerably formal and directed
Environment has demonstrated “Enable all aspects of the buildings, setting, as the National Curriculum
that New Zealand education, as like building design and outdoor spaces is required to be taught. Conversely,
our British counterparts, is trying to to be learning tools in themselves.”68 many of the Montessori, Steiner,
keep up with the forever-evolving Reggio, and Udeskole concepts
understanding and awareness From investigation of MOE’s design become important to this project:
surrounding cognitive development guidelines and analysis of existing
and health benefits in children. I.L.E. schools, this statement only has - Self-guided learning
a small amount of truth. Although - Connection to environment
The Innovative Learning Environment classrooms nowadays are more than (natural and cultural)
scheme declares that it is a holistic just an enclosure housing learning, the - Sensory stimulation
approach where the learners, planning of spaces and use of materials - Open-ended learning
educators, content, and resources and systems permit little interaction with - Experiential learning
are all as important as one another the built form itself. It is still a model
in the pedagogical core. However, of enclosure that allows for flexibility The following section will discuss nature,
considering research around cognitive in learning styles and methods within. its place in the learning environment, and
development has a pronounced The built form or space itself should how it is critical to child development.
influence on this approach, there be an indispensable tool for learning. From here, nature becomes the
appears to be a missing link in dominant dynamic of this project;
regards to how nature can facilitate Although the I.L.E. model suggests nevertheless, the Innovative Learning
development and the incorporation that learning is child-focused rather Environment model still provides some
of it into the pedagogical core. important lessons and concepts.
68 Ministry of Education, “Designing
Schools in New Zealand,” 39.
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