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Future Learning Space

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Jennie Clarke

on 3 November 2013

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Transcript of Future Learning Space

“The future of architecture will be as much about ecosystems and habitat restoration as conservation biology is today”
(Chamber,2011, p.23).



This architectural space will endeavour to incorporate as many energy saving devises and smart technology available. It will collect and recycle water as well as produce its own energy for heating and electricity.

Solar BIPV panels are integrated into the glass roof and as well as producing energy for the classroom they provide excellent insulation. Chamber(2011).


The building is constructed from concrete and glass and is clad in cedar. Photovoltaic glass controls the amount of light and heat that penetrates the classroom. Concrete provides structural stability. From an eco friendly point of view concrete provides many positive attributes. Limestone is one of the most abundant minerals on the planet, so it is unlikely that its supply will ever be limited. Concrete is durable, therefore does not need replacing and thus minimising landfill. There is little production waste, it is fireproof, due to its thermal mass the energy requirements are greatly reduced.Koren (2012).

The classroom is a workshop for research and experimentation, a laboratory for individual and group learning;
a place of constructivism.
Extruded aluminium wrapped around PVC pipes create these cool bean spirals.
Raised beds make it easier for the children to access the garden and minimise soil content in this area.
The vege patch.
One part of the outdoor space has a water pond and fountains. This area has been specially designed to incorporate beautiful steps of curved timber decking. The curved shape gives the floor a sense of movement and unexpected visual illusion.
These steppers are shaped like shells of giant turtles.
CLASSROOM OF THE FUTURE
Looking towards 2063
Rooftop :- Melbourne City
In order to capitalise and make best use of space on the roof top location a rather daring design has been instrumented.

The classroom juts over the roof wall, half suspended in the air. The timber clad building soars over the streetscape.

Segmented glass blocks in the floor allow for glimpses to the street and activity below. Rather than being tucked away and disconnected from the city the classroom echoes its connection to the community in both visual and physical terms.


The classroom is not isolated from its context;it becomes a part of the architectural landscape.

The front extension of the building is clad with cedar and punctuated with glass, the back extension of the classroom is all glass.

This creates a transparency of place and a seamless connection to the outside environment.

The children are connected to the changes of weather, time and seasons.



As many of the children have seen little if any of the countryside or seascape, design features have been incorporated within the classroom space that enable the children to experience these natural environments. This has been achieved through the use of natural materials,texture,colour, vegetation, water features and gardens.
The classroom is a collective environment, based on participation and community management. The focus is to encourage harmonious and sociable relationships with shared values and objectives. This sense of community also generates the spatial characteristics of the classroom, the non-hierarchy of spaces (workspaces for adults, kitchen, atelier, bathrooms with equal standing), and the horizontality of the overall distribution layout and shared spaces.
The classroom is specifically designed to tap into the children’s sense of wonder and ability to work together.

The teachers have no specific desk as they walk around freely and are immersed in the learning journey with the children.
“Children want to work with each other, peer support is vital to a successful classroom learning environment”. (Heppell, 2012)
Tables and chairs are moveable and reconfigurable. Children can learn at tables, benches, in the “kitchen”, at the presentation platform and in private learning pods. A research centre houses computers for the children to share and gain access to the web.

Many of the glass panels are slightly diffused which allows the children to write on them. This feature is used when children are mapping ideas or working through a problem.

Children can go outside into the playground and still be fully connected to the Internet and everything they need to learn.

The classroom proves to be an environment that is pleasant to be in, that can be explored and experienced with all the senses and inspires further advancement in learning.

It is an environment that is empathetic, that grasps the meaning of, but also gives meaning to, the life of the people who inhabit it.

It is filled with natural light, glass louvers open up to the breezes, allowing continual exchange of fresh air.

The floor plan
The open plan design contains spaces within spaces, as there are no walls the visual link between activities is unbroken and provides continuity. The classroom provides different types of spaces that support different ways of learning.
AREA 1
-is an explorative,
problem solving and creative area.
It contains a kitchen, construction workshop and nature/science lab.

The space is also reconfigured for art classes. The desk tops flip up for convenient easels.

Large worktops allow the children to spread out and investigate and create. Beneath the worktops are storage drawers that house all the equipment.

There is a stove and oven in the classroom to enable the children to prepare and cook their garden produce.

Sinks are provided in the classroom for tidying up.
AREA 2
is the collaborative work area, where children work on group assignments, learning through student driven, interest based activities.


It is through acting and doing that children are able to understand the path of their learning and the organization of their experience, knowledge and the meaning of their relationships with others. Hattie (2009)

The large open space and flexible furniture arrangement allow for the children to design their own work space.

Group based project learning is important in 2026 learning as children work to gain skills in problem solving ,critical thinking and becoming great communicators. It also allows for children to pool knowledge and skills and delegate roles and responsibilities.

The furniture facilitates this process as it is moveable and flexible in design. Tables can be arranged in circles, clusters or waves depending upon the lesson requirements.

As the tables can be moved to any configeration it allows children to work in pairs,larger groups or by themselves in personalised learning sessions.

The tables are able to be stacked horizontally and moved out of the way when not required. The chairs are ergonomically designed to provide correct sitting posture.

Newton Chair
T41 Student Table
AREA 4
- is a horshoe seating platform with a circular platform stage.It houses a pop up screen, that can be used for a stage backdrop or projection.It is the designated theatre, drama and music space.

This is a whole class space.Children would usually congregate here at the start of each discovery learning module. The teachers work with the children as co-investigators. The learning is driven by the children, it is interest based and they determine the sequence and frequency. (Bicknell-Holmes & Hoffman 2000).

This is a space where children listen and interview guest speakers.

It is a performance and presentation space. Children present their projects here to their class and others they are working with around Australia and the world.


AREA 3
contains the audio visual and interactive technology screen (which can be turned into a green screen for filming).
The children are able to interact with classrooms and children from around the world from this area.

A retractable acoustic curtain can encase the space to darken the area to enable children to watch movies and documentaries.

There is a large curved couch that echoes the curve of the work bench behind for the children to sit on.


AREA 6
– individual reflective thinking pods. These pods are made of cedar strips that repeat the material used on the outer skin of the classroom.
This continuity of fabric creates a consistent and pleasing rhythm to the language of the space.

This area enables the children to get away from the class and have some quiet time to either listen to music and podcasts (there are headphone stations in each pod), read, work on iPads or sit quietly and to allow time for reflective analysis.

It becomes a shelter where children can go when there is a saturation of relations.

Under each pod is a locker for the children to place personal belongings.
AREA 5
- A gallery space for the children to celebrate and exhibit their work to other students and members of the community.

These double curved planes can be separated or joined depending upon the application.

They can be moved to anywhere in the classroom as the base contains hidden barrel wheels.
The bronze sculpture
Exquisite details
Children's garden and play zone

The outdoor environment in the 2063 school will be as important as the interior space. As land is at a premium within the city, many parks and green spaces have been sold to make way for multi story buildings.

With this in mind the outside environ has been designed so the children can explore the natural world and encourage play.
It will make links to the country and sea side with gardens and water features.

It includes a vegetable, herb and sensorial garden which includes traditional Aboriginal bush foods like Quandong, Riberries, Aniseed Myrtle, salt bush and gumbi gumbi.
Webb(2013).

The environment incorporates complex areas that allow the children to expand and develop their physical skills and heighten their senses and curiosity.

To reduce the amount of water required for the garden a selection of Australian and New Zealand drought resistant species have been chosen including long leafed flax, banksia, red star kangaroo paw, maidenhair creepers, New Zealand flax and deciduous maples.

As one side of the garden receives less light due to the height of another building, giant bamboo is planted. This creates a cool and moist environment, ideal in the summer.
Materials play an important role in the design of the garden; the vibrant contrast of timber and stone ,
flowers
and
foliage
,
water
and
concrete
create a space that is
alive
with dynamic rhythms of
colour
,
texture
and
form
.

Gabion walls provide a wind break behind the pond, these are filled with large Castlemaine rocks that come from outback Victoria
.


The roof garden is designed to have mutiple vistas and viewpoints. The idea is to discover new things about it all the time. As the depth of soil is limited on a roof, trees that have a shallow root system have been planted like Tuckeroos, a native plant from the East coast of Australia
Cedar boards, echo the fabric of the building and replicate the feeling of a sandy walkway down to the beach. Fox tail grasses boarder this walkway,they capture the wind and create a nostalgic rythme of sound.
A floor to ceiling fish tank is home to a myriad of tropical fish, starfish,crabs and coral. The tank forms part of the exterior wall, so the fish can be viewed both inside and outside.


The toilets are tiled in a variety of blue metallic mosaics, reminiscent of a pool. There are four sets of doors so the children are able to access them from both inside and outside the classroom .
Children's reflective space and garden
The adventure playground
organic shapes,
natural material

........ time to explore
See no evil, hear no evil, speak.......
sand pit and swing


What
vege's
do we like best?

What
vege's
grow best together (companion planting)?

Let's research the history of herbs.

What can we grow in our
green
house?

What can we pick today?

How many
strawberries
have we got?



Hey, how did that snail get up here?







ROSEMARY
- the herb of rememberance. This herb was used for its medicinal qualities rather than in the kitchen. It was used to cure anxiety and bad dreams and insanity.
Washing with it was thought to be a good way to retain youthful looks. It was also used to dress the bodies of the dead.
What is this herb used for?
COOL

!
!
!
THE SENSORY GARDEN.
Spaces in the mind.....

Smell communicates with the most ancient part of out brain.The deepest and most direct emotions are associated with smell. It connects to the memory, it can awaken an image. It lifts the spirit and excites the imagination.

Speak to the senses : touch, sight, smell sound - with water, wind, flowers and foliage.

Natural materials are used with a twist.

Vitality and playfulness. Connect with nature.


As we walk and brush against the flowers, they release their perfume…… happy days!
Commissioned screens by Australian born designer Marc Pascal bring a playfulness and spirit of joy to the classroom. These bamboo and polycarbonate room dividers are used to create more intimate spaces within the open plan. They capture light from the windows to create a mosaic of pattern and colour within the classroom.
Fig 1
Figure 3
Figure 4
figure 7
figure 8
figure 10
figure 11
figure 12
figure 13
figure 14
figure 15
figure 17
figure 18
figure 21
figure 22
figure 23


Bicknell-Holmes, T. & Hoffman, P.S. (2000). Elicit, Engage, Experience and Explore. Discovery Learning.
New York: Simon and Schuster.

Chambers, N. B. (2011). Urban Green Architecture of the Future. New York: Palgrave Macmillan.

Hattie, J. (2009). Visible Learning ; Children as Individual and Group learners. London: Routledge.

Koren, L. (2012). Concrete. London: Phaidon Press .

Webb, M. (2013). Australian Native Plants. Australia: CSIRO Publishing.




figure 1 Clarke, J.(2013).Sketch of classroom.
figure 2. Clarke, J.(2013). Sketch of classroom.
figure 3 & 4 T 41 student table & Newton Chair. Retrieved from http://www.wellimaginethat.com.au. Reprinted with kind permission.
figure 5. Clarke, J (2013). Pods.
figure 6. Opposite room divider. Retrieved from http://www.thecollectiononline.com.au/Marc+Pascal/products. Reprinted with permission
figure 7. Clarke, J. (2013). Mosaic tiles.
figure 8 Clarke, J. (2013). Fish Tank, Singapore.
figure 9. Reuse Recycle photo retrieved from reverse garbage website.http://reversegarbage.org.au Reprinted with permission.
figure 10, 11, 12 & 13 Manhattan Man (2008). Retrieved from www.tomostudio.com. Reprinted with permision.
figure 14 & 15 Japanese Garden (2010). Retrieved from 'Inspired' by Jamie Durie JDP Media Pty Ltd Reprinted with permission.
figure 16 .Clarke, J. (2013) Snail.
figure 17. Clarke, J. (2010 ). Woolshed rooftop apartments, Sydney.
figure 18. Wee, M. (2005). Retrieved from Grounded by Brendan, M. Murdoch Books, Sydney. Reprinted with permission.
figure 19. Nogg hen house (2013) Retrieved from nogg.co. Reprinted with permission
figure 20 as above
figure 21. Clarke, J. (2011). Oyster plant.
figure 22 & 23. Playground. Retrieved from http://grassrootsplay.com/projects/school_playgrounds . Reprinted with permision.

Throughout the year, Year 5 have been inspired by a wonderful company called Seed. Harvest.Spoon.
The visitors from this company have shared their knowledge and sustainable gardening skills with the children over 4 insightful incursions.
Year 5 enjoyed many hands-on experiences planting seeds and seedlings, developing their worm farm and compost systems, and learning about the importance of reducing, reusing and recycling.
Children have produced a class recipe book . Using the produce they have successfully grown, they re create these dishes in class.
As part of an ongoing project, children package and sell their produce to their local community.
What are we doing at school?
Children have been to an excursion
at Reverse Garbage.It is Australia's largest creative reuse centre. It provides a variety of fantastic materials and resources. As part of an ongoing project the children are currently busily working on, this collaborative task has the children making a sculptural object out of the recycled material they collect from the centre.

Linking in with a creative writing unit the children will produce an animated story incorporating their designed object. They will use the green screen (area 3),iPads and movie making software to create their master pieces.



pods for thinking
Figure 2
Figure 5
figure 6
figure 9
figure 16
references
WHAT PATH DO WE TAKE TO GET TO OUR GARDEN?
What will we plant?
Who made the sculpture in our garden? What is it made from? How would you make it?

The children are very excited as the artist and sculptor who designed their fabulous bronze slide is coming to visit. The children have been on a virtual tour to the Tate Modern as well as the Metropolitan Museum of Art. They love the works of Brancusi, Moore and Hepworth. They will be watching another tour of public sculpture, Sculpture By the Sea, which is held annually at Sydney's Bondi Beach.

Children have researched on the Web and learnt how bronze sculptures are cast and produced. In groups they have designed a chart in Popplet, that explains the process.

They are armed with lots of questions. They want to ask the sculptor what inspires him, how he gets his ideas,where does he start? The artist will make a sculpture out of modelling clay, showing the children how he works.

Children will brainstorm ideas , design a small artwork and each child will make their own sculpture in the style of Tom Otterness. Children will host an exhibition of completed works. Some children will design their piece on cad, others on paper. Children will design and produce pamphlets advertising the exhibition. Children will produce a news article for the school paper about meeting the artist , what they have learnt and informing readers of the upcoming art show.

Some children have taken a particular interest in sculpture. With the teachers assistance they have started a COP with other like minded children, who share their newly found passion.
edfd 459
Jennifer Clarke
The process
The garden is also home to 4 Rhode Island Red chooks, that love to sit with the children at lunch time. They live in this beautiful hen house. it is constructed in cedar,(like the classroom) and makes visual reference to its purpose.
The 'Nogg' has a glass dome roof that floods the chickens with natural light and can be twisted up to aid ventilation. the coop sits on a concrete base that is fastened with stainless steel rings, keeping it damp proof and stable.
THE HEN HOUSE
figure 19
figure 20
hen house
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