Dissipated Barriers: Developing an integrated transitional landscape between classroom and playground in New Zealand primary schools

Abstract

The spatial qualities of learning environments are as important as the lessons taught within those environments. The spaces between the classrooms are as important as the design of the buildings themselves. These are the spaces where children learn to interact socially, are influenced by their peers and expend much creative energy; developing the culture of the future. Inside of the classroom teachers are able to monitor and influence children, but this “control” is much less during playtimes. In spite of the recognition of the significance of learning environments on students for over a century little attempt has been made to infuse the theories of progressive education into architectural design; exceptions are architectural designers Mark Dudek and Christopher Day; having dedicated much of their life work to the design of children’s spaces, they champion the view that children’s learning environments be considered and designed from a child’s point of view of the world so they may respond to it positively. The aim is to identify shortcomings in traditional school environments and to attempt to create design solutions which support desirable child social development through better landscape architecture tailored to New Zealand conditions. The thesis evolves through a study of the pedagogy of progressive education through literature research as a model paradigm and using themes from its foremost proponents (John Dewey, Maria Montessori, Mark Dudek and Christopher Day). Approaching the problem from the point of the threshold as the interface between inside and outside; interventions have been incorporated which spread from the boundary edge into both realms. A consistent, yet evolving design language which evolves with the children as they progress through the school means that the landscape works with the children, not alongside them. The concept is to incorporate classroom ideology into the playground; and allow the external environment to influence the classroom creating a comprehensive, coherent experience. A design has been developed to adapt an existing school, Opunake Primary School on the southwest coast of Taranaki in New Zealand. New Zealand primary schools traditionally have made do with limited resources and focused on the core of education. They often have their developmental roots in the early 20th century and consequently reflect the culture and ethos of that time. Schools have been hard pressed to adapt to reflect the changing trends of culture, society and the needs of the children educated within. Priorities dictate that landscapes are practical, largely based on ideas from when the school was originally built and campuses have been extended ad-hoc to accommodate population expansions. For most children primary school is the first encounter with societal norms and expectations from beyond the family. A big, daunting step often made more profound by a sometimes inhospitable and intimidating environment. Creating schools with the children foremost in mind, understanding their psychology and the way they respond to space at their own scale is important. An integrated approach respecting and incorporating knowledge from all sources is vital. In this way we can create a meaningful dialogue between the children, societal expectations and the environment. The experience of school will be a unified, consistent expression. Taking advantage of the openness of the environment blurs the physical and mental barriers inherent between inside and outside. By opening up new areas for occupation it reduces the abrupt difference in states between concentrated classroom study and the wild abandon of the playtime rush. This ongoing development of the social hierarchy enables different methods of work and play to flourish in spaces which cater to children.