Learning Journal v7

8/9/2019 Learning Journal v7

1/46

Centre for Urban Education

Space Shapes LearningCopenhagen Study Visit 17

th-21

stMarch 2010


2/46

2

Index

About the Centre for Urban EducationIntroduction to the Space Shapes Learning study visit

Part 1 The Itinerary

School Design Assessment Checklist

Programme details:Visit 1 - Ordrup SchoolVisit 2 Designlab, IT University &

Tryoutlabs, Copenhagen UniversityVisit 3 - restad GymnasiumVisit 4 - Hellerup SchoolVisit 5 - Danish Architecture CentreVisit 6 - Louisiana Museum of Modern Art

Part 2 - Useful Resources

1: Case Studies - UK2: Case Studies - World3: Reading List - PDF4: Web Lists - UK5: Web Lists - World

Part 3 - Findings and Learning Outcomes

Action Plan


3/46

3

About the Centre forUrban Education:

The Centre for Urban Education is a pioneering

Centre within the Institute of Education atManchester Metropolitan University. We arecommitted to improving the aspirations,educational opportunities and attainments of allchildren, young people and families.

We work with children, young people and theirfamilies, and the professionals concerned withtheir education and care, in urban contexts, inGreater Manchester, the North West of England,the rest of the UK and internationally.

We bring together research, policy and practice tohave a direct impact on all those working withchildren and young people in urban settings.

Urban environments are rich in historical, cultural,creative and community diversity. The Centredraws upon the value of these assets to makepartnerships and connections so that itsprogrammes transform the lives of individuals and

release the capital of our communities.

Our Vision is to become a leading internationalcentre for learning and development in urbanenvironments.

We do this through developing programmes andactivity that:

oDevelop professionals and leaders to support thecreativity and success of urban learners

oFoster and develop inter-professional working

o Support change and innovation in schools andcommunities

o Network and disseminate practice regionally,nationally and internationally

oLink research and practice to provide evidenceof what works.


4/46

4

Introduction

About the Space Shapes LearningStudy Visit:

This study visit is a unique opportunityfor Heads, teachers, creativepractitioners , and educators to learntogether through a guided exploration ofschools, public buildings and spaces inCopenhagen.

The aim of the study visit is to

investigate how innovative design anduse of learning environments can impacton the learner, and enable creativedelivery of the curriculum.

Danishschools, museums and gallerieshave an established reputation forexcellence and innovation in the designof their learning environments. Duringthis4 day, 3 night guided study visitparticipants will visit museums, galleriesand schools and participate indiscussions with artists and architects,to find out what makes a learning spacecreative, reflective, flexible, personalisedand innovative; and what factors need tobe considered to teach successfully inthese spaces.

We hope that participants will beinformed and inspired by visits to

schools, museums and galleries, otherpublic buildings and innovative spaces.We will be guided by the teachers andarchitects who have created and work innew schools in Copenhagen, and havea chance to discuss with them thechallenges and opportunities ofdesigning new learning spaces for the21st Century.

Throughout the visit, participants will be

facilitated to explore their own area ofenquiry and will keep a learning journal;

a final workshop back in Manchester will

consider how participants can applywhat they have learnt in school.

There will be time for group reflection,discussion, and action planning, so thatparticipants can take new ideas andapproaches back to their schools and toapply this to the transformation of theirown school learning environments.The visit has been designed and will be

facilitated by CUE Creative DirectorNancy Barrett, architect Ian Banks, andartist Noah Rose.

How to Use this Learning Journal:

This Learning Journal has beendesigned to provide you with some initialbriefing before our main visits toschools, galleries and exhibitions; and toassist you to gather your thoughts andnote points of interest at each visit,enabling you to reflect on your ownlearning outcome sand begin to developan action plan for future work.

Its is divided into 3 parts:

In Part 1 you will find a briefing for eachvisit along with pages to make your ownnotes.

In part 2 you will find some usefulresources- including Reading Lists,CABES Schools Design AssessmentToolkit, websites and case studies.

In part 3 you will find pages to prepareyour findings from the visit, which weencourage you to share with colleagues,and pointers towards developing anaction plan.


5/46

5

The ItineraryContents:

School Design Assessment Check-List

Programme details:

Day 1 - 18 March 2010

Visit 1 - Ordrup School (am)Visit 2 Designlab, IT University & Tryout labs,Copenhagen University Amager (am)

Visit 3 - restad Gymnasium (pm)

Day 2 - 19 March 2010

Visit 4 - Hellerup School (pm)Visit 5 - Mind Your Behaviour Exhibition (pm)

Day 3 - 20th March 2010

Visit 6 - Louisiana Museum of Modern Art (am)


6/46

6

School Design Assessment Check-List

Successful School Design: Questions to Ask

Linking loosely to the UK Commission for Architecture & the Built Environment's (CABE)key Assessment Criteria for schools, it is suggested that this plan can also be used herein helping participants list their responses to their own individual design assessment.The assessment criteria (listed below) are adapted from the CABE documentSuccessful School Design: Questions to Ask:

http://www.cabe.org.uk/publications/successful-school-design

The 10 suggested criteria headings for our check-list (although please feel free to also

add your own) are:

1.0 Identity & Context

o Does the design match with building ethos & identity?o Does it have a strong relationship with its neighbourhood?o Does it exemplify desired civic character & educational image?o Does it provide an enhanced sense of place?

2.0 Site & Buildings

o Does it have a well arranged site & buildings?o Are there strong and clear design concepts?o Is the building inspiring and seen as good architecture?o Do materials and construction add to this quality?

3.0 External Spaces

o

Is there a clear relationship between grounds and building?o Are there a range of outdoor social, education and/or play spaces?o Has provision been made for learning and a wide range of physical activity

outdoors?

4.0 Internal Planning

o Is the educational philosophy accommodated in internal spaces?o Does it have a clear spatial plan and broad range of spaces being utilised?o Are movement routes fully accessible and with clear hierarchy?


7/46

7

5.0 Use

o Do the interiors provide variety and 'delight'?o Will learning spaces and furniture inspire educationally?o

Will the building and acoustics work well in full use?

6.0 Environment

o Have space sizes and orientation been well considered throughout?o Are spaces well ventilated and well lit naturally?o Are environmental conditions both good and environmentally sustainable?

7.0 Feeling Safe

o Is any security strategy balanced with openness?o Has the building interior being designed to optimise users feeling safe and

comfortable?

8.0 Long Life Loose Fit

o Does the design provide day-to-day flexibility?o Can the building accommodate different plans or pedagogies over longer term?o Can the design accommodate future building adaptations and extensions?o Does the furniture and equipment help facilitate a broad range of options?

9.0 Successful Whole

o Is the whole design 'appropriate' and add up to more than a sum of its parts?o Will it be a pleasure to work, eat, learn, play, teach and socialise in this building?o Is this building a cherished part of its locality?o Do you think it meets the aspirations of the client & community, as well as delivering

educational transformation?

10.0 Other

o Any other issues to do with inclusive design approach, pedagogy or otherwise, thatyou feel is not addressed in the above check list


8/46

8

Visit 1: OrdrupSchool interior by

Bosch & FjordThurs 18 March: 10.30-12.00

Where: Ordrup SchoolGuides: Jakob Kolding, Head ofPedagogy at Ordrup & Bodil HovaldtBjerof Bosch & Fjord.

Already built but disliked by staff and

pupils, the schools remodelling at firstseemed an impossible task because ofthe general dissatisfaction. But successcame once staff, who were initiallyhostile to the idea of yet moreinterruptions, learned to trust their ideasand to l is ten to students."

Our design brief was to produce arange of furniture and areas that wouldchange the learning spaces and make

everyone happy again, says RosanBosch. Because staff initially refused toenter into any dialogue with our team wedecided to set up an office in a room inthe school and worked hard for sixweeks to win them over.

"What we did was mend the gapbetween the architecture and theteaching practice, and we used designand the design process to help the

school transform ways of teaching andlearning into a more personalisedapproach. Furthermore, we helped themto use space and design as an activepart of their teaching practice".

Information Source: TransformingLearning Places BSF and PCPLeadership Online.

http://future.ncsl.org.uk/News.aspx?ID=13

Design ObjectivesOrdrup School was developed as part ofthe Gentofte Municipality SKUB programme which is transforming 12

schools with a more child-centredteaching and focus on individuals.

Creative ApproachBosch and Fjord, temporarily moved intothe school during the design processwith the intention of challenging staffand students use of the spaces withinthe school. Further to this, they gavestudents an insight into staff perceptionof the school environment, and vice

versa, by giving different groupscoloured post-it notes to put in theirfavourites places.

Design OutcomeThe design at Ordrup is based aroundthree concepts linking back to the SKUBmodel:

Peace and absorption - A desire towithdraw through upholstered readingtubes' or concentration booths.

Discussion and cooperation - Carpet'islands' for several children to sit on arehung on the walls and can put on thefloor as temporary places for groupgathering. Older children use sunkenhot pots for concentrated work.

Security and presence - Individual

team areas that divide the school aregiven distinct identity based oncomments made by the staff to give asense of belonging.

Ordrup SkoleGrnnevnge 16

2920 CharlottenlundTel: +45 3998 5959

[email protected]

http://www.ordrupskole.dk


9/46

9

Ordrup Briefing

Ordrup School Images:Photo credit: Anders Sune Berg

http://www.bosch-fjord.com& Noah Rose


10/46

10

Ordrup Check-List

Please now use as reference the suggested assessment check-list set out earlier to

prepare your own analysis of Ordrup School, bearing in mind the supplied briefingsheets listed earlier. It is also suggested you may wish to further revise this assessmentfollowing the presentation by Rosan Bosch of Ordrup interior artists Bosch & Fjord. Thesuggested assessment criteria we ask you to respond to briefly are:

Identity & Context - building ethos & identity / relationship with neighbourhood / civiccharacter / sense of place

Site & Buildings - well arranged site & buildings / coherent design / inspiring & goodarchitecture / materials & construction add to quality

External Spaces - relationship of grounds to building / outdoor space for learning &activity

Internal Planning - Good educational spaces & spatial plan / good movement routesand hierarchy

Use - variety and 'delight' / good learning spaces & furniture / building & acoustics workwell


11/46

11

Environment - space sizes and orientation good / ventilated and lit naturally / good &sustainable environmental conditions

Feeling Safe - security balanced with openness / passive surveillance / safe andcomfortable for users

Long Life Loose Fit - day-to-day flexibility / different plans or pedagogies over time /accommodate future building adaptations / furniture and equipment facilitate range ofoptions

Successful Whole - 'appropriate' and adds up to more than a sum of its parts /pleasure to work, eat, learn, play, teach and socialise in this building / cherished as partof its locality / meets aspirations and delivers educational transformation

Other- Any other issues to do with inclusive design approach, pedagogy or otherwise,that you feel is not addressed in the above check list


12/46

12

Visit 2: Designlab,& Tryoutlabs,(IT University &Copenhagen University)

by Bosch & Fjord

Thurs 18 March: 12.00-14.30

Where: DesignLab, IT University &Tryout labs, Copenhagen UniversityGuide: Bodil Hovaldt Bjer ,Communications Manager,Bosch &Fjord

With DesignLab Bosch & Fjord hasraised the bar for future classroom

designs. A wealth of educationalpossibilities, workshops and inspirationsites has been fitted into a mere 151square metres.

DesignLab is an innovative and modern

classroom at the IT University ofCopenhagen that provides anoptimum setting and excellent facilities

for course in digital design. By using thefull height of the room Bosch & Fjordhas defied the limitations of the 151 sqM floor space and created a highlyflexible classroom that can

accommodate a wide variety ofeducational activities.

There is room for small and large groupsessions, large plenary sessions,workshop activities with paper, models,electronics and IT, and a studio for

documenting, staging and presentingthe students work. And all theseactivities can take place at the sametime. While one group of students isengaged in a discussion at a big table, ateacher can give a presentation

with a screen projector to another group

of students, and all the while a thirdgroup can be building models,

while a few individual students aresoldering electronics.

In the middle of the room, a large, greenstaircase provides a link to themezzanine and seating space for

lectures. Under the steps there isstorage space available to all thestudents. The mezzanine also houses arevolutionising inspiration library that islight years ahead of standardeducational libraries. Specially designeddisplay cases hold literature mixed with

magazines, objects and materials, alltagged with codes that link them to oneanother and to the internet. Studentscan use a tag reader to accessinformation about the object, literature ormaterial on display and be guided on torelated objects, stories and news.

The glass window toward theuniversitys large central atrium has a

built-in exhibition function with theunique display case system, whichopens up the room and highlights themany options available at theIT University to daily users as well as

occasional visitors. This is a displaywindow that is both visible andtangible. With the DesignLab the ITUniversity now has a multi-purposeroom that creates a unique base forthe department, and which also acts as

a powerful icon for the IT University asan innovative and modern educationalinstitution.

Information Source: www.bosch-fjord.com


13/46

13

Designlab &Tryoutlabs

Briefing

Designlab images:

Photo credit: Anders Sune Berghttp://www.bosch-fjord.com

Note: Tryoutlabs are a new (February2010) project by Bosch & Fjord. Areworking of some of the Designlabprinciples, this time for the moreestablished Copenhagen University intheir Amager campus.

As the project is so new we dont haveany photos to include in the learningjournal.


14/46

14

Designlab/ Tryoutlabs Check-List

Please now use as reference the suggested assessment check-list set out earlier to

prepare your own analysis of Designlab and Tryoutlabs bearing in mind the suppliedbriefing sheets listed earlier. It is also suggested you may wish to further revise thisassessment following the presentation by Bodil Hovaldt Bjer of interior architectsBosch & Fjord. The suggested assessment criteria we ask you to respond to briefly are:







15/46

15







16/46

16

Visit 3: restadGymnasium by

3XNThurs 18 March: 15.00-18.00

Where: 3XN Offices (15.00) & restad(16.30)Guides: Kim H Nielsen, 3XN Architects& Vibeke B Groth, Head of Education atrestad

Inspired by the institutions innovativepedagogy and a creative approach tointegrating IT, this design for a school ina new town on the outskirts ofCopenhagen provides a range of invitingand flexible learning environments".

The structure of the building uses threehuge columns as the primary load-bearing mechanism. This allows forgreat flexibility in the use of the floor

space".

As part of a new town development,the school is important as a landmark,and hosts social and cultural activitiesfor the local communities.".

The school operates without traditionalclassrooms, instead encouragingstudents to work both individually and ingroups in the various informal work and

study areas ..... Creative use of mediaand communications technology is partof the schools pedagogy, and its focuson local and global connectednessthrough technology has led to the localnickname of the virtual school."

Information Source: Imagine SchoolDesign

http://www.imagineschooldesign.org

Design ObjectivesThe spatial organisation of the buildingis dictated by the pedagogy andcurriculum of the school.

Creative ApproachWedge-shaped voids in the three upperfloor plates are positioned at slightrotations to one another, encouragingvisual links and better connectionsbetween the different floors and creatingdouble and triple height spaces..

Design OutcomeFour floors house four study zones, witheach containing a mixture of differentsizes and types of learning spaces, fullyor semi-enclosed from the open-plan

circulation spaces. Furniture rangesfrom desks and chairs or stools to sofasand large beanbags, allowing flexibility.

restad Gymnasiumrestads Boulevard 75

2300 Kbenhavn STel +45 8230 2222

[email protected]

http://www.oerestadgym.dk


17/46

17

restad Briefing

restad Gymnasium Images:Photo-share credit: http://www.flickr.com& Noah Rose


18/46

18

restad Check-List

Please now use as reference the suggested assessment check-list set out earlier toprepare your own analysis of restad Gymnasium, bearing in mind the supplied briefing

sheets listed earlier. It is also suggested you may wish to complete this assessmentwhilst also considering the earlier presentation made by Principle Architect Kim HNielsen of restad architects 3XN The suggested assessment criteria we ask you torespond to briefly are:







19/46

19







20/46

20

Visit 4: HellerupSchool by

ArkitemaFri 19 March: 13.30 to 15.00

Where: Hellerup SchoolGuides: Helle K Petersen, SeniorTeacher at Hellerup & Ulrik Dybro,Project Architect at Arkitema

"The traditional school structure with

permanent home rooms was replacedby so-called home areas consisting ofa mixture of large and small spaces withhexagonal bases where childrenare briefed together before finding aplace they are comfortable to work in".

"The school yard is located along thebuildings west and south facades.There are mounds in the landscape inbright colours, a pool with stepping

stones, a bicycle and moon car track,basketball court, amphitheatre, sandboxes and aerial ropeway ".

Innovative solutions to specific areas

" There are several special study areas:the Kuturium with room and facilities forcreative, practical and musicaldevelopments, the Forum for sportsand large events; the Kulinarium forteaching home economics; theUniverse, an information and workplace for grown-ups and children, withbooks and computer equipment; and theNaturium housing natural sciences anda maritime centre".

Information Source: Imagine SchoolDesign

http://www.imagineschooldesign.org

Design ObjectiveThe school is the largest single projectin the extensive modernization of theGentofte municipal school system. It notonly provides new school facilities for upto 750 pupils and 65 teachers &assistants, but has a substantial role inregenerating a post-industrial area.

Creative ApproachThe building programme wasdeveloped through a close collaborationbetween consultants and participants inthe school development project, as wellas the many other interested parties; pupils, parents, teachers, the schoolboard and the municipal council..

Design OutcomesThe resultant school is very spacious

and provides in total about nine squaremetres of space per child.

Hellerup SkoleDessaus Boulevard 10

2900 HellerupTel. +45 39154040

[email protected]://www.hellerupskole.dk


21/46

21

Hellerup Briefing

Hellerup School Images:

Photo credit http://www.arkitema.com


22/46

22

Hellerup Check-List

Please now use as reference the suggested assessment check-list set out earlier toprepare your own analysis of Hellerup School, bearing in mind the supplied briefing

sheets listed earlier. It is also suggested you may wish to complete this assessmentwhilst also considering any presentations made on the school tour by Project ArchitectUlrik Dybro of Hellerup architects Arkitema. The suggested assessment criteria we askyou to respond to briefly are:







23/46

23







24/46

24

Visit 5: DANISHARCHITECTURE

CENTRE (DAC) -MIND YOURBEHAVIOUR

Fri 19 March: 16.00 to 17.00

Exhibition by 3XN Architects at theDanish Architecture Centre (DAC)

Where: Danish Architecture Centre(16.00)Guides: Self Exploration

MIND YOUR BEHAVIOUR focuses onand challenges the concept of behaviourexpressed in seven themes directlyassociated with the design universe ofits architectural practice. These themesare:

o Cultural Behaviouro Learning Behaviouro Human Behaviouro Social Behaviouro Public Behaviouro Building Behaviouro Responsible Behaviour

Architecture can get people talkingtogether. Architecture can calm childrenin the classroom. Architecture can make

passive people more act ive.Architecture can shape corporateculture. Architecture can encouragepeople to find new paths, discover newaspects of their city and ofthemselves. In short, architecture canshape your behaviour.MIND YOUR BEHAVIOUR invites youto step in behind the scenes at one ofthe largest and most successfularchitectural companies in Denmark,

3XN, known for prestigious projects

such as: restad College, the newDenmarks Aquarium, 'The Blue Planet',Saxo Bank's award-winning head officesand the Danish Embassy in Berlin."

The exhibition is based on 3XNs most

recent and remarkable projects, andprovides an insight into the thoughts,visions and processes that lie behind3XNs architecture. 3XN has carved outa unique position for itself within Danisharchitecture and is a strong presenceinternationally thanks to the studiosspectacular buildings, a firm focus oninnovation and not least the importantposition given to human behaviour."

Information Source: Danish ArchitectureCentre

http://www.dac.dk/myb/mybweb.html

Danish Architecture CentreStrandgade 27B

DK 1401 Copenhagen KT: + 45 3257 1930

http://english.dac.dk


25/46

25

DAC Briefing

DACImages:Photo-share credit: http://www.flickr.com

& Noah Rose


26/46

26

DAC: Mind Your BehaviourIn his DAC exhibition MIND YOUR BEHAVIOUR, Kim H Nielsen, Principal Architect at3XN invites us to step behind the scenes at 3XN. As we will already know, the practiceis known for its prestigious projects like restad Gymnasium.

The exhibition focuses on and challenges the concept of human behaviour asexpressed in seven themes that 3XN directly associate with the "design universe" of itsarchitectural practice and philosophy. These themes are Cultural Behaviour, LearningBehaviour, Human Behaviour, Social Behaviour, Public Behaviour, BuildingBehaviour, and Responsible Behaviour. They place focus on that which happens"when architecture shapes behaviour and when architecture through its own behaviourshapes our lives and relationships".

Therefore, as further food for thought in advance of the concluding plenary sessionplease think about this philosophical approach, and respond with your thoughts andimpressions:

Building Behaviour- We all want to be original and authentic. We turn up our noses atcopied goods and hope one day to invent a new wheel.Whats innovative is good,whats familiar is boring - Raises the question: How can we be original, yetsimultaneously adapt to the familiar?

Cultural Behaviour- The world is shrinking. Globalization means that we no longerhave one TV channel but 50; the internet gives us access to vast volumes of knowledgeand low price travel has made the whole world familiar - Raises the question: How canwe use each others differences to expand our world again?

Human Behaviour- Everybody remembers a first; the first day at school, the first trip toNew York, their first love. We thirst after new experiences, yet time after time we stillseem to choose the same old paths - Raises the question: What makes people choosenew paths?


27/46

27

Learning Behaviour- Most of us attended a school where we were taught to put upour hand and to sit quietly in our seats. Today, the same classrooms need toaccommodate very different teaching methods - Raises the question: Can a building initself aid the education process?

Public Behaviour- Many people no longer see themselves as urban dwellers, butinstead see themselves as belonging to a particular neighborhood. Despite so manyexamples in the past, many new urban developments still seem empty and soulless -Raises the question: How do you lay out an urban environment for people?

Responsible Behaviour- The materials of the future are already available to us. Theycan help us find the answers for many of the challenges that the world faces in thefuture - Raises the question: Should the materials we know limit architecture, or shouldwe develop materials that meet our needs?

Social Behaviour- Man is born a social creature. We seem to be inspired with goodideas and learn better in the company of others. We spend our school years studyingand absorbing knowledge with our peers - Raises the question: Should interactioncease when working life begins

Other - Let us have any other thoughts on this theoretical philosophy?


28/46

28

Visit 6 - LouisianaMuseum of

Modern ArtSat 20 March: 11.00 to 13.30

Louisiana Museum of Modern Art byarchitects Jrgen Bo, Wilhelm Wohlertand Claus Wohlert

Where: Louisiana MuseumGuides: Self Exploration

"Every museum naturally has its ownhistory and develops in its own specialway. Louisiana opened in 1958 with acollection of modern Danish art. Theoriginal idea was to establish aninterplay between visual art, architectureand landscape and in so doing createan unmistakably Danish setting and a

haven for people with a serious interestin contemporary art".

"The park serves as an ideal setting fordisplaying the museums collection ofmodern sculptures. Similarly theprominent museum bui ld ings,constructed between 1958 and 1998,offer a fascinating background for thepermanent collection of twentiethcentury art".

"The activities in the Childrens Wing aredesigned for children age 3 till 6 yearsold, 7 till 11 years old, and 12 till 16years old. All activities in the ChildrensWing takes their starting point in theLouisiana museums exhibitions andcollection of modern art. Beside aComputer room and a Storytelling-roomthe Childrens Wing also houses rooms

with open workshops, where childrenand their adults can work independently

with different materials, technics orthemes - changing with the differentexhibitions".

"The Childrens Wing offers different artmediating activities designed forfamilies, childrens institutions and theirstaff".

"The museum Louisiana opened theChildrens Wing in September 1994.From the Childrens Wing there is directaccess to the Lake Garden with animpressive collection of allottment-houses created by world famousarchitects, landart by Alfio Bonanno andslides from the 1978-exhibition Childrenis a people".

Information Source: Saatchi Galleryhttp://www.saatchi-gallery.co.uk

Louisiana Museum of Modern ArtGl. Strandvej 133050 Humlebk

Tel: +45 [email protected]

http://www/louisiana.dk


29/46

29

Louisiana Briefing

Louisiana Museum Images:

Photo-share credit: http://www.flickr.com& Noah Rose


30/46

30

Louisiana

You are encouraged to exploreLouisiana, and in particular to consider

the architecture, visual art, andlandscape jointlly, in terms of scale,context, design, detail, use andmeaning. In particular, we wouldencourage you to consider the following:

Colour in ArtLouisiana's current COLOUR in ARTexhibition comprises 150 works by 72different artists, and explores the closerelationship between art and colour.

Gleaming Lights of the Souls: YayoiKusamaIn this exhibit visitors are invited to entera small mirrored chamber, with a poolof water on the floor. An aray of smallLED lights hung from the ceilingproduce endless reflections.A series ofrecurring visions first came to artistKusama in childhood, after which shestarted seeing a psychiatrist at the ageof 10. She became gripped by thesevisions of dots, nets and violet flowerscovering everything she saw.

Louisiana Pavilion: 3XNLouisiana Pavilion by 3XN architectswas designed to demonstrate cuttingedge possibilities with sustainable and

intelligent micro materials. The vibrantgreen pavilion acts as both sculptural

work viewed against the landscape, aswell as a play sculpture. The latter may

not have been the original intention,given parameters set in writteninstructions, but certainly that is howyoung children interpret it!

Louisiana: Childrens Wing

The Childrens Wing is a three-storeyannex and ideal place to findimaginative ways of introducing children

and young people to modern art andencouraging them to think about it.Spaces are varied in size and outlook,and receive direct and indirect naturaldaylight and overlook the outdoorspaces. Staff management andfacilitation has a light touch.


31/46

31

Design Analysis- Louisiana

Design Analysis: Understanding Scale, Context, Detail &

MeaningThe important aspects of design are considered at different scales, gradually focusing infrom the overall environment and surrounding area to micro attention to design detailand then ultimately the user experience - out of this comes a holistic whole. Whilst weappreciate this is a very quick visit, please consider your immediate thoughts on thefollowing 4 questions.

1. How does Louisiana address the macro scale of the siteand its wider environment - for example:

Links to its distant context of Copenhagen city Addresses the surrounding physical, social/community and economic context Acts as a visual focus or complements open spaces around it Provides well designed public spaces both internally and externally Helps give the site an identity Exploits views and orientation Relationship to resund and views to Sweden.


32/46

32


2. How does Louisiana address the context of the museum's

actual building and grounds - for example: Provides for all required functions - cultural and practical Encloses space and activity Links its odd cluster of buildings via circulation Uses the natural ground levels and contours Brings an 'art' into its buildings to become 'architecture' Sets off the relationship between architecture, exhibit and visitor Offers options for both use and perspective Considers future flexibility and adaptability of spaces Provides an contemplative, inspiring, healthy and safe environment for the user Addresses sustainability during operational use and subsequent uses for

example, through sustainable use of energy and materials, and adaptive use ofspace and materials

Is accessible to all - regardless of age or ability


33/46

33


3. How does Louisiana address the micro detail of the

museum - for example: Sets off its works of art and landscaping Manages the quality of light and ventilation natural and artificial Uses colour - either bold, natural or subtle Deals with finishes and materials natural, man-made, looks, texture, durability Uses its fixtures & fittings, furniture and equipment including looks and ease of

use Utilises technology, IT and new media Provides otherwise for its visitors needs by way of refreshments, consumer

goods and support facilities Ensures access for all


34/46

34

Design Analysis-Louisiana

4. How does Louisiana address its active use and

educational / cultural opportunity - for example:

Subconsciously or consciously influences the user cultural experience andlearning opportunity

Caters for families and young people Deals with user wayfinding and interpretation matters Uses its staffing and management to compliment the enjoyment of the building Deals with the issues of trust and security of exhibits Uses different spaces, relationships and perspective to engage with visitors and

nurture contemplation Uses other devices to support education and learning


35/46

35

Useful ResourcesContents:

1: Case Studies - UK2: Case Studies - World3: Reading List - PDF4: Web Lists - UK

5: Web Lists - World


36/46

36

Case Studies: UK

Westborough School:Westcliff, Essex by Cottrell and

Vermuelen

"The Cardboard Bui ld ing, atWestborough Primary School inWestcliff, took four years to build and isEurope's first building made fromexclusively recycled cardboardmaterials".

"The walls, roof and supporting beamsare all made from recycled cardboardwhich was developed from materials theschool had collected. All the furniturewithin the building is made from oldmaterials, which have either beenrecycled or re-used. Even the gardenhas been designed from sustainableresources: old chimney pots, railwaysleepers and cockle shells from thenearby beach".

"This programme takes a look insideWestborough School and therevolutionary design of the CardboardBuilding, and follows the continuingsustainable development work in theconstruction of the playground".

"The experience shows how thedevelopment of an acclaimed work of

architecture has been used as ateaching aid to support the childrens

learning, and how it inspires the pupilsto follow careers in design andarchitecture".

Source: Teachernet Inspiration Series

http://www.teachers.tv/video/2884http://www.cv-arch.co.uk

The 'Big Rug School':DfES Exemplar School concept bySarah Wigglesworth Architects

"This project was part of a researchproject funded by the DfES looking atthe design of new school buildings. Thebrief was to design a new 2-form entry

Exemplar Primary School. The buildingwas to be sited on the edge of aconurbation and suffered from noiseproblems due to its proximity to anurban trunk road".

"Sarah Wigglesworth Architectsproposed a design which was based onthe concept of the warp and weft of abig rug. The Big Rug School was

developed to be a richly woven textilethat integrates the pupils, staff andcommunity with the landscape, localconditions and collective aspirations. Itfound novel solutions to the brief,offering flexible spaces throughout theschool for both children and adults toengage in individually-directed learning".

Information Source:Architects4Educationhttp://www.architects4education.co.uk/


37/46

37

Case Studies:World

Ingunnarskoli School:Reykjavik, Iceland by Bruce Jilk

Ingunnarskoli in Reykjavik is a newschool model for Iceland. This learningenvironment design integrateseducational planning, programming, anddesign during the decision making. It isdesigned for 400 students in grades onethrough ten.

The process for making decisions aboutthis new school was called 'DesignDown.' It started with the biggest issues,such as the overall context, and movedtoward more detailed aspects. TheDesign Down Committee, a multi-stakeholder group of parents, teachers,administrators, students, employers,neighbours, and other concernedcitizens, delivers this.

Early in the design process the LearningSignature is developed. The learningsignature focuses on what is special andunique; it becomes the identity of theschool.

Source: Design Down Process:Designing a School in Iceland with its

Users for PEB Exchange by Bruce Jilk

http://c2a.co.uk/downloads/resources/DesignDownIceland.pdfhttp://www.designshare.com

Discovery 1 School:

Christchurch, New Zealand byWynyard Design Studio

"Discovery 1 provides a great exampleof a school that is truly integrated into toits social and physical context,inhabiting the top floor of a departmentstore in Christchurchs central businessdistrict".

"The school offers an innovative

approach to teaching and learning thatputs students' individual learning needsat the centre and then uses locationsand facilities around the city to providethe setting for each childs learningexperience".

Integrated social / physical context

"One key element about the school is

using its inner city status making useof city centre facilities - swimming pool,businesses and art galleries on a day today basis.

Source: Information Source: ImagineSchool Designhttp://www.imagineschooldesign.orghttp://www.discovery1.school.nz


38/46

38

Reading List - PDF

Web-Downloadable PDF Documents

UK - Schools Policy

Partnerships for Schools (PfS): BuildingSchools For the Future (BsF) StandardDocuments:http://www.partnershipsforschools.org.uk/library/bsf_standard_docs.jsp

Department of Children, Schools &Families (DcfS):21st Century Schools

White Paper :http://publications.dcsf.gov.uk/eOrderingDownload/21st_Century_Schools_Summary.pdf

DfES Better Buildings, Better Desgin,Better Education:http://publications.teachernet.gov.uk/eOrderingDownload/10yrs%20investment.pdf

UK - School Design Quality

DfES: Schools for the Future: ExemplarDesign Compendium:http://www.teachernet.gov.uk/_doc/6113/Exemplar%20Designs%20compendium.pdf

Office for Government Commerce:Design Quality: Achieving Excellence in

Public Procurement Guide:http://www.ogc.gov.uk/documents/CP0069AEGuide9.pdf

UNISON: The Governors EssentialGuide to PFI:http://www.unison.org.uk/acrobat/12174.pdf

UNISON: Reclaiming the Initiative:Putting the Public Back into PFI:

http://www.unison.org.uk/acrobat/18461.pdf

Construction Industry Council: DesignQuality Indicators Online Guide:http://www.dqi.org.uk/dqi/Common/DQI

Online.pdf

CABE: Picturing School Design usingDQI:http://www.cabe.org.uk/files/picturing-school-design.pdf

CABE: How CABE's School DesignPanel Works:http://www.cabe.org.uk/files/successful-school-design.pdf

CABE: Successful School Design -Questions to Ask:http://www.cabe.org.uk/files/successful-school-design-questions.pdf

CABE: Schools for the Future ClientDesign Advisor:http://www.cabe.org.uk/files/building-schools-for-the-future-the-client-design-advisor.pdf

CABE: Achieving Well DesignedSchools Through PFI:http://www.cabe.org.uk/files/achieving-well-designed-schools-through-pfi.pdf

CABE: Assessing Secondary SchoolDesign Quality:http://www.cabe.org.uk/files/assessing-secondary-school-design-quality-summary.pdf

Architecture Centre Network (KentArchitecture Centre): Design QualityIndicators for Schools Question Cards:http://www.architecturecentre.org/documents/publications/DESC_24Q_V3.pdf

Building Schools Exhibition &Conference 2010:http://www.itmps.co.uk/digitaleditions/bs

cecjournal2010.html


39/46

39

School Works: Creating New SchoolsGuide:http://www.school-works.org/pdf/schoolBuildings.pdf

UK - Design Models

Big Rug School - Exemplar PrimarySchool Design Model:http://www.teachernet.gov.uk/_doc/6102/sarah%20wigglesworth%20compendium.pdf

Design Share: Design Patterns for 21stCentury Schools:http://www.designshare.com/images/Th

eLanguageofSchoolDesigneBooksummaryweb.pdf

Innovation Unit: Classrooms for theFuture:http://www.innovation-unit.co.uk/images/stories/classrooms_of_the_future.pdf

UK - Learning Environments /Pedagogy

Learning Environments of the Future(Final Report for CABE / BuildingFutures)

http://rubble.heppell.net/places/media/final_report.pdf

Denmark - General

SKUB: The School of the Future(Denmark)http://create2009.europa.eu/fileadmin/Content/Downloads/PDF/Projects/National_projects/DK_SKUB_The_school_of_the_future.pdf

International - General

International Union of Architects:Copenhagen Declaration; Sustainable

By Design:http://www.uia-architectes.org/image/PDF/COP15/COP15_Declaration_EN.pdf

Design Down Process: Designing aSchool in Iceland with its Users for PEBExchangehttp://c2a.co.uk/downloads/resources/DesignDownIceland.pdf


40/46

40

Web Lists: UK

List of Key Websites

UK - Schools Policy:

Department of Children, Schools &Families Timetable for Action: EveryChild Matters:http://www.dcsf.gov.uk/everychildmatters

Department of Children, Schools &Families Timetable for Action:http://www.dcsf.gov.uk/21stcenturyscho

olssystem

Partnerships for Schools (PfS): isresponsible for management anddelivery of the government's capitalprogrammes for schools:http://www.partnershipsforschools.org.uk

Teachernet: School Building Design,Management & Development:http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/schoolbuildings/?section=681&CFID=5200149&CFTOKEN=e02d2f-7c8b87fd-acb1-457d-8364-b4af9308a784

UK - Schools Best Practice Advocacy& Advice

MMU Institute of Education: Centre for

Urban Education (CUE):http://www.ioe.mmu.ac.uk/cue

Centre for Urban Education (CUE):Space Shapes Learning (CopenhagenStudy Tour 2010):http://www.cue-copenhagen.blogspot.com

Engaging Places :A resource to supportteaching and learning through buildings

and places:http://www.engagingplaces.org.uk/home

UNISON: PFI Guidance:http://www.unison.org.uk/pfi

Construction Industry Council: DesignQuality Indicators for Schools Online:http://www.dqi.org.uk/website/dqiforschools/default.aspa

Building Futures: Debates the future ofthe built environment and socio-economic & environmental impact overtwenty-years:http://www.buildingfutures.org.uk

British Council for School Environments(BCSE): UK's leading charity ineducation, design and construction:http://www.bcse.uk.net

Sorrell Foundation / Joined Up Designfor Schools: Gives pupils the role ofclients for a design project at theirschool:http://www.thesorrellfoundation.com/joinedupdesignforschools.php

Transformation Trust:Independentcharity set up to give young people theopportunities and experiences to fulfiltheir potential:http://www.transformationtrust.org.uk

Learning Through Landscapes: Helpsschools and early years settings makethe most of outdoor spaces for play and

learning:http://www.ltl.org.uk

London Open House: Open House is anindependent organisation committed toraising the standard of the builtenvironment:http://www.londonopenhouse.org/schooldesign/index.html

Transforming Learning Spaces:

http://future.ncsl.org.uk


41/46

41

School Design Studio: Private sectorbest practice portal linked to FieldingNair International:

http://schoolstudio.typepad.com

Design Share: School design bestpractice portal:http://www.designshare.com

Imagine School Design: SheffieldUniversity's an independent design-ledresearch and consultancy unit: Bureau:Design + Research [BDR]:http://www.imagineschooldesign.org

UK - Learning Environments /Pedagogy

Futurelab: Not-for-profit organisationthat is dedicated to transformingteaching and learning:http://www.futurelab.org.uk

We Are the People: David Putnam'sEducation Inspired Film:http://www.wearethepeoplemovie.com

Teachers TV:http://www.teachers.tv

Professor Stephen Heppell/ Ultralab:http://rubble.heppell.nethttp://www.naec.org.uk/ultralab/ww3

Web Lists: World

Denmark - General

Danish Architecture Centre:http://english.dac.dk

3XN: Mind Your Behaviour:http://english.dac.dk/visArtikel.uk.asp?artikelID=6173

Ministry of Foreign Affairs of Denmark:Learning from Denmark 2010:http://www.amblondon.um.dk/en/menu/L

earningFromDenmark/LearningFromDenmark2010

International - General

European Year of Creativity andInnovation 2009:http://create2009.europa.eu

Innovative Designs: School DesignExemplars:http://www.innovativedesign.net/awards.htm

Innovative School Design Parametersfor Hong Kong in 21st Century:http://www.cuhk.edu.hk/proj/innovative-school/home.htm


42/46

42

Findings and Learning OutcomesContents:

Day 3 - 20th March

Plenary Session (pm)Action Plan


43/46


44/46

44

What learning can I take back into my own context?

What are the 3 most striking things, relevant to my own context, I can share withcolleagues:

1.

2.

3.

What ideas or innovations can I adapt or adopt into design and planning for my school?

What are the key challenges in the next:

3 months:

6 months:

12 months:

What are the key opportunities in the next:

3 months:

6 months:

12 months:


45/46

45

Next Steps: Actions for transforming the learning environment.

In setting out your next steps it may be useful to think about some of the followingthings:

Action Who needs to be involved? What resources do we have/need?

Sharing the learningOutcomes presentingto and briefingcolleagues/head/governors/ community

Setting up a steeringgroup

Visioning how our newlearning spaces couldbe

Mapping out the schoolre-build/ design process

Identifying design

challenges andopportunities

Involving learners inidentifying opportunitiesand solutions

Identifying opportunitiesto influence and engagein design

Developing briefs forfacilitators/ creativepractitioners to workwith staff and students

Identifying andallocating resourcesform within capitalbudgetsAnything else?


46/46

For more information contact:Centre for Urban EducationInstitute of Education

Manchester Metropolitan University799 Wilmslow RoadDidsburyM20 2RR

T: +44 (0) 161 247 2406E: [email protected]

www.ioe.mmu.ac.uk/cue

Copyright 2010, Centre for Urban Education, Manchester Metropolitan University.

Date post:	30-May-2018
Category:	Documents
Upload:	ianbanks
View:	219 times
Download:	0 times