Abstract
In response to this conference’s call for papers, and after years of giving lectures, writing articles for journals and justification of copious research and development, I have found that a photograph or graphic is worth a thousand words. Hence, I have chosen to write a paper that shows examples of programming and design of prototypical learning environments and to share their effects on learning and behavior quantitively and qualitatively. The value of this paper goes beyond research and gives readers some ideas to think about in their own work that will inspire and motivate the reader to go beyond where George Vlastos, architect, and I started creating new classrooms as studios and playgrounds as learning landscapes in 1970. We did not use predetermined square feet with predetermined educational specifications for furniture as design determinants, but used as the basis for design, the philosophy of Ecosophy, sustainable Ecoism (Arne Næss) 1 (Næss, 2009). The environments became a system for learning using developmental needs of students in a body, mind and creative spirit continuum as well as curricular concepts where design and design thinking act as a nexus for not only teaching art and design, but basic integrated subject matter areas as well. In this case, architecture of the environment is a silent curriculum but comes alive as students learn to “read it” with its many messages. It leads them to greater love and awareness of the environment and eventually stewardship. Some scholars call it the study of human factors.
Keywords
school design, studio as classroom, design process, learning environment, manifestations
DOI
https://doi.org/10.21606/drs_lxd2021.02.119
Citation
Taylor, A.(2021) Effects of certain selected stimuli in the physical school environment on learning and behavior, in Bohemia, E., Nielsen, L.M., Pan, L., Börekçi, N.A.G.Z., Zhang, Y. (eds.), Learn X Design 2021: Engaging with challenges in design education, 24-26 September, Shandong University of Art & Design, Jinan, China. https://doi.org/10.21606/drs_lxd2021.02.119
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Case Study
Included in
Effects of certain selected stimuli in the physical school environment on learning and behavior
In response to this conference’s call for papers, and after years of giving lectures, writing articles for journals and justification of copious research and development, I have found that a photograph or graphic is worth a thousand words. Hence, I have chosen to write a paper that shows examples of programming and design of prototypical learning environments and to share their effects on learning and behavior quantitively and qualitatively. The value of this paper goes beyond research and gives readers some ideas to think about in their own work that will inspire and motivate the reader to go beyond where George Vlastos, architect, and I started creating new classrooms as studios and playgrounds as learning landscapes in 1970. We did not use predetermined square feet with predetermined educational specifications for furniture as design determinants, but used as the basis for design, the philosophy of Ecosophy, sustainable Ecoism (Arne Næss) 1 (Næss, 2009). The environments became a system for learning using developmental needs of students in a body, mind and creative spirit continuum as well as curricular concepts where design and design thinking act as a nexus for not only teaching art and design, but basic integrated subject matter areas as well. In this case, architecture of the environment is a silent curriculum but comes alive as students learn to “read it” with its many messages. It leads them to greater love and awareness of the environment and eventually stewardship. Some scholars call it the study of human factors.