Indoor

Outdoor

The illustrations of learning environments in this link are provided for students and clients of the University of Georgia's School Design and Planning Laboratory (SDPL). They are aimed at enhancing thinking about architectural/natural support systems for learning. A basic conceptual foundation for design and planning is presented in the Chart of Architectural/Natural Support Systems for School Design and Construction below. The chart is to be used as a guide for raising questions that cut across the fields such as psychology, philosophy, behavioral and physical development, school curriculum, school leadership, management of resources, and architecture.

SDPL operates under the assumption that the larger part of the problems addressed could be the fault of educational institutions. Public educators and school boards, especially those in the Southeastern United States, have often allowed the distance to expand between the educational program (curriculum) and developmentally appropriate built environments. This is probably a result of local and state political pressure plus the demand to build "cheap" structures quickly in the wake of increasing student populations. The field of architecture may also have a stake in the problem. Some initial questions will help to understand SDPL's mission:

• Why do many public school systems in an affluent society such as the United States allow the construction of educational  facilities that do not match modern curriculum?
• Is there a sound reason why aesthetics are not given more consideration in built learning environments?
• Why do prisons have more aesthetic value than some of our schools?
• Is there a need to continue the construction of large, high density, schools (elementary schools that house 1,000 students, middle and high schools that house 2,000 students, for example)?
• Should schools be built without windows?
• How are we providing for outdoor learning in the curriculum and in the design of schools?
• Why do we allow woodland sites to be leveled for school construction when it is unnecessary?
• Are we willing to build schools "In Harmony With Nature?"
• Given the leveled site, what message is sent to students when teachers provide instructional units on green architecture, conservation of timber, wise use of natural resources, and aesthetics of natural environments?
• Are "trailers" safe learning environments?
• In general, Why do we do what we do?
• Can present thinking be changed?

 UGA's School Design and Planning Laboratory focuses on how we design, plan, and construct schools. The assertion is that the gap is widening between learning goals/activities and built learning environments. The research activities of SDPL are aimed at reducing this gap. The conceptual matrix that guides activities may be simplified as follows:

Category	Age	Developmental Characteristics	Learning Goals	Learning Activity	Architectural/Natural Support System
Cognitive Development	7+	Concept Formation	Problem Solving	Discover the influence beavers have on ecology	Beaver Pond
Behavioral Development	2+	Repetition of Tasks; Coordination	Individual; Group	Enjoy an Adventure on a Playscape	Playground and Park
Affective Development	All	Visual, Spatial Musical, Intuitive Valuing Development	Creative Growth - Apply the Experiences at the Theater to Assessment of One's Life	Experience  Drama and Music	Amphitheater

© C. Kenneth Tanner, University of Georgia, 2005

Any architectural or natural support system may influence cognitive, behavioral, and affective development. Several overlapping classifications, regardless of the developmental theory, appear to be the rule rather than the exception. This is welcomed. The goal is to explain why we do what we do regarding the selection of the architectural/natural support system.

While there may be overlap in the typology, these classifications serve as a basis for research, outreach, and teaching. Aesthetic factors, including site location, fit into the architectural/natural support system. Site location is a design factor. Aesthetics do not have to be correlated to higher costs. Educators, especially educational leaders, must realize that approximately 70% of the costs and nearly 100% of the aesthetic and educational value of a school are decided during the planning and design stages. These facts justify the SDPL's existence.

 

Indoor Learning Environments

 

Botanical Garden of Georgia	Creek and Wetlands  Dove Habitat Maya Ruins
Beaver Pond in May		Playground and Park
Endangered Pitcher Plants	Riverwalk	Tiny Town
Garden Earth TM		Coordination Course

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