design of outdoor learning environments · shp leading design 18 “imagination is more important...

DESIGN PROCESS FOR OUTDOOR LEARNING ENVIRONMENTS

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• ELM

• Overview of the Design Process for Outdoor Learning Environments • Place

• Story

• Elements of Outdoor Learning

• The Six Feelings Framework

• The 8 Senses

• Spaces & Places Organization

“Children and Space” Part 1 – the Seminar

Ped

ago

gies

Elements of Classroom Culture

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“Children and Space” Part 1 THE STANDARDS OF OPPORTUNITY

The 5 (6) Elements of Classroom Culture

Materials/Activities

Program

Displays/Representation

Time

Roles

Space

“Children and Space” Part 2 – the Design Studio

4 Teams/ 20 students

2 Institutions (University of Cincinnati School of Architecture and Gateway College Early Childhood

Education Program)

ONE site, one program, one identical set of design parameters EXCEPT

Head-Start/High-Scope

Reggio Emilia Inspired

Montessori

Nature Preschool

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Research, Field Trips, Presentations

First Exercise:

“NAEYC Observable Criteria”

as design challenge.

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Hannah Grady

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Place: Where You Are

Human Population

Plant Population

High Diversity

Complex Relationships

Story of Place

Future 6R generations

Urban

Suburban

Rural

Place

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What Exists? • Location

• History

• Topography

• Weather

• Structures

• Water

• Vegetation

• Security

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Story

The underlying guides of your school

Pedagogy & Story

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Learning Parameters A collection of learning parameters to be encompassed in outdoor learning

environments

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Elements of an Outdoor Classroom

•Entrance Feature (Arrival)

•Open Space are for high motor skills

•Gathering Area (classroom discussion)

•Climbing/Crawling Area

•Building Materials Area (stumps, rocks, limbs)

•Loose Parts Area (small blocks)

•Nature Art Area

•Music and Sound Area

•Garden area and pathways in plants

•Storage throughout

•Sand

•Water

•Dirt-digging

•Wheeled Area

•Commercial Equipment

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•Entrance Feature (Arrival)

•Gathering Area (classroom discussion)

•Garden area and pathways in plants

•Sand

•Water

Learning Scale

COPYRIGHT 2017 SHP LEADING DESIGN 18

“Imagination is more important than knowledge. For knowledge is limited to all

we now know and understand, while imagination embraces the entire world,

and all there ever will be to know and understand.” -- Albert Einstein

Secure Freedom – being secure within your surroundings as a person to freely be oneself, to grow and develop.

View of Earth from the rings of Saturn, taking by Cassini (April 2017)

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Accessible vs Inclusive Autism Planning and Design Guidelines 1.0

The Six Feelings Framework

•Feel Connected − because they are easily reached, entered, and/or leads to destinations.

•Feel Free − because they offer autonomy and the desired spectrum of independence.

•Feel Clear− because they make sense and do not confuse.

•Feel Private− because they offer boundaries and provides retreat.

•Feel Safe− because they diminish the risk of being injured.

•Feel Calm− because they mitigate physical sensory issues associated with autism. •The Ohio State University: Kyle Exell, Gala Korniyenko, Rick Stein

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Sensory Process System

What are the 8 Senses? Challenges… •Tactile/Touch− Everything you touch or feel is part of the tactile sensory system.

•Auditory/Hearing− Hearing, listening and being able to filter and selectively attend to auditory stimuli.

•Visual/Sight− Using the eyes to see what is far and close.

•Taste/Smell− Combined as they are so very related. Each has a particular connection to memory recall and smell gives us warnings and travels directly to the emotional (limbic) system.

•Proprioception− Internal bodily sense connected to joints, muscles, ligaments and connective tissue. Perceiving where body parts are without looking at them.

•Vestibular Processing− the inner ear system of knowing body position ( sit, stand, lying, spinning, upside down) Sort of the body GPS. (closely related to the Proprioception, Auditory and Visual senses).

•Interoception− ‘I feel’ sense. This is sense of body’s physiological conditions. (I am hungry, I am thirsty)

•Hypersensitivity – Over-responsive

•Hyposensitivity – Under-responsive

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Autism Planning and Design Guidelines 1.0 1 in 59 lived with Autism in 2014, up from 1 in 159 in 2000, according to CDC

Symptoms • Process information differently,

leading to sensory overload, associated stress and anxiety.

• Sensitivity to light and noise • Possible motor impairments • Communication challenges

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Organization of Space & Places A collection of elements integrated and progressive in story and activity

Management & Maintenance


A PARTICIPATORY PERSPECTIVE

Management: to manage

“To handle or direct with a degree of skill.”

-- Merriam-Webster

Maintenance: to maintain

”To keep in an existing state.”

-- Merriam-Webster

Planning and Development


Inquiry • What Exists

• What we Imagine the possibilities to be

• Relationship with what exists

• What will it afford?

• Who (ownership)

Planning • Whole school endeavor

CPTED • Crime Prevention Through Environment Design

• Visibility

• Plant of Choice=Trees

• Pedestrian and Vehicular separation

• Vehicular barriers

Relationship of the Indoor and Outdoor In two words…

Integrated and Progressive

Integrated with: • Pedagogy

• Develop a pedagogical specific relationship of the indoor/outdoor relationship, so spaces are nimble and effective tools for development and learning.

• Physically • Physically integrated, adjacent with direct inclusive access to classrooms.

• Economically • Economically integrated so as to maintain keep mindful of the outdoor spatial components and maintain priority relative to the pedagogical goals.

Progressive in:

• Progressive in scale of intimate to active. • Progressive in scale of appropriately challenging for each age group (infant to 8) • Inclusively accessible and usable • Observable relationship of the indoor/outdoor partnership. • Research lab, providing the opportunity to study whole child development in living environment.

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COPYRIGHT 2019 SHP

Ed Melvin Email: [email protected]

TW: @elmstudio

Thank You Questions

Monotropa uniflora Indian Pipe (Ghost Pipe)

design of outdoor learning environments · shp leading design 18 “imagination is more important...

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