An Independent Study in Collaboration with UMASS Amherst ... Nature Play... · those that prefer sitting with a book or chatting with friends. Research: The Benefits of Nature Playscapes

Allyson FairweatherMasters of Landscape Architectureexpected [email protected]

Emily WrightUMASS LARP Faculty AdvisorWright Ostermier Landscape [email protected]

January 2020

An Independent Study in Collaboration with UMASS Amherst Masters of Landscape Architecture Program

NATURE PLAYSCAPES

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Bement School Nature Playscape Design Concept Report

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The Bement School is a

kindergarten through ninth grade

boarding and day school located in

the heart of Historic Deerfield. The

students that call Bement home

are both regional and international,

learning to find their way in the

world through a unique, close-knit

community setting. The school values

compassion, integrity, resilience, and

respect and strives to inspire young

minds to become their best selves.

Allyson is a Landscape

Architecture graduate student at the

University of Massachusetts Amherst.

Opportunity to apply her research

studies to a local landscape inspired

her to pursue an independent study in

collabration with the Bement School

for course credit towards her degree.

The collaboration offered valuable

real-world experience for Allyson,

while supporting the Bement School’s

desire to continue to provide an

exceptional learning environment for all.

Two workshops were

conducted to identify the unique

needs and preferences of staff and

students. The first workshop was held

with a select committee composed

of teachers and administrators. We

asked a series of questions aimed to

illuminate features of the playground

that are liked and work well, as well

as features that are disliked and need

to change. The second workshop

was held with a group of twelve

students between grades 3-7. We

asked a similar series of questions

and conducted an inspiration photo

survey exercise. (Refer to each

workshop section for further details

and findings.)

This report summarizes the

insights from the workshops, as

well as research on the benefits of

nature-based play environments, and

synthesizes into a preliminary nature

playscape design concept for further

exploration at the Bement School.

About the Independent Study

The goal of this independent study is to understand the benefits of nature-based play environments and explore opportunities for a new “nature playscape” at the Bement School.

The Bement School Campus

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Some research suggests that

children that play outdoors in nature

exhibit environmentally responsible

behaviors (ERBs). ERBs are described

as an appreciation and respect for

nature that promotes awareness

of ecological sustainability and

stewardship. Several studies have

been conducted to compare groups

of children playing in a traditional

playground to a nature playscape.

Results revealed that children in

the nature playscape demonstrated

greater nature-inquiry because of the

increased opportunity to interact with

insects, plant materials, and water.

Additional findings include positive

attitudes towards opportunities

for climbing, varieties in types of

play spaces, natural materials,

and integration of topography and

vegetation. Surface water and

wooded areas were the most popular

places for play (Wight et. al. 2015).

Encouraging environmentally

responsible behaviors in young

children is a paramount issue

of our time. In an age where

global biodiversity is declining at

unprecedented levels, how children

learn about nature challenges the

future health of our planet. Sensory-

rich nature experiences (tactile,

smell, sound, and visual) give meaning

to biodiversity, environmental

stewardship, and increase the

potential for further scientific inquiry.

Our future success with global

biodiversity conservation may have

more to do with our understanding of

human learning and behavior than our

understanding of ecology (Beery and

Jorgensen, 2016, p 23).

“Nature playscapes” are defined

as outdoor play spaces specifically

designed to connect children with

features of natural environments

such as water, trees, soil, and loose

parts typically found in nature (Wight

et. al. 2015). Playscapes differ from

conventional play equipment by

creating more opportunities for free,

informal, unstructured play as children

explore their environment with greater

self-motivated curiosity.

Nature playscapes are

designed to integrate the contextual

landscape into the play experience

while promoting gross motor activity

(whole body movement), free play

(unstructured, child-initiated activity),

and opportunities for socializing. They

are often shaped around existing trees

and topography, so each playground is

unique to its context. Water features

provide an opportunity to learn about

the water cycle and hydrology systems

while helping kids to stay cool on hot

days. Boulders provide seating and

climbing opportunities while logs are

used for swing structures and obstacle

courses.

A common method of

evaluating the benefits of nature play

spaces is often discussed through

Goncu, Mistry, and Mosier’s theory of

four social play categories: functional

play (physical activity and the use

of the senses), constructive play

(creating, organizing, or building),

dramatic play (imaginative make-

believe play and role-playing in a

group) and games (activities with

set rules) (Wight et al. 2015, Tooke

2017, Refshauge et al. 2015). Studies

indicate that unlike nature playscapes,

conventional play equipment does

not create opportunities for all four

types of play, in addition to risk-taking,

learning to fail, learning to master

something, planning ahead, and

develop friendships (Wight et al. 2015,

Tooke 2017, Refshauge et al. 2015).

Like elementary school

students, middle school and high

school students also benefit cognitive

and emotionally from spending

time in nature. While all children

benefit from time outdoors, pre-

teens and teenagers are more likely

to experience an overall reduction

in stress with regular access and

views to nature. Nature playgrounds

designed for pre-teens and teenagers

scale up the features found in

elementary school playgrounds to

provide age-appropriate challenge.

Structures comprised primarily out

of wood and boulders make up the

majority of the active features. Hang-

out areas are nestled under trees for

those that prefer sitting with a book or

chatting with friends.

Research: The Benefits of Nature Playscapes

1. Beery T, Jørgensen KA. Children in nature: Sensory engagement and the experience of biodiversity. Environmental Education Research. 2018;24(1):13-25. Accessed Jan 29, 2019. doi: 10.1080/13504622.2016.1250149.

2. Refshauge AD, Stigsdotter UK, Lamm B, Thorleifsdottir K. Evidence-based playground design: Lessons learned from theory to practice. Landscape Research. 2015;40(2):226-246. Accessed Jan 29, 2019. doi: 10.1080/01426397.2013.824073.

3. Tooke K. Where work meets play: A research-based approach to the design and evaluation of smale riverfront park. Parks & Recreation. 2016(7):12. Accessed Feb 4, 2019.

4. Wight RA, Kloos H, Maltbie CV, Carr VW. Can playscapes promote early childhood inquiry towards environmentally responsible behaviors? an exploratory study. Environmental Education Research. 2016;22(4):518-537. Accessed Jan 29, 2019. doi: 10.1080/13504622.2015.1015495.

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The outdoor play areas at the

Bement School are located within

the heart of the main academic

campus. There are sweeping views of

the Pocumtuck Mountain Range and

protected wetlands border the edges.

The areas of focus are the contiguous

sections of play areas adjacent to

the Arts Wing and the separate play

space off the east end of the Kittredge

Building.

Students utilize the playground

during age-group recess throughout

the day, between 8AM-12:30PM, and

during after-school care between 3:30-

4:30PM. Between 30-75 students use

the playground at one time. Teachers

are stationed around the playground at

varying positions at or between areas

where students are playing.

Occasionally, teachers or

advisors take smaller groups of

students to the playground for different

activities at other times during the

school day. Boarding students also

have access to the playground in

the evenings and on weekends. All

students use of the playground is

supervised.

Throughout the workshops,

the play areas were described

as disconnected, dated, and not

appropriately challenging for the entire

student body. Despite this feedback,

students and staff alike agree that the

openness and flexibility of the outdoor

spaces allow for an enjoyable play

experience.

Our findings revealed a

collective desire among the Bement

School community to thoughtfully

incorporate new play structures and

features that maintain fluidity with the

landscape while introducing a variety

of new play challenges, materials, and

experiences commonly seen in nature

playscapes.

Current Conditions & A Future Vision for the Bement Play Spaces

View of the Bement School Play Area

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• Play space is simple, but

challenging for younger kids

• Play space is open and extends

into entire open field beyond the

formal playground

• Flexibility allows kids to invent

new ways to play

• Younger kids make use of the

smaller woodland edges

• In the winter, kids build snow

sculptures and forts, snow balls

are a form of currency

• The tire swing reflects The Bement

School’s core values - the older

kids crouch down to help younger

kids get on the swing

• Tire swing area is disconnected

from main play area

• Play equipment is dated and

doesn’t reflect core values

• Some of the equipment is not on

Bement-owned property

• Some equipment is not challenging enough for all ages

• Some equipment is hard to

maintain because kids misuse it

• Plastic and unnatural materials are not preferred

• Playhouse obscures sight lines

Dylan KorpitaDirector of Finance & Operations

Stephanie WilsonOffice of the Head of School

Emily Lent HemmingwayLower School Head, Upper School

Campus Arts Teacher

Kim LoughlinAssistant Head of School and

Director of Admissions

Workshop 1: Teachers & Administrators

What do you currently like about the playground?

What would you like to change about the playground?

Attendees About the WorkshopEach workshop participant was

prompted with a series of questions

about their experience of the current

play areas, and vision for future

improvements and given a collection

of post-it notes to write comments.

The questions aimed to illuminate

features of the playground that are

liked and work well, as well as features

that are disliked and need to change.

We also presented inspiration imagery

of nature playscapes to collect

initial feedback on the committee’s

preference for function, quality, and

aesthetic character.2

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10 The Bement School Campus

N50’ 100’ 200’ 300’

DISCONNECTED FROM MAIN PLAY AREATREES IN POOR HEALTH

NOT ON BEMENT PROPERTY WETLANDS

PROPERTY LINE

KITTREDGE BUILDING

POLK BUILDING

DRAKE BUILDING

THE BARN

BEMENT HOUSE

BARTON HOUSEKeep:

• Basketball court

• Grove of trees and wild edges

• Painted state map on pavement

• Four square court

Change

• Remove seesaw

• Unify the play areas

• Add trees

• Improve health of existing vegetation

• Replace perimeter fence

What is one feature you would keep, and one feature you would change?

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• Kids love it

• Quality and character fitsin with

the Bement School physical

landscape

• Supports opportunities to

demonstrate the Bement School

core values and mission• Draws attention to the campus

from potential students and

parents

• Play spaces evolve over time

to work well for the next 20-30

years

• Encourages collaboration• Play space should reflect what is

taught in the classroom• Creates opportunities for

creative play, not just structured

play

• Used by all age groups

• Some features should act as

benchmarks for kids to revisit

every year (growth and skill

challenges)

• Incorporates art

• Natural materials• Water feature could be used for

science classes

• Kids will love the swings

• Students work together, learn

together, and play together in the

same environment

What is one thing you want to love about the new play space?

How can the new play space reflect Bement’s mission and values?

What do you like most about the inspiration imagery?

Inspiration Photos

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Workshop 2: Students

Currently, what is your favorite feature of the playground?

About the Workshop

AttendeesEmily Lent HemmingwayLower School Head, Upper School

Campus Arts Teacher

(3) third grade students

(3) fourth grade students

(4) fifth grade students

(2) seventh grade students

We asked a series of questions and

conducted an inspiration photo survey

with a group of twelve students.

Each student was given five stickers

to place on their favorite photos

from a selection of twenty-five

nature playscapes. Students were

enthusiastic to share ideas about how

and why they would choose to play

with the features shown in the photos.

Open playing field

Swings

Four square courts

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The Bement School Campus

N25’ 50’ 100’ 150’

OPEN PLAYING FIELD

FOUR SQUARE COURTS

SWINGS

PROPERTY LINE

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• Grass flowing into the play

structure keeps everything

connected

• Obstacle courses are challenging

and offer many creative

opportunities for dramatic play

• Wood logs and rope materials

look nice and are sturdy climbing

materials

• Bright colors are fun and exciting

• Monkey bars, tunnels, balancing

poles, and tall swings

• Courts are good for people that

like to play sports

• Swings are good for hanging out

with friends

What do you like about your favorite inspiration images?

= Popularity ranking#

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Inspiration Photos

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Design Concept Process

• Basketball court

• Four square courts

• Tire or group swing

• Swings

• Accessible circulation through

play areas

• New trees and plantings

• New play structures

• Picnic tables or seating areas

• Outdoor classroom *

*Not shown in the design plan is an outdoor classroom in the play area adjacent to the Kittredge Building

• The unified play areas are located

on the Bement School property

• Maintain visibility across play areas

• Create opportunities for

collaboration across all age-groups

• Create opportunities for free,

creative play within nature setting

• Play areas are continuous and

connected to the landscape

• Character fits in with the Bement

School and will continue to grow

and evolve with the community

• Use natural materials

Program Elements Goals & ObjectivesAbout the Design Process

After synthesizing the insights

collected from the workshops,

we developed a program, goals,

and objectives to guide the nature

playscape design. The design process

began on trace paper - several

diagrammatic sketches explored

possible scenarios for the layout.

The final design proposal illustrates

a big picture conceptual idea that

addresses the needs and vision of the

Bement School community.

Both of the concept sketches above

consider how students and staff

will move through the play areas

and utilize each feature. Program

elements were located within the

boundary of the play area while

making sure adjacencies were

appropriate and complimentary. The

design process also considered the

existing topography of the landscape;

how rain water flows through the

areas, and how we can reveal these

features to create opportunities for

creative nature play and learning. New

trees and plantings were located to

accentuate spacial zones and provide

a colorful, textural palette of natural

materials.

Concept Sketch 1 Concept Sketch 2

Documents

An Independent Study in Collaboration with UMASS Amherst ... Nature Play... · those that prefer sitting with a book or chatting with friends. Research: The Benefits of Nature Playscapes