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Pedagogical Furniture Alice O’Donnell Emme McNamara Dan Shanahan University of Edinburgh Architectural Technology Research: Contextual Report January 2012

Pedagogical Furniture

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Page 1: Pedagogical Furniture

Pedagogical FurnitureAlice O’DonnellEmmett McNamaraDan Shanahan

University of EdinburghArchitectural Technology Research: Contextual ReportJanuary 2012

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Contents

1.0 Introduction

2.0 History2.1 Early 20th century2.2 Mid-20th century2.3 Late 20th century2.4 Orthopaedic Research into 20th Century School Furniture and Scandinavian developments2.5 Reasons for the need of new furniture design with regards to a new pedagogical approach to teaching2.6 Early 21st Century - Scientific and Adjustable Design

3.0 “The Educational Workplace”

4.0 Contrasting the UK with Europe and Scandinavia

5.0 Curriculum for Excellence

6.0 The Effect on the Built Environment of Schools

7.0 Case Studies7.1 Hellerup School, Denmark7.2 Erika Mann Grundschule, Germany7.3 Fawood Children’s Centre, England7.4 Kingsdale School, England7.5 Wooranna Park Primary School, Australia

8.0 Conclusion

9.0 References and Bibliography

Introduction

In 2006 an early day motion was tabled at the House of Commons by Paul Burstow (Member of Parliament) and has been supported by a number of MP’s including Vincent Cable. This motion increased awareness of the incidence of back pain in school children and called for changes to school furniture.

“That this House expresses concern that around 10 per cent of teenagers are reporting back pain troublesome enough to visit their General Practitioner or a physical therapist with eight per cent (up to three per class) reporting some disability from recurrent or chronic symptoms; notes that these complaints are being exacerbated in no small part by ill-fitting and lowest cost furniture within schools, lack of locker space resulting in heavy load carrying and a lack of adequate exercise during the school day; further notes that these complaints affect the performance, self-esteem and relationships and participation in school and sporting activities of these young people and, if not corrected, will often develop into longer-term back problems; further notes that much of this furniture currently used in schools, if used in the workplace, would be deemed illegal under existing health and safety legislation; and so calls upon the Government to facilitate the introduction of furniture into schools which is adjustable, can cater for the wide variation in height in a given age group and is ergonomically sound and conducive to a good sitting posture”.

Our Architectural Technology Research report hopes to explain the importance of pedagogical furniture and its relation to improving learning amongst future generations. We hope it will form an important part of the MArch knowledge based resource and help inform others interested in future pedagogies. Our report hopes to explain the history of school furniture, orthopaedic research, the differences amongst European curriculums, the Scottish Curriculum for Excellence, and through a series of case studies we hope to illustrate institutions using pedagogical furniture to support progressive teaching methods. Pedagogical Furniture isn’t all about the tables and chairs inside a classroom, it can be the experience created between classrooms that allow children to enjoy school, leading to happier children, which lead to a better education.

“Standard furniture for schools and offices is a major health hazard. Forward bending can while working reduce the lung volume capacity in often poorly ventilated rooms. Fluid circulation in legs can be restricted by sharp front edges of seats causing swollen legs [1]. Furniture not allowing movements and comfort while working is likely to contribute to problems with attention, health and school dropouts. By the age of 15 or 16 years, about 60 to 70% of school children experience back pain [2, 3, 4].”

[1] Mandal, A.C. 1976: Work chair with tilting seat. Ergonomics 19, 157164.[2] Balagué, F. 1998: Low back pain in schoolchildren. Scandinavian Journal of Rehabilitation Medicine 20, 175179.[3] Davoine, P. 1991: Back Pain in Schoolchildren. Doctoral dissertation. University of Grenoble, France.[4] Linton, S. J.; Hellsing A. L.; Halme, T.; Akerstedt, K. 1994: The effects of ergonomically designed school furniture on pupils’ attitudes, symptoms and behaviour. Applied ergonomics;25(5):299304.

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2.0History2.1 Early 20th Century

At the beginning of the 20th Century teaching had a very different style. Learning was based on memorising facts. It was passive learning, with the teacher as the centre of attention and the sole distributor of information, who preached from a podium. Students had little freedom, which resulted in little motivation. School timing and format was based on the 19th century factory model (Lillard, 2005) and shaped children into a factory format so they would be easily organised when adults.

2.2 Mid 20th Century

By the mid century, teachers had stepped down from the podium and like the students, sat behind a desk. The reform gradually gave a more active role to students. Intellectual studies where broken up by practical work. School gained a new importance after the war. It was viewed as a means to bring social reform (21st Century Schools, 2010). Educators and designers realised that the schools envelope and furnishings shaped the children as much as the curriculum, as realised by Maria Montessori in early 1900’s.

2.3 Late 20th Century

With the boom of the computer in the late 20th Century, every school scrambled to modernise. The computer changed the curriculum. Computer skills were seen as vital. However, computers were not integrated into the school. Specific rooms were allocated for computer time and use. The furniture was still ugly, and sterile. Each chair was the same as the next, with a one size fits all ethos. Plastics became the widespread because of its ability to be mass produced.

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2.0History

Bad posture, back pain and discomfort amongst school children has been known and evaluated for over a century. It has meant that theoretical changes and paradigms in what ’good’ posture really is has changed over the century. For the majority of this time, the United Kingdom has promoted a flexion of 90° at the hip. In the 20th century with increased research using X-Ray machines, researchers such as Orthopaedic surgeons Donald Ray Akerblom, J.J. Keegan and Hanns Schoberth where able to prove most people could not bend at more than a 60degree angle. This meant that children sitting on a seat designed for 90° flexion, were going to slouch because they were more comfortable, nearer to that 60°. These studies also showed people where bending a further 30°, (60° further than the designed seating) when they needed to read or write. For schoolchildren to maintain these hunched postures required excessive strain on muscles and tendons, especially in the lower back, resulting in fatigue. It also resulted in soft vertebrae compressing. This as Dr. A C Mandal suggests, is what has led to backache and discomfort of schoolchildren, and can in some cases lead to chronic backache later in life.

A major problem across Europe has been the self-selection by schools of their furniture. This was done not scientifically, but often by financial restraints. It was Danish and Swedish schools who first took a scientific approach to school furniture. In 1970, a height increase of 15 to 20cm to seats and tables, while also sloping towards each other, resulted in significant improvements in posture, and a decrease in fatigue. Ironically, since schools started using individual seating arrangements, children have tilted their seats forwards, to the annoyance of their teachers. Danish and Swedish research illustrated this was not merely disobedience. A tilting seat ‘allows opposing muscle groups to balance and the lumbar curves are preserved producing balanced seating in which the back is straight, the joint angles are open and the muscles are relaxed. This position provides greater mobility and relieves pressure on the lungs and stomach.’ With the increase in height, transverse bars where added, avoided dangling feet.

This change in furniture design was far more appropriate to the new pedagogical teaching methods of the Scandinavian countries - pedagogical methods which later travelled to the UK in the late 20th Century. While furniture of the old was designed with the ‘listen and memorise’ method in kind, this new furniture allowed for freedom and the changing of posture between different exercises such as; listening, reading, writing, and resting. In 1989 Stephen Pheasant wrote in his book, Bodyspace, ‘In recent years a new radical approach to seating has been proposed: Mandal (1976, 1981) has argued (quite cogently in my view) that seat surfaces should slope forwards, hence diminishing the need for lumbar flexion (particularly in such tasks as typing and writing) and encouraging lumbar lordosis.’

2.4 Orthopaedic Research into 20th Century School Furniture and Scandinavian developments

A photographic study by Dr. A.C. Mandal found highly significant improvements of posture with increasing heights of chairs and tables above feet level when seat and desk can slope.

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Time-basedFocus: memorization of discrete factsLessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension and application.Textbook-drivenPassive learningLearners work in isolation – classroom within 4 walls Teacher-centered: teacher is centre of attention and provider of informationLittle to no student freedom“Discipline problems – educators do not trust students and vice versa. No student motivation.Fragmented curriculumGrades averagedLow expectations

Teacher is judge. No one else sees student work.Curriculum/School is irrelevant and meaningless to the students.Print is the primary vehicle of learning and assessment.Diversity in students is ignored.Literacy is the 3 R’s – reading, writing and math

Factory model, based upon the needs of employers for the Industrial Age of the 19th century. Scientific management.Driven by the NCLB and standardized testing mania

Outcome-basedFocus: what students Know, Can Do and Are Like after all the details are forgotten.Learning is designed on upper levels of Blooms’ – synthesis, analysis and evaluation (and include lower levels as curriculum is designed down from the top.)Research-drivenActive LearningLearners work corroboratively with classmates and others around the world – the Global Class-roomStudent-centered: teacher is facilitator/coach

Great deal of student freedomNo “discipline problems” – students and teaches have mutually respectful relationship as co-learners; students are highly motivated.Integrated and Interdisciplinary curriculumGrades based on what was learnedHigh expectations – “If it isn’t good it isn’t done.” We expect, and ensure, that all students suc-ceed in learning at high levels. Some may go higher – we get out of their way to let them do that.Self, Peer and Other assessments. Public audience, authentic assessments.Curriculum is connected to students’ interests, experiences, talents and the real world.

Performances, projects and multiple forms of media are used for learning and assessmentCurriculum and instruction address student diversityMultiple literacy of the 21st century – aligned to living and working in a globalized new millennium.21st century model

Driven by exploration, creativity and 21st century skills

2.0History

20th Century Pedagogy Late 20th/ Early 21st Century Pedagogy

2.5 Reasons for the need of new furniture design with regards to a new pedagogical approach to teaching

A child’s healthy brain will signal its need for a dynamic load shifts unconsciously by rocking or fidgeting on conventional chairs. Neuro-scientific findings confirm the hypotheses that physical activity and related psychological-emotional control processes are essential for cognitive performance. A common proverb says: “The mind forms the body”. But what about the body forming the mind? There have been studies confirming that physical activity alone and its sensory effects develop, maintain and strengthen synapses in the brain (Hollmann et al. 2005; Spitzer 2002).

2.0History2.6 Early 21st Century - Scienfic and Adjustable Design Now in the early 21st century, designers are looking at school furniture in a scientific manner. Industrial design companies such as Perch have invested in Research and Development to design furniture that activity helps children learn, by tackling problems such as bad posture and physical fatigue. commonly related to the ‘one size fits all’ furniture designs of the 20th century.

Perch have found ‘It is not possible to maintain a healthy right-angles posture, without slouching, when using conventional seating, with horizontal desks. Young students operate most effectively, when their work is within their optimal visual distance, which is approximately 300mm from their eyes.’ (Perch, 2008)

These new designs and approaches have also taken into consideration the need to be easily produced, using metals and plastics. However the key difference is the ability for a child to adjust their seats to suit their height and size.

‘Furniture should be easy to rearrange into a variety of configurations to move from group to individual work as required. Current furniture does not encourage the flexibility required to suit individual learning environments. Furniture needs to be designed to meet the needs of 21st Century pupils.’ (Fira, 2008)

The early 21st Century also saw the birth of an idealogy that not only saw furniture as important, but essential to teaching and teaching methods. Dr. Dieter Breithecker views furniture as being ‘involved’ within education, rather than simply an item to sit or write on. Dr. Breithecker paper on “The Educational Workplace” can be found later in the report.Which one describes your classroom or school? (2010) Available at: < http://www.21stcenturyschools.com/20th_vs_21st_Century_Classroom.htm>

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3.0“The Educational Workplace”In 2005, Dr. Dieter Breithecker presented his finding from a four-year pilot study on a ‘’movement-ergonomic” workplace design and “movement-oriented” teaching methods for primary school students. His study described the school as a “workplace.” Breithecker moved away from the theory that children should be made comfortable so they sit still and concentrate, but instead suggested children should have furniture that allowed for dynamic physical behaviour, a natural occurrence in children where the body wants to continually fidget and move, and by allowing the body to do so, allowed the brain to concentrate on the classroom activity, rather than concentrating on trying to stay completely still. He worked from the belief that all organisms need perpetual movement while it develops and matures. He hypothesised an “active dynamic” of movement would improve learning, but also a child’s enjoyment of school.Dr. Breithecker took four classes from Fridtjof-Nansen-School in Hannover, Germany, as his test group. This consisted of 62 primary school students. He also used 27 students from a similar primary school nearby as a control group. In the test group the students has “movement-ergonomic” furniture which allowed students to move freely while in lessons. The teachers of the test group were also trained to teach in a pedagogical manner that reflection modern pedagogy methods. In the control group, children had conventional school furniture, while the teachers received no training in behaviour-preventive measures. The objective of the study was the impact of furniture and how far situational and behaviour-specificInterventions might have an impact on students:

• Physical and working behaviour• Physical motor development processes• Medical-orthopaedic development processes• Attentiveness and concentration capability

Breithecker, to prove his hypothesis, used the following measuring methods;

• Monitoring of behaviour (physical and working behaviour)• Physical motor (diagnosis: strength, coordination, agility) • Medical-orthopaedic (posture analysis) study design• An attentiveness endurance test.

After the four years, Dr Dieter Breithecker found the test group had a more dynamic physical and working behaviour. While both groups spent much time sitting, the control group spent much of their time static, which can lead to boredom and metal fatigue, while the test group had an active dynamic. “Classroom furniture has to be able to adapt to its user’s healthy need of movement!“

In this test, the focus was not solely on teaching methods, or solely on the need for new furniture. It was about both working together to achieve the best results for the students. By combining the high desks with movement-oriened teaching methods and forms of organisation, students in the test group illustrated a lively, active-dynamic physical and working behaviour. (Graph 1)

DefinitionsStatic sitting: The child does not change its sitting position within a 1-minute monitoring period.Active-dynamic sitting: The child irregularly changes its sitting position, incl. bopping up and down or fidgeting.Standing: The behaviour used by a child to work in a standing position at a suitable place (high desk) in the classroom.Physical activity: The child moves around in the classroom as defined by its task.Lying: The child lies on the floor to do his or her work.

Graph 1. Physical behaviour in the test group (over the four-year study period)

Graph 2. Physical behaviour in the control group (over the four-year study period)

‘The best sitting posture is always the next one’

Concentration-performance value (KL) in the attentiveness-strain-test(changes in the course of a school morning [Breithecker 2003] - “The Educational Workplace”

Excessive Chest Kyphosis Graph - “The Educational Workplace”(Kyphosis - curvature of the spine)

The reduction in static or passive sitting lead to a reduction in potentially posture-damaging behaviour within the test group. This was simply achieved by frequent changes in posture.

‘In addition, these lively changes in posture, in combination with the movement-oriented teaching methods and forms of organization, had a positive influence on the highly sensitive and maturing motor processes at this age,. which was also found in the medical-orthopaedic and physical motor evaluation.’

At the end of the study, an evaluation revealed students in the control group had a worse medical-orthopaedic diagnosis. Worryingly, researchers found a “significant deterioration” in the physiological curvature of the spine, chest kyphosis and lumbar lordosis, as is exemplified by a comparison of the pathogenesis of chest kyphosis between the groups.

“This leads to the conclusion which has been assumed by many international experts and in part has been scientifically verified: Sitting in a static/passive educational environment impedes a student’s postural development in their adolescent development years (cf. Amstad, H. et al. 1992; Gunzburg, R. et al. 1999; Troussier et al. 1999). Traditionally designed school furniture with a rigid reclining sitting surface is particularly responsible for a curved back posture permanently exposing the postural system to nonphysiological strain (cf. Senn in Illi 1991).”

The study also found that the static sitting and learning method not only affected the spine during the time spent sitting, but resulted in physical motor skills being affected when the student had begun moving again, as confirmed by the physical motor activity study.

At the start of the study, both groups were tested on strength, coordination and agility, with both groups scoring similarly. However, at the close of the study, all variables showed significant differences in scores, in favour of the test students. The differences can be put down to both furniture, and an active learning method.

Better posture results in better vestibular and respiratory values. This in turn improves the limbic system, responsible for the waking state. An attentiveness endurance test should the test group to have a far increased level of concentration. A second control group was added. This additional control group where allowed three 25 minutes mobility breaks during each school day.

“Many recent studies leave no doubt that there are connections between motor activity and cognition, an impact on learning by perception and movement and on children’s learning and performance (Spitzer 2002, Hollmann et al. 2005).”

At the end of the study it was concluded that education and learning is not simply a cerebral based activity. For young children to learn they need both mental and physical stimulation. The furniture has to facilitate their natural need to move. Until now, schools have tried to balance the cerebral learning with sensual performance and music, however after this study, Dr. Breithecker has shown the best pedagogy is one that involves short bursts of subjects, which comprise of dynamic seating, standing, physical activity, with small amounts of static seating. It is, with this idealogy, that proves the need for adjustable and freedom oriented furniture.

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4.0Contrasting the UK with Europe and Scandinavia

HBSC (Health Behaviour in School-Aged Children) SURVEY, 1997/1998: PUPILS WHO REPORT A BACKACHE AT LEAST ONCE A WEEK (%)

Although Scandinavia began studies decades before the UK into scientific research for better school furniture, a survey published in 1998 by the HBSC suggested that children in the UK had less backache, over all. This could be related to many factors. One, is that even though the research in Scandinavia has resulted in the progression and manufacture of excellent orthopaedic furniture for children, these new innovations have not been rolled out across all schools in the countries. Scandinavian schools are governed under one body, and all schools must conform, however, like in the UK, new furniture is only implemented in new builds, while it is at the discretion and financial ability of already existing schools to replace furniture already in use. The second reason the UK may have done better is an assumption that Scandinavians nationally feel they have the right to be happy and comfortable, and although citizens of the UK may feel the same, children may be less inclined to complain.

Girls report backache more that boys. This may be because of the age at which the report is based. Girls develop faster than boys, growing taller and heavier, while boys are usually some years behind before this happens. This highlights a major problem with conventional school furniture. Each child, no matter how physically different, is expected to sit in a chair and at a desk, identical to the next child, who may be over a foot shorter or taller. Particularly from the ages of 10 +, schools should provide adjustable seats and tables to accommodate this natural change in body types.

In 2009, the Child Poverty Action Group carried out a survey as to children’s wellbeing, this was based on several factors, one of which was their wellbeing at school. This read better for Scandinavia.

1 Netherlands

2 Sweden

3 Norway

4 Iceland

5 Finland

6 Denmark

7 Slovenia

8 Germany

9 Ireland

10 Luxembourg

11 Austria

12 Cyprus

13 Spain

14 Belgium

15 France

16 Czech Re-public

17 Slovakia

18 Estonia

19 Italy

20 Poland

21 Portugal

22 Hungary

23 Greece

24 United King-dom

25 Romania

25 Romania

26 Bulgaria

27 Latvia

28 Lithuania

29 Malta

The Curriculum for Excellence is the result of a comprehensive evaluation of the Scottish education system, a document which plans to transform education in Scotland.

It covers all aspects of education, not just the purely academic, and aims to provide children with a broad, well balanced education. Instead of focusing on intelligence and knowledge, the development of four identified capacities is key. Children should become:

• “successful learners• confident individuals• responsible citizens• effective contributors”

The Curriculum outlines a series of experiences and outcomes around which a pupil’s whole education from 3 to 18 is covered. The coherency of the system is crucial; it supports connections between subjects, inter-disciplinary learning, and allows teachers to see at any point where their contributions sit in an individual’s total education experience. Teachers are allowed more freedom to decide themselves how to reach the outcomes based on the individual needs of their pupils. They are not restricted to teaching within a certain subject area, all are responsible for teaching health and wellbeing, literacy, and numeracy, and may support pupils in making connections between their subjects. Learning is more flexible, approaches include:

• Active learningThis method is well established in nurseries, and involves using real-life and imaginary situations to teach. Play and exploring are encouraged as methods of learning and encouraging children to think.

• Co-operative and collaborative learningTalking is encouraged as a way of learning from each other, and thinking and solving problems together.

• ICT in educationDigital media has become recognised as more than an isolated subject and rather as something that could be merged with learning processes in the same way it has become a part of our everyday lives. Examples include game-based learning.

• Peer educationA pupil’s colleagues are recognised as valid sources for learning as they are in the same situation so can provide relevant information.

• CreativityCareful consideration will be taken to avoid suppressing children’s innate creativity. For example, reducing thoughts of ‘wrong’ answers, and presenting ‘failures’ in a positive manner as opportunities to learn.

• Outdoor learningAn emphasis is placed on the flexibility/variety of possible learning environments. Teaching should not necessarily beconfined to the classroom, and could occur within the school grounds, the local area, or on national and international trips.

• Reggio EmiliaInspiration is taken from the Reggio Emilia approach, a northern Italian educational philosophy concentrated on early learning that has gained worldwide recognition for it’s successful approach.

5.0 Curriculum for Excellence

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A publication was produced in 2007 by the Scottish Government, Building Excellence: Exploring the implications of the Curriculum for Excellence for School Buildings, that covers many aspects of the built environment of schools. In particular, Dr Kenn Fisher’s article Ne(x)t Gen Learning Environments looks at various studies into the links between pedagogy and learning spaces. The pedagogy of the Curriculum, with its emphasis on providing a variety of different teaching methods, suggests a more flexible approach to learning spaces. Different layouts suit different teaching methods (see fig. 1), so easily moved furniture and alternative spaces (e.g. the corridor booths in Ordrup School, fig. 2) help accommodate this. Less formal group learning areas may become a more common feature of our schools too. Another factor to consider is that learning stages each have varying layout and furniture requirements as the main teaching methods change.

The provision of a wide variety of learning spaces was emphasised, including making full use of the school grounds to support outdoor learning (Aiming for Excellence in School Grounds). Outdoor furniture and a more considered design of external spaces may become an greater factor in school design.

The way in which digital technologies may be integrated in the learning environment has not yet been fully considered. The mobility of these technologies enabled by wifi means computer labs are no longer necessary. There is however little precedent for how they may be combined with teaching methods and the spaces in which these occur. The InQbate learning suite at the University of Sussex is one of the few, using projections, flat screens, partitions and easily moved furniture to create partially virtual learning environments (furniture for schools, Anna Holder).

Some of the articles concern projects undertaken to explore the implications of the Curriculum for school buildings. Workshops were set up with the pupils and teachers to determine what they wanted and teach them a little about the design process. This is maybe an integral part of future decisions on the design of school furniture, to complement the emphasis within the Curriculum on the individuality of each child and they’re educational needs.

6.0 The Effect on the Built Environment of Schools

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Integrated flexibility for space and learningThe traditional school structure with permanent home rooms was replaced by so-called ‘home areas’ consisting of a mixture of large and small spaces with hexagonal bases where children are briefed together before finding a place they are comfortable to work in. Spaces can be subdivided or combined depending on the teaching situa-tion.Integrated social and physical contextThe new school has had a significant role in regenerating the area.The school yard is located along the building’s west and south facades. There are mounds in the landscape in bright colours, a pool with stepping stones, a bicycle and moon car track, basketball court, amphitheatre, sand boxes and aerial ropeway. There is also a roof terrace with a view over the harbour.Innovative solutions to specific areas or smaller spacesThe central functions and community of the school are located around a large stair area in the centre of the building, known as the ‘Coliseum’. This allows for visual connectivity and ease of circulation within the school, as well as providing a casual social space for the pupils.The slatted timber acoustic panelling with felt behind functions well acoustically and gives the whole of the school a warm, generous feel.There are several special study areas: the ‘Kuturium’ with room and facilities for creative, practical and musical developments, the ‘Forum’ for sports and large events; the ‘Kulinarium’ for teaching home economics; the ‘Uni-verse’,An information and work place for grown-ups and children, with books and computer equipment; and the ‘Natri-um’ housing natural sciences and a maritime centre.Examples of stakeholder and user participation in the design processThe building programme was developed through a close collaboration between the consultants and the partici-pants in the school development project, as well as the many other interested parties; pupils, parents, teachers, the school board and the municipal council. The main planning and the actual construction also took place in an open partnering collaboration.Imagine SchooL Design (2006)

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CASE STUDY: Hellerup Primary SchoolIn 1998 Gentoffe Municipality established a project group called SKUB consisting of architects, educators, school teachers, occupational therapists etc..., Who were to investigate the most recent teaching principles and implement them at all of the municipality’s schools. The basic thought was that all children are different; have different abilities and range on different levels at any given time, even though they are of the same age. In recognition of this all children should be taught differently and according to their individual needs, and thus teaching should not be divided in grade levels as previously. There should be project and theme instruction in different size groups, and teaching should be done across the grade levels and subjects.

Furniture and MaterialsInstead of classrooms the school uses Home-Areas. They consist of a hex-agonal hive with a raised floor and upholstered seats of firm foam rubber. It is constructed of a framework of steel sections, with different kinds of wall panels, which for example can serve as bulletin boards, white boards or areas to hang pictures. It can be disassembled and moved to other locations. Pupils have their own lockers for personal belongings although not for clothes and shoes as there are special coat racks and with round shelves designed for that purpose. Each home area has hexagonal plat-forms that can be stacked and serve as a small stage or as seating/ lying areas. The school has an insufficient number of chairs and tables. Floors, stairs, landings and platforms are planned to serve as furniture. The chairs and high and low stools have frames of chrome steel in two sizes with beech veneer seats and backs. They were shortened and have gaps for handles. The stools backs were removed. This was done in recognition of the fact that children do not sit still for very long, sit in all directions and on all edges. Chairs can be used backwards or sideways. Tables have lino-leum tops with beech edges and enamelled steel frames. The legs come in two lengths and can be easily switched. They can be combined in numer-ous configurations depending on the need. There are also a selection of high tables that can be used for project work or as coffee tables.Mike Romer (2001)

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The “Snuffle Garden” on the schools second story offers a series of horizontal and sloped surfaces on which the children can lay, sit, or slide. Particles such as the “Wings” and “Fireflower” float inside the “Snuffle of the Silver Dragon”. The particles are fold-out chairs and sculptures on which the children sit or retreat into – either together or on their own. Warm rays of light shine into the particles from the ceiling, covering the seats in a golden glow.[1]

The ‘Fireflowers’ give children to opportunity to escape into a small cocoon where they can have time out from socialising.

The “Chill Room” is a landscape of seating-pedestals covered with foam, tarp, and various textiles. A series of one-meter high “Petals” form a protective island around the pedestals, large enough for two to three children. These protective islands are made of wooden frames and can be individually formed by the children. Thus, the children are able to form their own environment according to their wishes through the manipulation of sound, light, and laminate.[1]

Apart from corridor furniture, several rooms where adopted by the scheme to create environments for children’s to act out their fantasies within the world of ‘The Snuffle of the Silver Dragon.’

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“What are the standards for a happy work environment? Every day multinational companies are doing their best to create a good work environment in order to improve their employees’ efficiency and reduce stress. That’s what happens in the adults’ world. But what about the children? Many of them spend significant part of their time in sterile even hostile buildings instead of pleasant and warm ones. What if children turned into the designers of their world? Besides who could know better about their needs than the children themselves? Baupiloten gave them a chance to be the co-designers of such an environment.” (Panagiotidis, P. 2009)

A child’s idea of what their school should look like and what they should be able to do differs greatly to what an Architect might envisage. However, Susanne Hoffman allowed the students of Erika Mann Grundschule to speak freely about what they want. Silver Dragons, fire flowers, treasures and kaleidoscopes.

The school, originally design by Ludwig Hoffman in 1915 had remained hostile and authoritarian for over 90 years. With a small budget, they attempted to change the atmosphere within the school using furniture. The design would see the story, written by the children, called The Snuffle of The Silver Dragon, played out along the corridors and rooms. Furniture would break down the segmentation of floor/wall/ceiling. [1]

The material of the corridor and chill room furniture is soft and warm. This contrasts with the classrooms which have remained unchanged. Again, in contrast with classroom furniture, the ‘Dragon’ furniture such as ‘Fireclaws’ & ‘Fireflower’ seating and lounging furniture is completely interactive, allowing children to play with sound light and image.

Although this furniture does not directly help with learning during classroom time, it allows children’s minds to relax between lessons and allows for the stimulation of creative thinking and a happy atmosphere which is hoped follows the children back into the classrooms.

It is also important to allow children to decide whether they want time to interact socially, or have time by themselves. A seating landscape was created in a series of openings contained within the “Snuffle of the Silver Dragon”. In these openings, the children can relax upon soft, warm materials. The landscape is composed of five modules: couches, caverns, lairs, pedestals, and tables with fold-out benches. These modules allow the children to test their bodies and find the most comfortable position in which to learn or play, without having to conform to seating norms. The children can communicate via the “Snuffle Beetle”, a total of 34 reflectors placed around the building. (Panagiotidis, P. 2009)

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CASE STUDY: Erika-Mann Grundschule

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The ‘furniture’ provides the children with a wide range of sensory experience, and is particularly suited to improving education for the children with special needs. The soft play area has a selection of large shaped objects to play with, including tyres that double up as seats (fig. 2, 3). Different experiences can be had at the willow and hazel installations. The tunnels that surround the piazza help to differentiate the space from the rest, and act as interesting spaces to play (fig.4). Yet another different environment for play can be found at the climbing frame, which also encourages plenty of exercise. Further sensory play facilities include a sand pit and water garden (fig. 5), and the yurt is an interesting alternative indoor environment (fig. 6).All of these installations and internal spaces combine to help make Fawood a very successful nursery, as can be seen in the inspection report Ofsted (2009), promoting positive attitudes between the children, creating a happy and supportive environment for children with special needs, a place where the children feel safe and therefore confident, and encouraging the development of skills and knowledge.

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Fawood Children’s centre was built as part of a major regeneration of a run down area of North London, on a tight budget and timescale. As well as a nursery for children aged 3-5, the centre also provides extra facilities for children with special needs, and community facilities. A pedagogy of learning through play, or ‘active learning’ as mentioned in the curriculum for excellence, is employed, along with a belief in the importance of flexible and varying learning spaces. Play can be planned, for example, the children were given the task of designing their own obstacle course, or spontaneous, where adults join in an on-going game to encourage further learning. For example, asking children who were already rolling toy cars and lorries down a slope to see which ones roll faster and think about why. Ofsted (2009)

CASE STUDY: Fawood Children’s Centre

The building environment supports this pedagogy, providing a great variety of spaces. A large shed like structure with mesh walls covers the site, providing a sheltered outdoor/indoor space. The walls have acrylic shapes incorporated at upper levels that cast coloured light patterns into the building, and give the building a colourful presence in the area. Within this structure are three stacks of recycled, refurbished sea containers and a yurt, all heated, which provide the internal space (fig. 1). Between them, all of these areas supply a wide variety of play areas, which blur the boundaries between internal and external space, from living trees and a tree house, to a playhouse and soft play areas. The mesh of the external structure walls becomes denser at the ground floor to give adequate protection from the weather, allowing for outdoor play all year round. Climbing plants grown along some parts of the wall in planters on the inside add both another layer of shelter from the weather and different environments for the children.

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The communal space is broken into zones with the installation of features such as a large bed of indoor plants that creates a barrier and adds to the atmosphere of the space (fig. 4). This new form of education space encourages learning outwith the subjects curriculum, acting as a possible performance area and space for social and house activities de Rijke Marsh Morgan Architects (n.d.) , along with providing enough space for school assemblies. The flexibility of use applied in the courtyard is carried on in the teaching environments, where the furniture is designed to accommodate different teaching methods and possible changes in the future, and breakout spaces are created out of the old corridors. A new build gymnasium and music hall were added to the school in a later stage of the project. The tables in the music hall are made from shapes cut out of the timber building skin to form windows (fig. 5). This gives the space an overall cohesiveness, and the shapes work well for informal use. In the auditorium, seats are made from bent ply and formed from a series of benches (fig. 6).The performance of the pupils at the school has increased dramatically as a result of this refurbishment and its provision of positive surroundings that improve morale and confidence. Grades have risen, and the school has been acknowledged as the most improved in the borough Young, E.(2004).

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Kingsdale School in Dulwich, London, was originally built in 1959 and refurbished between 2004 and 2007 by dRMM. The refurbishment involved the creation of a large internal courtyard to give the school a centre, which was achieved by spanning a large roof of ETFE pillows across the existing buildings. The existing corridors were replaced with open bridge circulation around the courtyard (fig 1). Making a big impact within the courtyard is the auditorium, behind which is the library. New dining area, and ICT facilities are also provided. As part of the design process, the community was heavily involved, through a variety of workshops, surveys, presentations, etc Imagine (n.d) . This helped to the school met everyone’s needs, and was specifically tailored to what was required for the pupils’ educational needs.The project has used many interior features to improve the spaces, and therefore the children’s morale and attitude to learning. Colour has been employed to give positive influences. The floor of the courtyard is green resin, creating a calming, relaxing atmosphere (fig. 2). A selection of colours on the corridor walls helps to make them more open and pleasant spaces (fig. 3).

CASE STUDY: Kingsdale School

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Integrated flexibility for space and learningRather than dividing the grade 5/6 children into classes, a team of four full-time teachers and two part-time aides team work together to educate all 100 students. Despite this team teaching method, it was felt that complete flexibility in plan, a technique being used more frequently to accommodate different sized groups and activities, was not appropriate for the grade 5/6 unit at Wooranna. Instead fifteen different settings for specific activities have been arranged in spaces which flow together, providing stability and consistency for the students (aged 10-12 years old) but also allowing easy movement from one situation to another. In most places these settings are divided by changes in level and furniture rather than full height walls. Where walls are required to provide acoustic separation, visual links are made through the use of glazing in walls and doors. Jennifer Calzini (2007)

Innovative solutions to specific areas or smaller spacesThe participation process that was undertaken with the children influenced many of the smaller details that were designed into the unit. The children’s lockers act as space dividers, but provide more openness than walls, whilst their back surfaces are used for display. Careful consideration was given to the types of furniture used in each setting; in the lounge area, used for games and relaxing soft, low brightly red seating contrasts with the less colourful task seating in the multimedia area. In the studio lab different height work surfaces accommodate different activities.Jennifer Calzini (2007)

Examples of stakeholder and user participation in the design processFrom the outset of this project, participation from staff, parents and particularly students was at the forefront of the design process. The first step of the process, which lasted for a school term, was to engage all staff at the school in discussions about children’s perceptions of their physical environment from other parts of the country as well as the UK and Scandinavia. After this initial meeting the main participants in the design process were the staff and students in grade 5/6 who, with the designers, analysed their existing space, considered their future needs and went on visits to inspirational environments. They went on to develop design ideas with the interior designers and at the end of the term the children presented the proposed design scheme at a special parents meeting. The design process was documented and displayed in the unit and has now been archived.Jennifer Calzini (2007)

Furniture and MaterialsLocal furniture manufacturer Woods Furniture, also a partner in the ARC project, has collaborated with Mary Featherston on a number of school fit-outs, including Wooranna Park and now Bialik College For Bialik College, Mrs Featherston designed a system of modular furniture that can be configured in different ways, and is now in use in many centres in Australia and New Zealand. A modular system for schools is being developed with Woods Furniture. Woods sales and marketing director Glenn Webster says that over the past decade the strong swing towards collaborative learning has led to the creation of new designs of furniture to suit the new approach. He says another change is the need for school buildings to be multifunctional – teachers need to be able to move furniture around to change the layout of a room. Swineburn Magazine (2009)

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In 2006 the office of the Victorian Government Architect in the Department of Premier and Cabinet began providing advice to government on architecture and urban design, with the general objective of promoting better design outcomes for all government buildings and public spaces. Schools are a key focus of the office. Together with the architectural and educational communities, leading projects that exemplify good school design are being identified, and Mary Featherston’s work with the Wooranna Park Primary School in North Dandenong is an excellent example of how design can transform learning environments. Mary Featherston’s role at Wooranna has been as designer of the interior learning spaces, including design of the furniture and its layout, display and locker areas and meeting areas for parents and teachers. Spaces are comfortable, imaginative and fun. They are linked to educational objectives, use natural light and ventilation, and allow children to be simultaneously supported and able to direct their own learning and interaction with others. The design of good learning spaces appears to rely significantly on a good brief, one that puts pedagogy first. Existing learning spaces have been transformed through a collaborative process in which input from the school community, and an understanding of educational objectives, have been central. The architect used colour to highlight more public spaces, keeping the learning areas simple and white so they don’t distract. There are many places for children to display their work, this contributes greatly to a sense of engagement.

Three elements of the design process could be said to stand out as contributing to Wooranna’s success. Firstly, the design is based on a clear pedagogical vision. Schools that have a well developed vision and philosophy of learning have an advantage in effectively shaping their school spaces. Secondly, the school has strong design leadership by a “design champion”. The school principle has led the school community and culture in supporting and respecting the contribution of the designer and collaborative design approach. Changes had been made to the school’s more traditional spaces before Mary Featherston became involved, and the school continues to be very active in decision making. Thirdly, the school has embraced a sensitive, creative and independent designer who understands education. Jennifer Calzini (2007)

CASE STUDY: Wooranna Park Primary School

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8.0ConclusionWhile researching for this report the importance of pedagogical furniture’s role in improving children’s comfort and overall education has become apparent. Its benefits are highlighted in this report through research, government planning, and a number of progressive institutions embracing modern approaches to the teaching environment. It is clear from the history of school furniture that we are now taking a more scientifically rigorous look at the physical and emotional needs of school children. Research proves that we must abandon the regimented approach of trying to impose a system on children and instead be more accommodating when we design. This has come about through a deeper understanding and awareness of the reasons behind a child’s movement and posture. Medical orthopaedic studies highlight the importance of immediate change as our conventional designs are dated and proven to be a danger to a child’s physical well being. Children are naturally inclined to move around, not wanting to sit still for very long. This is not a sign of disobedience and should be accommodated with progressive design.

The Scottish government’s Curriculum for excellence is a sign that things are moving in the right direction. Some valuable research has been carried out and it’s findings must now be implemented. The solutions proposed by the curriculum must become the norm. It is clear that a child’s surroundings and furniture have a significant bearing on their levels of achievement. Comfort and concentration are linked in ways we now understand and can begin to manipulate through better design to get the most out of a child’s education. Beyond higher grades, a clear pedagogical strategy can effect a child’s happiness and overall confidence as they mature.The health benefits are also apparent. Posture and back pain can improve considerably through simple design.

The institutions leading the way in this change are scattered around the world. Most have achieved their impressive results through unorthodox setups when planning, funding, managing and implementing new school design and refurbishment. It is clear that the architect has a huge role to play in ensuring the child’s well being is of up most importance through researching new pedagogies, consulting with teachers, parents and pupils while maintaining control over often complicated project management structures. The changes themselves are not complicated and can be achieved within current budget/ time constraints as highlighted in our case studies.

Researching this report has been an eye opening experience and we hope the knowledge gained will help us greatly when working on Portobello High School next term. Knowing the impact simple design strategies can have on a persons life is a powerful tool and knowing how to use it in a positive way is hugely inspirational.

Alice O’DonnellEmmett McNamaraDan Shanahan

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Hellerup Wall. (2008) [Online Image] Available from: <http://www.arkitema.com/Laering+Learning/Projekter/Hellerup+Skole.aspx> TGSA02018_m. (2009) [Online Image] Available from: <www.giannidesigns.net/Workrooms/HistoryBoys/ResearchSchools/> [Accessed 29 November 2011]Beamish Board School. (2005) [Online Image] Available from: <www.cocktonhill-inf.durham.sch.uk/pages/beamish.htm> [Accessed 01 December 2011]A Traditional Classroom (2006) [Online Image] Available from: <www.learnnc.org/lp/pages/742> [Accessed 28 November 2011]Old School Childs Chair. (2010) [Online image] Available from: <www.rgdstock.com/photo/mIYX5zM/Old+School+Child%27s+Chair> [Accessed 28 November 2011]OSS431-2. (2011) [Online Image] Available from: <http://www.stthomas.edu/cisc/resources/rooms/> [Accessed 01 December 2011]The Robin Day Polyprop Chair. (2011) [Online Image] Available from: < http://www.design-technology.org/polypropchair.htm> [Accessed 25 November 2011]Mandal, A.C. (1979) [Online Image] Available at: <http://www.acmandal.com/> [ Accessed 11 January 2012]Mandal, A.C. (1979) [Online Image] Available at: <http://www.acmandal.com/> [ Accessed 11 January 2012]Mandal, A.C. (1979) [Online Image] Available at: <http://www.acmandal.com/> [ Accessed 11 January 2012]Which one describes your classroom or school? (2010) Available at: < http://www.21stcenturyschools.com/20th_vs_21st_Century_Classroom.htm> [Accessed 05 January 2012]Learnin and Moving at the “Workplace school” (2005) Avaibable at: < http://www.vs-furniture.com/fileadmin/vsdocs/Schule_pdfs/BAG-Endbericht-k_US.pdf> [Accessed 07 January 2012]Dennehy, S. (2008) [Online Image] Available at: <http://www.perch.ie/school-furniture/20> [Accessed 07 January 2012]Dennehy, S. (2008) [Online Image] Available at: <http://www.perch.ie/school-furniture/20> [Accessed 07 January 2012]Dennehy, S. (2008) [Online Image] Available at: <http://www.perch.ie/school-furniture/20> [Accessed 07 January 2012]Dennehy, S. (2008) [Online Image] Available at: <http://www.perch.ie/school-furniture/20> [Accessed 07 January 2012]Dennehy, S. (2008) [Online Image] Available at: <http://www.perch.ie/school-furniture/20> [Accessed 07 January 2012]Curriculum for Excellence (n.d.) [online image]. Available from: < http://www.ltscotland.org.uk/understandingthecurriculum/> [Accessed 14th November 2011].Curriculum for Excellence (n.d.) [online image]. Available from: < http://www.ltscotland.org.uk/understandingthecurriculum/> [Accessed 14th November 2011].Linking Pedagogy to Space (2005) [online image]. Available from: < http://www.scotland.gov.uk/Publications/2007/12/14115428/6 > [Accessed 14th November].Ordrup School, Anders Sune Berg (n.d.) [online image]. Available from: < http://www.architecturenewsplus.com/project-images/12215 > [Accessed 10th January 2012].Garden (n.d.) [online image]. Available from: < http://www.hazelwood.glasgow.sch.uk > [Accessed 10th October 2011].White-Cube Gallery Model, InQbate, CETL in Creativity, University of Sussex (2007) [online image]. Available from: < http://www.flickr.com/photos/jiscinfonet/2328291013/ > [Accessed 10th January 2012]. Hellerup School Playground. (2005) [Online Image] Available from: <http://www.bcse.uk.net/images/page/headers/6.jpg> (c) David Trood, Hellerup School, CopenhagenHellerup School Playground. (2005) [Online Image] Available from: <http://www.bcse.uk.net/images/page/headers/6.jpg> (c) David Trood, Hellerup School, CopenhagenHellerup Assembly. (2008) [Online Image] Available from: <http://www.arkitema.com/Laering+Learning/Projekter/Hellerup+Skole.aspx> Hellerup Home-Base. (2004) [Online Image] Available from: <http://cep.org.au/wp-content/uploads/2011/09/Hellerup-Jason-13-09-2011-10-11-05-PM.jpg> Hellerup School Playground 2. (2004) [Online Image] Available from: <http://www.arkitema.com/Laering+Learning/Projekter/Hellerup+Skole.aspx> Image 1 Anonymous. (2003) Hellerup School. Arkitektur DK, 47 (4) Apr, p(74)-85. illus.Image 2 Anonymous. (2003) Hellerup School. Arkitektur DK, 47 (4) Apr, p(74)-85. illus.Image 3 Anonymous. (2003) Hellerup School. Arkitektur DK, 47 (4) Apr, p(74)-85. illus.janbitt2. (2009) [Online Image] Available at: <http://www.artschoolvets.com/news/2009/05/23/erika-mann-design-grundschule-in-berlin/> [ Accessed 02 December 2011]Erika Mann Elementary School I (6). (2008) [Online Image] Available at: <http://www.baupiloten.com/en/projekte/emg1/Main_emg1.htm> [Accessed 01 December 2011]janbitt. (2009) [Online Image] Available at: <http://www.artschoolvets.com/news/2009/05/23/erika-mann-design-grundschule-in-berlin/> [ Accessed 02 December 2011]janbitt3. (2009) [Online Image] Available at: <http://www.artschoolvets.com/news/2009/05/23/erika-mann-design-grundschule-in-berlin/> [ Accessed 02 December 2011]dp3. (2011) [Online Image] Available at: < http://www.designboom.com/weblog/cat/9/view/6756/die-baupiloten-erika-mann-elementary-school-ii.html> [Access 07 December 2011]emg2_schnaubk_zeich. (2008) [Online Image] Available at: < http://www.baupiloten.com/en/projekte/emg2/Main_emg2.htm> [Access 07 January 2012]emg2_chillroom. (2008) [Online Image] Available at: < http://www.baupiloten.com/en/projekte/emg2/Main_emg2.htm> [Access 07 January 2012]emg2_schnaubgarten. (2008) [Online Image] Available at: < http://www.baupiloten.com/en/projekte/emg2/Main_emg2.htm> [Access 07 January 2012]emg2_fluegelschwinge. (2008) [Online Image] Available at: < http://www.baupiloten.com/en/projekte/emg2/Main_emg2.htm> [Access 07 January 2012]emg2_axonometrie_en (2008) [Online Image] Available at: < http://www.baupiloten.com/en/projekte/emg2/Main_emg2.htm> [Access 07 January 2012]Fawood (2009) [online image]<http://www.viewpictures.co.uk/ImageThumbs/DBOR-0017-0053/3/DBOR-0017-0053_Fawood_Childrens_Centre_Alsop_Architects_London_UK_2004_South_and_west_elevations.jpg>Figure 1 (2009) [online image]. Available from: <http://aedesign.files.wordpress.com/2009/08/fawood-exteior.jpg> [Accessed 11th January 2012].Figure 2 Evans, B. (2005) Boxing Clever. Architect’s Journal, 221 (4) February, p(24)-33. illus.Figure 3 Evans, B. (2005) Boxing Clever. Architect’s Journal, 221 (4) February, p(24)-33. illus.Figure 4 (2005) [online image]. Available from: < http://www.sapca.org.uk/images/upload/news/fawood1.jpg> [Accessed 11th January 2012].Figure 5 Evans, B. (2005) Boxing Clever. Architect’s Journal, 221 (4) February, p(24)-33. illus.Figure 6 (alternative) (2005) [online image]. Available from: <http://www.arcspace.com/architects/alsop/fawood/fawood.html> [Accessed 11th January 2012].Figure 7 Evans, B. (2005) Boxing Clever. Architect’s Journal, 221 (4) February, p(24)-33. illus.Figure 8 (2005) [online image]. Available from: <http://www.flickr.com/photos/63657559@N03/6006473634/> [Accessed 11th January 2012].

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Kingsdale (2008) [omline image]<http://www.bbc.co.uk/london/content/images/2005/09/09/kingsdale_school_courtyard_430x320.jpg.Figure 1 (n.d.) [online image]. Available from: < http://www.channel4.com/programmes/the-secret-life-of-buildings/pictures/kingsdale-school-london > [Accessed 11th January 2012].Figure 2 (n.d.) [online image]. Available from: < http://www.channel4.com/programmes/the-secret-life-of-buildings/pictures/kingsdale-school-london > [Accessed 11th January 2012].Figure 3 (n.d.) [online image]. Available from: < http://www.channel4.com/programmes/the-secret-life-of-buildings/pictures/kingsdale-school-london > [Accessed 11th January 2012].Figure 4 (n.d.) [online image]. Available from: < http://www.fourthdoor.org/annular/?page_id=414> [Accessed 11th January 2012].Figure 5 (n.d.) [online image]. Available from: < http://www.fourthdoor.org/annular/?page_id=414> [Accessed 11th January 2012].Figure 6 (n.d.) [online image]. Available from: < http://drmm.co.uk/projects/kingsdale-school-transformation/> [Accessed 11th January 2012].Wooranna Home-Base (2009) [online image]<http://www.woorannaparkps.vic.edu.au/images/prep080.jpg>Wooranna (2008) [online image]<http://www.woorannaparkps.vic.edu.au/images/prep082.jpg>Suite (2008) [online image]<http://www.woorannaparkps.vic.edu.au/images/3settee.jpg>conference area (2008) [online image]<http://www.woorannaparkps.vic.edu.au/images/conference_area3.jpg>Table (2009) [online image]<http://www.architecturemedia.com/resources/aa/2007/09/images/080105.jpg>Wet Area (2008) [online image]<http://www.woorannaparkps.vic.edu.au/images/wet_area.jpg>Reading Lounge (2009) [online image]http://www.architecturemedia.com/resources/aa/2007/09/images/080107.jpg>Alcove (2009) [online image]http://www.architecturemedia.com/resources/aa/2007/09/images/080108.jpg>

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