OUTDOOR LEARNING ENVIRONMENTS
Information on design, construction, and maintenance of school grounds for outdoor learning, compiled by the National Clearinghouse for Educational Facilities.
References to Books and Other Media
A Practical Guide to Planning, Constructing, and Using School Courtyards
(Maryland State Department of Education School Facilities Branch , Jul 24, 2012)
The Maryland Department of Education guideline for courtyard design is for use by local planning committees and architects in designing new schools and developing major renovation/addition projects. This guide also will be useful to school systems, school-based staff, and parent/community groups seeking to revitalize and make better use of existing courtyards. It includes recommendations for building and plant materials; safety and security; size, volume, and orientation; construction, accessibility, maintenance, and code compliance. The guide is illustrated with numerous color photographs, diagrams, and examples from Maryland and around the world. It documents the benefits of school courtyards, including: letting natural light and ventilation into classrooms; providing a safe, contained, outdoor area for instruction; supporting environmental education programs; and offering opportunities for creative, hands-on educational activities. p103
The Outdoor Environment: How Can Our Children Learn to Care About their Futures?
(The Learning Escape, United Kingdom, Jun 2012)
Addresses the long-term benefits for the environment of learning within natural, outdoor space. Illustrate the importance that the natural environment plays in the concept of environmental citizenship and learning as a whole. Includes the results of a survey on what schools think about outdoor learning and environmental citizenship. 21p
The Economics of Biophilia: Why Designing with Nature in Mind Makes Financial Sense
(Terrapin Bright Green, May 2012)
Recent research in neuroscience and endocrinology clearly demonstrates that experiencing nature has significant benefits, both psychological and physiological. Bringing nature and references to nature into the built environment is the purpose of biophilic design. This white paper compiles an economic argument for biophilic design in the built environment. Includes a chapter on school environments, discussing daylighting and outdoor learning opportunities as a means to improve test scores and positively impact the stress levels of society’s youngest members. 39p
Greening the Schoolyard. Creating a Ten Year Green Schoolyard Plan for R.F. Downey Public School.
Kristin Boyd and Julie Gardner
(Trent University, Ontario, Canada, Apr 2012)
The schoolyard plays an important role in the healthy development of students and is a space that can be used not only for academic learning, but also for fostering a sense of community. ‘Greening’ or building natural environments in schoolyards can enhance the overall educational experience of the child, and may even have an impact later on in their adult life. R.F. Downey Public School is dedicated to providing its students with learning opportunities outside of the classroom that incorporate the environment and, specifically, the schoolyard. Examining the current conditions of the schoolyard and making a Ten Year Green Schoolyard Plan will help to continue this process of development in a structured and organized way. Using research and input from parents, staff, students and community members, the Plan outlines what additions to the schoolyard R.F. Downey Public School will benefit from most. [Authors' abstract] 102p
Inspired to Learn; Nurturing the Naturalistic Learner. The Importance of Outdoor Learning Environments
(Ball State University Greening of the Campus Conference, Mar 18, 2012)
Paper distinguishes the characteristics of the naturalistic learner; discovers what qualities in the built environment inspire this learning strategy; defines the characteristics of the “outdoor classroom”; and discusses future implications to curriculum delivery and environmental responsibility. 8p
Natural Play. An Evaluation of GfL’s Project Work with 8 Primary Schools in Central Scotland.
(Grounds for Learning, United Kingdom, Jan 27, 2012)
A growing body of evidence suggests that play has a significant impact on almost every area of children’s lives. It also suggests that children have significantly fewer opportunities for non-prescriptive ‘free play’ than previous generations have enjoyed. Most children spend at least 2000 hours of their life in a school playground, probably more than in any other outdoor play setting. Despite this, many UK schools do little to create the kind of rich play environments and experiences that are important for children. In other parts of Europe, play is viewed as a crucial aspect of school life – and their playgrounds and play practice are radically different from the UK. The authors embarked on a 2-year project with 8 Scottish primary schools to explore whether some of these more ambitious European-style ideas could be adapted to a UK context and to assess what the benefits of this approach might be for children. This report summarizes the approach they took, the lessons they learned and the impact of these projects on children and schools. [Authors' abstract] 17p
Children's Contact with the Outdoors and Nature: A Focus on Educators and Educational Settings
(Children and Nature Network , 2012)
Compilation of articles and documents that synthesize the literature related to children’s contact with the outdoors and nature and, in many cases, highlight children’s contact as it relates to educational settings. Some articles investigate linkages between the design of children’s school environments, children’s outdoor and/or nature-related behavior, and their physical activity and weight. Some articles examine topics related to children’s outdoor spaces. 50p
Health Benefits to Children From Contact With the Outdoors and Nature
(Children and Nature Network , 2012)
Synthesis of selected research and studies on positive health benefits of children’s play in nature. 46p
Portraiture of a Green Schoolyard: A Natural History of Children's Experiences
Keena, Kelly Elizabeth
(Dissertation, University of Colorado at Denver, 2012)
Children in the United States are losing access to nature, yet previous research suggests that time in nature provides benefits for children's healthy development. Youth withdrawal from the natural world comes at a time in history when understanding environmental issues demands a knowledge of the natural environment and human's relationship to it. Schools have an opportunity to provide access to nature, but traditionally do not. This portraiture study investigated children's experiences in a schoolyard habitat at a public, traditional school with the purpose of illuminating how the fourth, fifth, and sixth grade students felt, knew about, and acted in the natural setting. The findings indicated five major benefits of a schoolyard habitat used as a classroom throughout the school day: (1) critical thinking and curiosity; (2) ownership and identity; (3) peace and calm; (4) respite and respect; and (5) adventure and imagination. Present in all of those distinct yet interrelated themes was intellect, movement, joy, trust and confidence, safety, comfort and familiarity, respect, and relationships between students and between students and teachers. The study concluded that children's physical, intellectual, and emotional selves were all actively benefiting from the time in the habitat, that a balance of free and promoted action naturally occurred for students and teachers, and that the habitat was a place of kindness and respect. The study has implications for research and practitioners in children's sense of place, schooling, environmental literacy, and portraiture as a methodology to research children's experiences of place. [Author's abstract] 312pTO ORDER: http://gradworks.umi.com/34/92/3492278.html
Therapeutic Schoolyard: Design for Children with Autism
(Kansas State University, Jan 2012)
Needs of children with autism vary from child to child, but they all can benefit from environments that are designed with awareness of challenges and characteristics associated with autism. Schoolyards commonly contain asphalt, turf, and traditional play structures that do not take into consideration the needs of children with mental or physical disabilities. However, schoolyards can be designed to provide therapeutic benefits on these children without segregating them from the larger school community. In order to understand how a schoolyard might be designed as a therapeutic environment for children with autism the challenges, needs, and common therapies for children with autism must be understood. The characteristics of therapeutic landscapes for children must be considered in addition. After examining both therapeutic landscapes and the many facets of autism, the researcher applied lessons learned to the design of a schoolyard master plan for Amanda Arnold Elementary School in Manhattan, Kansas. [Author's abstract] 142p
Developing Great Schoolyards - A Handbook for Elementary Schools.
(The 21st Century School Fund, Washington, D.C. and the Prince Charitable Trusts, Oct 2011)
Handbook explores outdoor spaces such as small athletic fields, vegetable gardens, and playgrounds that provide opportunities for physical challenges, exercise, sensory and fantasy play, organized sports and upsupervised free play. Features the District of Columbia public elementary schoolyards. Explains the qualities communities and parents should look for in schoolyards. Includes an assessment tool to rate your elementary schoolyard, and advice on how to plan and develop a quality schoolyard. 31p
Creating Quality School-Age Child Care Space.
(Local Initiatives Support Corporation/Community Investment Collaborative for Kids, Sep 2011)
Provides strategies for planning, designing, and equipping after-school physical environments for school-age children from kindergarten through eighth grade. After-school spaces offer an opportunity to create special crossover environments where children can learn in a low-stress setting, explore new interests, and develop meaningful relationships with friends and mentors. Covers the following topics: getting started, adjacencies; accessibility; greening your space; tips for maximizing shared space; entry/gathering area; program activities; indoor and outdoor active play; dramatic play, quiet games, and construction-based play; science; music and arts; academic support; computer/technology spaces; adult spaces; children's bathrooms; storage; maintenance; ambiance and aesthetics; equipment and furnishings; 40p
Natural Environment Elevates the Learning Experience.
French, Jim; Contag, David; Sundharam, Premnath
(LandscapeOnline, Jun 2011)
DLR Group discusses ways that innovative and flexible outdoor spaces enhance the educational and social experience. Provides examples of patios, plazas, courtyards, amphitheaters, pathways, creative water and turf play environments, outdoor learning spaces, and outdoor dining. Includes case studies and photographs.
Children Learning Outside the Classroom: From Birth to Eleven
(Sage Publications Ltd, Mar 2011)
This book explores why learning beyond the classroom is important for children, and offers practical examples of how to improve outdoor learning experiences for all children. Each chapter has case studies, thoughts on theory, points for practice and summaries to help readers digest the most important information. 264p.
(Boston Schoolyard Initiative, 2011)
Provides ideas, guidance and tools for making decisions on potential elements in schoolyards and outdoor classrooms. The workbook has been created with consideration for safety, budget, sustainability, maintenance, sense of place, functionality and inclusion of natural and man-made materials. Includes a recommended plant list, illustrations of best practices, and numerous checklists.
(Boston Schoolyard Initiative, 2011)
Designed for use during the Boston Schoolyard Initiative schoolyard and outdoor classroom planning phase, and contains information, worksheets and templates to support the work of the schoolyard committee, including meeting agendas, flyer templates and more. The workbook is a resource for engaging the schoolyard community in the schoolyard planning process.
Moving the Classroom Outdoors. Schoolyard-Enhanced Learning in Action.
Broda, Herbert W.
(Stenhouse Publishers, 2011)
Designed to provide teachers and administrators with a range of practical suggestions for making the schoolyard a varied and viable learning resource, this presents examples of how urban, suburban, and rural schools have enhanced the school site as a teaching tool. Includes ideas for seating, signage, planting considerations, teaching/meeting areas, outdoor classroom management, pathways, equipment storage, raised gardens, and more. The book also provides an outdoor activity sampler, information on incorporating technology into the outdoor learning experience, and a chapter on the unique concerns of urban schools.TO ORDER: http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9338
School Greenhouse Guide
(National Gardening Association, Nov 2010)
This online guide to school greenhouses is a basic overview of key issues relevant to educators planning to run—or currently running—a school greenhouse program. It covers both operational and horticultural topics. Includes information on different styles of greenhouses, solar vs. supplemental heat, figuring costs, selecting a location, glazing, environmental controls, light, air/soil, cooling, venting, and heating.
Asphalt to Ecosystems: Design Ideas for Schoolyard Transformation.
(New Village Press , Nov 2010)
Guidebook for designing and building natural schoolyard environments that enhance childhood learning and play experiences while providing connection with the natural world. Intended for parents, teachers, school administrators, designers, environmentalists, and community volunteers. Explores the ways in which landscape design, architecture, child development, and nutrition converge in the schoolyard. Profusely illustrated. 288p.TO ORDER: http://www.newvillagepress.net/book/?GCOI=97660100259630
Planning School Grounds for Outdoor Learning.
Wagner, Cheryl; Gordon, Douglas
(National Clearinghouse for Educational Facilities, Washington, DC , Oct 2010)
Discusses the planning and design of school grounds for outdoor learning in new and existing K-12 facilities. A general discussion of the educational potential and history of outdoor learning spaces is followed by detail on the different types of outdoor learning environments that can be considered, the value of flexible spaces for outdoor learning, and resources for those interested in outdoor learning environments. Also explored are environmental educations physical impact on school grounds, considerations during school site development when outdoor education is to be included, and existing school site redesign for outdoor education. 35 resources and citations are included. 7p.
The School Site Planner.
(North Carolina Dept. of Public Instruction, Raleigh , Feb 2010)
Addresses many factors that need consideration during the process of school site selection, planning, development, and use. The guide examines not only the site selection and planning processes, but also playground planning, recreation and athletic fields planning. Specific considerations include analyses of the surrounding community or territory; building access and security; the surrounding natural environment and available support services; landscaping, utilities, and vehicular traffic; and playground equipment and safety. Final sections provide athletic field layouts for track and field events; football, soccer, and baseball fields; and basketball, volleyball, and tennis courts. Fourteen references are included. 67p.
Bagley Nature Area Classroom Pavilion.
(McGraw-Hill, New York, NY, 2010)
Presents a tour of a humble LEED-Platinum classroom, at the University of Minnesota in Duluth, that has the ambitious goals of net-zero energy and Passive House certification. The Passive House standard's founder Dr. Wolfgang Feist and members of the design team explain reliance on passive strategies more than technological ones. The building demonstrates leadership in energy efficiency, renewable energy, wastewater treatment, stormwater management, passive heating, natural ventilation, water efficiency, local and renewable materials, and a healthy indoor environment.
Manassas Park Elementary School.
(The Chesapeake Bay Program, Annapolis, 2010)
This video tour of the new Manassas Park Elementary School details the facility's abundant sustainable features. The lead architect on the project details the rainwater harvesting system, outdoor classroom, geothermal wells, daylighting, low-maintenance flooring, and environmental themes found throughout the building.
How to Grow a School Garden.
Bucklin-Sporer, Arden; Pringle, Rachel
(Timber Press, Portland, OR , 2010)
Advises teachers and parents on creating school gardens. Site design and funding are discussed, as is incorporating the garden into the curriculum. Lesson plans, plant selection information, horticultural technique, and recipes are also detailed. 224p.TO ORDER: http://www.timberpress.com/books/how_grow_school_garden/bucklin-sporer/9781604690002?s=rot
The Outdoor Classroom: A Jewel in the Crown of Public Education.
(DesignShare, Minneapolis, MN, 2010)
Describes the educational benefits of outdoor classrooms, especially in inner-city areas. A video documenting a Boston outdoor classroom is included. 3
Young Children Learn Through Authentic Play in a Nature Explore Classroom.
Miller, Dana L.; Tichota, Kathy; White, Joyce
(Dimensions Foundation, Lincoln, Neb., Nov 2009)
This research study concludes that outdoor play that engages with nature results in optimal childhood development mentally, physically, socially, and emotionally. Child-initiated outdoor play is an important element of overall education in conjunction with textbook-and-test teaching methods. 82p.
Programme Evaluation Summary Report for Schools.
(Learning Through Landscapes, Winchester, Hampshire, United Kingdom , Mar 2009)
Reviews the work of the Royal Bank of Scotland's Supergrounds Program from its initiation in Sept 2004 through June 2010. The program gives grants to schools to improve their outdoor space and playgrounds. By the end of the Program's sixth year, 895 schools will have a new Supergrounds, giving 223,053 children access to improved outside spaces to learn and play. Over 7% of all schools in Scotland and 3% in England have received an Supergrounds award to date. The evaluations show that having a Supergrounds project increases the average time children spend learning and playing outside by 1 hour per week, per child. 13p.
Getting Started: A Guide for Creating School Gardens as Outdoor Classrooms
(The Center for Ecoliteracy Press, 2009)
This is a step-by-step guide for creating a healthy, productive garden that serves as an educational environment for students. It discusses planning the garden, breaking ground, maintaining the garden, and managing the garden. 52p.
References to Journal Articles
A Genius Idea
EDC Magazine; May 24, 2012
Description and photos of the outdoor play and learn area at All Saints School in Norwalk, Connecticut that promotes play and an understanding of the physical sciences and energy conservation. The environmental activities within the playground are dovetailing with a school STEM curriculum being taught in the classroom.
School Design and Students’ Relationships with the Natural World
Children, Youth and Environments; v22 n1 , p198-226 ; Spring 2012
This qualitative study is an exploration of intermediate students’ experience of the natural world as mediated by indoor/outdoor elements. The fieldwork for this project was conducted in the spring of 2009 at Bowen Island Community School in British Columbia. The research includes data collected from two focus groups, semi- structured interviews, photographs and fieldnotes. Using thematic analysis, the research found that indoor/outdoor interfaces and the presence of both gardens and forest as play environments provided students with a sense of freedom, joy, social cohesiveness and aesthetic pleasure in relation to their physical learning environment. Results are discussed in terms of future school design and other relevant student impacts. [Author's abstract]TO ORDER: http://www.colorado.edu/journals/cye/index_issues.htm
Green School Grounds: A Collaborative Development and Research Project in Malmö, Sweden
Märit Jansson and Fredrika Mårtensson
Children, Youth and Environments; v22 n1 , p260-269 ; Spring 2012
School ground greening projects may result in a multitude of benefits for pupils, schools and entire communities. This field report describes a project called “Green school grounds” in Malmö, Sweden and an interdisciplinary research project investigating vegetation establishment and management as well as the effects of the project for children. The project consulted researchers and involved teachers and children at the schools during the process of planning and construction. This field report presents the first results from a pretest evaluation of school ground activity at two schools, part of a larger intervention study. [Authors' abstract]TO ORDER: http://www.colorado.edu/journals/cye/index_issues.htm
German Forest Kindergartens: Healthy Childcare under the Leafy Canopy
Silvia D. Schäffer and Thomas Kistemann
Children, Youth and Environments; v22 n1 , p270-279 ; Spring 2012
A forest kindergarten is a special form of daycare, with walks, free play and environmental education in the forest on the daily schedule. Attending a forest kindergarten can contribute to children’s healthy development and is associated with physical activity, concentration, mental health, linguistic development and the prevention of infections. Drawing from systematic observations of 12 German forest kindergartens, this report presents an insight into their daily routines, their surrounding landscape and other essential characteristics. [Authors' abstract]TO ORDER: http://www.colorado.edu/journals/cye/index_issues.htm
Learning by Experience
School Planning and Management; , p60-63 ; Jan 2012
Experts describe what needs to be considered when designing outdoor learning spaces to ensure that they are useful: ownership, maintenance, community use, shade, storage and connection, and variety. Includes a discussion of the benefits of play for cognitive thinking.
Room to Grow.
Landscape Architecture; v101 n8 , p114-115,118,120,122 ; Aug 2011
Uses example of the botanic garden at University of Chicago to cite other examples of arboretums and gardens included in college and university campuses.
An Assessment of Schoolyard Renovation Strategies to Encourage Children's Physical Activity
Peter Anthamatten, Lois Brink, Sarah Lampe, Emily Greenwood, Beverly Kingston and Claudio Nigg
International Journal of Behavioral Nutrition and Physical Activity; Apr 2011
Children in poor and minority neighborhoods often lack adequate environmental support for healthy physical development and community interventions designed to improve physical activity resources serve as an important approach to addressing obesity. In Denver, the Learning Landscapes (LL) program has constructed over 98 culturally-tailored schoolyard play spaces at elementary schools with the goal to encourage utilization of play spaces and physical activity. In spite of enthusiasm about such projects to improve urban environments, little work has evaluated their impact or success in achieving their stated objectives. This study evaluates the impacts of LL construction and recency of renovation on schoolyard utilization and the physical activity rates of children, both during and outside of school, using an observational study design.
Investigating Children’s Physical Activity and Play in Green School Grounds: Reflections on Methods and Initial Results from Pilot Work
Dyment, Janet E.; Reid, Alan D.
Children, Youth and Environments; v28 n1 ; Winter 2011
This paper discusses five data collection methods that have been used as part of a pilot study investigating the relationship between school ground design, physical activity, and quality of play. Five simple procedures were tested at a Canadian school with green school grounds. The paper describes the purpose and features of each method, presents illustrative material, reflects on contexts for and strengths and weaknesses of the data collection methods, and offers recommendations for future research.TO ORDER: http://www.colorado.edu/journals/cye/index_issues.htm
How Does Your Garden Grow?
American School Board Journal; v198 n1 , p24-27 ; Jan 2011
Profiles the school garden of Pennsylvania's Great Valley School District. With the help of students and families, the large garden is planted in the Spring and tended over the Summer. Produce harvested in the Summer is frozen by food service staff to be used in the cafeterias. The educational benefits of learning about agriculture and healthy food are cited, as are savings on food expenditures.
Roofing: A Growth Opportunity.
Maintenance Solutions; v19 n1 , p11,12,14 ; Jan 2011
Describes challenges and benefits of vegetative roofs and summarizes the challenges and considerations for installation and maintenance.
The Outdoor Environment in Norwegian Kindergartens as Pedagogical Space for Toddlers' Play, Learning and Development.
Moser, Thomas; Martinsen, Marianne T.
European Early Childhood Education Research Journal; v18 n4 , p457-471 ; Dec 2010
This study examines some characteristics of the outdoor environment in Norwegian kindergartens. Understood as pedagogical space, outdoor conditions may enhance or restrict the youngest children's possibilities for play, learning and development. The findings indicate that Norwegian children spend a significant amount of time in kindergarten outdoors, 70% and 31% in summer and winter semester respectively. Norwegian children also have large outdoor areas in their institutions; the average size is 2600 square meters. Head teachers and pedagogical leaders seem to be satisfied with the quality of the outdoor environment in their institutions. (Authors' abstract)
Green Schoolyards as an Element of Reform.
Education Week; Sep 01, 2010
Lists ten reasons to have an outdoor classroom in every schoolyard. The outdoor classroom ties the built environment to the natural history and native processes surrounding the school.
State of Play.
Olsen, Heather; Hudson, Susan; Thompson, Donna
American School Board Journal; v197 n8 , p27-29 ; Aug 2010
Laments the frequent neglect of outdoor learning environments, and advises on creating a safe outdoor environment by describing standards, listing resources, and outlining general principles for layout, safety, accessibility, equipment, and environment.
Site Headaches Can Be a Gift for Students.
Seattle Daily Journal of Commerce; Jul 22, 2010
Discusses the inclusion of wetlands on school sites as a resource for outdoor learning environments, rather than as an obstacle that needs to be remediated.
Public Outcry Increasingly Becoming Safeguard of University Forests.
Planning for Higher Education; v38 n4 , p52--60 ; Jul 2010
Examines the quantity of forestland owned by universities, and how they are used for field instruction, research, demonstration, and minimally, timber production. Public outcry against generating revenue from timber production is discussed, as is the conflict between using the forests for recreation versus keeping them pristine, either by preservation or restoration. Thirteen references are included.
A Growing Project.
College Planning and Management; v13 n4 , p68-71 ; Apr 2010
Documents introducing an organic garden at Stetson University, a program named "Hatter Harvest." Students participate in planting, maintaining, and harvesting the organic produce, both for healthy eating and also as a learning experience.
Making Use of "Nature" in an Outdoor Preschool: Classroom, Home and Fairyland
Children, Youth and Environments; v20 n1 , p4-25 ; 2010
Discusses different ways of talking about and making use of nature in everyday activities in a Swedish preschool with an outdoor focus. The researcher studied 32 children between 1½ and 6 years old and their teachers during a one-year period. The analysis indicates that nature is used in three ways: as a classroom where children learn about nature, as a home (a peaceful place for eating, sleeping and playing), and as an enchanted world. 34 references are included.TO ORDER: http://www.colorado.edu/journals/cye/index_issues.htm
Outdoor Affordances in Early Childhood Education and Care Settings: Adults' and Children's Perspectives
Children, Youth and Environments; v20 n1 , p152-177 ; 2010
Explores the experience of the outdoors in early childhood education in urban areas. It is based on fieldwork conducted in four settings in Dublin, Ireland in 2005, considering young children's experiences of the outdoors in terms of perceived and utilized affordances. These are analyzed in relation to three fields of action in early childhood education and care settings: indoor-outdoor connectedness, enclosed outdoor space, and the wider outdoors. Such a framework, it is proposed, offers a useful means to evaluate outdoor provision of services for young children. 33 references are included.TO ORDER: http://www.colorado.edu/journals/cye/index_issues.htm
Farm to Fork. [School Lunches Go Back to the Land.]
Edutopia; v5 n6 , p34-38 ; Dec 2009
Profiles the work of Anthony Geraci in the the Baltimore School District. He first converted the menu to present more locally sourced and fresh food. He then created the student-operated Great Kids Farm Up within abandoned city-owned greenhouses. Progress in creating a more sustainable and lower-waste food service in three additional U.S. school systems is also discussed.
Exploring Outdoor Education and Research in Architecture.
Rodriguez, Pedro; Boehme, Luis
Open House International; v34 n1 , p94-103 ; Mar 2009
Examines a few exemplary cases from an ongoing series of trials, started in 1999 by the Department of Architecture at the Universidad Tecnica Federico Santa Maria, to assess the effective integration of outdoor learning environments with local studio-based learning culture. Architectural design pedagogy persistently looks outside the classroom for real-world problems to deal with, and exemplary solutions to learn from. Studio-based learning alternately takes place between indoor and outdoor environments as well as built and natural environments. The use of outdoor workspaces where students may generate and test their design proposals strengthens the case for a better understanding of human habitability and environmental sustainability. Nonetheless, outdoor activities are traditionally confined to on-site information gathering, whereas design and evaluation processes are carried out indoors simply as a desk-bound activity. In these cases, the empirical evidence to back up the problem modeling and the design decisions made inside the studio classroom is missing. In mainstream architecture education, indoor and outdoor learning experiences are operationally dissociated. The intent to create real outdoor studio classrooms not only opens a new research field in learning space design, but new challenges to the studio-based learning culture.TO ORDER: http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
The Building as the Teacher.
Educational Facility Planner; v43 n4 , p31,32,34-36 ; 2009
Profiles Pioneer Middle School in DuPont, Washington. Through collaboration with administration and teachers, the building became a learning tool stressing environmental stewardship. Signage explaining how design reduces the building’s environmental impact, touchscreens that illustrate the buildings utilities usage, and outdoor learning areas are described.
Learning Outside the Classroom.
21 Century Schools; v4 n1 , p47-57 ; 2009
Explores some of the drivers for change in outdoor learning, and reviews some British examples with pupil-led choice and responsibility at the heart of each offer. Examples include an inner-city nursery and children’s center, an early childhood school, two sustainable elementary schools, a secondary comprehensive school of engineering, and a city farm.