Who designs the learning space?
- amhlearning
- Aug 27, 2017
- 1 min read
As teachers we continually plan and design, manipulate and change learning spaces. As students we continually evaluate the spaces and experiences we are asked to learn in and from.
With many competing demands, how do the teacher and learner prepare the learning space?
The architect
Include a balance of sharp lines and curves. Marilyn Read (2010) investigates design principles and discovers that strong lines predict activity and the use of curvilinear aspects welcome and encourage fluidity.
The learner
There are differences in how learners perceive the physical space. A highly stimulating room can be counter balanced with open space. The use of circles, spheres and windows provides interest and a sense of calm (Read, 2010). Students at Candlebark welcome choice and the opportunity to self direct and build relationships based on respect and equality (SBS, 2015).
The parent
Spaces that welcome and reflect culture and experiences are important. Having access out of hours is a bonus and community engagement is vital in building relationships and experiences (Cook, 2017).
The teacher
John Marsden describes a space where children are supported to reach past their perceived capacities. A space where there is trust that children will learn and there is a balance between risk taking and taking care (SBS, 2015).
References
Cook, H. (2017). Going high on High Street, Prahran with $25m vertical school to hit the heights. Retrieved from http://www.theage.com.au/victoria/going-high-on-high-street-prahran-with-25m-vertical-school-to-hit-the-heights-20170303-guq22l.html
Read, M. (2010). Contemplating design: listening to children’s preferences about classroom design. Creative Education. 2, 75-80.
SBS. (2015, March 30). Candlebark and Fitzroy Community School focus on personal development. [Video file]. Retrieved from https://www.youtube.com/watchv=4cvujBUO0zQ&feature=youtu.be
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