children spend around
six hours a day = over 1000 hours a year
most of these school hours children spend in the classroom
interacting constantly with the people and physical elements of
The classroom environment is one of the most important environments that
affect children’s health, performance, and emotions
teachers and students are using the
physical classroom environment as a tool
for enhancing learning outcomes (Fisher, 2008)
The Evelyn Grace Academy
to help break the cycle of underachievement in
schools in the UK’s most challenging urban
areas, by designing an outstanding schools for
ARK now runs eight academies, six in London,
one in Portsmouth and one in Birmingham
The Evelyn Grace Academy is one of them
which was designed by Zaha Hadid.
Established in 1999
Pinewood Infant School
CABE stands for an improvement in people’s
quality of life through good design.
CABE influences and inspires the people
making decisions about our built environment,
so that they choose good design (CABE, 2007)
- Lee-on-the-Solent School
- Pinewood Infant School
CABE working side by side with RIBA
Sinarmas World Academy
Design Patterns for
21st Century Schools
George Town Primary School
Fielding Nair International firm has
designed more than more than 500 case
studies from 30 countries (FNI, 2005).
Sinarmas World Academy - Indonesia
George Town Primary School -
This project has been applied into 100
schools projects and workshops. It has
involved 700 pupils in client teams,
10,000 pupils indirectly and 54 design
businesses, 150 individual designers,
100 head teachers and 175 teachers and
170 visits by client teams
The Sorrell (Ghaziani, 2008)
project that brought some of the UK’s top
designers into schools with the initial aim of
building confidence and self-esteem in the
pupils and helping to unlock their creativity
“In 2001 the Guardian launched a competition
called ‘The School I’d Like’, in which young
people were asked to imagine their ideal
school (Burke and Grosvenor, 2003).”
Westborough Cardboard School by
the Buro Happold
The Docks School by Mikou Design Studio
Zero Energy School and Sports Complex, France
1. Mossbrook Special School
Designed by Sarah Wigglesworth
“At Mossbrook, a primary special school
for children with severe disabilities and
autism, Sarah developed an environment
to encourage learning and sensory
stimulation for visual learners (Chiles,
in Shefﬁeld 2003).”
2. Balliﬁeld Community Primary School
Designed by Prue Chiles
“Ballifield Community Primary School is a
“It encouraged both a design-led approach and
successful school in a residential suburb on
an exploration of where the theory of the
the edge of Sheffield (Chiles, 2003)”.
classroom design meets teaching practice
(Chiles, 2003).” 3. Brunswick Primary School
Designed by Robert Evans
4. Yewlands Secondary School
Designed by Mark Dudek
Balliﬁeld Community Primary School
Communication and relationship Teaching
Student different learning styles
mood age Social class Personality culture Identity
The Physical Elements of
Classroom Environment are
The physical environment of classroom- physical and visual
The built environment of classroom - physical comfort
The interaction of different elements are as important as the consideration of single elements.
Furniture and equipment
flooring Ceiling Wall
Air quality (technology is part of it)
Designing the physical environment of the classroom
Arrangement Display and Elements of Principles of
Acoustical issues path
and layout storage design design
Scale (size of
Until recently school environment researches focused on two main issues
which are generalizations about school building effect (Cash, 1996,
Branham, 2004), and specific problems such as acoustics and lighting
(Luckiesh and Moss, 1940, Siebein et al., 2000).
Therefore a very strong literature have been established about
educational buildings specifications, design guidelines and prototypes of
school design, this leaves little room for real creativity in designing this
important environment (Nair et al., 2009).
such literature is important and functional for designing and building learning
environment, but it does not tell how teachers and students respond to the
classroom physical environment (Sanoff, 2001). Although some efforts have been
made to assess the classroom environment, how teachers and students perceive
classroom environment is a missing factor (Sanoff, 2001).
In addition, a lot of
the case studies are
school building design
and the facilities it
classrooms which are a
core element of the
school building their
potential is often
according to Chiles (2003) in typical primary classrooms the curriculum needs are
diverse and heavily dependent on the different ways of teaching methods; because
these teaching methods change, the need for flexibility in classroom environment
Therefore a lot of designer work in classroom environment could start
after architecture finish his work.
• Classroom environments stop being designed after architecture finish his
• Decorating elements in classroom environment is often overlooked by
designers and left to be designed and utilized by teachers and students.
• Current participatory projects of class environment are collaborating with
environment users only while other environment elements in term of
curriculum, teaching method and students learning style have not been
This research intends to maintain primary classroom
environment motivating, stimulating and fresh after
architecture finished his work. The aim of this
research attempts to be achieved throw two aims
Influence and inspire classroom users (teachers and
students) to continue designing classroom
environment after architecture finish his job.
Establish an agenda for future research on
participatory classroom environment design and
continue designing after architecture finish his job,
by identifying areas which have not been empirically
How could designers influence and inspire primary
classroom users to continue designing their
environment after architectures’ finish their work
through participative approaches?
What are the elements of primary classroom
environment that could be redesigned easily by
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Beard, A. (2009) Primary school case study - Pinewood Infant School- Farnborough, Hampshire.
London: CABE - Commission for Architecture and the Built Environment
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on an Education for the 21st Century. RoutledgeFalmer: London.
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Architecture and the Built Environment - The government’s advisor on architecture, urban
design and public space
CABE. (2009) Primary school case study Lee-on-the-Solent Infant School Hampshire. London
CABE - Commission for Architecture and the Built Environment
Chiles, P. (2003) 'Classrooms for the Future: ‘an adventure in design’ and research', design 7.
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Outcomes: How 3rd Grade Teachers Use the Physical Classroom to Implement A Balanced
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