School architecture and landscape design can support adolescent identity development by providing:
1) Private nooks for students to experience different levels of social interaction and control their social environment.
2) Sheltered quiet areas that allow students the choice of solitude without feeling lonely.
3) Flexible and changeable environments that can suit students' varying moods and needs rather than single-use facilities.
This presentation looks at different types of learning spaces in relation to the teaching and learning needs of teachers and students. Every educational space needs to meet a particular need and this presentation looks at the physical needs, curriculum and pedagogical affordances and issues and the key areas of importance for teachers and students, of each space.
This is a short multi media presentation on the different learning environments that students and teachers are faced with each day. Hopefully this presentation assists teachers when they next need to plan out a learning environment.
AR3311 ADVANCED SPACE DESIGN STUDIO DESIGN BRIEF- PRIMARY SCHOOL DESIGN ANNA ...Niveditha Mani Sasidharan
Designing a built environment requires the development of individual capacity for thought with
respect to subjective and objective aspects. Studying and designing projects of small scale that
involve a more immediate and basic experience is important in this context. The study and project
exploration will involve the following aspects from first principles as well as through live studies and
theory – human behaviour, activities and needs for various purposes, role of specific form/space in
creating particular experiences and effects, built form-open space relationships, spatial organisation,
environment behaviour aspects (especially those relating to children), lighting and ventilation, site
as a positive tool in all scales, potential of materials and construction. Through this, both the
qualitative and quantitative attributes of design can be understood and engaged. This would give
training in the ingenious use of architecture to fulfil goals towards a responsive and stimulating
environment.
They say it takes a village to raise a child, and second to home, school is where children spend most of their time. The purpose of this thesis is to explore through the lens of architecture an interrogation of what it means to learn.
This presentation looks at different types of learning spaces in relation to the teaching and learning needs of teachers and students. Every educational space needs to meet a particular need and this presentation looks at the physical needs, curriculum and pedagogical affordances and issues and the key areas of importance for teachers and students, of each space.
This is a short multi media presentation on the different learning environments that students and teachers are faced with each day. Hopefully this presentation assists teachers when they next need to plan out a learning environment.
AR3311 ADVANCED SPACE DESIGN STUDIO DESIGN BRIEF- PRIMARY SCHOOL DESIGN ANNA ...Niveditha Mani Sasidharan
Designing a built environment requires the development of individual capacity for thought with
respect to subjective and objective aspects. Studying and designing projects of small scale that
involve a more immediate and basic experience is important in this context. The study and project
exploration will involve the following aspects from first principles as well as through live studies and
theory – human behaviour, activities and needs for various purposes, role of specific form/space in
creating particular experiences and effects, built form-open space relationships, spatial organisation,
environment behaviour aspects (especially those relating to children), lighting and ventilation, site
as a positive tool in all scales, potential of materials and construction. Through this, both the
qualitative and quantitative attributes of design can be understood and engaged. This would give
training in the ingenious use of architecture to fulfil goals towards a responsive and stimulating
environment.
They say it takes a village to raise a child, and second to home, school is where children spend most of their time. The purpose of this thesis is to explore through the lens of architecture an interrogation of what it means to learn.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Home assignment II on Spectroscopy 2024 Answers.pdf
Wiki Group 31
1. WIKI GROUP 31 – IDENTITY
HOW SCHOOL ARCHITECTURE AND
LANDSCAPE DESIGN CAN PRO-ACTIVELY
RESPOND TO ADOLESCENT NEEDS FOR
IDENTITY DEVELOPMENT
(NATALIE WALL)
2. 1. PRIVACY – Provide nooks and settings where students
can experience privacy
3. Why privacy matters
• Designing opportunities for privacy into school
settings gives students the ability to control
the degree of social interactions with others.
• Spaces that enable students to see what is
going on in the distance, to watch other
people mingling but not necessarily to be
involved with them, to interact with two or
three close friends and not to be disturbed by
others.
4. 2. ALONENESS – Being alone doesn’t always mean being
lonely. Aloneness can be essential to student wellbeing.
The choice to
be alone does
not necessarily
mean a young
person is
lonely. Provide
sheltered, quie
t areas for
solitude.
5. Being able to change environments to suit
student’s moods and needs is far better
than single-use facilities and spaces that
require students to relocate themselves to
meet their needs. Good examples include
double rooms with moveable
partitions, moveable seating, open areas of
lawns where the choice can be made to sit
alone, in small groups or become a big mob.
3. Responsive and
changeable environments
7. Why personalisation matters
• The ability to personalise their environment is an
important part of adolescents' developing
identity. Being able to express themselves in
personal workstations, student areas, classrooms
and home room means students can reflect on
their connections with home, school and
community. It also helps to affirm and develop
identity
• Schools should provide display surfaces or
spaces for kids' work, promotions and items that
are meaningful to the students.
9. Why social spaces matter
• Social interactions are reliant on and highly
influenced by social spaces. Interactions
should happen organically and inclusively (i.e.
foster interaction between classes, year
cohorts, teachers and staff). Schools should
contain places for social interaction with visual
connection between spaces, indoor-outdoor
connections and areas for socialisation at
junctures of walking paths and within the hub
of the action.
