Transforming Schools University The Power of of Southern Process California Los Angeles, CA June 16, 2011 21 st Century Facility Design Directorate of Education, Norway September 27, 2012 2009 Architects of Achievement 2012 Architects of Achievement
CHANGE CAN BE DIFFICULT!
GREAT DESIGN IS A CHALLENGE
GOOD PROCESS IS KEY!
PROCESS 21 st CENTURY SCHOOLS Directorate of Ed Kristiansand, Norway VISIONING STUDY TOURS (REAL AND VIRTUAL) STUDENT VOICE RESEARCH ABOUT LEARNING PROVOCATEURS GUIDING PRINCIPLES WHO ARE WE? IMAGE STUDIES COMMUNITY ENGAGEMENT FEEDBACK LOOPS DECISION MAKING Architects of Achievement (2012)
VISION: SHOW WHAT S POSSIBLE
S T U D Y T O U R S
Engage Student Voice
AofA STEM Convening
RESEARCH ABOUT LEARNING
PROVOCATEURS (PROVOKE THINKING)
Guiding principles are critical to the work of school design. They prove invaluable as projects unfold, help leaders focus their work, and clarify important decisions when individual interests come in conflict with overall goals. We use these principles as a filter to make important educational decisions as well as test architectural options.
MUSE GUIDING PRINCIPLES Learning is Alive Children are naturally curious. Like fireflies, they are delightfully switched-on, each one glowing with unique genius and beauty. We cultivate that exuberance at Muse, cognizant that knowledge and skill are acquired through exploration and experience. Interests are sparked, passions ignited, and new levels of consciousness are inspired and realized. With courage and respect, we pursue learning fearlessly. With energy we play together and have fun. Interconnections are Critical Nurturing relationships between self, one another, place, and planet, is critical to the mission of Muse. We encourage global stewardship by balancing human and ecological needs; and we integrate age, ideas, community, and culture. Collaborating in ways that are positive and cooperative, we respect variability in nature and strive for harmonious integration in all that we do. Ever-Evolving The Muse community is comprised of creative and critical thinkers who realize that flexibility and adaptability serve as critical keys to our success. Enthusiastically embracing change, we have growth mindset that is authentic and responsible. Consistently challenging ourselves, we continuously learn, grow, and improve. Sustainability is Key Muse is a high performance learning lab that spurs imagination, learns from nature, teaches ecoliteracy, and serves as a beacon of sustainable living and design. Whether it is impact to the site, materials used and how they are sourced, recycling responsibly, or the design, construction, and efficiency of systems (water, energy, air quality, lighting, waste) we are committed to restoring and celebrating nature. Our goal is for our campus to be toxinfree, organically-inspired, and net-zero energy, and serve as a powerful learning tool and champion of everything green.
THE BUILDING IS NOT THE CHANGE THE BUILDING ALLOWS THE CHANGE
AND CHANGE CAN BE SLOW!
Books, declared the inventor with decision, will soon be obsolete in the public schools. Scholars will be instructed through the eye. It is possible to teach every branch of human knowledge with the motion picture. Our school system will be completely changed inside of 10 years. Thomas Edison, The New York Dramatic Mirror, July 1913 (He invented the light bulb, phonograph, motion picture camera and even batteries for electric cars)
SOME TOOLS
WHO ARE WE? The key to a successful project
DETERMINING WHO YOU ARE Interactive Exercises
WHO ARE WE?
IMAGE STUDIES
CONSIDER THE WHOLE STUDENT 21 st CENTURY SCHOOLS Directorate of Education Kristiansand, Norway BODY WARM SAFE DRY MIND Critical thinking SPIRIT Collaborative CURIOSITY Nurturing STIMULATING Transparency High Expectations Project-based CREATIVE Flexibility Passion Right and Left Brain INVENTIVE Pride and Connection
AGILITY & CHANGE 21 st CENTURY SCHOOLS Directorate of Education Kristiansand, Norway Envision STEM w AofA
MASTERPLAN QUESTIONS 21 st CENTURY SCHOOLS Directorate of Education Kristiansand, Norway PLANNING Who is involved and in what capacity? VISIONING Who is our school? Research? Projects? Differentiators? CONCEPTUALIZING What are our relationships and needs? Space types, qualities, organizational strategies? Do we have the space we need? Property? Partners? TESTING How will we go from good to great? Courage, scenario planning, cost analysis, phasing
SUGGESTIONS FOR OPTIMAL LEARNING ENVIRONMENTS 1. Lots of presentation spaces, some big, some small 2. Quiet individual working spaces 3. Places for teams to work and build things 4. Inviting, natural light, connection to landscape 5. Variety of fitness options for everyone 6. Community connections/services 7. Lots of broadband, lots of electrical outlets 8. Energy efficient, sustainable 9. Managed access (and the ability to go from big facility to small facility) 10.Make everything flexible and convertible
21 st CENTURY SCHOOLS Directorate of Education Kristiansand, Norway IN SUMMARY Find a narrative to provide relevance and context Create a learning environment that values and leverages the entire community Think of learning environments as platforms for participation (tools to collaborate and create better) Develop relationships in meaningful ways Photo Credit: Nancy Callery
Q&A
Contact Information www.archachieve.net Transforming Schools University of Southern California Los Angeles, CA Victoria Bergsagel June 16, 2011 victoria@archachieve.net (206) 420-1400 2009 Architects of Achievement
Transforming Schools University Please do not of Southern use any California Los information Angeles, contained CA herein without the express permission June of the 16, copyright 2011 owner(s) of the images or intellectual property. 2009 Architects of Achievement