Innovative learning spaces in secondary schools

This is a wide age range and a broad topic to cover! It extends from preschool (early learning) to tertiary (post-compulsory). Unfortunately, in the time I have available, the challenge to address all these year levels is too difficult. I also sense there is an assumption that we are concentrating on learning spaces within educational institutions. That’s a good limitation, but I find that I must further narrow my comments in order to make this topic more manageable and hope that others will cover the areas I ignore. My task will be to concentrate on learning areas within secondary schools. In doing this I am bypassing preschools, primary schools and tertiary institutions. I am also overlooking all the learning spaces and opportunities that exist outside of the school environment. By doing this, I realise that I am turning my back on the majority of student learning environments.

Firstly, though, I would like to make some general comments about the learning environments associated with various learning stages. It is clear to me that most educators of early learners believe that the physical environment is an important part of the learning journey for pre-schoolers and junior primary students. The spaces they occupy generally reflect this. Developmentally, students in preschool, and in the early years of primary schooling, are in an ‘exploratory’ stage with regard to their immediate environment. This is an important stage of learning when students’ awareness of sight, sound, touch, and so on, is heightened. Indeed, the people from Reggio Emilia believe that the physical environment is ‘the third teacher.’ Spaces which intrigue and create wonder stimulate young minds and imaginations. Scale, colour and layout contribute to their emotional development.

An example of such a space is in the Early Learning Centre at St Michael’s Grammar School, in Melbourne, Australia. Here we used sections of common concrete drainage pipes to create reading nooks for students. They have glass windows to the outer spaces and are low enough that the small students can climb into them for a comfortable read.

Reading nook in the Early Learning Centre at St Michael’s Grammar School, in Melbourne, Australia

 

One does not get the same impression of exciting spaces when observing the environment in secondary schools. However, there is evidence that a concern for the learning environment re-emerges at the tertiary level. Particularly at older universities, we see greater care for the amenity of buildings and grounds. Formal learning spaces benefit from increased levels of funding while informal learning areas, both internal and external, reflect a concern for student comfort.

Secondary education represents the six years in between primary and tertiary. While this may seem a short time – it is equivalent to the time students spend in the primary sector. Developmentally, students enter as older primaries and leave as young adults. Student emotional developmental during this time is significant, with peer pressure and self-image emerging as key areas of influence. And the organisation of secondary schools is quite different to that of primary schools. Generally, separate subjects, taught by different teachers, dominate the curriculum while students move around the school rather than staying in the one place. Given these changes, I believe that the physical environment can play an important role to assist with the transition from primary schooling into the secondary environment.

Unfortunately, many secondary schools give the impression that ‘the system’ and those who run the school do not consider that the learning environments in these places matter. Many are boring both inside and out which often makes me think that if the students did not have to attend, there is no way they would choose to attend. This is a sad state of affairs. Students’ impressionability is not turned off the day they enter these institutions. As adolescents, they are still impressionable, they know full-well the places where they like to ‘hang out’ and why they like them. Using the analogy of Maslow’s hierarchy of human needs, these schools may keep out the rain and wind, they may have some functionality, but too often they lack soul and inspiration. They are not inviting or simply just ‘good places to be.’

A useful distinction in schools can be made between formal and informal learning spaces. Both are important for student learning with an increasing recognition being given to the fact that much meaningful learning can take place in informal settings.

Formal learning spaces

Given the array of subject specialities within secondary schools, I acknowledge that spaces for the various disciplines are necessary. Using another analogy from hospitals, schools need specialised rooms (operating theatres) with particular equipment and technologies. These may limit their scope for other uses. Then they have a need for general learning areas (the wards) which can be used for multiple learning without the support on specialised technology, and finally schools have a need for multi-function spaces (the recovery rooms) which have some services and technology to support a variety of mixed uses. Secondary schools also have a requirement for spaces of different size. Performing arts, lecture theatres, gymnasiums/halls are designed to accommodate larger numbers of students. Smaller meeting rooms provide for student seminars and discussions.

The lecture theatre/performing arts space at Balwyn High School, in Melbourne, Australia

 

At yet another level, formal learning spaces in schools are influenced by the curriculum and its delivery. The majority of secondary schools are organised on traditional instructional lines. Their curriculum shows a clear distinction between subject areas with little or no interdisciplinary learning. Students move from class to class, on the bell, every 40 minutes. On the other hand, schools which would be loosely described as ‘progressive’ would, to various degrees, look to engage students with interdisciplinary, authentic, and team-based learning. Assessments would lean more towards project based evaluation.

Spaces in ‘progressive schools’ are usually quite different. For example, the School for Environmental Studies (The Zoo School) in Minnesota, USA, is organised into four groups of 100 students. Each house is also divided into 10 teams of 10 students. Student learning in the school is undertaken in various group settings. A large, multi-functional and communal space is where the whole school of 400 students gathers. Here, they hold assemblies, lectures and films. But the space also acts as the school restaurant, dance hall and informal gathering area. Each house of 100 students also has a central communal area where students can gather for ‘whole of house’ learning. Moveable furniture provides flexibility within this space. And within the team spaces, each student has their own desk and storage area. The four house spaces, including the team spaces, resemble an open plan of a commercial office. The photo below shows a typical learning area. Each student has their own desk within the team structure.

Learning area in the School for Environmental Studies, in Minnesota, USA

 

The MET school in Providence, Rhode Island is similar. It was the founding school established by The Big Picture Company. It is based on small school principles (around 150 students), with students undertaking much of their learning out of schools, in internships with various organisations in the wider community. Within this school are small student groupings called advisories’, with around 15 students per group. The advisors stay with their student group for four years until the reach the end of the final year. This cycle begins at year 9 and ends at year 12. There are two formal learning areas in the school, the small advisory rooms and the more open, multi-functional and communal areas. The advisory rooms are deliberately small to give a sense of intimacy.

Typical advisory room at The Met School, in Rhode Island, USA

 

Essential to all formal learning spaces in any school in the knowledge age is the provision of adequate information and communication technology. This may be via cable or wireless. Furthermore, it is highly desirable that all learning spaces are well designed to be pleasant and comfortable for productive learning; a level of design over and above mere functionality. Many school buildings falter at this stage.

Informal learning spaces

Informal spaces in schools support the learning process. These are the ‘out-of-class’ spaces where students congregate during the breaks and for private study. Although, to a large extent, they are unstructured, students are able to use them for a good deal of their learning. Again, it is sad that in many schools, these spaces are ‘inspirational deserts.’ Often, other places in the community, including the retail precincts, are more conducive for kids to hang out in. Given that secondary students are on their way to adulthood, it is reasonable to believe that all learning spaces should give them a sense of being adults. Much of this is the sense of belonging to a community – a community of learners. How can such informal spaces support the community of learners?

The immediate members of the community of learners within a school comprise the students and teachers. A broader definition could include neighbours and parents – in fact, all members of the community who use the school. So, what sort of architecture do we see in communities which support the spirit of place? Traditionally, buildings like, banks, churches, post offices, court houses, libraries, etc along with schools comprised the typical set of community buildings. Sporting ovals, performing arts theatres added to the mix. And in England and Europe, they had (and still have) the wonderful town squares, piazzas, agoras and street cafes which add emotion and culture. These are the communal spaces that architects often refer to as ‘third spaces’; they are neither home nor work but spaces where the community can gather in an unstructured way to relax, converse and perhaps, at the same time, drink a coffee, beer or wine. Ideally, schools, in this sense, should have spaces like this where students and teachers can gather, out of class, to relax and converse. And guess what, some learning could happen in the process!

The Riverwalk. in San Antonio. is one example of a ‘third space’ which attracts people at all hours of the day and night. Another is our Federation Square in Melbourne.

The Riverwalk, in San Antonio, USA

Federation Square, Melbourne, Australia

 

Around eight years ago, we tried to create such a space within a secondary school in Melbourne. At Carey Baptist Grammar School, there was an asphalt wasteland between four buildings, two of which were the library and the canteen. By constructing a false floor, erecting a glazed roof, installing heating and a sound system, this space rapidly became the internet café for the students and staff. According to the previous principal, the renovations changed the culture of the school.

Senior Quadrangle at Carey Baptist Grammar School, in Melbourne, Australia

 

Conclusion

Is it too much to wonder whether our secondary schools could ever look and feel like this? There are pockets of inspiration, as shown by the photographs above. Achieving this on a universal scale would be fantastic but, at present, unlikely.

ABOUT THE AUTHOR

Dr Andrew Bunting is a director of Architectus, an Australasian firm of architects. He has had a long involvement with the promotion of education projects within the practice. He is the former President of the Victorian Chapter of the Council of Educational Facility Planners (CEFPI) and a committee member of the Victorian Branch of the Australian Council for Education Leaders (ACEL). He was a former member of the Steering Committee for the Victorian Schools Innovation Commission. Dr Bunting holds a Doctorate in Education from The University of Melbourne and is a former teacher and university lecturer. He was awarded a Fellowship from ACEL for his work in the education sphere and is currently an honorary Senior Fellow within the Faculty of Education at The University of Melbourne. Dr Bunting has written articles and spoken at conferences on the topic of school design. In 2006, in conjunction with iNet, he led a tour of schools in the USA for Australian school principals and leading teachers.

 

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