Syracuse University

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Architecture Senior fteses School of Architecture Dissertations and fteses

Fall 2013

Engaging Holistic Health through interactive

design in public space- Part 1
Alec Hembree

Emily Sholder

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Hembree, Alec and Sholder, Emily, "Engaging Holistic Health through interactive design in public space- Part 1" (2013). Architecture
Senior Theses. 229.
https://surface.syr.edu/architecture_theses/229

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 Lea ning
Continues

ds
Need

A cesses o listic
Ho
Heat h

he
Th Achieves
Ind v id a l

Expo res ENGAGING

Lea ns
HOLISTICng
HEALTH
n Yield ng
THROUGH ACTIVE DESIGN IN PUBLIC SPACE
Alec Hembree and Emily Sholder
Thesis Research Studio - Places of Learning
Mindd, Fall 2013
Desigg Terrance Goode
Bo d y
S raeg y Amber Bartosh, Robert Petrie
Spirit
ABSTRACT

HEALTH, SPACE,
LEARNING
Everything that an individual knows, thinks, feels, and perceives is ultimately formed by a culmina-
tion of experiences within his or her constructed environment. Beginning with early stages of childhood
development, an individual begins to develop schemas through which he or she processes internal condi-
tions and external factors of the surrounding environment. Education through self, family, school, com-
munity, and social media further contributes to this development as the learner grows and changes over

THE CHILD
time. However, recent changes in cultural values have altered the way children develop physically, cogni-
tively, and socially (1). Considering these factors as primary influences on the individual’s holistic health
provides an opportunity to rethink current strategies that address the decline of health in the United States
today. The increasing pace of life and reliance on technological methods has produced a demand for a

WHY SCHOOL?
“band-aid” or “quick-fix” approach to improving holistic health and learning. In other developed countries,
proactive and preventative measures, rather than reactive methodologies, form the foundation for improv-
ing health and learning conditions (2). Such approaches often utilize the built environment as a means of
generating opportunities for self-exploration of health and learning.
In the United States, education typically occurs through curricula in the educational institution, and

PUBLIC SPACE
factors of holistic health, considered separate entities, have few designated spaces. In contrast to this
system, we contend that learning is an interwoven subcategory of holistic health, which is the combination
of Mind, Body, and Spirit. Rather than housing these factors in separate facilities, we intend to investigate
using public space to create opportunities for balanced development of the three factors of holistic health.
We envision utilizing public space to develop an urban network that connects community resources

STRATEGY
DESIGN
to a public activity center through a system of sensorial connectivity in order to engage the individual and
community in a cycle of learning, public space, design, and holistic health.
We site our investigation in an urban neighborhood in Pittsburgh, Pennsylvania. Due to decline of
public schools from lack of funding, a growing disconnect between neighborhoods and communities from

BIBLIOGRAPHY
gentrification, and below average health status, the local community could benefit from a new ideological
approach to health as well as a new design strategy for urban connectivity.

1
 DESIGN HEALTH, SPACE,
BIBLIOGRAPHY STRATEGY PUBLIC SPACE WHY SCHOOL? THE CHILD LEARNING
GLOSSARY

HEALTH, SPACE,
LEARNING
Holistic Health: This approach to health and lifestyle extends beyond the Mind-Body connection of attain-
ing and maintaining wellness. This methodology values overall wellness and “wholeness” and considers
all parts of a person’s life (temporal aspects, physical ability, mental health and wellness, emotional well-
being, spiritual beliefs and values and external influences) as integral to the balance of:

THE CHILD
Body: The factor of holistic health defined by the balance and communication of physical
activity, nutrition, genetic composition, and coordination

Mind: The factor of lifestyle health defined by the balance and communication of the ability

WHY SCHOOL?
to learn, retention of knowledge, and capability for abstract thought

Spirit: The factor of lifestyle health defined by the balance and communication of self esteem,
self empowerment, and self identity in relation to the community

PUBLIC SPACE
Public Space: Any physical areas or elements that community members can freely access

Sensorial Connectivity: Design elements in the built environment that stimulate sensory reception through
the perception of taste, smell, sound, sight, touch, and proprioception

STRATEGY
DESIGN
Resource: Facilities, programs, public spaces, and goods and services that community members can ac-
cess

Community: A population and the social aspects that comprise a neighborhood

Neighborhood: The physical built environment aspects of a section of a town or city BIBLIOGRAPHY

3
 DESIGN HEALTH, SPACE,
BIBLIOGRAPHY STRATEGY PUBLIC SPACE WHY SCHOOL? THE CHILD LEARNING
 HEALTH, SPACE, LEARNING

HEALTH, SPACE,
LEARNING
Built Environment The development of a person’s
health begins with learning: about
his or her body, about general
knowledge, and about ways to learn.
Learning
In Learning as a voluntary action occurs

THE CHILD
Continues
best within the realm of designed
public space, wherein the individual
comes in contact with many envi-
ronmental factors both inside and
Needs

WHY SCHOOL?
outside of his or her control. These
Publi Accesses Holistic environmental factors, in conjunc-
c Health tion with design of aspects of public
Space
The space, engages the individual by
Achieves
Individual presenting opportunities to learn

PUBLIC SPACE
through the exploration of his or her
With Explores self and surroundings. This process
Learns Yielding of engaged exploration strengthens
the Mind, the Body, and the Spirit of
the learner’s Holistic Health.

STRATEGY
Mind,

DESIGN
Design
Body
Strategy
,
Spirit

Strengthens

BIBLIOGRAPHY

Cycle of Learning, Space, Design, and Holistic Health 5

 THE INDIVIDUAL CHILD
HEALTH, SPACE,
LEARNING

Research on the ways that people

learn shows that genetic musculosk-
eletal traits, cognitive and behavioral
tendencies, and age all have an Fresh Air
Daylight
impact on learning. However, age Natural
Views
THE CHILD

Quality
in particular stands out as a highly Noise
controllable aspect of education. Holistic Plants
Knowledge
Health
The age span of elementary school
attendance, or between ages 5 and Safety
WHY SCHOOL?

Teacher Support Child’s Pathways

10 years, is when children are most Access
Progress Barriers
impressionable and most readily Distance
Parent Involvement
acquire knowledge (3). In terms of
Elementary Built
health, this age presents the greatest Non-Built
Peer Influence Environment School Environment Extracurricular
opportunity for children to develop Child Activities
PUBLIC SPACE

Facilities/
School
lifelong habits of holistic health. Culture Resources
Programs
Therefore, we investigate health Initial Play Spaces
learning at the scale of the child. Economic Status Influences

Flexibility
Economic Self Esteem/ Physical Inborn Scale
STRATEGY
DESIGN

Status Motivation Ability Sensory

Design Engagement
Age Gender Spatial
Navigation
Influence Open Space
Body
BIBLIOGRAPHY

Mind

Spirit

6 Influences on Childhood Learning and Health

 LEARNING

HEALTH, SPACE,
LEARNING
Built Environment Unlike typical schooling in the
Social
Western tradition, which focuses on
Experience
learning through tests and standard
Community Neighborhood curricula, learning through and about
Extracurriculars
Resource
holistic health mandates the incorpo-

THE CHILD
Science Literature
ration of spatial, social, and physical
Home aspects into the learning environ-
ment. Allowing alternative education
Arts Curriculum Math ideologies, such as Multiple Intel-

WHY SCHOOL?
Educational ligences and Constructivism, to be-
Facility
come entwined with school curricula
Language History and learning methods provides the
potential for children to engage with
Built Environment the built environment and to explore

PUBLIC SPACE
their own preferred means of
actively seeking knowledge. (4) (5)
Community Neighborhood
Resource
Social
Experience

STRATEGY
DESIGN
Home
Extracurriculars Physical Construct
Curriculum
Type of Learning
Learning
Connection
Educational

BIBLIOGRAPHY
Facility Body

Mind

Spirit

Traditional Learning vs. Learning Integrated into Environment 7

 DESIGN IN PUBLIC SPACE
HEALTH, SPACE,
LEARNING

The scope of an individual’s exis- Built Environment

tence and experience within any
environment is guided and shaped by
surrounding conditions. The design
of any public space reveals present
THE CHILD

environmental conditions which affect

the child’s development. Because
the built environment can visually
display the other environmental fac- Political
WHY SCHOOL?

tors, public space has the potential to

motivate change through the people
that use the spaces. In this way,
positive environmental factors can Publi
c
augment public space, and negative
Space
PUBLIC SPACE

Social Geographic
influences become opportunities to
improve surrounding conditions. (6)
STRATEGY
DESIGN

Cultural Economic
BIBLIOGRAPHY

8 Built Environment as Indicator of Environmental Factors

 ACCESS ZONES

HEALTH, SPACE,
LEARNING
Recreation Access to designed features of public
Theater Facilities Park/Playground
space is integral to the engagement
with and exploration of space, espe-
cially for children. However, the evo-
lution of urban space often removes

THE CHILD
Library
the individual from contact with
Health nearby resources and spaces due
Food Store to physical barriers such as roads
School and psychological deterrents such as

WHY SCHOOL?
deteriorating infrastructure (7). The
Museum
potential to overcome environmental
barriers through the design of ac-
Garden
High tive, engaging paths, spaces, and
Traffic
Bicycle neighborhood resources can provide

PUBLIC SPACE
Wide, Lanes
Fast Road greater opportunities for children to
actively explore their surroundings.

Home

STRATEGY
DESIGN
Empty
Lots Physical Access
Mental Access

BIBLIOGRAPHY
Psychological Access
Convenience Fast-food Abandoned Railroad Negative Influence/Barrier
Store Restaurant Building Tracks Positive Influence
Positive Influences on Access vs. Negative Influences on Access 9
 ACTIVE DESIGN
HEALTH, SPACE,
LEARNING

Because the built environment and quality of a place that makes it

distinct, recognizable;
access within can significantly affect IMAGEABILITY physical elements evoke
feeling and lasting impression
a child’s perception of and interac-
stair climbing degree to which public spaces
tion with his or her surroundings, the are visually defined by
ENCLOSURE buildings, walls, trees, and
design of active spaces can create other vertical elements
THE CHILD

opportunities for active exploration. A size, texture, and articulation

transit use ACTIVE DESIGN bicycling of physical elements in
“common understanding of behavior HUMAN SCALE
proportion to human size and
ENCOURAGES:
and experience from existing practice speed of movement

indicate[s] that [design] measures degree to which people can

TRANSPARENCY see or perceive objects and
WHY SCHOOL?

will likely increase physical activity” activity

(8). While ideas of active design are healthy eating walking visual richness of a place;
the complexity depends on
often linked only to physical activity, active recreation COMPLEXITY variety in the physical
design can also provide exploratory environment

learning and social engagement

PUBLIC SPACE

potentials incorporated into activities.

“Active Design Strategies” discusses
in detail the role of design practice
in augmenting health, learning, and
space. (8)
STRATEGY
DESIGN
BIBLIOGRAPHY

Figure 1

10 Designing Active Space in the Built Environment

 MIND, BODY, AND SPIRIT

HEALTH, SPACE,
LEARNING
In recent years, new approaches to
health have arisen across the world.
One ideological system is that of the
relationship of an individual’s Mind,
Body, and Spirit. As seen by the

THE CHILD
numerous world health theories and
discussed in the works of authors
such as Deepak Chopri, Eckhard
Tolle, and Lao Tzu, the concepts of
n

WHY SCHOOL?
Mind, Body, and Spirit have existed
Figure 2
in many ideologies in varying ways.
Chiropractic Interpretations of the role of holis-
Mind Body
tic health in internal and external
Physical
Therapy
Acupuncture conditions of a person change with

PUBLIC SPACE
culture, environment, and history.
Mind
From these interpretations, we define
Massage Reiki
holistic health through the interaction
Spirit Figure 3 of Mind, Body, and Spirit rather than
through the prevalence of genetic

STRATEGY
DESIGN
diseases and disorders. (9)
Spirit Body

Figure 4 BIBLIOGRAPHY

Cultural Interpretations of Mind, Body, Spirit as Aspects of Holistic Health 11

 HOLISTIC HEALTH IDEOLOGIES
HEALTH, SPACE,
LEARNING

In the realm of cultural perception of

holistic health, there is a striking con-
trast between Eastern and Western Physical
Condition
theories of Mind, Body, and Spirit.
Current Western ideology arises from
THE CHILD

the thought that Mind, Body, and

Child’s
Spirit exist as separate entities that
Health
can be corrected through medicinal,
surgical, and therapeutic methods. Mental Spiritual
WHY SCHOOL?

The prevalence of hospitals, correc- Condition Condition

Individual
tional schools, prisons, and pharma-
(Child)
ceutical medicines all illustrate this
“band-aid” approach. Conversely,
Eastern philosophies often consider
PUBLIC SPACE

the three factors as resultants of

elemental conditions present inside
and outside of the physical body (10).
Concepts of acupuncture, tai chi, and
qi gong are applied to obtain balance
STRATEGY

Child’s
DESIGN

between elemental conditions and

Health
the individual.
BIBLIOGRAPHY

12 Eastern vs. Western Health Ideologies

 RETHINKING HOLISTIC HEALTH

HEALTH, SPACE,
LEARNING
Built Environment Building on the conclusions of previ-
ous health theorists and combining
the ideologies of Eastern and West-
ern health principles, we develop a
scheme in which the goal of holistic

THE CHILD
health is defined as maintaining
strength and balance of Mind, Body,
and Spirit. In this approach, the
development of holistic health is of

WHY SCHOOL?
primary importance, as the growth of
holistic health is relative to a person’s
natural physical and mental traits
Child’s as well as the surrounding environ-
Health
ment. Once Mind, Body, and Spirit

PUBLIC SPACE
are developed into a desegregated
triad, they support each other to help
maintain the individual’s health.

STRATEGY
DESIGN
BIBLIOGRAPHY

Holistic Health through Mind, Body, and Spirit 13

 HOLISTIC HEALTH AT THE CHILD’S SCALE
HEALTH, SPACE,
LEARNING

Whereas the resultant characteristics Built Environment

of a healthy individual is the strength
and balance of Mind, Body, and
Spirit, the development of the triad is Body
quite complex and is governed by in-
THE CHILD

Nutrition
ternal and external factors. Through Physical
design, utilizing the potentials of Activity Sensory
Awareness
positive preexisting conditions, and
Exploration
mitigating the effects of negative
WHY SCHOOL?

influences can generate the opportu-

Environmental Social
nity to enable individuals to achieve Curricular Environmental
greater holistic health in different Development Development
Child’s Self-
ways. The attainment of Mind, Body,
Health Esteem
and Spirit health continues a cycle Abstract
PUBLIC SPACE

Thought Self-
of engagement between child and Empowerment
Imagination
environment. This process develops Social
the child’s holistic health not through Curricular Exploration
Mind Exploration Development Spirit
Mind, Body, and Spirit individually,
but through the overlaps that define Motivation
STRATEGY
DESIGN

the child’s health. Communication

Confidence
BIBLIOGRAPHY

14 Development of Mind, Body, and Spirit within Environment

 HOLISTIC HEALTH DEVELOPMENT

HEALTH, SPACE,
LEARNING
While Mind, Body, and Spirit are non-
hierarchical in the balance of health,
the entity of Body has the most
impact in the development of health.
Whereas the effect of cognitive ability

THE CHILD
on physical growth is limited, studies
BODY have shown that physically healthy
youth tend to achieve better social,
educational, and self-identity results

WHY SCHOOL?
than non-active peers (11). While
the development of Body can directly
Supports

Supports

enable an easier and more compre-

hensive development of Mind and
Spirit, the cycle of Mind and Spirit

PUBLIC SPACE
Influences
together is important to creating a
stable platform on which to develop
the physical Body.
MIND SPIRIT

STRATEGY
DESIGN
Influences

BIBLIOGRAPHY

Development of Holistic Health as a Hierarchical Strategy 15

 DESIGN HEALTH, SPACE,
BIBLIOGRAPHY STRATEGY PUBLIC SPACE WHY SCHOOL? THE CHILD LEARNING
 THE CHILD

HEALTH, SPACE,
LEARNING
The internal and external factors that
affect a child’s development of health
Barriers Fresh
Food and learning play an important role
Air
School Quality
Plants in both short and long term health.
Classroom
Play Health problems developed in young

THE CHILD
Spaces children typically affect the child’s so-
Perceiving
Sensing cial, behavioral, cognitive, and physi-
Air Quality
Open
Space
cal processes and have the tendency
Reaction
to be compounded through aging.
Processing

WHY SCHOOL?
Noise Habits of poor health developed at
a young age are often carried into
Body
School later years, leading to more serious
Activities Views conditions and diseases. However,
many health problems such as

PUBLIC SPACE
Mind Spirit
obesity and habits such as sedentary
After-School
Sports activities are preventable at the scale
Activities
of the child. How the child contends
with internal health factors, external
environmental factors, and issues of

STRATEGY
Teacher

DESIGN
self identity play a key role in holistic
health development. Prevention,
Community Peers physical maintenance, and education
Activities
can help children form healthy, active
Access Safety Parents

BIBLIOGRAPHY
Distance Cultural Sensory lifestyles. (12)
Display Elements

Influences on the Child and Health Reactions 17

 CHILD HEALTH AND WELL-BEING ACROSS OECD
HEALTH, SPACE,
LEARNING

The quality and conditions of envi-

ronmental factors surrounding a child
Material
not only affect his or her health but
Well-Being
also provide insight into the general Housing and
Educational
health of a population. In a compara- Well-being Environment
THE CHILD

Child
tive study done among developed Well-Being
countries regarding childhood well- Quality of Risk
being, six categories for were used School Life Behaviors
Health and
to analyze the topic: material well-
Safety
WHY SCHOOL?

being, housing and environment,

educational well-being, health and
safety, risk behaviors, and quality of
school life (13). As a study of gen-
eral populations, the United States
PUBLIC SPACE

ranked poorly compared to twenty

36
nine other developed countries:
30 31

Material well-being: 23rd 26

24 25 24
23
Housing and environment: 12th 22 21
Educational well-being: 25th
17
STRATEGY

Health and safety: 24th

DESIGN

15 14
Risk behaviors: 15th 13 13
10 12 11
Quality of school life: 14th 10
9 9
6
DENMARK: 4
Material well-being: 2nd 23
Housing and environment: 6th
Educational well-being: 7th Denmark Italy France Germany OECD Canada Australia United Mexico United States
BIBLIOGRAPHY

Health and safety: 4th Average Kingdom of America

Risk behaviors: 21st Figure 5
Quality of school life: 8th

18 Factors that Influence Childhood Well-being - Average OECD

 ‘DRAGEN’ CHILDREN’S HOUSE
The two levels are linked by
staircases and ramps which physical environment are important
are designed to stimulate in addressing childhood needs and
and challenge the children’s
well-being. In the Dragen House,
sensory and motor skills.
Passive construction uses
healthy materials sustain-
able techniques. The
building is constructed from
pre-fabricated wooden
insulated wall segments,
and generous glazed
facades provide daylighting
and passive solar heating.
The integrated kindergarten
sets new standards, as a
sustainablity and pedagogy
are considered in the
design. The construction is
a certified passive house,
using minimum energy.
The total area of 414 m2 for
play space for the 88
children far exceeds the
minimum standards of 268
m2. This reduces the risk of
spreading illness and
generally opens up more
space for activities.
Figure 6
C. F. Møller Architects | Odense, Denmark | 2009
HEALTH, SPACE,
LEARNING
Environmental factors related to the
physical conditions are addressed
THE CHILD
through design by using sustain-
able techniques, and the design
of regulated spaces to run around,
explore, climb, and play influence the
WHY SCHOOL?
conditions of health and safety at a
small scale. The active stimulation
created by the space yields a higher
quality of school life and educational
well-being. The goal was to provide a
PUBLIC SPACE
space for kids to enjoy attractive and
physically challenging surroundings
to support learning and growth. (14)
STRATEGY
DESIGN
Visual Cues/Signification
Spatial Implication
BIBLIOGRAPHY
Program Specific
Surface
Material
19
 OBESITY AS AN INDICATOR OF POOR HEALTH IN THE USA
HEALTH, SPACE,
LEARNING

What many have termed an “epidem-

ic of obesity” in the United States to-
day is a significant problem because
it leads to many short and long term
health complications and negatively
THE CHILD

affects the growth of Mind and Spirit.

While weight is just one indicator of
poor health, the condition is most of-
ten influenced by many environmen-
WHY SCHOOL?

tal and social issues. Today obesity

Figure 7
and its associated health conditions
are a leading cause of death, and
many issues that stem from weight Childhood Obesity Rates in the United States, 2011
can be addressed though preventa-
PUBLIC SPACE

tive measures in childhood (15). The

introduction to healthy habits through
education, access to quality nutrition
at the home and school, and active
design in the community can help to
STRATEGY
DESIGN

educate and mitigate current prob-

lems of childhood health.

35.1% - 40% Increase

nd Increases in Obesity Prevalence from 2008
Figure 8to 20
BIBLIOGRAPHY

30.1% - 35% No Change

25.1% - 30% Decrease
20% - 25% Not Included
20 Changes in Obesity Prevalence Among Low-Income Preschool Children
 LEARNING GARDENS AND FITNESS PARKS

The garden is a learning
space and tool for children
to understand plant growth,
soil conditions, local food,
and nutrition.
HEALTH, SPACE,
LEARNING
Berkeley Unified School District’s
Network for a Healthy California
Garden and Cooking Program seeks
to educate all students on the im-
portance of eating fresh fruits and

THE CHILD
vegetables and being physically
Children tend to the garden
as part of the school activity every day. Through hands-
curriculum. on gardening and cooking-based
nutrition education classes, students
The food grown in the

WHY SCHOOL?
gardens is often prepared learn about where their food comes
and cooked by the children from and how to prepare healthy
for their lunch.
meals (16).
Fitness parks throughout the country
By participating in cooking
classes, students learn in parks and on trails, though mainly

PUBLIC SPACE
healthy recipes that they intended for adult use, often help
may hopefully will bring
back home for family meals. develop community-wide interest in
healthy lifestyles (17).
Outdoor fitness equipment Integrating the same ideas from
is often found on sides of
these program-based initiatives into
walking trails or in desig-

nated areas of parks and is
marked by bright colors,
encouraging user engage-
ment.
For safety reasons, fitness
STRATEGY
DESIGN
the surrounding context of public
space with a design solution, could
work more effectively to perform as
educational preventative measures

BIBLIOGRAPHY
parks are typically just for against current physical health prob-
adult use. lems.
Figure 9

Berkeley School District, CA & Multiple Locations 21

 INTERNAL WELL-BEING OF BODY | MIND | SPIRIT
HEALTH, SPACE,
LEARNING

The aspects of holistic health, Mind,

Body, and Spirit, combine to help
form the child’s identity. Internal
Risk Factors Positive Factors
factors, including social interac- tions difficult temperament easy temperament
at home, at school, and in the low self-esteem Child Behavior good social and emotional skills
THE CHILD

negative thinking style optimistic coping style

community, socioeconomic issues
which often influence family lifestyle family disharmony, instability
or breakup family harmony and stability
and opportunity, and conditions of harsh or inconsistent discipline style Family Influence supportive parenting
the built environment that surround parents with mental illness or strong family values
WHY SCHOOL?

the child daily impact how the child substance abuse

develops and understands the quali-
ties and conditions of his or her own
life. For example, overweight children
who suffer from their peers’ teasing
PUBLIC SPACE
peer rejection positive school climate that enhances
school failure School Influence belonging and connectedness
poor connection to school
difficult school transition

involvement with caring adult

or bullying, often develop a negative
death of family member Life Events support available at critical times
emotional trauma
self image, loss of self-esteem, or
increased risk of depression as a re- discrimination Social Skills and participation in community networks
isolation access to support services
sult. Besides weight, other environ- socioeconomic disadvantage Interaction economic security
mental factors such as family, school, lack of access to support services strong cultural identity and pride
STRATEGY
DESIGN

and social influences can also impact

the development of positive or nega-
Figure 10
tive self image. Because Mind, Body,
and Spirit are interwoven, loss of
BIBLIOGRAPHY

positive identity can affect all three,

leading to poorer holistic health. (18)

22 Risk and Positive Factors that Influence Self-Esteem and Identity in the Child
 HEALTH AND IDENTITY

HEALTH, SPACE,
LEARNING
Individual identity can be agglomer-
ated at different scales to reveal
the identity of a community, a city,
or even a nation. Cities and coun-
tries are often defined by the overall

THE CHILD
health of their populations and, more
importantly, the infrastructure that
supports this health. For instance,
Denmark is nationally known for its

WHY SCHOOL?
prevalence of bicycle transportation
routes and bicycle-friendly infrastruc-
ture. Spain is known for its networks
of pedestrian paths, and the United
States is known for roads and fast-

PUBLIC SPACE
food restaurants. The correlation
between the overall health of popula-
tion and prevalence of active infra-
structure becomes apparent at the
scale of the individual.

STRATEGY
DESIGN
BIBLIOGRAPHY
Figures 11, 12, 13 Figure14

Environment and People as Indicators of Health Identity of Communities 23

 CHILD HOLISTIC HEALTH CONCLUSION
HEALTH, SPACE,
LEARNING

In the development of an individual’s

holistic health through Mind, Body,
and Spirit is based on how the child Individual identity is formed
Exposure to health educa- during childhood though
understands external environmental tion through environmental interactions with people,
factors, internal physical health, and factors impacts the body culture, and built environment.
THE CHILD

internal self-identity. Specifically,

external conditions that relate to the
child’s knowledge of holistic health BODY
values, ability to regulate physical
WHY SCHOOL?

health, and ability to generate a Childhood weight Body image causes

positive self-image and self identity influences learning self-esteem to
capabilities change
are most relative to the role of holistic
Supports

Supports
health development and learning at
the child’s scale. Not only are these
PUBLIC SPACE

factors of high importance to the Influences

child scale, but contending with these
issues provides the greatest potential
for design in public space to influ- MIND SPIRIT
ence childhood health and learning.
STRATEGY
DESIGN

Influences
BIBLIOGRAPHY

24
 HOLISTIC HEALTH RELATED

HEALTH, SPACE,
LEARNING
The environmental factors, An analysis of projects and concepts
including the built conditions that propose means of influencing
of design can influence how the dynamic between the child and
active and engaged the child
can be impacts holistic surrounding environmental con-
well-being. text can reveal the effectiveness of

Calories is vs Calories out
exercise and nutrition are
equally important to main-
THE CHILD
design in public space. The Dragen
Children’s House utilizes overall
design to encourage physical ac-
tivity and development of Body, a

taining good body health.
Education and exposure to
opportunity for participation
with exercise and nutrition
need to come from the
neighborhood resources.
WHY SCHOOL?
technique effective in increasing the
energy and activity of a space and
its users (19). Neighborhood-based
gardens and exercise pathways rep-
resent means of encouraging the use

A child’s surrounding
environment, playes a role
in the formation of a child’s
identity. As body image
PUBLIC SPACE
of Mind for exploration of physical
health knowledge (20). Community-
wide, health-based infrastructure
can reveal the overall self-image
and identity of a place’s population,

STRATEGY
DESIGN
changes due to availability potentially effecting the growth of
of resources, peer Mind in children who belong to such
influences, and social and
cultural standards, self a place.
esteem in altered by the

BIBLIOGRAPHY
comparison of self to others

Figures 15, 16, 17

25
 DESIGN HEALTH, SPACE,
BIBLIOGRAPHY STRATEGY PUBLIC SPACE WHY SCHOOL? THE CHILD LEARNING
 WHY SCHOOL?

HEALTH, SPACE,
LEARNING
The schoolhouse in the past has
been considered a central point, visu-
ally and functionally, in many small
communities for centuries. Even
today, when large school networks

THE CHILD
Interacts
service whole cities, the school is
Learns a primary aspect in children’s lives
for most of the year. At a typical
Design of public elementary school, the child

WHY SCHOOL?
Curriculum learns, has social time with his or
Education
her peers, consumes meals, and
is allowed some form of physical
Design of Health activity. Because so many factors of
School and
Wellness childhood development occur here,

PUBLIC SPACE
the architecture of the school that
Architecture enables function and program can
Design of Plays also provide exploratory and active
Adjacent learning opportunities for the child.
Surroundings

STRATEGY
Nourishes

DESIGN
BIBLIOGRAPHY

Role of Design in Education and Childhood Influences 27

 THE CHILD’S DAY
HEALTH, SPACE,
LEARNING

Most elementary school aged chil- Midnight Midnight

dren spend, on average, over half of
their waking hours at an educational
facility or school (21). This sce-
nario provides an opportunity for the
THE CHILD

design of the school and its immedi-

ate surroundings to affect the ways
a child learns, perceives his or her
surroundings, and engages the Mind,
WHY SCHOOL?

Body, and Spirit. Design specifically

impact the means and spaces of
the child’s interaction with his or her
Noon Noon
environment. Movement to, through,
How Time is Spent - Past How Time is Spent - Current
and between learning spaces be-
PUBLIC SPACE

comes highly important, as it in-

<6%

Other
cludes engagement and association 6-20%
with knowledge, physical elements, 21-49%
and social situations both inside and 50%>

outside the schoolhouse. <35%

STRATEGY
DESIGN

35-49%
50-74%
75%>

Rural
Engagement of Body Town
BIBLIOGRAPHY

Engagement of Mind (School) Urban Fringe

Engagement of Spirit (Social) Urban
Free Time Figure 18 Figure 19
28 Schools that do not Provide Recess Where Children get Physical Activity
 CARL - BOLLE ELEMENTARY SCHOOL

Children learn about the
color spectrum, light
conductors, and complimen-
tary colors and develop
“light codes” by moving the
plastic panels to reflect and
HEALTH, SPACE,
LEARNING
Located in one of Berlin’s poorest
neighborhoods, the Carl Bolle School
emerged from workshops between
students and designers in order to
turn an inaccessible hallway into a

THE CHILD
chance the light patterns.
multifunctional exploratory space.
Children play in and climb
The storyboard that emerged was
on the Spy Wall while
observing others through that of “The Spy in the Shimmering
the multifunctional openings Cloak.” As children move through
of the structure.

Mirrors and forms to climb
on are positioned through
the hallway for exploration
and observing others.
WHY SCHOOL?
and explore the linear space, they
come across materials and instal-
lations which stimulate different
senses. The driving concept was
to incorporate this hallway into the

Panels enclose the red
“sensitive listening area,”
where children interact and
move the panels to hear
different sounds.
PUBLIC SPACE
school’s science and physical move-
ment curriculum, as the children use
this playful environment for learning
about scientific observation during
class time. This project is successful

STRATEGY
As children move along the

hallway, the bright colors,
abstract forms, and inviting
elements provide activities
that support the science
curriculum while allowing
DESIGN
in combining curriculum with physical
movement and space to increase the
level of engagement of learners and
the overall health of students. (22)

BIBLIOGRAPHY
the students to be active
learners.
Figure 20, 21

Die Baupiloten | Berlin, Germany | 2008 29

 ACTIVE VS. SEDENTARY LIVING
HEALTH, SPACE,
LEARNING

Both at school and at home, the Midnight Midnight

amount of time that children have 14
13
been spending on sedentary activi-
ties has increased in recent years. 14 12
In addition, average recess time and 13 11
THE CHILD

quality of physical education classes 12

have also decreased as schools 11 10
1
struggle to meet budget allowances. 2
Research shows that even twenty 3
1
WHY SCHOOL?

10 2
minutes of recess during the day 9 3
can significantly reduce BMI values 4 8

and active children generally re-

8 7 4
ceive higher grades than non-active
7 65 65
peers (23). While these issues are
PUBLIC SPACE

often dealt with through curricular Active Daily Schedule Sedentary Daily Schedule
structure, design of active learning Morning Free Time 1 Low Morning Energy
spaces and safe routes to school can Healthy Breakfast 2 Quick Fix Breakfast
Walk to School 3 Drive/Bus to School
encourage different ways to actively Active Class Activities 4 Non-Interactive Classes
engage in learning and health. Garden Prepared Lunch 5 Cafeteria Lunch
STRATEGY
DESIGN

Recess 6 Short Recess

Active Class Activities
After school Activity Program
Walk Home or Meet Parents
Outside Play Time
Family Meal
BIBLIOGRAPHY
7 Non-Interactive Classes
8 After school Activity Program
9 Drive/Bus home
10 TV/Video Game Time
11 Periodic Snacking as Dinner

Homework 12 Homework
Play Outside 13 TV/Video Game Time
Bedtime when Naturally Tired 14 Late Bedtime from Excess Energy

30 Active and Sedentary Daily Schedules

 DESTINY LOFTS

HEALTH, SPACE,
LEARNING
Developed as a unique means im-
Colorful and amorphous posing the need for physically active
exterior conveys energy engagement with living spaces, the
and draws unique interest.
Destiny Lofts in Tokyo, Japan invites
users to live and operate within

THE CHILD
Exterior form engages
thinking about interior physically challenging space. The
space and relationship project eliminates rectilinear spaces
between visual appearance
and intended use. to encourage explorative use of
freeform spaces. Un-programmed

WHY SCHOOL?
spaces encourage tenants to uti-
Uneven floor surface
engages the mind and lize odd shaped forms for sleeping,
body to coordinate motion eating, sitting, or even climbing.
and balance.
This project displays the potential to
reconsider how materials and forms

PUBLIC SPACE
Interior colors and forms
generate imaginative
can create unique exploratory op-
possibilities. portunities. Unregulated spaces that
enable imaginative use can provide
activity for children of all ages. (24)
Interior spaces and shapes
allow varied use while

STRATEGY
DESIGN
allowing users to actively
explore opportunities.

Light, open space and

references to nature lends

BIBLIOGRAPHY
a “primitive” atmosphere.

Figure 22

Arakawa + Madeline Gins | Tokyo, Japan | 2005 31

 NUTRITION AND MEALS
HEALTH, SPACE,
LEARNING

Elementary school children will

typically eat at least one meal during
the day at the school or educational
facility. Many of these children are
part of a free or reduced lunch plan,
THE CHILD

and too often cafeteria lunches do

not provide the nutrients or quality
of food that children need in order to
remain focused on school work or to
WHY SCHOOL?

properly develop their musculoskele- Figure 23

tal systems. Paired with the potential
limitation of access to healthy food
from home as well as school, chil- Percentage of 4th-Graders Eligible for Free or Reduced-Price Lunch
dren often do not receive the proper
PUBLIC SPACE

quality and quantity of food nutrients.

(25) In addition, the abundance and
easy access to fast food meals and
cheap, processed, or frozen snacks
with low nutrient density negatively
STRATEGY
DESIGN

affects the access children and low

>10%
income families have to healthy food 5.1-10%
2.5-5%
<2.5%

and nutrition education. No Data

Figure 24 Figure 25
BIBLIOGRAPHY

32 No Car or Supermarket within a Mile Lbs of Packaged Sweets, per Capita

 BUCKINGHAM ELEMENTARY SCHOOL

HEALTH, SPACE,
LEARNING
Spaces specifically for The Buckingham Elementary School
learning about food growth takes initiative through both design
and preparation help
and architecture to influence the
education about nutrition.
physical health of its students. Many
public schools in the United States

THE CHILD
Outdoor play spaces
include opportunities for have implemented action to improve
self and taught education the quality and nutritional value of
about plants and the
the foods they serve for lunch, but
environment.
unlike such schools, the Buckingham

WHY SCHOOL?
Windows and outdoor School has spaces designed specifi-
spaces allow in sunlight cally for education about how food is
and fresh air as part of the grown and prepared in healthy ways.
child’s experiences.
The students also have a participa-
Fresh food from local tory role, as some of the food grown

PUBLIC SPACE
sources as well as food and prepared at the school is provid-
grown by students and
ed as food for lunch. The design of
faculty becomes much of
the school lunch food. open and vibrant spaces in addition
to the focus on healthy nutrition is
Colorful interior and intended to improve the energy and

STRATEGY
exterior elements create a

DESIGN
activity levels of children. (26)
vibrant, energetic atmo-
sphere.

Fun, open interiors create

good space to interact

BIBLIOGRAPHY
during lunchtime and free
time.
Figure 26

VMDO Architects | Dillwyn, VA | 2012 33

 TYPES OF LEARNING
HEALTH, SPACE,
LEARNING

Typical education systems that pro-

mote standardized learning methods,
tests, and curricula often restrict the
child’s freedom to explore ways of
obtaining and expressing knowledge.
THE CHILD

However, the design of the educa-

tional space can influence the means
of teaching, testing, and thinking.
The ability of the child to be able to
WHY SCHOOL?

explore knowledge and learning in

different ways can be utilized both Environmental Social
inside and outside the schoolhouse.
Alternative education models, such
as Montessori and Steiner Schools,
PUBLIC SPACE

Methods
have explored means of using of Learning
curricular structure to influence the
designed space, but design itself can
also impact curricular structure as
well. (27)
STRATEGY
DESIGN

Individual
BIBLIOGRAPHY

34 Overlap between Types of Learning

 VITTRA SCHOOL TELEFONPLAN

HEALTH, SPACE,
LEARNING
Designed elements within Following the Vittra educational plan,
a larger space create areas which includes such objectives as
for individual focus or small
providing laptops to students and
group work sessions.
mixing grade levels, this school pro-
vides many opportunities to learn and

THE CHILD
Heavy emphasis on use of
computer technology to explore knowledge. The building
makes learning less follows a “white box” approach and
dependent on spatial
arrangements. contains elements that enable learn-
ing and teaching in different ways.

WHY SCHOOL?
Movable tables and seats Because technology plays such a
and variable arrangements large role in the school, spaces are
create the opportunity for
designed for easier use of comput-
guided group learning.
ers and therefore have few spatial
Colors are used to indicate restrictions. However, hands-on,

PUBLIC SPACE
presence of structure in facilitated, self-taught, collaborative,
learning, areas for play,
and spaces for work. and play-enabled learning are all
encouraged at different levels. In ad-
dition, grade-level mixing encourages
Fun, open interiors create exploration of topics depending on

STRATEGY
good space to interact

DESIGN
during free time. the cognitive level of each individual
child. (28)

Large “installation”
elements create space for

BIBLIOGRAPHY
more traditional facilitated
learning methods.
Figure 27

Rosa Bosch | Stockholm, Sweden | 2011 35

 HOLISTIC HEALTH CONCLUSION
HEALTH, SPACE,
LEARNING

The school is a primary influence

in the child’s development because
most of the child’s day and most
of the child’s initial influences stem
from the learning environment. The
THE CHILD
Children spend the majority of
their day within the school
confines therefore the school
day schedule should include

more physical activity

school schedule, including before-
school and after-school activities,
active and sedentary times during A sedentary vs. BODY
the school day, the school lunch, so- active lifestyle
WHY SCHOOL?

during the school

cial peer interactions, and the types day influences the
of learning enhanced by the school health of the body
design all contribute to the develop-
Supports

Supports
ment of the child’s holistic health Access to healthy
food is determined
through the Mind (29). Even though
PUBLIC SPACE

by the school and

most of these factors are related home resources Influences
to or based in the school context,
design of spaces in any space can
fulfill educational goals and provide MIND SPIRIT
learning opportunities.
STRATEGY
DESIGN

Influences
When a child succeeds in
school they build their confi-
BIBLIOGRAPHY

dence and motivation to keep

being successful

36
 HOLISTIC HEALTH RELATED

HEALTH, SPACE,
LEARNING
Because the school is a physical
Creative design features can
encourage users to be more structure, the design for places of
active during the day. learning is of high importance in the
cycle of holistic health. As in the
Destiny Lofts, the design of surfaces

THE CHILD
and elements within a space can not
only complement a set curriculum
but also influence the structure of a
curriculum (30). The Buckingham
Schools can offer food

WHY SCHOOL?
production, nutrition, and School contends specifically with
preparation as part of the incorporating knowledge of healthy
curriculum while feeding
nutritional habits into the child’s daily
students. This is a success-
ful learning tool and schedule (31). The design implica-
positively impacts the child's tions of this move provide insight for

PUBLIC SPACE
mind and body.
designing curricular enhancement.
The Vittra School also deals with cur-
ricular structure, signifying ways to
Learning can be enhanced deal with contemporary technologi-
by the school design when cal use within the school realm (32).

STRATEGY
the design can include

DESIGN
options for the child to Investigating ideas of school-related
explore how they learn best. design to impact curricular structure
Interacting with a space
benefits the cycle of health and
where the child can feel
motivated to learn, will build learning and creates potentials to

BIBLIOGRAPHY
their confidence. utilize design techniques to influence
greater health.
Figures 28, 29, 30

37
 DESIGN HEALTH, SPACE,
BIBLIOGRAPHY STRATEGY PUBLIC SPACE WHY SCHOOL? THE CHILD LEARNING
 PUBLIC SPACE

HEALTH, SPACE,
LEARNING
Public spaces are the areas that
make up neighborhoods, streets,
outdoor areas, and buildings for
publicly funded programs. Commu-
nity resources may take many forms:

THE CHILD
nonprofit organizations, businesses,
schools, medical centers, founda-
tions, scholarships, or any number of
other publicly accessible programs.

SCHOOL?
WHY
Community members go to public
spaces to participate in physical,
cultural, social, and educational
activity (33). Public space is typically

PUBLIC SPACE
recognizable as programmed, un-
programmed, or flexible space, but in
order for public space and programs
to be used, they must be accessible
to all community members. The built
environment and infrastructure play

STRATEGY
DESIGN
an important role in this accessibil-
ity, as paths of access must be safe,
in good condition, and engaging to
users. Low Quality

BIBLIOGRAPHY
High Quality
Poor Access
Good Access
Effects of Health on Access and Quality of Resources 39
 OECD SPENDING ON HEALTH CARE AND SOCIAL SERVICES
HEALTH, SPACE,
LEARNING

The United States today spends

more than twice as much capital on
health care as other developed coun-
tries do, yet our population’s health
status is considerably lower. This
THE CHILD

inconsistency reveals that more care

is provided than necessary, creat-
ing inefficiency in the health care
system (34). In other countries, twice
WHY SCHOOL?

as much capital is spent on provid-

ing social services to citizens than
on health care and more emphasis
is placed on providing to people the OECD Spending on Health Care Figure 31

things they need to live healthy lives.

PUBLIC SPACE

Such measures attempt to decrease

health issues through proactive,
rather than reactive measures. This
system can more optimally balance
capital expenditure by reducing ex-
STRATEGY
DESIGN

cess costs of reactive practices.

BIBLIOGRAPHY

Fi ure 32

40 OECD Total Health and Social Services Expenditures

 SUPERKILEN URBAN PARK

HEALTH, SPACE,
LEARNING
Dense urban housing lines the Superkilen Urban Park is a project
blocks surrounding the park,
that provides unique public spaces
providing access for the
community members. which support the surrounding com-
Ambiguous objects and munities. Located in a low income,
patterns are scattered through- densely populated, and culturally di-

THE CHILD
out the park and provide a
verse area, the network of three dis-
place for children to explore
and play. tinctly visual parks allows for people
Sculptural benches are placed of all ages to participate in a variety
throughout the parks for of social activities. The big and small

WHY SCHOOL?
relaxation and observation.
features of the park create opportuni-
Green park space is added
though one of the parks.
ties for play, exercise, biking, relax-
ing, and exploring, and the space
A bike path runs though all
is often used for cultural festivities
three parks and connects
users to the city. and markets. The public space is

Non-specific equipment is
seen through the park and
used for play, recreation, and
exercise.
Figure 33
PUBLIC SPACE
important in this city as it provides
an active place for people who may
not have the opportunity and access
to community resources. The city of
Copenhagen has many projects and

STRATEGY
DESIGN
ideas dispersed throughout the urban
plan which provide space, opportuni-
ty for recreation, and social services
for the public good to utilize. (35)

BIBLIOGRAPHY
Figure 34

Bjarke Ingels Group | Copenhagen, Denmark 41

 ACCESS TO COMMUNITY RESOURCES
HEALTH, SPACE,
LEARNING

Many urban communities within the

neighbors you cant trust

United States are faced with issues

abandoned lots
such as below average income,
limited accessibility to healthy food,
safe places for children to play, and
THE CHILD

limited public resources. Correlations

bullying violence air polution
between family income and access
to community resources also influ-
ence health status. Children who live
WHY SCHOOL?

in neighborhoods with few amenities,

accessible sidewalks, walking paths, Figure 35: Figure 36:
parks, playground, recreation spac- Negative Social Influences on Negative Environmental Influences on Children’s
es, or community centers have 30- Children’s Access to Activity Access to Activity
40% higher odds of becoming obese 89
PUBLIC SPACE

84
or overweight compared to children 79
75
72
who can access to these amenities 67
63
(36). While weight is only one mea- 57
50
surement of childhood health, it is
most directly related to factors such 35
STRATEGY
DESIGN

as neighborhood resources and the

built environment.
Good Air Regular Healthy Nearby Open Parks Education Safe, Nearby After- Kind,
and Water Access to Food Hospitals and Green on Preven- Affordable Gyms or School or Supportive
Quality Doctors and Choices and Urgent Spaces tion, Health Housing Recreation Extra- Neighbors
Dentists Care and Well- Facilities Curricular
BIBLIOGRAPHY

Facilities ness Activities Figure 37:

42 Prevalence of Obesity in Children by Poverty, Income, Sex, Race, Ethnicity

 GARY COMMER YOUTH CENTER

HEALTH, SPACE,
LEARNING
The facade is colorful for Located in Chicago’s Grand Crossing
the children and becomes neighborhood, the Gary Comer Youth
an icon for the community.
Center offers students from nearby
Programs are showcased schools a safe, welcoming after-
through showcased
windows and layers of school space for indoor activity. The

THE CHILD
visibility between programs center provides a place for “at-risk
inside.
youth” to spend time after school and
The enclosure provides a
safe place for children to
to engage in safe, regulated recre-
engage in after-school ational activities. The At-Risk Youth

WHY SCHOOL?
activities. Program is geared towards reducing
The roof garden allows negative influences (37). The exterior
community members and
kids to help grow and learn of the building is composed of bright-
about the plants. ly colored panels which reference the
The cafe and local markets center’s youthful orientation and cre-

PUBLIC SPACE
and restaurants use the ate a positive icon for the community.
fresh food as well, connect-
ing the center to the The panels are arranged in a random
community. pattern and are easily removable in
Figure 38
response to damage or vandalism. In
addition, the roof garden provides the

STRATEGY
DESIGN
community with fresh produce and
the opportunity to get involved with
the youth and community center.

BIBLIOGRAPHY

John Ronan Architects | Chicago, IL 43

 PITTSBURGH BACKGROUND
HEALTH, SPACE,
LEARNING

Pittsburgh is located in South West-

ern Pennsylvania. No longer the dirty
steel town of old, Pittsburgh is now
seen as a city distinguished by its
unique and diverse neighborhood
THE CHILD

White
identities. Neighborhoods and resi- Other
dents are often tied to their “Pitts-
burgh roots,” and many areas are

Black
Figure 40
often house long-standing residents.
WHY SCHOOL?

Pittsburgh as a metropolitan area is

often rated as one of the most livable Figure 39
cities in the United States (38), but
like many cities, incorporation of Neighborhood Map of Pittsburgh Race in Pittsburgh
suburban data obscures the urban
PUBLIC SPACE

conditions of lower family incomes,

denser living, higher crime, lower lev-
els of education, and infrastructural
conditions.
Auto Theft Arson
STRATEGY
DESIGN

United States: $51,425

Allegheny County $46,641
Figure 42
City of Pittsburgh: $35,753

$25,000 or less
BIBLIOGRAPHY

$25,001-$50,000
$75,001 - $100,000 Figure 41
Over $100,000
44 Median Household Income by County Crime in Pittsburgh
 PITTSBURGH

Pittsburgh has 712 public
stairways with a total of
44,645 steps, giving Pitts-
burgh the distinction as the
U.S. city with the most
public stairways.
HEALTH, SPACE,
LEARNING
Pittsburgh’s unique landscape, ter-
rain features, skyline, people, history,
culture, educational institutes, distinct
neighborhoods, and public spaces
create a city with high diversity and

THE CHILD
Stairways have a long
opportunities. Stairways are promi-
history in Pittsburgh as they
have always been used to nent features, connecting neighbor-
connect neighborhoods hoods above, below, and on the
across the hilly terrain.
steep hills surrounding the city. Three
Cold snowy winter months

WHY SCHOOL?
are not absent of activity as rivers converge near the downtown
the downtown PPG plaza sector and are bridged at many loca-
gets filled with a popular ice tions. Festivities, cultural fairs, music
rink.
events, theater, food, and health-care
Schenley Plaza hosts many focused business create opportuni-

PUBLIC SPACE
free concerts, festivals, and ties of community-wide engagement.
activities for the general
public and surrounding
universities.

The three rivers meet at

STRATEGY
DESIGN
Point State Park,
surrounded by bridges
where art festivals, river
events, music, and
fireworks, take place along

BIBLIOGRAPHY
with being a geographical
icon for the city.

Figure 43, 44, 45, 46, 47

Events, Conditions, Activities, and Places of Pittsburgh’s Built Environment 45

 LAWRENCEVILLE DATA
HEALTH, SPACE,
LEARNING

Lawrenceville developed as a district

to house those who worked at the
nearby mills, mines, and weapons
arsenal. The working class neighbor-

Black 63.5%
hood spirit thrives here and reveals
THE CHILD

the neighborhood’s identity. Law-

renceville is located just a mile east
of Downtown Pittsburgh, runs along
the Allegheny River, and is bordered
WHY SCHOOL?

by industrial, retail, and low and high Figure 48 Figure 49

income residential sectors. The pop-
ulation of Lawrenceville and the area
surrounding the Arsenal Elementary Lawrenceville Population: 4482 Race - Arsenal Elementary: 282
School show great differences in
PUBLIC SPACE

race due to recent gentrification of 6,000

the area. The divide in race also fol- 5,000
Population

lows a similar socioeconomic divide 4,000

3,000
in the area and can been seen in the
2,000
neighborhood environmental factors
STRATEGY

1,000
DESIGN

and social services available. (39)

1970 1980 1990 2000 2010
Year

0-19 years
BIBLIOGRAPHY

20-39 years School Bus Eligible Zones

40-59 years Elementary School District
60-79 years Middle School District
80 years & over Figure 50 Figure 51

46 Age Distribution in Lawrenceville School Bus Eligible Zones

 LAWRENCEVILLE GENTRIFICATION

HEALTH, SPACE,
LEARNING
New construction and Currently, a young population of
renovation is seen through-
new professionals is moving into the
out the streets of
Lawrenceville. neighborhood. Many art galleries,
boutiques, restaurants, and bars
Thin row houses are the have opened up and these young

most common residential
typology in the neighbor-
hood as young profession-
als buy dilapidated homes
and lots at low prices.
THE CHILD
adults are seen biking, walking, and
fixing up old houses. Although the
business center is thriving, the origi-
nal residential community and fami-

WHY SCHOOL?
New retail, restaurants, art lies are disconnected from this new
galleries, and bars have neighborhood camaraderie in their
opened on Butler Street.
community. “Lawrenceville is one of
Pittsburgh’s hottest neighborhoods,
Young professionals are filled with cool restaurants, galleries,

often seen biking and
drinking coffee and beer or
eating small snacks along
the street.
Arsenal Park, located
PUBLIC SPACE
and retail shops along the impressive
main street called Butler Street. From
lower Lawrencville to Upper, there’s a
place for all the young professionals
flocking there, including the artists

behind Arsenal Elementary
School, is used for typical
park activities like basket-
ball, walking, and sports,
but private fitness classes
often use the park for their
STRATEGY
DESIGN
and creative folk. Here you’ll find new
townhouses and condos alongside
old row houses, some renovated,
some ripe for it.” (40)

BIBLIOGRAPHY
needs.

Figure 52

Events, Conditions, and Activities, of Lawrenceville’s Built Environment 47

 ARSENAL ELEMENTARY SCHOOL AND PARK
HEALTH, SPACE,
LEARNING

Pittsburgh Arsenal PreK–5 is a

Dog
neighborhood school with a diverse Walking
population that provides an aca- Bike
Tennis
Polo
demic environment that focuses on
developing the whole child. This Sports
THE CHILD

public school is one of 42 elementary and Play

schools in Pittsburgh School District
and serves 282 students. The school Playground Baseball

consistently reports below state Street

WHY SCHOOL?

Hockey Elderly
average testing scores, a majority of Children
People
students below average in reading,
a decline in math achievement, and
low parent and community involve- Users
ment. Housed in a large 1930’s
PUBLIC SPACE

building, the school lacks computer,

art, and music labs for educational Middle-aged
Yuppies
purposes. (41) School People
Events
Outdoor Yoga
Concerts Classes
STRATEGY
DESIGN

Community
Events

Shakespeare Independence
in the Park Day
BIBLIOGRAPHY

Zombie
Fest

48 Arsenal Park Users and Activities

 CURRENT PHYSICAL CONDITIONS AND ACTIVITY

HEALTH, SPACE,
LEARNING
Arsenal Park is rich in history, but
has been neglected for many years
Arsenal park is located
behind Arsenal Elementary with only small rehabilitation projects
and middle school. The for specific parts. Historically, the
park totals about 170,600
square feet in area.
Allegheny Arsenal grounds were

THE CHILD
bounded by the entire area that
spanned from the present 40th to
39th Streets and from Penn Avenue
Stairways along entrances to the Allegheny River. The Arsenal

WHY SCHOOL?
to the park bring user up the
was divided by Butler Street, with the
sloped site.
upper park containing brick stables,
three small frame buildings, and
a powder magazine with storage
Original stone wall - dating capacity for 1,300 barrels. After a

PUBLIC SPACE
back to the historic arsenal, deadly explosion at the Allegheny
lines the exterior of the park.
Arsenal in 1862, the complex was
never rebuilt and surviving buildings
began deteriorating. The existing low
border wall, built in the 1820s, lines
Facilities and equipment,

STRATEGY
DESIGN
and historic resource, are in the sloped and hilly park. Stairs and
poor condition, therefor not paths exist within the walls, but most
encouraging activity.
are in poor condition. (43)
Visual Cues/Significatio
Spatial Implicatio

BIBLIOGRAPHY
Program Specific
Surface
Figure 53 Material
Current Site Conditions of Arsenal Park 49
 EXISTING POSITIVE RESOURCES
HEALTH, SPACE,
LEARNING

1. Carnegie Library
2. Stephen C. Foster Community
Center
3. UPMC Senior Communities
4. Small Community Garden
THE CHILD

5. UPMC Children’s Hospital 14

6
6. Sports Fields 15
7. Schools 13 7
8. Bike PGH/BIke Shop 11
10
12
WHY SCHOOL?

9. Grey Box Theater 16

10. Butler Street Restaurants/Cafes 10
10
11. Art Gallery
12. Bowling Alley
15
13. Live Music Bar 7 1 2 4
PUBLIC SPACE

5
14. Boy’s and Girl’s Club
15. Playground 10
10 3
16. Bike Path
9

Key:
STRATEGY
DESIGN

0.5 Mile Radius

7
Path 8 6
6
Body Related
Mind Related
BIBLIOGRAPHY

Spirit Related
Hub Site
.25 mi.
50 Existing Positive Resources in a 0.5 Mile Radius From Site
 POSITIVE RESOURCES

HEALTH, SPACE,
LEARNING
Lawrenceville Resources:

The Carnegie Library of

Lawrenceville is very close
to the school and the
historic building is an
important element in the
City Resources (not accessible from
Lawrenceville)
Carnegie Museums of Pittsburgh
Science Center

neighborhood’s identity. (1)
The UPMC Children’s
Hospital of Pittsburgh is
THE CHILD
Carnegie Museums of Pittsburgh
Children’s Museum of Pittsburgh
The History Center
National Aviary

WHY SCHOOL?
perched high up on an Phipps Conservatory and Botanical
eastern hill in Lawrenceville. Garden
It’s bright colors and form
stand out against the Pittsburgh Zoo & PPG Aquarium
skyline. (5)
Community:

PUBLIC SPACE
Carnegie Library of Pittsburgh
Arsenal Elementary and Children’s Institute
Middle School is set back
from Butler Street and has a Children’s Hospital of Pittsburgh
large enclosed playing field. UPMC
(7)
Attack Theatre

STRATEGY
DESIGN
Estelle S. Campbell Boys & Girls
Butler Street is the main Club
business center for the
neighborhood. The street
features restaurants, retail Arsenal School:

BIBLIOGRAPHY
stores, bars, art galleries, Arsenal Park
and business services. (10)
Strong Women, Strong Girls
Figure 54, 55

Positive Neighborhood Conditions in Lawrenceville 51

 EXISTING NEGATIVE RESOURCES
HEALTH, SPACE,
LEARNING

While there are many resources that

positively affect the Lawrenceville
community and neighborhoods, prob-
lems and negative influence related
the built environment are important to
THE CHILD

consider. Nearby the school location

and throughout the community, many
issues influence the walkability and
safety of the neighborhood. Busy
WHY SCHOOL?

roads, unlit streets, and deteriorat-

ing sidewalks represent some of the
common problems. While the pres-
ence of these factors can cause chil-
dren to be far less likely to engage
PUBLIC SPACE

in community-based exploratory
learning, it also opens opportunities
for investigating potential techniques
designed to mitigate the effect of
such influences.
STRATEGY
DESIGN
BIBLIOGRAPHY

Fast Food
ndustrial Sites
Vacant Industrial Site
Vacant Lots
52 Railroad Existing Negative Influences in a 0.5 Mile Radius From Site
 CASE STUDY PHOTOS

Industrial buildings, parking
lots, and vacant sites are
negative influences on a
neighborhood, especially
when they are boarded up
or dilapidated.
HEALTH, SPACE,
LEARNING
Today, the community of Lawrencev-
ille has several programs in place
for increasing health and gentrifica-
tion is yielding some changes within
the residential neighborhood. While

Old railroad tracks can be
hazardous for kids playing,
biking, or walking.
THE CHILD
these changes do positively impact
the aesthetic appeal of the neighbor-
hood, the social divide between the
young professional and the family

Fast food chains and
unhealthy food is located
across the street from the
school, giving children easy
access to the unhealthy
food.
WHY SCHOOL?
core still exists and impacts chil-
dren’s access to resources (43). In
order to provide a safe and stimulat-
ing environment for children to ex-
plore, design and rehabilitation must

PUBLIC SPACE
Vacant buildings and lots be centered around the child.
are seen scattered though
out the neighborhoods.
These are also surrounded
by poor road and sidewalk
conditions.

STRATEGY
DESIGN
Traffic-filled streets and cars
parked along both sides of
thin sidewalks negatively
influence the walkability of

BIBLIOGRAPHY
the neighborhood.

Figure 56

Negative Neighborhood Conditions in Lawrenceville 53

 HOLISTIC HEALTH CONCLUSION
HEALTH, SPACE,
LEARNING

The design of public space plays

Active design in the public spaces
an important role in how the child can reduce negative influences
develops because the built environ- and positively increase existing
ment showcases all of the environ- resources which creates commu-
nity identity supporting the child
mental factors that comprise the
THE CHILD

identity of a community. The built

Social Services are
environment relates specifically to important as a
the development of Spirit, as the
BODY preventative
public space becomes a place for means to good
WHY SCHOOL?

health
social interaction and for exploration
of space and surrounding commu-
nity. Physical aspects of the built Having access to

Supports
Supports

environment, including the presence community

of positive and negative neighbor- resources allows
PUBLIC SPACE

hood resources and the importance children to be a part

Influences of the larger space
placed on the maintenance of public and
spaces, creates opportunities for
active and engaging design. Law-
renceville in Pittsburgh, PA, provides
MIND SPIRIT
STRATEGY
DESIGN

an effective site to investigate issues

of public space due to the location of
neighborhood resources and facili- Influences
ties within the social, economic, and The more access the child have to
BIBLIOGRAPHY

cultural context. resources in their community the

better informed they can be about
engaging in holistic health activities
54
 HOLISTIC HEALTH RELATED

HEALTH, SPACE,
LEARNING
The public space is typically an inter-
Design features in the public
space can encourage users woven network of designs, programs,
to be more active while and policies that contribute to the
engaging in the built
environment. physical appearance, identity, and
liveliness of a place. We contend

THE CHILD
that design is the most valuable part
of public space because it visually
reveals influences that underlie the

Public spaces like commu-

foundation of the place. The Super-

WHY SCHOOL?
nity centers provide opportu- kilen Urban Park, as a large-scale
nity to children to better their public design, physical displays
holistic health education and
attempts to create more activity,
involvement through
engagement with the activity exploration, and engagement of and
of the resources. in the community (44). The Gary

PUBLIC SPACE
Comer Youth Center, showcases the
effectiveness of incorporating knowl-
edge and physical activity into the
urban context (45). In any generic
city, the presence of both positive

Positive and negative
resources within the neigh-
borhood impact how much
access children have to
resources.
STRATEGY
DESIGN
and negative influences can provide
key potentials to create more active
networks and features that add to
the overall well-being of children and

BIBLIOGRAPHY
communities.

Figure 57, 58, 59

55
 DESIGN HEALTH, SPACE,
BIBLIOGRAPHY STRATEGY PUBLIC SPACE WHY SCHOOL? THE CHILD LEARNING
 DESIGN STRATEGY

HEALTH, SPACE,
LEARNING
In an urban situation like that of
Lawrenceville, PA, wherein neighbor-
hood-based facilities and resources

Boys and
are dispersed with no designed
B’ Girls Club connection, (46) we envision overlay-

THE CHILD
Playground
ing a new urban, public connectivity
A’ network on the existing city structure.
A’
D’
Garden In this “hub and spoke” scheme, a
D’
central community activity space
E’

WHY SCHOOL?
C’ E’ ties dispersed resources to a central
C’
Business Building/School Site point. The links, or pathways, allow
Center F’
’
A C safe, self-guided access from the
F’
hub to neighborhood resources and
C’
B’ from various community spaces to

PUBLIC SPACE
Public D’
Library A’ the hub. The paths are designed to
A’ Market
guide users through active “installa-
B’
E’
tions” and sensory cues that engage
F’ the user in the discovery of new
spaces and activities.

STRATEGY
DESIGN
C’

Theater
Built Space

BIBLIOGRAPHY
X Program/Resource

X’ Sensorial Element

Connecting Path Primary Engagement

Design Strategy: Hub and Spoke 57

 OVERLAP OF POSITIVE AND NEGATIVE RESOURCES
HEALTH, SPACE,
LEARNING

While the design strategy is intended

to utilize the benefits of positive com-
munity influences, it can also capital-
ize on spaces of negative influence
by bringing new purpose and life to
THE CHILD

the spaces. In Lawrenceville, the

14
6
distribution of positive and negative 15
resources is fairly even and diverse, 13 7
allowing for the potential to enhance 10
11 12
WHY SCHOOL?

the urban built environment. Within 16

the design scheme, there is an op- 10
10
portunity to use the paths to enhance
community resources as well as the
15
potential for the community resourc- 7 1 2 4
PUBLIC SPACE

5
es to yield viability to the paths.
10
10 3
9
STRATEGY
DESIGN

7
8 6
6
Connecting Path

Engaging Body
BIBLIOGRAPHY

Engaging Mind

Engaging Spirit

58 All Existing Resources