Outline Assignment

CHILDREN,S SPACE

By Mark Dudek

Place making and change in learning environments

Bruce A Jilk

Group 5 :

 Azizah 17108121200
 Eka Agustina 17108121200
 Patrisius Steven 1710812110020
Paragraph 1
Topic Sentence : Mass education originally mirrored society’s view.
Supporting Detail : The physical form of most school buildings has barely changed.
Paragraph 2
Topic Sentence : The author posits a radical view on this antiquated system.
Supporting Detail : In a post-industrial world, an educational straight-jacket is no longer an
appropriate model.
Paragraph 3
Topic Sentence : Individualism can inevitably be read on two levels.
Supporting Detail : We all recognize that personal creativity can only develop within the
disciplined learner.
Paragraph 4
Topic Sentence : It is possible to design environments which expand the possibilities for
learning.
Supporting Detail : The author illustrates his polemic with a case study, which is conceived
along radically inclusive lines.
Paragraph 5
Topic Sentence : Imagine expanding the possibilities for learning.
Paragraph 6
Topic Sentence : Numerous reasons why we do not expand the possibilities for learning.
Supporting Detail : Include policy, traditions, and pre-determined standards or guidelines
which supposedly answer all the questions.
Paragraph 7
Topic Sentence : Twentieth century school building design has been driven by two primary
philosophies.
Supporting Detail 1 : First, the core building block of the educationist’s philosophy is
reflected in the classroom.
Supporting Detail 2 : Second, The first half of the twentieth century, is the philosophy of
modernist architecture.
Paragraph 8
Topic Sentence : Military planners needed to use their resources very quickly and efficiently.
Supporting Detail : They developed the facility planning processes that are the basis of today’s
educational/architectural programming approach.
Paragraph 9
Topic Sentence : As educators and architects designed schools that were highly demanding
from a functional perspective.
Supporting Detail 1 : The more tightly the design fits the function, the more flexibility was
called for.
Paragraph 10
Topic Sentence : Provide environments that do support expanding the possibilities for
learning a new approach is required.
Supporting Detail 1 : One concept is to frame the problem around the idea of contingency.
Supporting Detail 2 : Economics and public policy are pressuring educators toward changes in
their approach to learning
Paragraph 11
Topic Sentence : Limited resources in society, so the objective of an efficient education (a
quantity measure) is certainly valid.
Paragraph 12
Topic Sentence : Creativity is used here in the broadest sense.
Paragraph 13
Topic Sentence : Creativity is designed out of schools.
Supporting Detail 1 : The physical space is created on the principle of surveillance by those in
control.
Supporting Detail 2 : The environment becomes a barrier to those actions which are not
predetermined.
Paragraph 14
Topic Sentence : The purpose is to enable learner creativity.
Paragraph 15
Topic Sentence : Flexibility, typically done as a reaction to the limits of efficiency.
Paragraph 16
Topic Sentence : Twenty-first century school building design is also driven by two primary
philosophies of education and architecture.
Supporting Detail : The philosophies have changed from those of the last hundred years.
Paragraph 17
Topic Sentence : Approach to learning is indeed a hybrid stemming from two learning
theories
Supporting Detail : This hybrid has recently been articulated as ‘Critical Pedagogy of Place’
Paragraph 18
Topic Sentence : Critical pedagogy speaks to learners taking action based on their situation.
Supporting Detail : Pre-requisite to this is reading the context they find themselves in.
Paragraph 19
Topic Sentence : Place-based education is focused on the place where the learners find
themselves.
Paragraph 20
Topic Sentence : twenty-first century formula for creating new learning environments is an
architectural philosophy.
Supporting Detail : This approach is in alignment with the learning theory of ‘Critical
Pedagogy of Place’.
Paragraph 21
Topic Sentence : This is consistent with the purpose of developing creative learners
Supporting Detail : The goal is a setting that engages the learner by a design that requires them
to participate in that environment
Paragraph 22
Topic Sentence : This strategy of designing relationships it requires the creative
engagement of the user to complete the setting identified as the
‘Montage of Gaps’
Supporting Detail 1 : A montage is a composite of juxtaposed elements.
Supporting Detail 2 : This also connects directly to the concept of contingency
Paragraph 23
Topic Sentence : concept of uselessness in architecture is the idea of rejecting determinism
about the future use of space.
Supporting Detail : Uselessness in space suggests users who display mental, bodily, and
physical creativity.
Paragraph 24
Topic Sentence : An architecture of disjunction concerns spaces, events, and movements and
their separation.
Paragraph 25
Topic Sentence : The thrust of school design has been the maximization of the archaic
educational philosophy of ‘Sage on the Stage’
Supporting Detail : This thrust is well intended, and these ideas worked in the past.
Paragraph 26
Topic Sentence : The example stems from a collaboration in Scotland to redefine learning
environments for secondary school students.
Paragraph 27
Topic Sentence : This design was not site specific
Supporting Detail : the siting approach considered the school as public space.
Paragraph 28
Topic Sentence : The objective therefore is to make major portions of the school accessible
to the public.
Supporting Detail : Other portions of the building would be the exclusive realms of the
learners.
Paragraph 29
Topic Sentence : The programme is straightforward.
Paragraph 30
Topic Sentence : The white boxes represent learning labs
Supporting Detail : They are accessible by the public, the students, or by both, depending on
their location.
Paragraph 31
Topic Sentence : The useful spaces are supported with an intense infrastructure underneath.
Supporting Detail : Furnishings are movable and designed for interactive use.
Paragraph 32
Topic Sentence : The useless spaces have only minimal support infrastructure.
Supporting Detail : Furnishings are available for various forms of social interaction.
Paragraph 33
Topic Sentence : The useful spaces gain meaning through the establishment of activities
developed in collaboration.
Supporting Detail : The useless spaces gain meaning through the creative interactions of the
learners and the environment.
Paragraph 34
Topic Sentence : Figure 3.4 begins to suggest the architectural character of the design.
Supporting Detail 1 : The experience of inhabiting this space is to experience a montage of
gaps.
Supporting Detail 2 : The environment is incomplete without the learner’s involvement.
Paragraph 36
Topic Sentence : This concept would fit into an urban setting.
Supporting Detail : The exterior enclosure would take on an appearance in keeping with its
surrounding historical context.
Paragraph 37
Topic Sentence : The design is also adaptable to suburban or rural locations.
Supporting Detail : In a rural setting the enclosure could be a geodesic dome and thereby
enhance the place.
Paragraf 38
Topic Sentence : Ingunnarskoli in Reykjavik is a new school design model for Iceland.
Supporting Detail 1 : This learning environment design integrates educational planning,
programming and design during the decision making.
Supporting Detail 2 : The school is a new basic school at Grafarholti
Paragraf 39
Topic Sentence : The process for making decisions about this new school is called ‘Design
Down’.
Supporting Detail 1 : It starts with the biggest issues, such as the overall context, and moves
toward more detailed aspects.
Supporting Detail 2 : Its goal is to make all the parts complement each other.
Paragraf 40
Topic Sentence : The learning signature focuses on what is special and unique
Paragraf 41
Topic Sentence : The signature for Ingunnarskoli integrates these themes into a graph image.
Paragraph 42
Topic Sentence : The learning process consists of the design for curriculum, instruction and
assessment.
Supporting Detail 1: The learning process for the school at Grafarholti.
Supporting Detail 2: The signature and the learning process set the spatial concept.
Paragraph 43
Topic Sentence : The design concept is a synthesis of the Design Down parameters.
Supporting Detail : Three ‘use variations’ are embraced by the design concept
Paragraph 44
Topic sentence : The service space elements are located in defined zones that are mostly
enclosed.
Supporting Detail : All serviced spaces have ready access to all utilities.
Paragraph 45
Topic Sentence : Education needs to be relevant.
Paragraph 46
Topic Sentence : Learning environments should mirror the learning they are to support.
Paragraph 47
Topic Sentence : The ideas presented here are not intended to totally replace the existing
system.
Supporting Detail : The idea is to reach out into those realms that have not been visible.
Paragraph 48
Topic Sentence : Bruce Jilk has been working on the design of learning environments
since his first school project in 1961.
Supporting Detail : He consults internationally on the design of learning settings for all
ages.
Supporting Detail : He has written for numerous publications.