December 21st, 2014

School Interior Essentials for the 21st Century

With technological innovation, a better understanding of learning behaviour and insights from students themselves, there is now a golden opportunity to innovate with design and aesthetics for an enhanced learning experience. When you think that students will spend years of their developing life in these environments, it’s surprising that not much has changed in the last 200 years in terms of school design.

It seems appropriate – if not long overdue – for schools to begin considering what could be changed in their interior design to encourage learning and engagement from their students.

No matter what their age may be, students of a school require:

• Designated places for group learning – eg. classrooms.
• Designated place to be alone – eg. library cubicles for independent study.
• Places to socialise – eg. a designated eating area.
• Places to play – eg. ovals and sports areas.

The lecture style of the past with a teacher out the front dictating to children is now outdated, and is no longer considered appropriate for optimal learning.

Many schools today are looking to upgrade and bring a new dynamic to the learning world. Some of the best innovations in design start with the basic of interviewing the customer, and re-designing a school is no different. Surprisingly, this is still a novel concept in the school industry, as you’d think it would have been done a long time ago.

Research with children and students is now being conducted by some schools to identify student needs and develop insights into what they believe will help them learn. Yes there are likely to be some ideas that can’t be accommodated, however some of their ideas are helping to shape the interior design of schools of the future.

From break out spaces to communal learning areas, even to what they would like on the walls, there is nothing that can’t first be asked of students to see if they will like it.

Changing the shape of learning

The physical space of a classroom is no longer solely made up of rows of desks, with one student behind each and a blackboard or whiteboard up the front. Yes, there is still a need for somewhere to sit and at times something to lean upon. However, things like walls are being designed to be movable, in order to change one room from another as the needs of a class change.

Communal learning is being fostered, with round desks that many children can sit around are being used, and break-out learning spaces that are funky, colourful and relaxed are on the rise.

Technology is also dramatically changing the shape of learning.  From interactive walls and tables as learning centres, to video conferencing and the use of individual computers and tablets, they now provide a stimulating learning experience.

Technology takes the learning process beyond the walls of the classroom, and has also had an impact on the curriculum too.

Some changes include:

• The link to local and global communities can be made in the classroom in real-time.
• Methods to integrate health and fitness use technological advancement.
• Learning communities can be created anywhere, and can connect directly with the individual, group or classroom.

There is a three phased approach to some learning models that has had a direct influence on design. For example, the Victorian Government initiative for School Design breaks learning into three zones:

1. The reflective area

Areas where 1-3 students work independently in a quiet space. These are acoustically and visually private spaces, and are most likely to be lounge areas with comfortable seating, movable tables and workbenches. They also have technological access within the small rooms.

2. The creative area

Areas for 3-5 students who can at times work independently, and at other times collaboratively. It is the area to create and build, and are most likely to have round tables and movable chairs with indoor and outdoor access. Again, technology is also available to these sections.

3. Interactive area

Areas for one large or multiple larger groups. This area would be noisy and collaborative, and would hold space for 75 students or more. The furniture is all movable, and can be brought together for smaller or larger groups depending on the need. Technology plays a big part in this area, with screens on walls and interactive learning areas. These areas link to the outdoors.

The need to look to the front of the room has vanished. Technology together with a greater understanding of the need for independent and collaborative learning allows for education of a different kind.

The opportunity to innovate with school design is here. In the decades to come we will see the power design plays by measuring the impact this has on learning outcomes.