Program | Educational Space
With advancement in social technology, media, and
institutions, the 21st century faces rapid change in
modes of education. The pedagogical attitude as relates
to the form, style, function of a classroom involves two
preeminent parameters:
1. Active and Social Learning
Dierent classrooms take dierent approaches to the role of activity
and sociality of students in the process of learning. The traditional
classroom layout of the last century, with seating facing a tutor,
arranged in either a U-shape or straight rows, was premised on
teachers transmitting information regardless of the students individ-
ual needs or interests. Alternatives to this model of pedagogy can be
provided by informal learning spaces integrated with technology to
facilitate not only the receiving of information but also active learn-
ing through individual work or social interaction and collaboration
between peers in the form of debates, discussions and teamwork.
2. Visual Interaction
Dierent classrooms take dierent approaches to the role of visual
interaction in learning. Some classrooms, notably by Richard Neutra,
emphasized air, light, and outdoor learning, while windowless class-
rooms of the 60s and 70s aimed at eliminating distractions. However,
studies by educational psychologist have since suggested that visual
stimulation and contact with nature is an important part of the
learning process. To provide visual interaction with the exterior while
avoiding thermal discomfort, glare and noise, contemporary build-
ings for learning need to consider the orientation, size and location of
the windows, the glazing tint, and the amount of operable area.
1 Moussavi, Farshid, The Function of Style, (New York, 2014), 238-243.
Educational Space | Qualitative Considerations
1. Active and Social Learning
Dierent classrooms take dierent approaches to the role of activity
and sociality of students in the process of learning. The traditional
classroom layout of the last century, with seating facing a tutor,
arranged in either a U-shape or straight rows, was premised on
teachers transmitting information regardless of the students individ-
ual needs or interests. Alternatives to this model of pedagogy can be
provided by informal learning spaces integrated with technology to
facilitate not only the receiving of information but also active learn-
ing through individual work or social interaction and collaboration
between peers in the form of debates, discussions and teamwork.
2. Visual Interaction
Dierent classrooms take dierent approaches to the role of visual
interaction in learning. Some classrooms, notably by Richard Neutra,
emphasized air, light, and outdoor learning, while windowless class-
rooms of the 60s and 70s aimed at eliminating distractions. However,
studies by educational psychologist have since suggested that visual
stimulation and contact with nature is an important part of the learn-
ing process. To provide visual interaction with the exterior while
avoiding thermal discomfort, glare and noise, contemporary build-
ings for learning need to consider the orientation, size and location of
the windows, the glazing tint, and the amount of operable area.
2 Moussavi, Farshid, The Function of Style, (New York, 2014), 238-243.
Educational Space | Opportunities and Constraints
Performative Arts Laboratory Teaching Station Larger Educational Context of Campus
Residence Halls Group Activity Transportation
Light
Teaching Station | Stage Control
Auditorium Cafeteria Library
Front
Functions
Admin
Technology Administration
Campus
Support Dressing Rehearsal Green Support or
Admin Room Room Room Hall
Technical Lectures
Sta
Admin
Student
Institute
House
Light
Teaching Stavtion | Stage Control
Faculty Extension
3 De Chiara, Joseph, Time-saver Standards for Building Types, (New York, 2001), 465.
4 Neufert, Ernst, Architects Data, (West Sussex, 2012), 198.
Educational Space | Program Components
Typical Classrooms
Large Classrooms
Admin Oces
Conference
Support
Storage
Restrooms
2 Moussavi, Farshid, The Function of Style, (New York, 2014), 238-243.
Educational Space | Program Sub-Components
Choral Dance Instrumental
Library Storage
Practice Rooms Admin Oce
Room
Educational Space | Typical Activities and Objects
Educational Space | Typical Activities and Objects
2 Moussavi, Farshid, The Function of Style, (New York, 2014), 238-243.
Educational Space | Dimensions
small medium large
capacity:
repertoire:
Use (festivals/concerts?)
Comments
Educational Space | Program Adjacency
Typical Music Instruction Room
Audio/Perfomative Choral Instrumental
Storage Storage
Library
Technical Technical
Classrooms Classrooms
Studio/Admin Studio/Admin
Oce
Practice Rooms Practice Rooms
Conference
5 De Chiara, Joseph, Time-saver Standards for Building Types, (New York, 2001), 415.
Educational Space | Program Adjacency
2 Moussavi, Farshid, The Function of Style, (New York, 2014), 238-243.
Educational Space | Types & Precedents
2 Moussavi, Farshid, The Function of Style, (New York, 2014), 238-243.
Educational Space | Types & Precedents
2 Moussavi, Farshid, The Function of Style, (New York, 2014), 238-243.
