Senses of Place

Introduction

Education is a hot topic. It is not simply about what is taught or how it is taught it is also about different ways to enhance the learning experience.  While there is broad agreement that design is hugely powerful in motivating both teachers and children, a question mark still remains on the best way to achieve this.  Should you put consumers in the driving seat and give them the control and responsibility as clients, or do architects still know best? Clients also need to have a say: current investment in schools in Scotland is at its highest ever level, which is resulting in the largest ever school building programme. While the amount of available cash runs into the billions, clients – from the government down to local authorities – need assurance that they are getting value for money.  Crude cost-cutting ends up benefiting no one, but as long as they are accompanied by a bit of free thinking, tight budgets can still result in some exemplary spaces.  Contributors to the Senses of Place conference, which brings together local authorities, teachers and architects, with different experiences and knowledge to share, all agree that it’s not simply the classrooms and assembly halls that matter. It is also important to consider those forgotten spaces such as the corridors where pupils can spend up to 20% of their school day. Outdoor areas, particularly playgrounds, also emerge as an important but too often forgotten school area. When children are asked what would make the most impact on their school, “social spaces” is the most popular answer. They want places in which they feel secure, but which also belong to them. The recognition that children can make a valid contribution to the design process is just one of the issues Senses of Place focuses on, which will hopefully inform discussion and practice in the future.

Amanda Baillieu

Consultar documento completo: AQUI.