Mary Featherston Design
Interior Designing in Banyule

INSIDEOUT’ PROJECT Can the physical environment be a teacher’ in itself? Design for such a intricate and dynamic situation as contemporary learning and teaching requires that all physical elements: built space, furnishings and limp items, be considered together to create a functionally and visually harmonious environment. The new environment provides a diverse rather than a totally compliant environment and an inseparable relationship has been created between pedagogy and design. This attitude is possibly a response to the respect given to their involvement throughout the design process. Locally and internationally there is a growing consensus that traditional formulas for school and schooling partition classrooms, minimally furnished and strung along corridors are no longer appropriate. For example, where curiosity is seen as the spark that drives the processes of learning, the environment must irritate wonder, exploration, expression and reflection: and where learning is seen as both an individual and a social process construction and co construction of meaning, the environment must offer wealthy possibilities for relationships and learning in a expansive diversity of groupings and settings. The quality of each experience will be enriched by the integrity of the activity settings how effectively they promote each activity, bear cues for good use, enable interaction, reduce distractions, etc. The scope of design was to consider all layers’ of the physical environment: existing built spaces, furnishings and limp items to create a functionally and visually harmonious environment. The educators in this remarkable network of schools trust the physical environment has a vital role in children’s social and learning experiences and that the environment can be a teacher’ in itself. Location of students and staff in time and space were charted as snapshots’ in time, how might students and staff be dispersed in the environment would there be ample space and things to do? THE DESIGN The refurbished Unit melds together areas that are traditionally provided separately general learning areas and specialist facilities. Stability of the environment enables everyone to know where things are kept, where to go for a special activity and to evolve the wealthy possibilities of each setting. A communal environment a unified, shared space to promote and reflect a democratic community of learners children and adults a diverse environment discrete but interlinked settings to support a expansive variety of social and learning experiences diversity is more convenient than flexibility. The intent of the design is to closely support and reflect the school’s beliefs about young people and learning, an example of built pedagogy’. Detailed development of the school’s vision and pedagogical practice has evolved over more than 2 years through a highly participatory process involving all staff and students. Design of the physical environment for the new buildings could then evolve from the internal out’ 4 a term also used by the education consultant Julia Atkins, to describe the process of building a learning culture and school ethos based on shared values and beliefs. Maximum importantly, a lively convivial environment is created where friendships can be developed and where students can see their team of teachers collaborating. The school’s approach to learning and teaching respects the individuality of each student, their unique background, interests and capabilities and their need to learn individually as healthy as collaboratively. Whilst the physical environment is made up of concrete things and is apprehensive with function and practicalities it also affects how people feel and intangible qualities such as respect were also to be expressed by the environment. Purposefully designed environments enable the development of richness and complexity over time. This is a maximum significant layer in that it builds familiarity, emotional attachment and a sense of belonging. In July 2002 a little team 1 of educators and a designer came together to evaluate two Preparatory classrooms with a view to introducing new teaching and learning practices and a supportive physical environment.The school community had been discussing a number of approaches and educational philosophies in relation to the school’s existing Extending Challenging Children Program’, a Charter Policy of the school for the former 3 years. And that the physical environment would be modified to support these fresh activities. Both teachers had a group of approximately 20 five and six year impaired children in separate, but adjoining classrooms.