Creating Outdoor Classrooms
Schoolyard Habitats and Gardens for the Southwest
Publication Year: 2008
Published by: University of Texas Press
Title, Copyright Page
Natural environments are important for people of all ages, but especially for children. Wild places provide young people with opportunities to discover natural phenomena like those described by Mark Twain. Brilliant colors held within streams of sunlight; rainwater creating miniature drainageways in the...
This publication is intended to provide creative inspiration and guidance toward the implementation of successful outdoor classrooms for integrated learning. Designers of these spaces might consider art, mathematics, science, or, more specifically, native wildlife and plants as opportunities for learning. The text describes...
Chapter 1: Schoolyards
Schoolyards can be developed as outdoor classrooms that are spirited and interactive places for integrated and place-based learning. Children can play a major role in the design and implementation of the place. Characterized by natural, cultural, and artistic features, schoolyard outdoor classrooms can be dynamic...
Chapter 2: Design Theory
Theories of design in visual art, architecture, and garden design developed as a reflection of the natural conditions of the environment, cultural influences, and artistic interpretations of the time. This theoretical information is presented to help designers generate strong concepts and alternative layouts as they create...
Chapter 3: Beginning the Design Process
In designing school campuses, it is important to equally consider all of the indoor and outdoor spaces that will be part of the architecture and landscape architecture of the school, including classrooms, roads, athletic fields, and schoolyard gardens. These should be designed as a whole and harmonious system laid...
Chapter 4: Site Research and Design Synthesis
Chapter 3, “Beginning the Design Process,” led designers through a process aimed at writing a design program, which includes a statement of goals and objectives, a detailed list of requirements, proposed activities, activity settings, desired design features, and curriculum ideas. Continuing through the process...
Chapter 5: Design Essentials
Although this book offers special attention to wildlife habitats, with information on additional selected garden themes, school community groups will identify their own specific outdoor needs. With final designs completed, schools will be ready to begin fund-raising and eventually installing the design. Fund-raising...
Chapter 6: Ecological Principles and Wildlife
Ecology is the pattern of relationships between organisms and their environment. An environment is everything that acts upon an individual or species to shape it, and it contains the elements that ultimately determine survival. Physical factors (such as geologic features and climate), chemical factors (such as...
Appendix: Regional Plant Tables
The following tables contain plants tailored to each of the arid bioregions of the American Southwest. There is some possibility for overlap between tables, meaning that many of the plants listed on one table will be suitable for other regions as well. Feel free to experiment with those on other tables, for some will meet a project’s requirements and...
References and Additional Reading
Page Count: 211
Illustrations: 156 line drawings, 152 b&w photos, 1 map, 7 tables
Publication Year: 2008
OCLC Number: 311060466
MUSE Marc Record: Download for Creating Outdoor Classrooms