Creating Outdoor Classrooms: Schoolyard Habitats and Gardens for the Southwest

Chapter 3: Beginning the Design Process

Chapter 3 Beginning the Design Process Introduction 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 upon a foundation of ecological principles, cultural factors, artistic influences, and economic and functional requirements. However, as the buildings take priority in school construction projects, they are often designed in isolation, without regard for existing site conditions or possible outdoor functions. Schoolyard natural areas and many other outdoor spaces are consequently eliminated from the design programming phase of school architectural proposals, and the design and construction of these “less important” places occur after the building is constructed, if at all. When school communities decide to add outdoor spaces later, they are sometimes implemented one at a time, without the benefit of an overall campus master plan.This piecemeal process and lack of planning create serious problems, as outdoor spaces can be incorrectly sited, and the physical relationships between one space and another, as well as related activities, may be in conflict with one another. Of course, the array of potential problems common in poor planning practices—including soil erosion, vehicular and pedestrian conflicts, and scorching hot play areas—can be avoided through the development of a campus master plan. The term master plan, as used in this book, is defined as an overall design scheme for the entire campus. A campus master plan locates all outdoor spaces and activities, and can be implemented in a phased manner over an extended period of time. The term site plan is used to describe the more detailed and specific design scheme of the schoolyard project, which implies a smaller area within the campus master plan. The process and methods described relate specifically to the design of natural outdoor classrooms, but these concepts can be applied to all site design or master planning projects. Both master plans 46 creating outdoor classrooms Beginning the Design Process and site plans become a record of the collective vision of all the participants. Design solutions for the schoolyard gardens are represented through plan, section , elevation, and perspective drawings, and also through three-dimensional models. These are usually colorfully rendered to clearly show zones, spaces, pathways, design features, and materials such as paving and specific plants.This display becomes an indispensable communication tool for fund-raising and construction. Site design methods or design processes are described by authors Kevin Lynch and Gary Hack (1984), Albert Rutledge (1971), and John Simonds (1983) to help landscape architects create beautiful, satisfying, and appropriate design solutions. Their various approaches involve a series of similar sequential steps that guide these designers and community groups in the creation of outdoor places. In the spirit of these authors, the information contained in this section is presented as a step-by-step method that includes background research, site selection, site inventory and analysis, and design generation. In reality, the steps may not follow a perfectly linear path, as later steps may affect and alter decisions made earlier. In these cases, designers will have to go back to repeat earlier steps. Stay flexible, and your goals will be realized. Legal construction drawings—or “working drawings,” as they are often called—are very detailed drawings used in the construction of most public projects. If a project will be subject to the construction bidding process, these drawings may be needed. In this case, it is advisable that the design committee contact a licensed landscape architect for advice regarding the preparation of construction drawings. However, many outdoor classrooms, wildlife habitats, or garden projects are implemented through community volunteer efforts and can avoid the necessity of the public bidding process and the hiring of licensed contractors. For these projects, illustrative site-plan drawings and models could As schools prepare site plans, it is important for them to realize that even the smallest natural area may have a positive impact on the development of participating children. Outdoor classroom designers will follow several steps to arrive at a final design solution. This process involves background research related to the site conditions and the intended use of the outdoor classroom or garden. This research is critical to the success of the project and provides good opportunities for student involvement and learning. This master plan drawing for an elementary school, based on the work of Arizona architect Les Wallach, shows...