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Chapter Seven: Manifestations for Learning
- University of New Mexico Press
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| 181 Chapter Seven Manifestations for Learning| 181 Introduction: Learning from the Physical Environment Educationalconceptscanbewovenintothestructureofaschool, making it an active rather than a passive space for learning. The “informed” learning environment is a three-dimensional textbook or teaching tool intentionally filled with rich cues or prompts for learning. A cue is defined in Merriam-Webster’s Collegiate Dictionary as a “feature indicating the nature of something perceived.” A prompt is something that moves us to action. A cue or prompt in the physical world is a material or concrete object that incites students to learn not only about subject matter areas, but also leads them to an understanding of the underlying ideas, patterns, and principles of the universe. Steven Bingler, Bonnie Sherk, and I coined the term manifestations to refer to the physical objects that make up the threedimensional textbook from which we learn. Students interact with and use these manifestations in the environment as experiential guides or learning tools. Understanding the physical environment as a physical manifestation of ideas or concepts is an example of the wisdom gained from the knowing eye. Found Objects and their Educational Implications Some manifestations are simply found and exploited by those who are trained to know what to look for in the environment. A geologist uses soils and landforms to illustrate the Earth science concept of the rock cycle. Social studies students map the existing buildings in a neighborhood or use global imaging systems to learn the concepts of history, land use, urban planning , and geography. A Navajo weaver brings a rug to the classroom to inspire a discussion of mythology and symbolism in Native cultures, before children weave their own symbolic rugs. Reading the Three-Dimensional Textbook 182 | Although much of the above information can be summarized in books, concrete, real-life learning offers a more meaningful , immediate, and intuitive experience for students. Real-life experiences allow for student self-identification with the subject matter, thus optimizing the learning process. Architects can support the realm of found objects and their potential for learning by incorporating them into their macro and micro designs and allowing the natural, built, and cultural environment of a school to shine through. If the site is near a stream, the stream is not diverted or sent into a culvert; instead, it becomes part of a learning landscape. The geometry of structure is not hidden, but is revealed and made obvious through exposed trusses or beams or accented through use of color, repetition , and signage. Siting and choice of materials can ensure that schools appear to be a part of the community and its landscape , not isolated from the local culture or patterned after the “big box” mentality. Materials for building can also be green and biobased, reinforcing our connections to nature and the local life zone, thus promoting ecoliteracy. Manifestations Designed into the Learning Environment Architecture is the science and the art of building, “or to be more poetic, the moment that a building is imbued with a knowing magic that transforms it from mere shelter into that of a self-conscious work of art” (Glancey, 2000, p. 9). Schools are much more than places to stow children during the day. Architecture is pedagogy. Architecture for education becomes art only when the architecture itself teaches; when design elements highlight concepts across disciplines, forming an environmental curriculum; when the facility meets the highest aspirations of the architectural profession; and when a school is endowed with beauty and imagination. Plateau Senior High School, Seattle, Washington. Learning from school grounds and “found” beauty. If there is a stand of trees on the site, leave it! Richard Fleischman + Partners Architects, Inc. Photograph by Eric Hanson. [44.203.58.132] Project MUSE (2024-03-28 19:06 GMT) Manifestations for Learning | 183 Science Center School Los Angeles, California Science Center School is a hybrid institution, combining a K–5 elementary school and teacher training program with the resources of a major museum. The adaptively reused armory, dating from 1919, has been converted into a flexible, open, two-story atrium dominated by a large interior bamboo garden. The bamboo garden is pierced midway by skywalks, and it forms the heart of the Science Education Resource Center. Science Center School, Los Angeles, California. Morphosis Architects. Thom Mayne, principal architect. Photo by Pavel Getov. Reading the Three-Dimensional Textbook 184 | Successful Models It is impossible to list every manifestation that an architect might design into a school. The main point is that the physical environment is a potent...