January
Complete site analysis & physical site model
Begin concept drawings of program issues
Explore possible locations of program on the site
The interaction of the two user groups
-circulation
-space transformation to accommodate program shifts
First Quarter
Refinement of concept drawings + models
Refining 3-D sketches of interior and/or exterior spaces
Update/ Add to written document
Midpoint
Plans + Sections + Elevations
Complete massing model
Preliminary renderings of interior spaces
Preliminary material selection
Update/ Add to written document
Third Quarter
Further refinement of Plans + Sections + Elevations
Further refinement of renderings for presentation
Finalize physical model
Update/ Add to written document
12.12.2007
11.18.2007
Sustainable learning
The design of the school building or buildings can serve as a tertiary educator to the students, faculty and the surrounding community. There are many opportunities for the integration of learning and various sustainable systems. The site will primarily determine the types of sustainable systems which will occur, but here are some options:
o The harvesting rainwater from roofs and site run-off, collected in cisterns with visible gauges, illustrating connections between rain and water supply
o Nurturing “kitchen gardens” adjacent to teaching kitchens and cafes
o The utilization of water-pumping wind mills from low points on the site to eco-ponds
o Harnessing solar collectors attached to light posts with gauges illustrating the kilowatt gains per hour based on weather patterns
Randall Fielding, Best Practice in Action: “Six Essential Elements that Define Educational Facility Design.” CEFPI Planner. December 2006. http://www.designshare.com/index.php/articles/six-essential-elements/ (accessed November 10, 2007
o The harvesting rainwater from roofs and site run-off, collected in cisterns with visible gauges, illustrating connections between rain and water supply
o Nurturing “kitchen gardens” adjacent to teaching kitchens and cafes
o The utilization of water-pumping wind mills from low points on the site to eco-ponds
o Harnessing solar collectors attached to light posts with gauges illustrating the kilowatt gains per hour based on weather patterns
Randall Fielding, Best Practice in Action: “Six Essential Elements that Define Educational Facility Design.” CEFPI Planner. December 2006. http://www.designshare.com/index.php/articles/six-essential-elements/ (accessed November 10, 2007
General Program Outline
Learning Centers / Studios
o De-emphasis on traditional classroom learning
o Meeting rooms +/- 800 sq ft
o Small break out rooms
o Outdoor Learning Spaces
o Project Rooms
Student ran rooms
Wet and dry lab
+/- 1500 sq ft
-Commons
o Food court/ Cafe
o Indoor hangout
o Display space
o +/- 2500 sq ft
Media Center
- Technology/ info hub
- Space for individual learning
- +/- 4500 sq ft
-Fitness Center
o Basketball court
o Rock climbing wall
o Weight room
o Racquet ball
o +/- 10,000 sq ft
-School based health clinic
o +/- 800 sq ft
-Community Performance Center
o Student productions
o Outside performers
o Possibility of creating an indoor and outdoor stage
o +/- 10,000 sq ft
-Community field
o Outdoor recreation
o Sitting/reading
-Community Garden/ Gallery – Exhibition space/ TV Studio
o (This has not been entirely decided yet, I am hoping to get in contact with a community member for additional input on a specific program solution)
o Extends the operating hours of the facility beyond the normal school day
o Provides a diversity of users outside the immediate school community
o +/- 3,000 sq ft
o De-emphasis on traditional classroom learning
o Meeting rooms +/- 800 sq ft
o Small break out rooms
o Outdoor Learning Spaces
o Project Rooms
Student ran rooms
Wet and dry lab
+/- 1500 sq ft
-Commons
o Food court/ Cafe
o Indoor hangout
o Display space
o +/- 2500 sq ft
Media Center
- Technology/ info hub
- Space for individual learning
- +/- 4500 sq ft
-Fitness Center
o Basketball court
o Rock climbing wall
o Weight room
o Racquet ball
o +/- 10,000 sq ft
-School based health clinic
o +/- 800 sq ft
-Community Performance Center
o Student productions
o Outside performers
o Possibility of creating an indoor and outdoor stage
o +/- 10,000 sq ft
-Community field
o Outdoor recreation
o Sitting/reading
-Community Garden/ Gallery – Exhibition space/ TV Studio
o (This has not been entirely decided yet, I am hoping to get in contact with a community member for additional input on a specific program solution)
o Extends the operating hours of the facility beyond the normal school day
o Provides a diversity of users outside the immediate school community
o +/- 3,000 sq ft
The Classroom
School design has the opportunity to give form to these emerging educational concepts and it can all begin with redefining the idea of the classroom. On the pyramid of school spaces, the classroom is located at the top being that it is the pinnacle of where learning occurs. The classroom acts as symbol of an educational philosophy. Traditionally the classroom space is based on a pre-determined number of students who will all learn the same lesson at the same time by one person. This typical design infers that the learning takes place within a linear fashion coming from the instructor to the students. Thus, a 700 square - foot room with the teacher at the front of the room before the students who are seated in rows is the appropriate design for this learning environment. The original classroom- based school model makes sense that each classroom is located next to the other along a long double loaded corridor.
This diagram is a modification from the Traditional Classroom diagram from Design Patterns. http://www.designshare.com/index.php/design-patterns/traditional-classroom.
Current teaching pedagogies are moving away from the old paradigm to a more collaborative team teaching and student driven learning projects. Now, the old teacher to student ratio of 1:25 has evolved to the ratio of 4:100. This shift allows for a more sinuous and flexible learning environment. With the school existing as a conglomeration of amorphous spaces, each student is able to work and learn in his/her own manner within a group or individually. The diagram below demonstrates this idea as three different learning spaces are brought together; each of which is connected to a larger common space. This scheme allows for individual exploration of a variety of interests. The inherent flexibility of the interior and exterior space is supportive to the changing programs and functions.
This diagram is a modification from the Flexible Small Community. http://www.designshare.com/index.php/articles/six-essential-elements/
This diagram is a modification from the Traditional Classroom diagram from Design Patterns. http://www.designshare.com/index.php/design-patterns/traditional-classroom.
Current teaching pedagogies are moving away from the old paradigm to a more collaborative team teaching and student driven learning projects. Now, the old teacher to student ratio of 1:25 has evolved to the ratio of 4:100. This shift allows for a more sinuous and flexible learning environment. With the school existing as a conglomeration of amorphous spaces, each student is able to work and learn in his/her own manner within a group or individually. The diagram below demonstrates this idea as three different learning spaces are brought together; each of which is connected to a larger common space. This scheme allows for individual exploration of a variety of interests. The inherent flexibility of the interior and exterior space is supportive to the changing programs and functions.
This diagram is a modification from the Flexible Small Community. http://www.designshare.com/index.php/articles/six-essential-elements/
11.13.2007
Meeting #3 Reactions
Schools to visit:
L. Quaker School
School of the Future
one of the public schools around TU
Need to contact:
Community activist with connection to the Front and Palmer site
Professor in School of Education at Temple for resources to community activists, schools, additional info. ect.
Check out Agoo Lovera schools
- make contact if questions arise
Additional site research
L. Quaker School
School of the Future
one of the public schools around TU
Need to contact:
Community activist with connection to the Front and Palmer site
Professor in School of Education at Temple for resources to community activists, schools, additional info. ect.
Check out Agoo Lovera schools
- make contact if questions arise
Additional site research
11.07.2007
Relevant School Philosophies
Quaker Philosophy - Lansdowne Friends School
Quakers believe that there is the presence of God in everyone. The values and testimonies of the Quakers (Religious Society of Friends) are based on peace, simplicity, integrity, community, equality, and service. The foundation of the Lansdowne Friends School was based on these values. "Skills of cooperation, and non-violent conflict resolution are taught and practiced in developmentally appropriate ways throughout the school. Respect for the individual and for the community, and for diversity of background and learning style is modeled by adults in the community, reflected in our program, and encouraged among all students."
The primary philosophy of the school is faith in the integrity of each child. This philosophy leads to respect for the individual and compassion for one another and the larger community. The Lansdowne Friends School is a place for children to develop academically, socially, and spiritually. The goals for the children at Lansdowne Friends School include "growth in academic skills; cultivation of inner discipline and a strong sense of self; enjoyment of learning, development of compassion and care for others." The school program is based on the individual student and the natural curiosity of children for their immediate surroundings in addition to supporting their exploration of their layered world.
The school community meets once a week for Meeting for Worship. A typical worship meeting begins in silent worship from which thoughtful messages are shared. Parents and outside community members are welcome to join the Meeting for Worship. At the Lansdowne Friends School, once a month students and teachers meet as Worship Sharing groups. Coming together in a spirit of worship, the mixed-age groups focus on a particular topic. These groups promote a sense of community within the school.
Philosophy. Lansdowne Friends School. http://www.lansdownefriendsschool.org/about/ (accessed: November 04, 2007).
Quakerism at Lansdowne Friends School. Lansdowne Friends School. http://www.lansdownefriendsschool.org/about/quakerism.html (accessed: November 04, 2007).
The philosophy and attitude of the Quaker schools are appealing. The community building aspect of the school is applicable - an activity which invites the community to the school to partake in an event with the students and teachers every week. For the Quakers the event is worship, but I think it is possible to challenge a similar weekly event to occur within an urban community.
Montessori Philosophy
The Montessori approach proposes a broad vision of education. It is designed to help children with their task of inner creation as they grow and develop from childhood. Its success comes from its principles which are based on the natural development of the child. "The inherent flexibility allows the method to adapt to the needs of the individual, regardless of the level of ability, learning style, or social maturity."
The environment within the classrooms is such that children are free to respond to their natural drive work and learn. Based on children’s inherent love of learning, the children are given opportunities to engage in spontaneous and meaningful activities under the guidance of a teacher. On their own children develop concentration, motivation, persistence and discipline. Each child progresses at their own pace and rhythm according to their individual capabilities.
The Montessori approach divides children into three groups: Infant and Toddlers, Primary (3-6yrs), Elementary (6-14 yrs). Children in the primary program possess what Dr. Montessori called the absorbent mind, the ability to absorb all aspects of one’s culture and environment without effort or fatigue. At this period of the child’s life individual work is encouraged. The following areas of activity cultivate the children’s adaptation and ability to express and think with clarity: Practical Life, Language development, Geography – Biology – Botany – Zoology – Art - Music, and Mathematics. The elementary children are engaged in a research style of learning while working in small groups on a variety of projects. The Montessori teachers direct activities which help the children to develop reasoning abilities and life skills. Elementary studies include geography, biology, history, language, mathematics, science, music and art. Exploration into these studies is encouraged through trips outside the classroom. "This inclusive approach to education fosters a feeling of connectedness to all humanity, and encourages their natural desire to make contributions to the world."
Montessori Approach, The. Montessori International School. http://www.montessori-intl.org/approach.html (accessed November 04, 2007).
The Montessori Philosophy engages children at very young ages. Within the neighborhoods I am researching, the opportunity to have even the younger children go to school would be a positive attribute for the school to meet the community needs.
School of the Future
An approach to the integration of technology into the classroom. The Interactive-learning Center is one of the featured venues within the school. The center is designed to serve the students, faculty and the surrounding community. It contains a technology lab with wireless and hard connections. A lower level exists which is designed for individual and group seating. A literary nook is also located in the lower level which has informal individual seating. The Interactive-learning Center has a student production and copy room.
The classrooms within the school are designed to be flexible such that a variety of teaching methods and strategies may be implemented. There is flexible furniture as opposed to fixed such that it can be moved from a lecture setting to team or group settings. Some of the classrooms have moveable walls to create larger instructional settings for individual or team settings.
Within the program, there are IT and Web design labs. They are designed to ensure these spaces will have the highest flexibility to incorporate the latest technology and curriculum delivery.
Philadelphia School District
The School District of Philadelphia is the eighth largest school district in the nation, by enrollment, which serves a racially and ethnically diverse student population. Their mission is to provide a high-quality education that prepares, ensures, and empowers all students to achieve their full intellectual and social potential in order to become lifelong learners and productive members of society. The School Reform Commission is working raise student achievement with the belief that all children can reach their learning potential. The district is divided into the following school types: Head Start and Preschool, Elementary, Middle School, Senior High, Vocational/Technical Schools, Special Schools, and Charter Schools.
About Us. School District of Philadelphia, 2007. http://www.phila.k12.pa.us/about/ (accessed November 06, 2007).
"Charter schools are nonsectarian public schools that operate with freedom from many of the regulations that apply to traditional public schools. The "charter" establishing each such school is a performance contract detailing the school's mission, program, goals, students served, methods of assessment, and ways to measure success."
"Parents and teachers choose charter schools primarily for educational reasons--high academic standards, small class size, innovative approaches, or educational philosophies in line with their own. Some also have chosen charter schools for their small size and associated safety (charter schools serve an average of 250 students). The primary three reasons charter schools are established according to the national study of charter schools are: the realization of an educational vision, to gain autonomy, and to serve a special population."
"Charter schools are accountable to their sponsor-- usually a state or local school board-- to produce positive academic results and adhere to the charter contract. The basic concept of charter schools is that they exercise increased autonomy in return for this accountability. They are accountable for both academic results and fiscal practices to several groups: the sponsor that grants them, the parents who choose them, and the public that funds them."
Overview. US Charter Schools. http://www.uscharterschools.org/pub/uscs_docs/o/index.htm
Quakers believe that there is the presence of God in everyone. The values and testimonies of the Quakers (Religious Society of Friends) are based on peace, simplicity, integrity, community, equality, and service. The foundation of the Lansdowne Friends School was based on these values. "Skills of cooperation, and non-violent conflict resolution are taught and practiced in developmentally appropriate ways throughout the school. Respect for the individual and for the community, and for diversity of background and learning style is modeled by adults in the community, reflected in our program, and encouraged among all students."
The primary philosophy of the school is faith in the integrity of each child. This philosophy leads to respect for the individual and compassion for one another and the larger community. The Lansdowne Friends School is a place for children to develop academically, socially, and spiritually. The goals for the children at Lansdowne Friends School include "growth in academic skills; cultivation of inner discipline and a strong sense of self; enjoyment of learning, development of compassion and care for others." The school program is based on the individual student and the natural curiosity of children for their immediate surroundings in addition to supporting their exploration of their layered world.
The school community meets once a week for Meeting for Worship. A typical worship meeting begins in silent worship from which thoughtful messages are shared. Parents and outside community members are welcome to join the Meeting for Worship. At the Lansdowne Friends School, once a month students and teachers meet as Worship Sharing groups. Coming together in a spirit of worship, the mixed-age groups focus on a particular topic. These groups promote a sense of community within the school.
Philosophy. Lansdowne Friends School. http://www.lansdownefriendsschool.org/about/ (accessed: November 04, 2007).
Quakerism at Lansdowne Friends School. Lansdowne Friends School. http://www.lansdownefriendsschool.org/about/quakerism.html (accessed: November 04, 2007).
The philosophy and attitude of the Quaker schools are appealing. The community building aspect of the school is applicable - an activity which invites the community to the school to partake in an event with the students and teachers every week. For the Quakers the event is worship, but I think it is possible to challenge a similar weekly event to occur within an urban community.
Montessori Philosophy
The Montessori approach proposes a broad vision of education. It is designed to help children with their task of inner creation as they grow and develop from childhood. Its success comes from its principles which are based on the natural development of the child. "The inherent flexibility allows the method to adapt to the needs of the individual, regardless of the level of ability, learning style, or social maturity."
The environment within the classrooms is such that children are free to respond to their natural drive work and learn. Based on children’s inherent love of learning, the children are given opportunities to engage in spontaneous and meaningful activities under the guidance of a teacher. On their own children develop concentration, motivation, persistence and discipline. Each child progresses at their own pace and rhythm according to their individual capabilities.
The Montessori approach divides children into three groups: Infant and Toddlers, Primary (3-6yrs), Elementary (6-14 yrs). Children in the primary program possess what Dr. Montessori called the absorbent mind, the ability to absorb all aspects of one’s culture and environment without effort or fatigue. At this period of the child’s life individual work is encouraged. The following areas of activity cultivate the children’s adaptation and ability to express and think with clarity: Practical Life, Language development, Geography – Biology – Botany – Zoology – Art - Music, and Mathematics. The elementary children are engaged in a research style of learning while working in small groups on a variety of projects. The Montessori teachers direct activities which help the children to develop reasoning abilities and life skills. Elementary studies include geography, biology, history, language, mathematics, science, music and art. Exploration into these studies is encouraged through trips outside the classroom. "This inclusive approach to education fosters a feeling of connectedness to all humanity, and encourages their natural desire to make contributions to the world."
Montessori Approach, The. Montessori International School. http://www.montessori-intl.org/approach.html (accessed November 04, 2007).
The Montessori Philosophy engages children at very young ages. Within the neighborhoods I am researching, the opportunity to have even the younger children go to school would be a positive attribute for the school to meet the community needs.
School of the Future
An approach to the integration of technology into the classroom. The Interactive-learning Center is one of the featured venues within the school. The center is designed to serve the students, faculty and the surrounding community. It contains a technology lab with wireless and hard connections. A lower level exists which is designed for individual and group seating. A literary nook is also located in the lower level which has informal individual seating. The Interactive-learning Center has a student production and copy room.
The classrooms within the school are designed to be flexible such that a variety of teaching methods and strategies may be implemented. There is flexible furniture as opposed to fixed such that it can be moved from a lecture setting to team or group settings. Some of the classrooms have moveable walls to create larger instructional settings for individual or team settings.
Within the program, there are IT and Web design labs. They are designed to ensure these spaces will have the highest flexibility to incorporate the latest technology and curriculum delivery.
Philadelphia School District
The School District of Philadelphia is the eighth largest school district in the nation, by enrollment, which serves a racially and ethnically diverse student population. Their mission is to provide a high-quality education that prepares, ensures, and empowers all students to achieve their full intellectual and social potential in order to become lifelong learners and productive members of society. The School Reform Commission is working raise student achievement with the belief that all children can reach their learning potential. The district is divided into the following school types: Head Start and Preschool, Elementary, Middle School, Senior High, Vocational/Technical Schools, Special Schools, and Charter Schools.
About Us. School District of Philadelphia, 2007. http://www.phila.k12.pa.us/about/ (accessed November 06, 2007).
"Charter schools are nonsectarian public schools that operate with freedom from many of the regulations that apply to traditional public schools. The "charter" establishing each such school is a performance contract detailing the school's mission, program, goals, students served, methods of assessment, and ways to measure success."
"Parents and teachers choose charter schools primarily for educational reasons--high academic standards, small class size, innovative approaches, or educational philosophies in line with their own. Some also have chosen charter schools for their small size and associated safety (charter schools serve an average of 250 students). The primary three reasons charter schools are established according to the national study of charter schools are: the realization of an educational vision, to gain autonomy, and to serve a special population."
"Charter schools are accountable to their sponsor-- usually a state or local school board-- to produce positive academic results and adhere to the charter contract. The basic concept of charter schools is that they exercise increased autonomy in return for this accountability. They are accountable for both academic results and fiscal practices to several groups: the sponsor that grants them, the parents who choose them, and the public that funds them."
Overview. US Charter Schools. http://www.uscharterschools.org/pub/uscs_docs/o/index.htm
Issues Raised at the Meeting 11.05.07
-create a potential site catalog
- opportunity to compare and contrast
- Possible sites to date: N. Front and Palmer Streets; Eastern North Philadelphia - Fairhill Neighborhood
- formulate stance/attitude about how the social differences are expressed
-differences celebrated vs. integration with dominant culture vs. assertion of minority culture
- Agoos and Lovera
-Latino community resource; work with schools
-Philadelphia public schools
-Philosophy on education
- opportunity to compare and contrast
- Possible sites to date: N. Front and Palmer Streets; Eastern North Philadelphia - Fairhill Neighborhood
- formulate stance/attitude about how the social differences are expressed
-differences celebrated vs. integration with dominant culture vs. assertion of minority culture
- Agoos and Lovera
-Latino community resource; work with schools
-Philadelphia public schools
-Philosophy on education
11.04.2007
Definitions
Transform
1. To change in form appearance, or structure; metamorphose
2. To change in condition, nature, or character; convert
—Synonyms 1. transfigure. Transform, convert mean to change one thing into another. Transform suggests changing from one form, appearance, structure, or type to another: to transform soybeans into oil and meal by pressure. Convert suggests so changing the characteristics as to change the use or purpose: to convert a barn into a house.
Transform. Dictionary.com. Dictionary.com Unabridged (v 1.1). Random House, Inc. http://dictionary.reference.com/browse/Transform (accessed: November 01, 2007).
Adapt
–verb (used with object)
1. To make suitable requirements or conditions; adjust or modify fittingly
–verb (used without object)
2. To adjust oneself to different conditions, environments, etc.
adapt. Dictionary.com. Dictionary.com Unabridged (v 1.1). Random House, Inc. http://dictionary.reference.com/browse/adapt (accessed: November 01, 2007).
Flexible
1. capable of being bent, usually without breaking; easily bent
2. susceptible of modification or adaptation; adaptable
3. willing or disposed to yield; pliable
—Synonyms 1. pliable, elastic, supple. Flexible, limber, pliant refer to that which bends easily. Flexible refers to that which is capable of being bent and adds sometimes the idea of compressibility or expansibility: a flexible piece of rubber hose. Limber is esp. applied to the body to refer to ease of movement; it resembles flexible except that there is an idea of even greater ease in bending: a limber dancer. Pliant stresses an inherent quality or tendency to bend that does not require force or pressure from the outside; it may mean merely adaptable or may have a derogatory sense: a pliant character. 2. tractable, compliant.
flexible. Dictionary.com. Dictionary.com Unabridged (v 1.1). Random House, Inc. http://dictionary.reference.com/browse/flexible (accessed: November 01, 2007).
Acculturation
"Acculturation comprehends those phenomena which result when groups of individuals having different cultures come into continuous first-hand contact, with subsequent changes in the original culture patterns of either or both groups" (Redfield, Linton & Herskovits, 1936, p.149).
Redfield, R., Linton, R., & Herskovits, M. (1936). Memorandum on the study of acculturation. American Anthropologist, 38, 149-152.
Culture changes resulting from contact among various societies over time. Contact may have distinct results, such as the borrowing of certain traits by one culture from another, or the relative fusion of separate cultures
Acculturation. Reference.com. Columbia Electronic Encyclopedia. Columbia University Press. http://www.reference.com/browse/columbia/accultur (accessed: November 03, 2007).
Thus, acculturation can be conceived to be the processes of cultural learning imposed upon minorities by the fact of being minorities.
Acculturation refers to the processes by which individuals, families, communities, and societies react to inter-cultural contact. There are several options the minority can choose, each with different motivations and different consequences. These options include assimilation to the majority culture, a defensive assertion of the minority culture, a bicultural blending of the two cultures, a bicultural alternation between cultures depending on contexts, or a diminishment of both cultures.
Additionally, "acculturation" has been used by Matusevich as a term describing the paradigm shift public schools must undergo in order to successfully integrate emerging technologies in a meaningful way into classrooms (Matusevich, 1995). The old and the new additional definitions have a boundary that blurs in modern multi-cultural societies, where a child of an immigrant family might be encouraged to acculturate both the dominant also well as the ancestral culture, either of which may be considered "foreign", but in fact, they are both integral parts of the child's development.
Acculturation. Reference.com. Wikipedia, the free encyclopedia.
http://www.reference.com/browse/wiki/Acculturation (accessed: November 03, 2007).
Metusevich, Melissa N. "School Reform: What Role can Technology Play in a Constructivist Setting?." May 1995 1-8.
http://pixel.cs.vt.edu/edu/fis/techcons.html (accessed: November 01, 2007)
1. To change in form appearance, or structure; metamorphose
2. To change in condition, nature, or character; convert
—Synonyms 1. transfigure. Transform, convert mean to change one thing into another. Transform suggests changing from one form, appearance, structure, or type to another: to transform soybeans into oil and meal by pressure. Convert suggests so changing the characteristics as to change the use or purpose: to convert a barn into a house.
Transform. Dictionary.com. Dictionary.com Unabridged (v 1.1). Random House, Inc. http://dictionary.reference.com/browse/Transform (accessed: November 01, 2007).
Adapt
–verb (used with object)
1. To make suitable requirements or conditions; adjust or modify fittingly
–verb (used without object)
2. To adjust oneself to different conditions, environments, etc.
adapt. Dictionary.com. Dictionary.com Unabridged (v 1.1). Random House, Inc. http://dictionary.reference.com/browse/adapt (accessed: November 01, 2007).
Flexible
1. capable of being bent, usually without breaking; easily bent
2. susceptible of modification or adaptation; adaptable
3. willing or disposed to yield; pliable
—Synonyms 1. pliable, elastic, supple. Flexible, limber, pliant refer to that which bends easily. Flexible refers to that which is capable of being bent and adds sometimes the idea of compressibility or expansibility: a flexible piece of rubber hose. Limber is esp. applied to the body to refer to ease of movement; it resembles flexible except that there is an idea of even greater ease in bending: a limber dancer. Pliant stresses an inherent quality or tendency to bend that does not require force or pressure from the outside; it may mean merely adaptable or may have a derogatory sense: a pliant character. 2. tractable, compliant.
flexible. Dictionary.com. Dictionary.com Unabridged (v 1.1). Random House, Inc. http://dictionary.reference.com/browse/flexible (accessed: November 01, 2007).
Acculturation
"Acculturation comprehends those phenomena which result when groups of individuals having different cultures come into continuous first-hand contact, with subsequent changes in the original culture patterns of either or both groups" (Redfield, Linton & Herskovits, 1936, p.149).
Redfield, R., Linton, R., & Herskovits, M. (1936). Memorandum on the study of acculturation. American Anthropologist, 38, 149-152.
Culture changes resulting from contact among various societies over time. Contact may have distinct results, such as the borrowing of certain traits by one culture from another, or the relative fusion of separate cultures
Acculturation. Reference.com. Columbia Electronic Encyclopedia. Columbia University Press. http://www.reference.com/browse/columbia/accultur (accessed: November 03, 2007).
Thus, acculturation can be conceived to be the processes of cultural learning imposed upon minorities by the fact of being minorities.
Acculturation refers to the processes by which individuals, families, communities, and societies react to inter-cultural contact. There are several options the minority can choose, each with different motivations and different consequences. These options include assimilation to the majority culture, a defensive assertion of the minority culture, a bicultural blending of the two cultures, a bicultural alternation between cultures depending on contexts, or a diminishment of both cultures.
Additionally, "acculturation" has been used by Matusevich as a term describing the paradigm shift public schools must undergo in order to successfully integrate emerging technologies in a meaningful way into classrooms (Matusevich, 1995). The old and the new additional definitions have a boundary that blurs in modern multi-cultural societies, where a child of an immigrant family might be encouraged to acculturate both the dominant also well as the ancestral culture, either of which may be considered "foreign", but in fact, they are both integral parts of the child's development.
Acculturation. Reference.com. Wikipedia, the free encyclopedia.
http://www.reference.com/browse/wiki/Acculturation (accessed: November 03, 2007).
Metusevich, Melissa N. "School Reform: What Role can Technology Play in a Constructivist Setting?." May 1995 1-8.
http://pixel.cs.vt.edu/edu/fis/techcons.html (accessed: November 01, 2007)
Thoughts:
I find that these terms and definitions are applicable to both the architecture of the school/community facility and the user group (the growing Latino population in East North Philadelphia).
-a school by morning and early afternoon and then its transformation to serve the larger community.
-the potential for the work within the building to facilitate positive outcomes with its community users
Site
The 2000 Census data shows that although the population of the city of Philadelphia has decreased over the past 10 years, the Latino population has experienced continuous growth. The 19133 zipcode contains the highest percentage of Latinos - 56%. This area is commonly known as Eastern North Philadelphia which includes the following neighborhoods: Fairhill, Hartranft, West Kensington, and Franklinville. The Fairhill neighborhood has the largest number (19,600) and highest percentage (70%) of Latinos in Philadelphia.The household characteristics of the Latino community within the 19133 zipcode is uniquely different from other racial/ethnic groups. Approximately 37% of residents there are under 18 years of age. There is a high concentration of children who are living under poor conditions. According to the 2000 Census, 50% of Latino children in Philadelphia were living below the poverty level in 1999 and just within the 19133 zipcode 67% of the children were under the poverty line. Half of Latino families in Philadlephia have children. Compared to other groups ( about 1/3 of African American families have children and 1/4 of Caucasian families) this is a significant statistic. Among Latino households in Philadelphia, 43.4% are headed by a single female which is almost twice the rate of the city as a whole- 22.3.
Information gathered from the 2000 Philadelphia Census and Eastern North Philadelphia Youth Service Coalition http://www.northphillysos.net/cdata.cfm.
11.02.2007
Case Studies
Microsoft School
Tour of the School:
About the Process:
The Living Classroom
Penn Alexander School - UPenn Partnership School
10.11.2007
Questions for Design Exploration
My initial research began by looking into the trends in school facilities particularly in urban locations. One case study focused on the school district in New York City which initiated a reform of twenty-two schools. The focus was to create smaller school environments. The results from the initiative showed increases in students’ academic performance, and higher graduation rates. Additional research in school design philosophy encourages community involvement. This included extending the usage time of the building beyond the time the students were there. The school could begin to function as a community center and neighborhood revitalizer. As the traditional program of a school expands to include community needs, various issues and questions begin to arise.
Flexibility and Adaptability - such to accommodate large or small student and/or community groups
Technology – The incorporation of technology and the internet into the classroom and the surrounding community. The ability to connect with others in the city, country and the world.
Safety and Security – How to control, regulate, and observe those entering the facility. Who has access to a particular area and when? What are the dynamics of overlap?
Healthy Environments – Inclusive of natural light and ventilation. What can the school give back to the community and the city?
How does the exterior of the building and overall aesthetics strengthen the school’s identity and purpose?
What can the building itself teach the students? Can the design of the building facilitate learning beyond the classroom?
How to plan for the future? Will the building always be a school?
Flexibility and Adaptability - such to accommodate large or small student and/or community groups
Technology – The incorporation of technology and the internet into the classroom and the surrounding community. The ability to connect with others in the city, country and the world.
Safety and Security – How to control, regulate, and observe those entering the facility. Who has access to a particular area and when? What are the dynamics of overlap?
Healthy Environments – Inclusive of natural light and ventilation. What can the school give back to the community and the city?
How does the exterior of the building and overall aesthetics strengthen the school’s identity and purpose?
What can the building itself teach the students? Can the design of the building facilitate learning beyond the classroom?
How to plan for the future? Will the building always be a school?
Abstract
The traditional American high school with a ringing bell to signify the end of each period has become cherished as an iconic institution. Today, as many urban public school systems are facing the challenge of reforming high schools in order to combat issues such as: decreasing graduation rates, below average reading and mathematics scores, attendance, and security, perhaps the large impersonal school facilities are in need of a transformation as well. The current trend in school facilities shows an increase in academic performance and student behavior when students are enrolled in a ‘small school.’ A small school is defined as a student population with less than four hundred students. Within an urban environment, a school can develop as a shared public resource, which can function as a multipurpose learning platform. The integration and interaction of the community and its needs into the school program can play a vital role in the revitalization of a neighborhood. The school can evolve into the community center by accommodating a large variety of user groups. Schools located within cities have a rich field for learning and discovery compared to their homogenous residential suburbs. There are obvious options offered by cultural and service institution such as museums, libraries and hospitals, but there are also overlooked opportunities; depressed neighborhoods, industrial blight, and brown fields can be addressed in programs of study which can prepare students to be active agents in urban and environmental conservation and revitalization. Schools much like children need to be loved, supported and protected. The public schools should embody the goals, dreams and ideas for its current and future students thus becoming nodes of affirmation and progress within the city.
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