Book Cover
Author Taylor, Anne P.

Title Linking architecture and education sustainable design for learning environments / Anne Taylor with Katherine Enggass
Published Albuquerque, N.M. : University of New Mexico Press ; London : Eurospan [distributor], 2009


Location Call no. Vol. Availability
Description xix, 451 pages : color illustrations ; 28 cm
Contents Machine derived contents note: Contents -- Foreword by Andrew Pressman 000 -- Preface: The Knowing Eye 000 -- A Note on the Book's Structure: The Nonlinear Approach 000 -- Part One: The Philosophical Framework behind the Knowing Eye -- Chapter One: The Need for New Thinking 000 -- Designer Perspective: Randall Fielding, Great Schools of the World: The Best of DesignShare 000 -- Chapter Two: The Learning Environment 000 -- Designer Perspective: Gilbert Choy, Preparing Children for the Challenges of Global Citizenship: 3e International Kindergarten 000 -- Chapter Three: Philosophy 101 000 -- Designer Perspective: Roger Lewis, Philosophy in Architecture 000 -- Chapter Four: Philosophy Applied to the Physical Learning Environment 000 -- Designer Perspective: Elliot Washor, The Met: Letting the Outside In and the Inside Out 000 -- Stewardship Forum One: Philosophy and Aesthetics for the Learner -- Introduction 000 -- Eeva Reeder, Can't Learn in Ugly 000 -- Janet Carpio, A Native American Head Start School: Isleta Pueblo, New Mexico 000 -- Richard Fleischman, Innovation in School Design: The Mosaic of Diversified Space 000 -- Kumi Tashiro, School and Learning Space Design in Japan 000 -- Howard Kaplan, The Time is Now 000 -- Legorreta + Legorreta, Legorreta+ Legorreta on Educational Facilities: A Personality of One's Own 000 -- Part Two: Using an Organizing System: Planning for Educational Environments with the Knowing Eye -- Chapter Five: Using a Curricular Organizing System for School Facility Planning 000 -- Designer Perspective: Jeffery Lackney, A Case Study in Collaborative School Design: McWillie School, Jackson, Mississippi 000 -- Chapter Six: Habitability of Learning Environments 000 -- Designer Perspective: Wolfgang Preiser, The Triad of Programming, Post-occupancy Evaluation, and Universal Design: Toward Continuous Quality Improvement (Including the Seven Principles of Universal Design) 000 -- Designer Perspective: Baker Morrow and Elizabeth Calhoon, Kids Outdoors in the New Century: Notes on Playground Design 000 -- Stewardship Forum Two: Architectural Programming for the Learner -- Introduction 000 -- John Petronis, Facility Programming: Focused Decision Making 000 -- Dee Trout, A Learning Model in Practice: Keystone Early Learning Center, Montgomery, Alabama 000 -- Karen Marsh, Designing for Special Needs at the Phyllis Nye Bilingual Early Childhood Center, Santa Fe, New Mexico 000 -- Gaylaird Christopher, School Design that Lasts: Harold G. Fearn Elementary School 000 -- Amy Yurko, The Middle School at High Desert: Excerpts from a Design Narrative 000 -- Eeva Reeder, Spaces Teachers Need to Be Effective 000 -- Stephen Wheeler, A Pedagogical Framework for Active Learning: Education and Sustainability 000 -- Robert Lurker, Joyce Downing, and Diane Wilson: The Technology Learning Center 000 -- Part Three: Reading the Three-Dimensional Textbook with the Knowing Eye -- Chapter Seven: Manifestations for Learning 000 -- Designer Perspective: Ron Jacobs, A Visual Explosion of Manifestations (Sketches) 000 -- Designer Perspective: Paul Tatter, The Meaning Is the Use: Characteristics of Environments for Thinking and Learning 000 -- Chapter Eight: Connecting Manifestations to Learning through Curriculum and Post-occupancy Evaluation 000 -- Designer Perspective: Terry Dunbar, The Schoolyard as Lesson Plan 000 -- Stewardship Forum Three: Community and the Learner -- Introduction 000 -- Steven Bingler, Common Ground: Schools as Centers of Community 000 -- Atsuko Sakai, Key Exercises during the School Design Process: Bridging Students to Educators to Architects 000 -- Sherry Eagle, Designing Learning Environments: A Community Agenda 000 -- Gaylaird Christopher, Architecture for Education 000 -- Dale Lang, High School Reform: Opportunities for Improving Academic Outcomes through Small Learning Communities 000 -- Henry Sanoff, Methods of Community Participation 000 -- Jeffery Lackney, Involving Students in the Design of a Neighborhood Center within an Existing Large High School 000 -- Part Four: Seeing the Future of the Learning Environment with the Knowing Eye -- Chapter Nine: Beyond the Existing Classroom 000 -- Designer Perspective: Bruce Jilk, Contingency and Place Making for Learning 000 -- Designer Perspective: Bruce Jilk, Case Study: Evolution of a Design for Change 000 -- Chapter Ten: Learning Landscapes 000 -- Designer Perspective: Janet Hawkes, Agriculture in the Classroom 000 -- Stewardship Forum Four: Ecologically Responsive Design and the Global Learner -- Introduction 000 -- Kuppaswamy Iyengar, Toward a True Ecohistoric Sense of Place 000 -- Sim Van der Ryn, Five Broad Principles of Ecological Design 000 -- Shannon Horst, The School District Farm and Areas of Management Concern 000 -- Robert Becker, Sixteen Building Blocks for High-Performance School Buildings 000 -- Stephen Dent, Daylighting and the Environmentally Responsive School 000 -- Ren┬┐ Dierkx, Project Summary: Sierra Leone, Africa 000 -- John Crittenden and Stuart Smith, Making the Most of Site: Remodeling (and Rethinking) a Small Rural School 000 -- Thomas Vliet, Laguna Family Center: Pueblo of Laguna, Laguna, New Mexico 000 -- Conclusion 000 -- Afterword 000 -- Acknowledgments 000 -- Appendix A: Design Education Portfolio Rubric: Two- and Three-Dimensional Design Process and Product Evaluation 000 -- Appendix B: Ideas for Future Research 000 -- Appendix C: Sample User's Manual from Edward Mazria 000 -- Glossary of Key Terms and Phrases 000 -- References and Resources 000 -- Index 000
Summary "For the past forty years Anne Taylor has studied how schools, classrooms, playgrounds, homes, museums, and parks affect children and how they learn. As a result, she has developed a holistic, sustainable philosophy of learning environment design. She argues persuasively that architects must integrate their design knowledge with an understanding of the developmental needs of learners, while at the same time educators, parents, and students must broaden their awareness of the built, natural, and cultural environment to maximize the learning experience. In other words, schools and other environments can themselves become "three-dimensional textbooks." When architects are cognizant of newer models of education and educators view the environment as more than a box in which to teach prescribed lessons, the result is an informed architecture that enables children to discover the power of their own learning. The book presents numerous examples of dynamic designs that are the result of interdisciplinary understanding of place. Taylor includes designer perspectives, forums derived from commentary by outside contributors involved in school planning, and a wealth of photographs of thoughtful and effective solutions to create learning environments from comprehensive design criteria. Because the concept of "school" is enlarged to a community campus, the book also spawns a new model of teaching and learning. This book is essential reading for educators, architects, and community members who are anxious to transform education in America and elsewhere."--Publisher's website
Notes Formerly CIP. Uk
Bibliography Includes bibliographical references and index
Subject School buildings -- Design and construction.
School facilities -- Design and construction.
Sustainable design.
Author Enggass, Katherine.
LC no. 2008021837
ISBN 0826334075 (hbk.)
9780826334077 (cloth : alk. paper)