Beyond The Box: One Size Fits All Thesis
hannavillarosa389
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44 slides
Apr 29, 2024
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About This Presentation
They say it takes a village to raise a child, and second to home, school is where children spend most of their time. The purpose of this thesis is to explore through the lens of architecture an interrogation of what it means to learn.
Slide Content
Breaking the Mold of Philippine Public Education
A Thesis Study by Hanna Villarosa | Studio Stannard 2022-2023
THE BOX
BEYOND
A Thesis Study by Hanna Villarosa | Studio Stannard 2022-2023
THE BOX
BEYOND
01
One Size Fits All
An Introduction
03
Scope & Extent
Definition of Terms
04
The Site
Context & Analysis
05
Design Process
Inspiration & Opportunity
06
Final Design
A Solution
02
Project Intent
A Vision
!Thesis Statement
!The Problem
!Untangling Nature
Deficit Disorder
!The Third Teacher
!Ecology of the
Imagination
!Project Objectives
!Spatial Concepts
!Free Play
!Flexibility
!Adaptability
!Internal Change
!Program
!Programatic
Precedents
!Modes of Learning
!Methods of
Teaching
!Location
!Culture and
Tradition
!Site, Context, and
Zoning
!Demographics
!Philippine Education
!Climate
!Vellum
!Ethical Design
!Building Precedents
!Initial Design
Iterations
!Final Design
!Final Renders
!Final Model
!Bibliography
1 - 8 9 - 16 17 - 30 31 - 78 79 - 144 145 - 159
One Size Fits All
An Introduction
03
Scope & Extent
Definition of Terms
04
The Site
Context & Analysis
05
Design Process
Inspiration & Opportunity
06
Final Design
A Solution
02
Project Intent
A Vision
!Thesis Statement
!The Problem
!Untangling Nature
Deficit Disorder
!The Third Teacher
!Ecology of the
Imagination
!Project Objectives
!Spatial Concepts
!Free Play
!Flexibility
!Adaptability
!Internal Change
!Program
!Programatic
Precedents
!Modes of Learning
!Methods of
Teaching
!Location
!Culture and
Tradition
!Site, Context, and
Zoning
!Demographics
!Philippine Education
!Climate
!Vellum
!Ethical Design
!Building Precedents
!Initial Design
Iterations
!Final Design
!Final Renders
!Final Model
!Bibliography
1 - 8 9 - 16 17 - 30 31 - 78 79 - 144 145 - 159
One Size Fits All | 2
One Size Fits All
One Size Fits All
One Size Fits All
01
They say it takes a village to raise a child, and second to home, school is
where children spend most of their time. The purpose of this thesis is to explore
through the lens of architecture an interrogation of what it means to learn.
It is believed that learning transcends curriculum -- that the classroom goes
far beyond what has long been established as learning spaces. Traditional
schooling ensures that if a child has over one-hundred manners of interacting
with the environment, the traditional teacher will seemingly “steal” ninety-nine.
This system squeezes children into a one-size-? ts-all model where they are
all expected to become only a certain type of product of the school system.
The purpose of this research is to understand how architecture can change this
system ----how architecture can go beyond the box of traditional education.
From an architectural standpoint, the Philippine model of public education can be
used to study the gap between students and their ability to thrive, which can provide
broader insight as to how we might redefine and redesign spaces that encourage
learning, experimentation, holistic development, connection to nature, and free play.
INTRODUCTION
One Size Fits All
One Size Fits All
One Size Fits All
01
They say it takes a village to raise a child, and second to home, school is
where children spend most of their time. The purpose of this thesis is to explore
through the lens of architecture an interrogation of what it means to learn.
It is believed that learning transcends curriculum -- that the classroom goes
far beyond what has long been established as learning spaces. Traditional
schooling ensures that if a child has over one-hundred manners of interacting
with the environment, the traditional teacher will seemingly “steal” ninety-nine.
This system squeezes children into a one-size-? ts-all model where they are
all expected to become only a certain type of product of the school system.
The purpose of this research is to understand how architecture can change this
system ----how architecture can go beyond the box of traditional education.
From an architectural standpoint, the Philippine model of public education can be
used to study the gap between students and their ability to thrive, which can provide
broader insight as to how we might redefine and redesign spaces that encourage
learning, experimentation, holistic development, connection to nature, and free play.
INTRODUCTION
One Size Fits All | 43 | One Size Fits All
THE PROBLEM
The traditional education system was designed in the industrial age of the early
1900’s. We’ve operated schools in ways similar to factories ever since
before the Industrial Revolution. Harvard educator, Tony Wagner (2001),
calls the homogenization and institutionalization of traditional schooling “a
culture of compliance” that is aimed toward regulations and not dreams.
For centuries, we have accepted this model as the only way for students to learn ----
sit at a desk, listen to a lecture, be tested over and over, have a few breaks to run
around a little, but eventually return back to the same desks they left. This school
model fails to take into consideration that not all children learn effectively
this way, that not all children have the same needs and learning styles.
This traditional system of education is simply not suited for the needs of public
education in the modern age. It focuses on a narrow set of academic outcomes,
assumes that intelligence is carved in stone ---- that there are people who are
smart and those who aren’t ----, focuses on standardized content, fails to intervene
when kids are falling behind before they are left behind, and ranks students
based on letter grades without considering individual strengths and weaknesses.
THE PROBLEM
The traditional education system was designed in the industrial age of the early
1900’s. We’ve operated schools in ways similar to factories ever since
before the Industrial Revolution. Harvard educator, Tony Wagner (2001),
calls the homogenization and institutionalization of traditional schooling “a
culture of compliance” that is aimed toward regulations and not dreams.
For centuries, we have accepted this model as the only way for students to learn ----
sit at a desk, listen to a lecture, be tested over and over, have a few breaks to run
around a little, but eventually return back to the same desks they left. This school
model fails to take into consideration that not all children learn effectively
this way, that not all children have the same needs and learning styles.
This traditional system of education is simply not suited for the needs of public
education in the modern age. It focuses on a narrow set of academic outcomes,
assumes that intelligence is carved in stone ---- that there are people who are
smart and those who aren’t ----, focuses on standardized content, fails to intervene
when kids are falling behind before they are left behind, and ranks students
based on letter grades without considering individual strengths and weaknesses.
One Size Fits All | 6
NATURE DEFICIT-DISORDER
Richard Louv, author of the book ”Last Child in the
Woods: Saving Our Children from Nature Deficit
Disorder,” takes a close look at how technology and
the changes in society have distanced today’s
children from nature — isolating them from
their environment and each other. In his book,
he provides stark warnings and hopeful solutions,
and elaborates on how direct exposure to nature
is essential for the healthy development of a child.
He discusses how distance from the natural world can
result in wide-reaching effects on future generations
and our planet’s well-being in the long run: how the
lack of direct experience with the environment
teaches our youth to associate it with fear and
unfamiliarity instead of joy and wonder (Louv,
2008). With that said, his thesis is grounded in the
claim that children learn and develop best when
they are given the freedom to explore their natural
surroundings and create an attachment to it.
THE THIRD TEACHER
The Third Teacher — a concept that explores the critical
link between school environment and the ways in which
children learn, states that classroom environment
plays a vital role in learning. Loris Malaguzzi,
the founder of Reggio Emilia schools and approach,
believes that the environment serves as the third
teacher, or a physical space that facilitates “principles
of children’s thinking, questioning, and curiosity.”
Children thrive in environments that support
their individual interests and are suited to their
developmental stages. The idea of the environment as
a third teacher allows children to view their surroundings
as places that are welcoming, authentic, culturally
representative of community, nature-embracing, and
purposeful. In order for the environment to act as
an educator for a child, it must be ?exible — such
that it undergoes frequent modifications by children and
teachers in order be responsive to their needs. Schools
need to dazzle senses, promote curiosity, foster strong
relationships, and invite discovery through free play.
“ There are three teachers of children:
adults, other children, and their physical
environment.” - Loris Malaguzzi
“Time in nature is not leisure time; it’s
an essential investment in our chidlren’s
health (and also, by the way, in our
own).” - Richard Louv
He talks about the first, second, and third frontiers
wherein the the first frontier was the generation that
experienced a time of struggle in an area of free
land, the second was a period of celebration and
intimate attachment to the land, waters, and woods,
and the third was characterized by a generation
that formed a severance from food origins and
the invasion of our land by synthetic nature.
The third frontiers are the children of today.
By raising children in an environment with a
harmonious relationship with nature, children learn
that it is not something to be feared, but rather is
something of joy, wonder, delight, and curiosity.
By providing access to outdoor play, smoothening
transitions between inside and outside environments,
and revealing how systems work by exposing systems
of infrastructure and flows of water and waste, children
learn the workings of the real world and develop an
attachment to the natural as well as the built environment .
5 | One Size Fits All
NATURE DEFICIT-DISORDER
Richard Louv, author of the book ”Last Child in the
Woods: Saving Our Children from Nature Deficit
Disorder,” takes a close look at how technology and
the changes in society have distanced today’s
children from nature — isolating them from
their environment and each other. In his book,
he provides stark warnings and hopeful solutions,
and elaborates on how direct exposure to nature
is essential for the healthy development of a child.
He discusses how distance from the natural world can
result in wide-reaching effects on future generations
and our planet’s well-being in the long run: how the
lack of direct experience with the environment
teaches our youth to associate it with fear and
unfamiliarity instead of joy and wonder (Louv,
2008). With that said, his thesis is grounded in the
claim that children learn and develop best when
they are given the freedom to explore their natural
surroundings and create an attachment to it.
THE THIRD TEACHER
The Third Teacher — a concept that explores the critical
link between school environment and the ways in which
children learn, states that classroom environment
plays a vital role in learning. Loris Malaguzzi,
the founder of Reggio Emilia schools and approach,
believes that the environment serves as the third
teacher, or a physical space that facilitates “principles
of children’s thinking, questioning, and curiosity.”
Children thrive in environments that support
their individual interests and are suited to their
developmental stages. The idea of the environment as
a third teacher allows children to view their surroundings
as places that are welcoming, authentic, culturally
representative of community, nature-embracing, and
purposeful. In order for the environment to act as
an educator for a child, it must be ?exible — such
that it undergoes frequent modifications by children and
teachers in order be responsive to their needs. Schools
need to dazzle senses, promote curiosity, foster strong
relationships, and invite discovery through free play.
“ There are three teachers of children:
adults, other children, and their physical
environment.” - Loris Malaguzzi
“Time in nature is not leisure time; it’s
an essential investment in our chidlren’s
health (and also, by the way, in our
own).” - Richard Louv
He talks about the first, second, and third frontiers
wherein the the first frontier was the generation that
experienced a time of struggle in an area of free
land, the second was a period of celebration and
intimate attachment to the land, waters, and woods,
and the third was characterized by a generation
that formed a severance from food origins and
the invasion of our land by synthetic nature.
The third frontiers are the children of today.
By raising children in an environment with a
harmonious relationship with nature, children learn
that it is not something to be feared, but rather is
something of joy, wonder, delight, and curiosity.
By providing access to outdoor play, smoothening
transitions between inside and outside environments,
and revealing how systems work by exposing systems
of infrastructure and flows of water and waste, children
learn the workings of the real world and develop an
attachment to the natural as well as the built environment .
5 | One Size Fits All
One Size Fits All | 8
The question that comes into play is, “How
can the architecture of a school support
the overall development, intelligences
and strengths, areas of interest, and
individual needs of the 21st century child?”
Some ways to achieve these ideas include the
idea of space re? ecting children’s concept
of play: building boxes or moveable chairs,
walls and windows that are sometimes high
and sometimes low, corners, niches, and
maker-spaces. In addition, a complex interplay
of horizontal, vertical, and variously designed
rooms with intricate and flexible room divisions
allow dynamic movement of protected or
peaceful seclusion. By providing variations of
space and the ability to alter them, children
are given the opportunity to create,
build, experiment, and explore. This way,
miscellaneous spaces become versatile spaces
that children can use based on the time of day,
type of activity, level of interest, or feeling.
ECOLOGY OF THE IMAGINATION
Some strategies that school design can
implement for holistic learning are by deciding
on creating dynamic spaces — investing in
classroom chairs that “absorb rather than restrict
the movements of growing bodies,” by giving
students play furniture that allow movement
for better concentration, by creating agile
classrooms that can be recon? gured to be
able to engage with different kinds of learners and
teachers, by providing play spaces anywhere
and everywhere to encourage learning by
exploration, merging play spaces with the
natural and to provide endless opportunities
for discovery, and by allowing free choice to
experiment, make mistakes, and ultimately learn.
The question that comes into play is, “How
can the architecture of a school support
the overall development, intelligences
and strengths, areas of interest, and
individual needs of the 21st century child?”
Some ways to achieve these ideas include the
idea of space re? ecting children’s concept
of play: building boxes or moveable chairs,
walls and windows that are sometimes high
and sometimes low, corners, niches, and
maker-spaces. In addition, a complex interplay
of horizontal, vertical, and variously designed
rooms with intricate and flexible room divisions
allow dynamic movement of protected or
peaceful seclusion. By providing variations of
space and the ability to alter them, children
are given the opportunity to create,
build, experiment, and explore. This way,
miscellaneous spaces become versatile spaces
that children can use based on the time of day,
type of activity, level of interest, or feeling.
ECOLOGY OF THE IMAGINATION
Some strategies that school design can
implement for holistic learning are by deciding
on creating dynamic spaces — investing in
classroom chairs that “absorb rather than restrict
the movements of growing bodies,” by giving
students play furniture that allow movement
for better concentration, by creating agile
classrooms that can be recon? gured to be
able to engage with different kinds of learners and
teachers, by providing play spaces anywhere
and everywhere to encourage learning by
exploration, merging play spaces with the
natural and to provide endless opportunities
for discovery, and by allowing free choice to
experiment, make mistakes, and ultimately learn.
1 | One Size Fits All Project Intent | 10
PROJECT INTENT
PROJECT INTENT
PROJECT INTENT
02
What does it mean to create spaces for hands-on learning, growth, and
wonder? What are the implications of culture, language, and traditionin
the Philippine school setting? What does it mean to make space where there
is a lack of it? What does it mean to provide abundance within scarcity?
They say it takes a village to raise a child, and second to home, school is where children
spend most of their time. Without the proper resources and space for children to prosper,
quality education is not possible. Hence, the project is an early education center
(Kindergarten to Grade 3) that is aimed towards designing for a holistic education
and an integrated nature-oriented, student-centered, and community focused
school. By the end of this research, it is a goal for the project to serve as a model for
what public schooling could look like in the Philippines — one that not only provides
nurturing learning spaces and opportunities for growth, but one that is also
adaptable, ? exible, and feasible in terms of constructibility and unprecedented
change --- whether that be cultural, environmental, societal, or economical.
OBJECTIVES
PROJECT INTENT
PROJECT INTENT
PROJECT INTENT
02
What does it mean to create spaces for hands-on learning, growth, and
wonder? What are the implications of culture, language, and traditionin
the Philippine school setting? What does it mean to make space where there
is a lack of it? What does it mean to provide abundance within scarcity?
They say it takes a village to raise a child, and second to home, school is where children
spend most of their time. Without the proper resources and space for children to prosper,
quality education is not possible. Hence, the project is an early education center
(Kindergarten to Grade 3) that is aimed towards designing for a holistic education
and an integrated nature-oriented, student-centered, and community focused
school. By the end of this research, it is a goal for the project to serve as a model for
what public schooling could look like in the Philippines — one that not only provides
nurturing learning spaces and opportunities for growth, but one that is also
adaptable, ? exible, and feasible in terms of constructibility and unprecedented
change --- whether that be cultural, environmental, societal, or economical.
OBJECTIVES
Project Intent | 1211 | Project Intent
EARLY EDUCATION
Research suggests that early elementary education is
the period of greatest growth and development.
It is the stage wherein the brain develops most
rapidly, and the stage when self-esteem,
perception of the world, and moral foundations
are established. As a critical transitional period,
early education programs are crucial for children in
their early childhood years because it supports the
stimulation of their growth and brain development
in preparation for formal literacy. Early education
teaches children to become active learners and
investigators in their own development and helps
them develop a passion for learning and exploration.
It provides them opportunities to form friendships
with peers of their own age, which in turn supports
their social and emotional development and equips
them with the social skills they need as they tackle
higher formal schooling.
Project Intent | 12
EARLY EDUCATION
Research suggests that early elementary education is
the period of greatest growth and development.
It is the stage wherein the brain develops most
rapidly, and the stage when self-esteem,
perception of the world, and moral foundations
are established. As a critical transitional period,
early education programs are crucial for children in
their early childhood years because it supports the
stimulation of their growth and brain development
in preparation for formal literacy. Early education
teaches children to become active learners and
investigators in their own development and helps
them develop a passion for learning and exploration.
It provides them opportunities to form friendships
with peers of their own age, which in turn supports
their social and emotional development and equips
them with the social skills they need as they tackle
higher formal schooling.
Project Intent | 12
13 | Project Intent
From Play and Playground Encyclopedia: “Free play is unstructured,
voluntary, child-initiated activity that allows children to develop their
imaginations while exploring and experiencing the world around
them. It is the spontaneous play that comes naturally from children’s
natural curiosity, love of discovery, and enthusiasm.”
Architecturally, “flexibility” has been known in the form of moveable
furniture. However, it goes far beyond that. Flexibility in architecture
refers to the ability of a building or space to continuously adapt to
the evolving needs of its users. The idea that buildings are “living”
allows us to understand that space must change over time and that
adaptability, transformability, and convertability are necessary for a
space to truly be considered as flexible.
Kindergarten by Aisaka Architects’ Atelier
WeGrow by Bjarke Ingels Group
Project Intent | 14
Part of flexibility within spaces is internal change. This includes
the configuration and layout of a building and its ability to
accomodate different uses and groups of people. Although the
most obvious form of flexible internal change that architecture
can provide are movable walls, there is a multitude of ways
architecture can define and redefine spaces.
Walls can serve as storage spaces, storage spaces can become
partition zones, partition zones can come in the form of windows,
windows can become places of storage, and places of storage
can be found in the form of stairs. When we realize the power of
building elements to serve us beyond the functions we traditionally
know them to, we gain control over the ways in which buildings
could benefit us.
DSSI Elementary School by Daniel Valle
From Play and Playground Encyclopedia: “Free play is unstructured,
voluntary, child-initiated activity that allows children to develop their
imaginations while exploring and experiencing the world around
them. It is the spontaneous play that comes naturally from children’s
natural curiosity, love of discovery, and enthusiasm.”
Architecturally, “flexibility” has been known in the form of moveable
furniture. However, it goes far beyond that. Flexibility in architecture
refers to the ability of a building or space to continuously adapt to
the evolving needs of its users. The idea that buildings are “living”
allows us to understand that space must change over time and that
adaptability, transformability, and convertability are necessary for a
space to truly be considered as flexible.
Kindergarten by Aisaka Architects’ Atelier
WeGrow by Bjarke Ingels Group
Project Intent | 14
Part of flexibility within spaces is internal change. This includes
the configuration and layout of a building and its ability to
accomodate different uses and groups of people. Although the
most obvious form of flexible internal change that architecture
can provide are movable walls, there is a multitude of ways
architecture can define and redefine spaces.
Walls can serve as storage spaces, storage spaces can become
partition zones, partition zones can come in the form of windows,
windows can become places of storage, and places of storage
can be found in the form of stairs. When we realize the power of
building elements to serve us beyond the functions we traditionally
know them to, we gain control over the ways in which buildings
could benefit us.
DSSI Elementary School by Daniel Valle
15 | Project Intent15 | Project Intent
When we think of a classroom, we think of the traditional model
---- rows of desks, a blackboard, and the teacher at the front of
the class giving lectures. However, time has passed and our
designs that
merge the
intellectual and
psychological
systems.
Because every child has different needs, strengths, and weaknesses, it
is important that classrooms and school spaces are able to accomodate
curious minds and the manner in which children learn best: through play,
experimentation, and active engagement with their surroundings and one
another.
school model has remained the same. Architecture
must reshape this model into one that considers
children’s ergonomics and makes them
co-authors --- allowing spatial
reconfiguration,
open layouts,
and by
incorporating
INTERACTIVE LEARNING
LANDSCAPE
Project Intent | 16
OUTDOOR
LEARNING
ENVIRONMENT
When we think of school, the first thing that comes
to mind is the place we spent most of our time in as
children: the classroom. It is where we learn academics,
develop our skills, and are taught how to be citizens
of the world. However, the concept of a classroom
need not be bound to four walls and a board. The
environment is believed to be “the third teacher,” and
access to nature and the immersion in it is just as
important as the skills we learn inside the classroom.
When we think of a classroom, we think of the traditional model
---- rows of desks, a blackboard, and the teacher at the front of
the class giving lectures. However, time has passed and our
designs that
merge the
intellectual and
psychological
systems.
Because every child has different needs, strengths, and weaknesses, it
is important that classrooms and school spaces are able to accomodate
curious minds and the manner in which children learn best: through play,
experimentation, and active engagement with their surroundings and one
another.
school model has remained the same. Architecture
must reshape this model into one that considers
children’s ergonomics and makes them
co-authors --- allowing spatial
reconfiguration,
open layouts,
and by
incorporating
INTERACTIVE LEARNING
LANDSCAPE
Project Intent | 16
OUTDOOR
LEARNING
ENVIRONMENT
When we think of school, the first thing that comes
to mind is the place we spent most of our time in as
children: the classroom. It is where we learn academics,
develop our skills, and are taught how to be citizens
of the world. However, the concept of a classroom
need not be bound to four walls and a board. The
environment is believed to be “the third teacher,” and
access to nature and the immersion in it is just as
important as the skills we learn inside the classroom.
SCOPE AND EXTENT
SCOPE AND EXTENT
SCOPE AND EXTENT
03
Scope and Extent | 18
SCOPE AND EXTENT
SCOPE AND EXTENT
03
Scope and Extent | 18
1 | Scope and Extent Scope and Extent | 20
MODES OF LEARNING
MODES OF LEARNING
21 | Scope and Extent
Focused Learning Guided Learning Collaborative Learning
Most often takes place in the
form of lecture-based instruction.
Here, learners access expert
knowledge in order to reach an
understanding of new information
and concepts. This includes
tutoring and any form of teaching
that is a one-way flow wherein
one lectures and the other/s
passively listen.
Most often found in lab and studio
settings where an educator helps
students make new discoveries on
their own without lecturing. Here,
learners can follow along with an
expert and ask questions as they
model a process or skill. Students
have a degree of freedom to
experiment and discover under
direct supervision of an instructor.
Most effective in small groups
wherein students can collaborate
and learn with one another. Here,
students are given the freedom
to debate, discuss, and work
together towards a common goal.
This helps students develop critical
thinking skills through the process
of co-creating and co-constructing
products or pieces of work.
Scope and Extent | 22
Experiential LearningIndependent LearningDiscussion Learning
This form of learning allows
students to explore, apply,
and acquire knowledge in the
practical context. This usually
takes place without any formal
supervision as students are given
the freedom to learn by doing.
This most commonly takes place
during self-guided homework
and research. Here, students
self-regulate and make decisions
by organizing, absorbing, and
apply the knowledge they have
accumulated. Independent
learning allows students to
take control over their learning
Most effective in small groups
where students communicate their
ideas in an environment built on
trust and mutual respect. This
improves communication skills,
leadership skills, and critical
thinking skills.
Focused Learning Guided Learning Collaborative Learning
Most often takes place in the
form of lecture-based instruction.
Here, learners access expert
knowledge in order to reach an
understanding of new information
and concepts. This includes
tutoring and any form of teaching
that is a one-way flow wherein
one lectures and the other/s
passively listen.
Most often found in lab and studio
settings where an educator helps
students make new discoveries on
their own without lecturing. Here,
learners can follow along with an
expert and ask questions as they
model a process or skill. Students
have a degree of freedom to
experiment and discover under
direct supervision of an instructor.
Most effective in small groups
wherein students can collaborate
and learn with one another. Here,
students are given the freedom
to debate, discuss, and work
together towards a common goal.
This helps students develop critical
thinking skills through the process
of co-creating and co-constructing
products or pieces of work.
Scope and Extent | 22
Experiential LearningIndependent LearningDiscussion Learning
This form of learning allows
students to explore, apply,
and acquire knowledge in the
practical context. This usually
takes place without any formal
supervision as students are given
the freedom to learn by doing.
This most commonly takes place
during self-guided homework
and research. Here, students
self-regulate and make decisions
by organizing, absorbing, and
apply the knowledge they have
accumulated. Independent
learning allows students to
take control over their learning
Most effective in small groups
where students communicate their
ideas in an environment built on
trust and mutual respect. This
improves communication skills,
leadership skills, and critical
thinking skills.
Scope and Extent | 26
METHODS OF TEACHING
METHODS OF TEACHING
27 | Scope and Extent
Traditional education is often facilited in a one-way
manner of delivery wherein an educator lectures and
conveys information to students who passively listen.
In this type of schooling, educators aim towards
having students master academic core subjects,
including math, reading, writing, science, and social
studies. Due to curricular standards mandated by state
and federal governments, this is the most common
type of education and is almost exclusively practiced
in public institutions. Some private institutions might
follow this model but are given more freedom to
choose their methods of instruction for their students.
However, certain standards are still expected.
TRADITIONAL EDUCATION
Architectural implications of the traditional education
model are typical. Traditional schools often consist
of few and very specific shared spaces, hallways
filled with undifferentiated lockers, and classrooms
that are almost identical ---- consisting of a little more
than student desks facing a podium. Anything more
is not required to meet the purpose and function of
this type of schooling.
CRITICISMS:
• Moves students forward without them learning
learning what was expected, which creates
learning gaps
• Loss of individualization and schedule stiffness
Scope and Extent | 28
Montessori is a method of education that is based
on self-directed activity, hands-on learning, and
collaborative play. Montessori education teaches
students to make creative choices in their learning with
the guidance of teachers. Children work in groups
and individually in multi-age classrooms, which are
designed to create opportunities for independence,
citizenship, and accountability. They learn to embrace
multi-sensory learning and passionate inquiry by virtue
of natural curiosity.
MONTESSORI EDUCATION
CRITICISMS:
• Not enough opportunity through group activity
for social development and interaction
• Creativity quelled and too much time spent on
practical life
• Too much freedom in the classroom within a far
too structured class
The architectural implications of Montessori eduction
are an emphasis on flexibility and the provision of
varied learning spaces for collaboration. Because
the Montessori model is heavily student-centered,
classrooms must provide workstations for tasks and
a range of activities. They should provide a relaxing
and respectful learning environment with minimal
decorations and natural furnishings, and must be
designed to be intuitive and conductive to suit a
child’s needs.
Traditional education is often facilited in a one-way
manner of delivery wherein an educator lectures and
conveys information to students who passively listen.
In this type of schooling, educators aim towards
having students master academic core subjects,
including math, reading, writing, science, and social
studies. Due to curricular standards mandated by state
and federal governments, this is the most common
type of education and is almost exclusively practiced
in public institutions. Some private institutions might
follow this model but are given more freedom to
choose their methods of instruction for their students.
However, certain standards are still expected.
TRADITIONAL EDUCATION
Architectural implications of the traditional education
model are typical. Traditional schools often consist
of few and very specific shared spaces, hallways
filled with undifferentiated lockers, and classrooms
that are almost identical ---- consisting of a little more
than student desks facing a podium. Anything more
is not required to meet the purpose and function of
this type of schooling.
CRITICISMS:
• Moves students forward without them learning
learning what was expected, which creates
learning gaps
• Loss of individualization and schedule stiffness
Scope and Extent | 28
Montessori is a method of education that is based
on self-directed activity, hands-on learning, and
collaborative play. Montessori education teaches
students to make creative choices in their learning with
the guidance of teachers. Children work in groups
and individually in multi-age classrooms, which are
designed to create opportunities for independence,
citizenship, and accountability. They learn to embrace
multi-sensory learning and passionate inquiry by virtue
of natural curiosity.
MONTESSORI EDUCATION
CRITICISMS:
• Not enough opportunity through group activity
for social development and interaction
• Creativity quelled and too much time spent on
practical life
• Too much freedom in the classroom within a far
too structured class
The architectural implications of Montessori eduction
are an emphasis on flexibility and the provision of
varied learning spaces for collaboration. Because
the Montessori model is heavily student-centered,
classrooms must provide workstations for tasks and
a range of activities. They should provide a relaxing
and respectful learning environment with minimal
decorations and natural furnishings, and must be
designed to be intuitive and conductive to suit a
child’s needs.
29 | Scope and Extent
The Reggio Emilia approach is more of a educational
philosophy rather than a form of education. Mainly
focused on preschool and primary school children,
Reggio Emilia believes that every child is unique and
will express their interests in many different ways.
What this looks like in a classroom is a co-learning
environment wherein educators work with children
in a lateral relationship instead of a hierarchal
one. The approach revolves around children’s
senses to assist with learning. It is characterized
collaboration, representational development through
in-depth projects, and by an emergent curriculum
that consists of children’s individual interests, their
families’ communication, and the close observation
of their growth and exploration.
REGGIO EMILIA EDUCATION
A Reggio Emilia classroom might look like a house -- a
home away from home. A Reggio Emilia classroom is
less about aesthetics and decoration, but more about
the active participation and happenings that take
place between students, teachers, and families. It is
characterized by natural materials, accessible and
curiosity-sparking materials, and varied nooks, height
levels, textures, and colors with a structure more like
pods and areas than rows of desks.
CRITICISMS:
• Sometimes chaotic classrooms
• Not a formal model with de?ned methods and
teacher certi?cation
Scope and Extent | 30
WALDORF EDUCATION
From Waldorf Education: “Waldorf education is based
on the insights, teachings and principles of education
outlined by the world renowned artist, and scientist,
Rudolf Steiner. The principles of Waldorf education
evolve from an understanding of human development
that address the needs of the growing child.”
They offer a developmentally appropriate, experiential,
and academically rigorous approach to education by
integrating the arts in all academic disciplines. Intended
for preschool through twelfth grade students, Waldorf
education follows a method of instruction where the
learning process is essentially threefold, engaging
head, heart, and hands—or thinking, feeling, and
doing.
Architecturally, Waldorf education can be divided
into early childhood, middle childhood, and
adolescence as each age group (0 - 7, 7 - 14,
and 14 - 21) learns differently and have different
needs for their development. Waldorf schools must
be designed such that its spaces are adequate for
each activity carried out (craft classes, sculpture,
carpentry, and many others). It needs to be
comfortable, be harmonious with the arts, have
rhythmic elements, natural daylighting, and color,
be flexible, and have nature integrated within its
program.
CRITICISMS:
• Lack of emphasis on technology and standardized
testing, and the focus on imaginative play in early
childhoood
The Reggio Emilia approach is more of a educational
philosophy rather than a form of education. Mainly
focused on preschool and primary school children,
Reggio Emilia believes that every child is unique and
will express their interests in many different ways.
What this looks like in a classroom is a co-learning
environment wherein educators work with children
in a lateral relationship instead of a hierarchal
one. The approach revolves around children’s
senses to assist with learning. It is characterized
collaboration, representational development through
in-depth projects, and by an emergent curriculum
that consists of children’s individual interests, their
families’ communication, and the close observation
of their growth and exploration.
REGGIO EMILIA EDUCATION
A Reggio Emilia classroom might look like a house -- a
home away from home. A Reggio Emilia classroom is
less about aesthetics and decoration, but more about
the active participation and happenings that take
place between students, teachers, and families. It is
characterized by natural materials, accessible and
curiosity-sparking materials, and varied nooks, height
levels, textures, and colors with a structure more like
pods and areas than rows of desks.
CRITICISMS:
• Sometimes chaotic classrooms
• Not a formal model with de?ned methods and
teacher certi?cation
Scope and Extent | 30
WALDORF EDUCATION
From Waldorf Education: “Waldorf education is based
on the insights, teachings and principles of education
outlined by the world renowned artist, and scientist,
Rudolf Steiner. The principles of Waldorf education
evolve from an understanding of human development
that address the needs of the growing child.”
They offer a developmentally appropriate, experiential,
and academically rigorous approach to education by
integrating the arts in all academic disciplines. Intended
for preschool through twelfth grade students, Waldorf
education follows a method of instruction where the
learning process is essentially threefold, engaging
head, heart, and hands—or thinking, feeling, and
doing.
Architecturally, Waldorf education can be divided
into early childhood, middle childhood, and
adolescence as each age group (0 - 7, 7 - 14,
and 14 - 21) learns differently and have different
needs for their development. Waldorf schools must
be designed such that its spaces are adequate for
each activity carried out (craft classes, sculpture,
carpentry, and many others). It needs to be
comfortable, be harmonious with the arts, have
rhythmic elements, natural daylighting, and color,
be flexible, and have nature integrated within its
program.
CRITICISMS:
• Lack of emphasis on technology and standardized
testing, and the focus on imaginative play in early
childhoood
1 | Site
THE SITE
THE SITE
THE SITE
04
Site | 32
THE SITE
THE SITE
THE SITE
04
Site | 32
Site | 34
CULTURE AND TRADITION
CULTURE AND TRADITION
35 | Site
MAPAGPAKUMBABA
MAGILIW
Filipinos are known for their hospitality. They are generally known for
treating their visitors warmly, regardless of differences. They put their best
foot forward for every visitor, whether it be for tourists, relatives, friends, or
acquaintances alike. Filipino families are extremely welcoming ---- willing
to share not only a good meal, but their homes as well.
“For Filipinos, it is a pleasure and the country’s honor to accept foreigners
as visitors and build genuine relationships and friendship with them.”
- Kyra Ong
Filipinos are also known for their humility. They put other people
first as a way of empathizing, understanding, and connecting with them.
Generally, Filipinos are religious and are concerned about doing right by
their faith --- they believe in “walking humbly with God.”
A popular Filipino saying is “pantay-pantay ang pagtingin,” which
translates to “treat everyone fairly.” Filipinos are very respectful, even with
regard to small things such as how they greet elders. They normally greet
them with “mano po” ---- a gesture used in Filipino culture performed as a
sign of respect to elders and as a way of accepting a blessing from the
elder.
Site | 36
MapaMAraan
Filipinos are resourceful. They have the ability to make something out of
nothing --- ingenious not just at work but also in life. They are known to be
talented and highly creative, with the ability to cope during difficult situations.
“As a result of this resilience, Filipino employees are equipped with the
adaptability and resourcefulness needed in the workplace. They can easily
improvise when an unexpected situation occurs and create temporary fixes
to ensure things are running smoothly until the matter is resolved.
As much as they are quick on their feet, the Filipino employee’s resourcefulness
and adaptability also lead to more long term and permanent solutions. They
don’t stop at solving problems at hand; rather, they make sure that such
problems never occur again or at least recognize prevention early on.
And when limiting situations arise, this resourcefulness also manifests in
creative and out-of-the-box thinking when developing solutions, making their
work all the more valuable.” - Ron Cullimore
MAPAGPAKUMBABA
MAGILIW
Filipinos are known for their hospitality. They are generally known for
treating their visitors warmly, regardless of differences. They put their best
foot forward for every visitor, whether it be for tourists, relatives, friends, or
acquaintances alike. Filipino families are extremely welcoming ---- willing
to share not only a good meal, but their homes as well.
“For Filipinos, it is a pleasure and the country’s honor to accept foreigners
as visitors and build genuine relationships and friendship with them.”
- Kyra Ong
Filipinos are also known for their humility. They put other people
first as a way of empathizing, understanding, and connecting with them.
Generally, Filipinos are religious and are concerned about doing right by
their faith --- they believe in “walking humbly with God.”
A popular Filipino saying is “pantay-pantay ang pagtingin,” which
translates to “treat everyone fairly.” Filipinos are very respectful, even with
regard to small things such as how they greet elders. They normally greet
them with “mano po” ---- a gesture used in Filipino culture performed as a
sign of respect to elders and as a way of accepting a blessing from the
elder.
Site | 36
MapaMAraan
Filipinos are resourceful. They have the ability to make something out of
nothing --- ingenious not just at work but also in life. They are known to be
talented and highly creative, with the ability to cope during difficult situations.
“As a result of this resilience, Filipino employees are equipped with the
adaptability and resourcefulness needed in the workplace. They can easily
improvise when an unexpected situation occurs and create temporary fixes
to ensure things are running smoothly until the matter is resolved.
As much as they are quick on their feet, the Filipino employee’s resourcefulness
and adaptability also lead to more long term and permanent solutions. They
don’t stop at solving problems at hand; rather, they make sure that such
problems never occur again or at least recognize prevention early on.
And when limiting situations arise, this resourcefulness also manifests in
creative and out-of-the-box thinking when developing solutions, making their
work all the more valuable.” - Ron Cullimore
37 | Site
BAYANIHAN
Bayanihan is a Filipino custom derived from the Filipino word “bayan”,
which means nation, town or community. The term directly translates to
“being in a bayan”, referring to the spirit of communal unity, work
and cooperation of citizens and community memebers to achieve
a particular goal.
The Bayanihan spirit shows Filipinos’ concept and mentality of
willingness to help one another, especially in times of need
without expecting anything in return. Historically, it was seen in the
old tradition of neighbors helping relocating families move their
houses to new locations. As traditional Filipino houses were built
on stilts called “bahay kubo,” a fairly large number of neighbors
would build a bamboo frame to literally carry the house to its new
location. As a return of favor, the owner would prepare a humble
feast for everyone.
Bayanihan is one of the most valued traits of Filipino culture
as it encourages community and unity among the Filipino
people. In modern times, it can mostly be seen in times of
devastation. Typhoons hit the country several times a year, but it
is during these times when Filipinos all over the world light up
the spirit of Bayanihan by doing all they can to help their fellow
countrymen.
Site | 38
BAYANIHAN
Bayanihan is a Filipino custom derived from the Filipino word “bayan”,
which means nation, town or community. The term directly translates to
“being in a bayan”, referring to the spirit of communal unity, work
and cooperation of citizens and community memebers to achieve
a particular goal.
The Bayanihan spirit shows Filipinos’ concept and mentality of
willingness to help one another, especially in times of need
without expecting anything in return. Historically, it was seen in the
old tradition of neighbors helping relocating families move their
houses to new locations. As traditional Filipino houses were built
on stilts called “bahay kubo,” a fairly large number of neighbors
would build a bamboo frame to literally carry the house to its new
location. As a return of favor, the owner would prepare a humble
feast for everyone.
Bayanihan is one of the most valued traits of Filipino culture
as it encourages community and unity among the Filipino
people. In modern times, it can mostly be seen in times of
devastation. Typhoons hit the country several times a year, but it
is during these times when Filipinos all over the world light up
the spirit of Bayanihan by doing all they can to help their fellow
countrymen.
Site | 38
Site | 4039 | Site
RELIGION
9.5%
79.5%
2.4%
2.6%
6.0%
Roman Catholic
Other
Muslim
Iglesia Ni Cristo
Evangical
As a result of the Spanish Catholic reign for more than 300 years, the Philippines is the only country in Asia in which
Christianity is the national religion.
Religion plays a huge part in Filipino culture. Catholic ideas inform Filipino beliefs throughout society such as the
sanctity of life and respect for hierarchy. They influence Filipino culture and traditions in numerous of ways including
family values, language, marriage, interactions with the community, politics, naming of towns and street names, and
events such as the ‘fiesta,’ otherwise knows as community feast.
FILIPINO ETIQUETTE
BASIC ETIQUETTE
VISITING
EATING
GIFT GIVING
• Conservative and modestly dressed in public
• The elderly are at a higher social status and are
treated with respect
• Due to large family sizes, possessions tend to be
communal and shared
• Realxed approach to timekeeping and punctuality
• Never refer to the woman of the house as “hostess,”
which has an alternative meaning that is offensive
• It is common to remove shoes before entering the
household
• Refusing refreshments or food offered by the host
is considered impolite
• Filipinos are reluctant to take the last serving of
any shared food served at a meal
• Nearly all meals are served with rice. If not, it is
considered a snack
• Many Filipinos eat with their hands or with a
spoon and fork
• It is considered rude to lean on one’s arms when
present at the dinner table
• It is not unusual for people to leave food on the
table in case someone else arrives
• When invited to someone’s home, Filipinos will
bring a gift and/or food for the host/hostess
• They open gifts in private, and expect you to do
the same as well
• It is Philippine tradition that travelers bring back
“pasalubong,” which are souvenirs and gifts from
their destination, back home to their loved ones
RELIGION
9.5%
79.5%
2.4%
2.6%
6.0%
Roman Catholic
Other
Muslim
Iglesia Ni Cristo
Evangical
As a result of the Spanish Catholic reign for more than 300 years, the Philippines is the only country in Asia in which
Christianity is the national religion.
Religion plays a huge part in Filipino culture. Catholic ideas inform Filipino beliefs throughout society such as the
sanctity of life and respect for hierarchy. They influence Filipino culture and traditions in numerous of ways including
family values, language, marriage, interactions with the community, politics, naming of towns and street names, and
events such as the ‘fiesta,’ otherwise knows as community feast.
FILIPINO ETIQUETTE
BASIC ETIQUETTE
VISITING
EATING
GIFT GIVING
• Conservative and modestly dressed in public
• The elderly are at a higher social status and are
treated with respect
• Due to large family sizes, possessions tend to be
communal and shared
• Realxed approach to timekeeping and punctuality
• Never refer to the woman of the house as “hostess,”
which has an alternative meaning that is offensive
• It is common to remove shoes before entering the
household
• Refusing refreshments or food offered by the host
is considered impolite
• Filipinos are reluctant to take the last serving of
any shared food served at a meal
• Nearly all meals are served with rice. If not, it is
considered a snack
• Many Filipinos eat with their hands or with a
spoon and fork
• It is considered rude to lean on one’s arms when
present at the dinner table
• It is not unusual for people to leave food on the
table in case someone else arrives
• When invited to someone’s home, Filipinos will
bring a gift and/or food for the host/hostess
• They open gifts in private, and expect you to do
the same as well
• It is Philippine tradition that travelers bring back
“pasalubong,” which are souvenirs and gifts from
their destination, back home to their loved ones
Site | 4241 | Site
FAMILY AND VALUES
FILLIAL
PIETY
HOUSEHOLD
STRUCTURE
GENDER
ROLES
MUSIC AND
DANCE
• A Confucianism concept wherein the
quality of age creates hierarchy in
relationships ---- the elderly are honored
for their wisdom and experience
• Filipinos believe that each family
member has several duties and
responsibilities to uphold
• Common to find up to three generations
living together
• Grandparents pay a large role in raising
their grandchildren
• Many filipino families have family
members spread across the world
working to support their family members
left at home
• Filipinos seeking labor abroad
will often send a ‘balikbayan box’
containing various clothes and gifts for
their families
• Filipinos are often tagged as
patriarchal due to the masuline
standards of men
• Slowly exhibiting a matriarchal society
• The matriarch is often in charge of
the household with the head of the
household being the oldest female,
often the grandmother
• At often times, the income of families
are pooled together and the matriarch
is in charge of the ?nances
• Filipinos already had a rich musical
tradition before westerners set foot on
native land
• Among indigenous Filipinos, one
important function of music is to
celebrate or commemorate important
events in the human life cycle
• Instruments such as flat gongs, bamboo
buzzers, clappers, brass Jew’s harps are
found in the north, and bossed gongs,
ring flutes, and suspended beams are
used in the south
• Almost every Philippine home has a
karaoke machine or a Magic Sing
microphone because Filipinos are
brought up by singing and it is a normal
pasttime of everyday life
FAMILY AND VALUES
FILLIAL
PIETY
HOUSEHOLD
STRUCTURE
GENDER
ROLES
MUSIC AND
DANCE
• A Confucianism concept wherein the
quality of age creates hierarchy in
relationships ---- the elderly are honored
for their wisdom and experience
• Filipinos believe that each family
member has several duties and
responsibilities to uphold
• Common to find up to three generations
living together
• Grandparents pay a large role in raising
their grandchildren
• Many filipino families have family
members spread across the world
working to support their family members
left at home
• Filipinos seeking labor abroad
will often send a ‘balikbayan box’
containing various clothes and gifts for
their families
• Filipinos are often tagged as
patriarchal due to the masuline
standards of men
• Slowly exhibiting a matriarchal society
• The matriarch is often in charge of
the household with the head of the
household being the oldest female,
often the grandmother
• At often times, the income of families
are pooled together and the matriarch
is in charge of the ?nances
• Filipinos already had a rich musical
tradition before westerners set foot on
native land
• Among indigenous Filipinos, one
important function of music is to
celebrate or commemorate important
events in the human life cycle
• Instruments such as flat gongs, bamboo
buzzers, clappers, brass Jew’s harps are
found in the north, and bossed gongs,
ring flutes, and suspended beams are
used in the south
• Almost every Philippine home has a
karaoke machine or a Magic Sing
microphone because Filipinos are
brought up by singing and it is a normal
pasttime of everyday life
61 | Site
EDUCATION
OVERALL TOTAL ENROLLMENT SY 2020 - 2021
REASON FOR NOT ATTENDING SCHOOLSCHOOL COMPLETION
From Boswick: “The Philippines currently has the highest
dropout rates among all of the ASEAN countries,
with a dropout rate of 6.38 percent in elementary students
and 7.82 percent of secondary school students... Today,
there are currently 1.4 million students who are out-of-
school in the Philippines.”
From an architectural standpoint, the Philippine model
of public education can be used to study the gap
between students and their ability to thrive, which can
provide broader insight as to how we might rede?ne
and redesign what it means to create spaces that
encourage learning, experimentation, development,
and play.
PUBLIC SCHOOLS
PRIVATE SCHOOLS
Minimum: 15 pupils / teacher
Maximum 65 pupils / teacher
Average 40 pupils / teacher
Minimum: 15 pupils / teacher
Maximum 40 pupils / teacher
Average 25 pupils / teacher
For the amount of students enrolled
in public schools compared to those
enrolled in private schools, the student-
teacher ratio of public schools is
much higher than that of private
schools. With these bigger class
sizes, instruction is less personalized
and students ofetn tend to be seen as
a number ---- notwithout standing the
number of sections per grade level
there are and the fact that teachers
teach more than one section.
EDUCATION
OVERALL TOTAL ENROLLMENT SY 2020 - 2021
REASON FOR NOT ATTENDING SCHOOLSCHOOL COMPLETION
From Boswick: “The Philippines currently has the highest
dropout rates among all of the ASEAN countries,
with a dropout rate of 6.38 percent in elementary students
and 7.82 percent of secondary school students... Today,
there are currently 1.4 million students who are out-of-
school in the Philippines.”
From an architectural standpoint, the Philippine model
of public education can be used to study the gap
between students and their ability to thrive, which can
provide broader insight as to how we might rede?ne
and redesign what it means to create spaces that
encourage learning, experimentation, development,
and play.
PUBLIC SCHOOLS
PRIVATE SCHOOLS
Minimum: 15 pupils / teacher
Maximum 65 pupils / teacher
Average 40 pupils / teacher
Minimum: 15 pupils / teacher
Maximum 40 pupils / teacher
Average 25 pupils / teacher
For the amount of students enrolled
in public schools compared to those
enrolled in private schools, the student-
teacher ratio of public schools is
much higher than that of private
schools. With these bigger class
sizes, instruction is less personalized
and students ofetn tend to be seen as
a number ---- notwithout standing the
number of sections per grade level
there are and the fact that teachers
teach more than one section.
Site | 6463 | Site
AGE AND DEVELOPMENT
EARLY CHILDHOOD
AGES 0 - 7:
Young children primarily learn through their senses and by imitating others, striving to
be figures worth of imitation. Early childhood educators should nurture each child’s growth
by providing gentle yet sensory rich environments composed of play based activities
that encourage investigation of the natural world. It is during this stage that children
explore social relationships and expand imaginative capacities.
MIDDLE CHILDHOOD
AGES 7 - 14:
During this age, children learn best through lessons that envoke emotion and spark creative
imagination. Middle childhood educators should have the analogous role of an effective
parent: guiding children through formal education but also developing their morals and
establishing their awareness and place in the world.
ADOLESCENCE
AGES 14 - 21:
It is in this age bracket that we develop independent intellect and the ability to examine
the world abstractly. It is when we exercise discernment, judgement, problem solving, and
critical thinking.
DEVELOPMENTAL MILESTONES
KINDERGARTEN - GRADE 3
K
1
2
3
• Vocabulary of 2,000+ words
• Inquisitive, curious, and beginning
to engage in conversation
• Mastering motor skills and
experimenting with it (climbing,
jumping, crawling)
• Consciously making and choosing
friends on their own
• Testing limits and developing an
understanding of rules
• Development of self-regulation
skills
• Can think abstractly and understand
concepts in a more complex way
• Refinement of physical skills,
coordination, and muscle control
• Decentralization: ability to see
things from another person’s point of
view
• More complex emotions and
interactions
• Developing sense of self
• More independence and
responsibility
• Speaking full complex sentences
• Can articulate thoughts and
feelings
• Refined motor skills and
coordination
• Beginning to individuate
• Learning empathy
• Higher degree of self-regulation
• More meaningful social
interactions
• Early independence
• Adult-like speech
• More sophisticated literacy abilities
• Increased attention span
• Mastery of more complex
mathematical concepts
• Development of spatial intelligence
• Stronger and more coordinated
• Development of sense of justice and
identity
• More interaction with opposite sex
• Anxiety: wareness of real-world
dangers
AGE AND DEVELOPMENT
EARLY CHILDHOOD
AGES 0 - 7:
Young children primarily learn through their senses and by imitating others, striving to
be figures worth of imitation. Early childhood educators should nurture each child’s growth
by providing gentle yet sensory rich environments composed of play based activities
that encourage investigation of the natural world. It is during this stage that children
explore social relationships and expand imaginative capacities.
MIDDLE CHILDHOOD
AGES 7 - 14:
During this age, children learn best through lessons that envoke emotion and spark creative
imagination. Middle childhood educators should have the analogous role of an effective
parent: guiding children through formal education but also developing their morals and
establishing their awareness and place in the world.
ADOLESCENCE
AGES 14 - 21:
It is in this age bracket that we develop independent intellect and the ability to examine
the world abstractly. It is when we exercise discernment, judgement, problem solving, and
critical thinking.
DEVELOPMENTAL MILESTONES
KINDERGARTEN - GRADE 3
K
1
2
3
• Vocabulary of 2,000+ words
• Inquisitive, curious, and beginning
to engage in conversation
• Mastering motor skills and
experimenting with it (climbing,
jumping, crawling)
• Consciously making and choosing
friends on their own
• Testing limits and developing an
understanding of rules
• Development of self-regulation
skills
• Can think abstractly and understand
concepts in a more complex way
• Refinement of physical skills,
coordination, and muscle control
• Decentralization: ability to see
things from another person’s point of
view
• More complex emotions and
interactions
• Developing sense of self
• More independence and
responsibility
• Speaking full complex sentences
• Can articulate thoughts and
feelings
• Refined motor skills and
coordination
• Beginning to individuate
• Learning empathy
• Higher degree of self-regulation
• More meaningful social
interactions
• Early independence
• Adult-like speech
• More sophisticated literacy abilities
• Increased attention span
• Mastery of more complex
mathematical concepts
• Development of spatial intelligence
• Stronger and more coordinated
• Development of sense of justice and
identity
• More interaction with opposite sex
• Anxiety: wareness of real-world
dangers
1 | Design Process
DESIGN PROCESS
DESIGN PROCESS
DESIGN PROCESS
05
Design Process | 80
DESIGN PROCESS
DESIGN PROCESS
DESIGN PROCESS
05
Design Process | 80
87 | Design Process
The childlike mind is a curious one: one that needs to
stimulated, challenged, and be given the freedom to explore.
Created to inspire a child’s creativity and merge the concepts of
school and play, the Tumble is both an educational table and
chair, and a piece of play furniture ---- one that can rock back
and forth, be flipped over to climb on, and be crawled under to
hide away from. The Tumble breaks the mold of the definition of
traditional learning, and turns it into “learning by play.”
TUMBLE
TUMBLE
TUMBLE
Design Process | 88
The childlike mind is a curious one: one that needs to
stimulated, challenged, and be given the freedom to explore.
Created to inspire a child’s creativity and merge the concepts of
school and play, the Tumble is both an educational table and
chair, and a piece of play furniture ---- one that can rock back
and forth, be flipped over to climb on, and be crawled under to
hide away from. The Tumble breaks the mold of the definition of
traditional learning, and turns it into “learning by play.”
TUMBLE
TUMBLE
TUMBLE
Design Process | 88
89 | Design Process Design Process | 90
1 | Design Process Design Process | 94
PRECEDENTS
PRECEDENTS
GREEN SCHOOL BALI
By IBUKU
What: Learning Laboratory
Where: Bali, Indonesia
When: 2007
Area: 7542 m!
The Green School provides its students with a
holistic green community “with a strong educational
mandate that seeks to inspire students to be more
curious, more engaged and more passionate
about the environment and the planet.” The campus
is powered by a number of alternative energy
sources, including a bamboo sawdust hot water
and cooking system, a hydro-powered vortex
generator and solar panels. Inspired by John Holt’s
“Three Springs,” where he outlines a holistic frame
where students develop as complete human beings,
the building serves as a manifestation of his ideas
about community, nature, education, and holistic
being.
WEGROW
By Bjarke Ingles Group
What: School for ages 3 to 9
Where: New York, United States
When: 2018
Area: 930 m! / 10,000 ft!
From Archdaily: ”The interactive learning landscape supports
a conscious approach to education, nurturing the growth,
spirit and mind of the 21st century child.”
The learning landscape provides a field of space for children
to explore, move freely throughout the day, and learn about
the environment as well as one another. It encourages
collaboration by emphasizing transparent and communal
spaces, comprising more than half of the school. This school
serves as a precedent because of how the architects customized
all spaces to accodate children and their development. They
do this in a number of creative ways, making sure that there
is still an explicit connection to nature through light, material,
color, and form. In addition, they expose systems to help
young learners understand them.
By IBUKU
What: Learning Laboratory
Where: Bali, Indonesia
When: 2007
Area: 7542 m!
The Green School provides its students with a
holistic green community “with a strong educational
mandate that seeks to inspire students to be more
curious, more engaged and more passionate
about the environment and the planet.” The campus
is powered by a number of alternative energy
sources, including a bamboo sawdust hot water
and cooking system, a hydro-powered vortex
generator and solar panels. Inspired by John Holt’s
“Three Springs,” where he outlines a holistic frame
where students develop as complete human beings,
the building serves as a manifestation of his ideas
about community, nature, education, and holistic
being.
WEGROW
By Bjarke Ingles Group
What: School for ages 3 to 9
Where: New York, United States
When: 2018
Area: 930 m! / 10,000 ft!
From Archdaily: ”The interactive learning landscape supports
a conscious approach to education, nurturing the growth,
spirit and mind of the 21st century child.”
The learning landscape provides a field of space for children
to explore, move freely throughout the day, and learn about
the environment as well as one another. It encourages
collaboration by emphasizing transparent and communal
spaces, comprising more than half of the school. This school
serves as a precedent because of how the architects customized
all spaces to accodate children and their development. They
do this in a number of creative ways, making sure that there
is still an explicit connection to nature through light, material,
color, and form. In addition, they expose systems to help
young learners understand them.
CITY KIDS EDUCATIONAL CENTER
By Barker Associates Architecture Of?ce
What: Kindergarten
Where: Brooklyn, United States
When: 2021
Area: 11000 ft!
I chose this kindergarten as a precedent because of the way
the spaces encourage play, exploration, and connection
between students, and even classrooms. Windows are used
as aperatures that bring light and views to the courtyard and
street, and lockers wrap the courtyard volume in the form of a
city skyline.
At this school, learning takes place at the intersection of inquiry
and play. Its curriculum, “The Creative Curriculum” was designed
to meet children at that intersection. I chose this as a precedent
because I think the architects did a great job at bringing that
concept to life and ensuring that interest, curiosity, and wonder
takes place whilst learning.
MI CASITA PRESCHOOL
BAAO and 4|MATIV
What: Daycare Center/Preschool
Where: Brooklyn, United States
When: 2019
Area: 3500 ft!
“The goal was to create a space that embodied the school’s mission of
being a “home away from home” and celebrated the different cultures
that coexist in Brooklyn.” - Dezeen
I chose this preschool as a precedent because of its use of color as
a strategy to spark curiosity. Although simple and minimalistic, the
architects use color throughout to create a warm and comfortable space
for young learners. “Turquoise on the ceiling and light globes give the
sense of being under a bright blue sky.” Graphic elements, such as the
tilework of the sink , resembles a collection of building which relates to
theconnection between home and the city.
By Barker Associates Architecture Of?ce
What: Kindergarten
Where: Brooklyn, United States
When: 2021
Area: 11000 ft!
I chose this kindergarten as a precedent because of the way
the spaces encourage play, exploration, and connection
between students, and even classrooms. Windows are used
as aperatures that bring light and views to the courtyard and
street, and lockers wrap the courtyard volume in the form of a
city skyline.
At this school, learning takes place at the intersection of inquiry
and play. Its curriculum, “The Creative Curriculum” was designed
to meet children at that intersection. I chose this as a precedent
because I think the architects did a great job at bringing that
concept to life and ensuring that interest, curiosity, and wonder
takes place whilst learning.
MI CASITA PRESCHOOL
BAAO and 4|MATIV
What: Daycare Center/Preschool
Where: Brooklyn, United States
When: 2019
Area: 3500 ft!
“The goal was to create a space that embodied the school’s mission of
being a “home away from home” and celebrated the different cultures
that coexist in Brooklyn.” - Dezeen
I chose this preschool as a precedent because of its use of color as
a strategy to spark curiosity. Although simple and minimalistic, the
architects use color throughout to create a warm and comfortable space
for young learners. “Turquoise on the ceiling and light globes give the
sense of being under a bright blue sky.” Graphic elements, such as the
tilework of the sink , resembles a collection of building which relates to
theconnection between home and the city.
EL TILLER WALDORF-STEINER SCHOOL
By Eduard Balcells, Ignasi Rius and Daniel Tigges
What: Kindergarten/Nursery
Where: Bellaterra, Spain
When: 2018
I chose this kindergarten as a precedent because it serves
as inspiration as to how I might design a learning landscape
based on Waldorf and Steiner eduational models.
“For the first seven years, it is considered essential that the child
is at home, in direct contact with their family and domestic
activities. For this reason, classrooms dedicated to this age
group seek to offer a homey, welcoming, safe, and stimulating
environment. The use of designated corners for certain activities
within larger environments is very common. The classroom,
with its homey atmosphere, becomes a metaphor for the home
and in turn, the school represents the external community.” -
Archdaily
THE MS KINDERGARTEN AND NURSERY
By Hibinosekkei
What: Kindergarten/Nursery
Where: Maebashi, Japan
When: 2021
This project revolves around the idea of connecting to nature and
creating a seamless transition from inside to outside. The nursery makes
use of several elements that reference traditional Japanese houses, which
typically respond to the climate. Making use of natural and tactile tones,
the school creates a comfortable atmosphere that is reminiscent of the
surrounding environement. It ensures that spaces have direct access to
it and that it can be experienced in a variety of ways.
By Eduard Balcells, Ignasi Rius and Daniel Tigges
What: Kindergarten/Nursery
Where: Bellaterra, Spain
When: 2018
I chose this kindergarten as a precedent because it serves
as inspiration as to how I might design a learning landscape
based on Waldorf and Steiner eduational models.
“For the first seven years, it is considered essential that the child
is at home, in direct contact with their family and domestic
activities. For this reason, classrooms dedicated to this age
group seek to offer a homey, welcoming, safe, and stimulating
environment. The use of designated corners for certain activities
within larger environments is very common. The classroom,
with its homey atmosphere, becomes a metaphor for the home
and in turn, the school represents the external community.” -
Archdaily
THE MS KINDERGARTEN AND NURSERY
By Hibinosekkei
What: Kindergarten/Nursery
Where: Maebashi, Japan
When: 2021
This project revolves around the idea of connecting to nature and
creating a seamless transition from inside to outside. The nursery makes
use of several elements that reference traditional Japanese houses, which
typically respond to the climate. Making use of natural and tactile tones,
the school creates a comfortable atmosphere that is reminiscent of the
surrounding environement. It ensures that spaces have direct access to
it and that it can be experienced in a variety of ways.
1 | Design Process Design Process | 2
KITAKAMI CHILDREN HEALTH & SUPPORT
By Unemori teco Associates
What: Inventive Health and Childcare Support
Complex
Where: Kitakami, Japan
When: 2021
Area: 14216 m!
UtA converted the first two floors and facade of the existing
commercial building into a creative and inviting space for
the city’s residents. They included an inventive health and
childcare support center, as well as a public meeting place.
“The high-ceiling plaza consists of an atrium, a café and a
reception desk and serves as an entrance and waiting area
to the surrounding rooms with various functions such as a
facility for medical checkups, an indoor playground, an
exhibition room, a consulting room as well as an office area.”
KINDERGARTEN RIEDLEPARK
By Lanz Schwager Architekten
What: Kindergarten/Educational Center
Where: Friedrichshafen, Germany
When: 2018
A compact two-storey building that blends self-confidently
into the heterogeneous surrounding. “The access areas are
rhythmisized by niches in which the wardrobes and accesses to
the group rooms are located. The transparency and openness
within the storeys create varied contact and communication
spaces for children to interact with each other.” These all
intersect in the central hall inhabited by a wooden corpus.
KITAKAMI CHILDREN HEALTH & SUPPORT
By Unemori teco Associates
What: Inventive Health and Childcare Support
Complex
Where: Kitakami, Japan
When: 2021
Area: 14216 m!
UtA converted the first two floors and facade of the existing
commercial building into a creative and inviting space for
the city’s residents. They included an inventive health and
childcare support center, as well as a public meeting place.
“The high-ceiling plaza consists of an atrium, a café and a
reception desk and serves as an entrance and waiting area
to the surrounding rooms with various functions such as a
facility for medical checkups, an indoor playground, an
exhibition room, a consulting room as well as an office area.”
KINDERGARTEN RIEDLEPARK
By Lanz Schwager Architekten
What: Kindergarten/Educational Center
Where: Friedrichshafen, Germany
When: 2018
A compact two-storey building that blends self-confidently
into the heterogeneous surrounding. “The access areas are
rhythmisized by niches in which the wardrobes and accesses to
the group rooms are located. The transparency and openness
within the storeys create varied contact and communication
spaces for children to interact with each other.” These all
intersect in the central hall inhabited by a wooden corpus.
1 | Design Process Design Process | 112
DESIGN ITERATIONS
DESIGN ITERATIONS
Nature - Welcoming
Pushing public outwards
Tucking private in
Nature - Weaving (through space)
Separation of public and private
PROGRAM ORGANIZATION
1 2
113 | Design Process
Nature - Hugging
Program spilling into green space
Nature - Isolating
Pushing nature into pockets of green space3 4
Design Process | 114
Pushing public outwards
Tucking private in
Nature - Weaving (through space)
Separation of public and private
PROGRAM ORGANIZATION
1 2
113 | Design Process
Nature - Hugging
Program spilling into green space
Nature - Isolating
Pushing nature into pockets of green space3 4
Design Process | 114
129 | Design Process
FACADE ITERATIONS
Design Process | 130
FACADE ITERATIONS
Design Process | 130
1 | Design Process Final Design | 133
FINAL DESIGN
FINAL DESIGN
FINAL DESIGN
06
FINAL DESIGN
FINAL DESIGN
FINAL DESIGN
06
123 | Final Design Final Design | 135
OFFICES & MEETING ROOMS
GREEN/OPEN OUTDOOR SPACE
MULTIPURPOSE ROOMS/SPORTS HALL
Kindergarten and
Specialized Classrooms
1st Grade
2nd Grade
3rd Grade
LEARN
Specialized Classrooms
& Collaboration
LIVE
Admin & Healthcare
LEAD
OFFICES & MEETING ROOMS
GREEN/OPEN OUTDOOR SPACE
MULTIPURPOSE ROOMS/SPORTS HALL
Kindergarten and
Specialized Classrooms
1st Grade
2nd Grade
3rd Grade
LEARN
Specialized Classrooms
& Collaboration
LIVE
Admin & Healthcare
LEAD
ORGANIZATION
To relate to its context, the traditional box-like form of a
traditional school building was divided into smaller
buildings, giving a more campus-like feel. Essentially, the
building is divided into four — blending into its sloped
site and relating to its broader context — with its second
story connecting each building as a canopy providing open
circulation for students. Program was divided based on
use and privacy, and outdoor spaces were designed
based on purpose, access, and degree of play.
0 50 100 200
OFFICES & MEETING ROOMS
GREEN/OPEN OUTDOOR SPACE
MULTIPURPOSE ROOMS/SPORTS HALL
Kindergarten and
Specialized Classrooms
1st Grade
2nd Grade
3rd Grade
LEARN
Specialized Classrooms
& Collaboration
LIVE
Admin & Healthcare
LEAD
OFFICES & MEETING ROOMS
GREEN/OPEN OUTDOOR SPACE
MULTIPURPOSE ROOMS/SPORTS HALL
Kindergarten and
Specialized Classrooms
1st Grade
2nd Grade
3rd Grade
LEARN
Specialized Classrooms
& Collaboration
LIVE
Admin & Healthcare
LEAD
ORGANIZATION
To relate to its context, the traditional box-like form of a
traditional school building was divided into smaller
buildings, giving a more campus-like feel. Essentially, the
building is divided into four — blending into its sloped
site and relating to its broader context — with its second
story connecting each building as a canopy providing open
circulation for students. Program was divided based on
use and privacy, and outdoor spaces were designed
based on purpose, access, and degree of play.
0 50 100 200
137 | Final Design Final Design | 138
PLAY CLIMBING
BRIDGE
CLIMBING GYM
LIBRARY
COURT SPACE
CLASSROOMS
PERFORMANCE SPACES
FLEX CLASSROOMS/COLLABORATIVE AREAS
STUDENT FACILITIES
OFFICES & MEETING ROOMS
GREEN/OPEN OUTDOOR S PACE
MULTIPURPOSE ROOMS
AUDITORIUM
CAFETERIA
MULTIPURPOSE/
FUNCTION HALL
GARDEN
OPEN PLAY AREA INNER CLASSROOM
COURTYARD
LOBBY AND OFFICE
LEVELS 1 & 2 LEVEL 3
PLAY CLIMBING
BRIDGE
CLIMBING GYM
LIBRARY
COURT SPACE
CLASSROOMS
PERFORMANCE SPACES
FLEX CLASSROOMS/COLLABORATIVE AREAS
STUDENT FACILITIES
OFFICES & MEETING ROOMS
GREEN/OPEN OUTDOOR S PACE
MULTIPURPOSE ROOMS
AUDITORIUM
CAFETERIA
MULTIPURPOSE/
FUNCTION HALL
GARDEN
OPEN PLAY AREA INNER CLASSROOM
COURTYARD
LOBBY AND OFFICE
LEVELS 1 & 2 LEVEL 3
0 50 10 0 200
0 4 8 16 32
7
5
°
S
o
u
th
In
M
a
rc
h
Solar Panels
Rain Catchment
Play Climbing
Bridge
Library Faculty & Offices
Open Interior Court
139 | Final Design
A LEARNING LANDSCAPE
The early education center aims to provide children a learning landscape that goes beyond
the classroom — helping them create meaningful connections with the outdoors and each
other, and integrating both the natural and built environment for a holistic and comprehensive
understanding of the world.
Final Design | 140
0 4 8 16 32
7
5
°
S
o
u
th
In
M
a
rc
h
Solar Panels
Rain Catchment
Play Climbing
Bridge
Library Faculty & Offices
Open Interior Court
139 | Final Design
A LEARNING LANDSCAPE
The early education center aims to provide children a learning landscape that goes beyond
the classroom — helping them create meaningful connections with the outdoors and each
other, and integrating both the natural and built environment for a holistic and comprehensive
understanding of the world.
Final Design | 140
141 | Final Design
REIMAGINED “CLASSROOM”
DIRECT
INSTRUCTION
PROJECT BASED
IMMERSION
GROUP &
COLLABORATION
WORKSHOP
INSIDE/OUTSIDE
Every child has their own learning style/s and a classroom
must be able to accomodate each one. By creating an open
layout that provides opportunities for each style, learning happens
all over the classroom in the most efficient and individualized way.
Creating different zones---that sometimes intersect---that children
can choose to learn in helps facilitate varied learning and allows
children to explore and evaluate their strengths and weaknesses.
Using the Reggio Emilia and Waldorf methods of teaching,
the classroom is set up to focus on collaboration, multi-sensory
learning, and co-learning between age groups. It is meant to feel
like a home away from home where kids are able to explore their
skills and interests in different ways with work stations designed
for varied activities.
Final Design | 142
Because of the climate of the Philippines,
ventilation is a priority. By extending the
“classroom” beyond the walls of the building
and providing outdoor learning opportunities
directly connected to the indoors, boundaries
between the inside & outside are blurred
and ventilation can occur. Moveable walls
would allow classroom spaces to interact for
more flexiblity and internal change.
REIMAGINED “CLASSROOM”
DIRECT
INSTRUCTION
PROJECT BASED
IMMERSION
GROUP &
COLLABORATION
WORKSHOP
INSIDE/OUTSIDE
Every child has their own learning style/s and a classroom
must be able to accomodate each one. By creating an open
layout that provides opportunities for each style, learning happens
all over the classroom in the most efficient and individualized way.
Creating different zones---that sometimes intersect---that children
can choose to learn in helps facilitate varied learning and allows
children to explore and evaluate their strengths and weaknesses.
Using the Reggio Emilia and Waldorf methods of teaching,
the classroom is set up to focus on collaboration, multi-sensory
learning, and co-learning between age groups. It is meant to feel
like a home away from home where kids are able to explore their
skills and interests in different ways with work stations designed
for varied activities.
Final Design | 142
Because of the climate of the Philippines,
ventilation is a priority. By extending the
“classroom” beyond the walls of the building
and providing outdoor learning opportunities
directly connected to the indoors, boundaries
between the inside & outside are blurred
and ventilation can occur. Moveable walls
would allow classroom spaces to interact for
more flexiblity and internal change.
Final Design | 144143 | Final Design
FACADE
0ʼ 3ʼ 6ʼ 12 ʼ 24ʼ0ʼ0ʼ 3ʼ3ʼ 6ʼ6ʼ 12 ʼ12 ʼ 24ʼ24ʼ24ʼ24ʼ0ʼ 3ʼ 6ʼ 12 ʼ 24ʼ24ʼ
Dragonscale Solar RoofRainwater Harvesting Basin Outdoor Shaded Classroom
To make the building more breathable and porous, a moveable wall was used
throughout the building. This allows the building to open up and connect directly
to the garden and outdoor classroom, providing a seamless transition from
the inside to the outside. Moveable panels that slide up and down and left and
right were designed as a play element for children as a way to interact with their
surroundings and allow curious minds to flourish.
FACADE
0ʼ 3ʼ 6ʼ 12 ʼ 24ʼ0ʼ0ʼ 3ʼ3ʼ 6ʼ6ʼ 12 ʼ12 ʼ 24ʼ24ʼ24ʼ24ʼ0ʼ 3ʼ 6ʼ 12 ʼ 24ʼ24ʼ
Dragonscale Solar RoofRainwater Harvesting Basin Outdoor Shaded Classroom
To make the building more breathable and porous, a moveable wall was used
throughout the building. This allows the building to open up and connect directly
to the garden and outdoor classroom, providing a seamless transition from
the inside to the outside. Moveable panels that slide up and down and left and
right were designed as a play element for children as a way to interact with their
surroundings and allow curious minds to flourish.
145 | Final Design Final Design | 146
FINAL RENDERS
FINAL RENDERS
Final Design | 148147 | Final Desing
149 | Final Design Final Design | 150
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