Towards a more hospitable learning environment : a design exploration of public, private, and the zones in-between for an elementary school in Boston

Abstract

This thesis is the design exploration of an elementary school in the urban setting of South End, Boston. The intention is to arrive at a socially oriented learning environment by addressing the multiple use of space from the collective, to small group, to individual, both inside and outside the classroom. There should be "capacity" built into these zones to allow for a multitude of activities to take place, thereby fostering social interaction among children and adults. A delicate balance between the public, the private, and the transitions in-between can help accomplish flexible use of space. This balance should occur at the classroom level, the hallway level, and the school level. The thesis focuses on this issue in a design exploration for the elementary school, where children first encounter learning as an institution. The assumption is that a rich experience between the public, private, and the zones in-between, for both the students and the teachers, will result ultimately in a more healthy and joyful environment conducive towards learning.