Linking Architecture and Education : sustainable design for learning environments. / Anne Taylor with Katherine Enggass. txt

Por:

Taylor, Anne P

Colaborador(es):

Enggass, Katherine

Idioma: Español China : New Mexico Press , 2009Descripción: xix, 451 p. col. ill. ; 28 cmTipo de contenido:

text

Tipo de medio:

unmediaded

Tipo de soporte:

volume

ISBN:

9780826334077 (cloth : alk. paper)

Tema(s):

Clasificación CDD:

727 22

Clasificación LoC:

LB3205 T39 2009

Contenidos:

Contents: Foreword by Andrew Pressman xiii -- Preface : The Knowing Eye xv -- A Note on the Book's Structure : The Nonlinear Approach xix -- PART ONE : THE PHILOSOPHICAL FRAMEWORK BEHIND THE KNOWING EYE -- Chapter One : -- The Need for New Thinking 3 -- Designer Perspective : Randall Fielding , Great Schools of the World : The Best of DesignShare 16 -- Chapter Two : The Learning Environment 21 -- Designer Perspective : Gilbert Choy , Preparing Children for the Challenges of Global Citizenship : 3e International Kindergarten 33 -- Chapter Three: Philosophy 101 39 -- Designer Perspective : Roger Lewis , Philosophy in Architecture 52 -- Chapter Four : Philosophy Applied to the Physical Learning Environment 55 -- Designer Perspective: Elliot Washor , The Met : Letting the Outside In and the Inside Out 70 -- Stewardship Forum One : Philosophy and Aesthetics for the Learner Introduction 75 -- Eeva Reeder , Can ' t Learn in Ugly 79 -- Janet Carpio , A Native American Head Start School : Isleta Pueblo , New Mexico 80 -- Richard Fleischman , Innovation in School Design : The Mosaic of Diversified Space 81 -- Kumi Tashiro , School and Learning Space Design in Japan 82 -- Howard Kaplan , The Time Is Now 85 -- Legorreta + Legorreta , Legorreta + Legorreta on Educational Facilities : A Personality of One ' s Own 87 -- 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 91 -- Designer Perspective : Jeffery Lackney , A Case Study in Collaborative School Design : McWillie School , Jackson , Mississippi 111 -- Chapter Six : Habitability of Learning Environments 115 -- Designer Perspective : Wolfgang F . E . Preiser , The Triad of Programming , Post -occupancy Evaluation , and Universal Design : Toward Continuous Quality Improvement ( Including the Seven Principles of Universal Design ) 137 -- Designer Perspective : The Center for Universal Design , The Principles of Universal Design 142 -- Designer Perspective : Baker Morrow and Elizabeth Calhoon , Kids Outdoors in the New Century : Notes on Playground Design 145 -- Stewardship Forum Two : Architectural Programming for the Learner Introduction 151 -- John Petronis , Facility Programming : Focused Decision Making 160 -- Dee Trout , A Learning Model in Practice : Keystone Early Learning Center , Montgomery , Alabama 162 -- Karen Marsh , Designing for Special Needs at the Nye Bilingual Early Childhood Center , Santa Fe , New Mexico 165 -- Gaylaird Christopher , School Design that Lasts : Harold G . Fearn Elementary School 168 -- Amy Yurko , The Middle School at High Desert : Excerpts from a Design Narrative 170 -- Eeva Reeder, Spaces Teachers Need to Be Effective 172 -- Stephen Wheeler , A Pedagogical Framework for Active Learning : Education and Sustainability 174 -- Robert Lurker, Joyce Downing , and Diane Wilson : The Technology Learning Center 176 -- PART THREE : READING THE THREE - DIMENSIONAL TEXTBOOK WITH THE KNOWING EYE -- Chapter Seven : Manifestations for Learning 181 -- Designer Perspective : Ron Jacobs , A Visual Explosion of Manifestations ( Sketches ) 216 -- Designer Perspective : Paul Tatter , The Meaning Is the Use : Characteristics of Environments for Thinking and Learning 220 -- Chapter Eight : Connecting Manifestations to Learning through Curriculum and Post - occupancy Evaluation 225 -- Designer Perspective : Terry Dunbar , The Schoolyard as Lesson Plan 242 -- Stewardship Forum Three : Community and the Learner Introduction : School as Community , Community as School 247 -- Steven Bingler , Common Ground : Schools as Centers of Community 256 -- Atsuko Sakai , Key Exercises during the School Design Process : Bridging Students to Educators to Architects 259 -- Sherry Eagle , Designing Learning Environments : A Community Agenda 261 Gaylaird Christopher , Architecture for Education 264 -- Dale Lang , High School Reform : Opportunities for Improving Academic Outcomes through Small Learning Communities 266 -- Henry Sanoff , Methods of Community Participation 271 -- Jeffery Lackney , Involving Students in the Design of a Neighborhood Center within an Existing Large High School 273 -- PART FOUR : -- SEEING THE FUTURE OF THE LEARNING ENVIRONMENT WITH THE KNOWING EYE -- Chapter Nine : Beyond the Existing Classroom 279 -- Designer Perspective : Bruce Jilk , Contingency and Place Making for Learning 314 -- Designer Perspective : Bruce Jilk , Evolution of a Design for Change 319 -- Chapter Ten : Learning Landscapes 323 -- Designer Perspective : Janet Hawkes , Agriculture in the Classroom 348 -- Stewardship Forum Four : Ecologically Responsive Design and the Global Learner Introduction 355 -- Kuppaswamy Iyengar , Toward a True Ecohistoric Sense of Place 366 -- Sim Van der Ryn , Five Broad Principles of Ecological Design 368 -- Shannon Horst , The School District Farm and Areas of Management Concern 369 -- Robert Becker , Sixteen Building Blocks for High - Performance School Buildings 373 -- Stephen Dent , Daylighting and the Environmentally Responsive School 377 -- René Dierkx , Project Summary : Sierra Leone , Africa 381 -- John Crittenden and Stuart Smith, Making the Most of Site: Remodeling ( and Rethinking ) a Small Rural School 384 -- Thomas Vliet , Laguna Family Center : Pueblo of Laguna , Laguna , New Mexico 386 -- Conclusion 389 -- Afterword 395 -- Acknowledgments 401 -- Appendix A : Design Education Portfolio Rubric : Two - and Three - Dimensional Design Process and Product Evaluation 403 -- Appendix B : Ideas for Future Research 406 -- Appendix C : Sample User ' s Manual from Edward Mazria 409 -- Glossary of Key Terms and Phrases 416 -- References and Resources 420 -- Index 441 --

Existencias
Imagen de cubierta	Tipo de ítem	Biblioteca actual	Biblioteca de origen	Colección	Ubicación en estantería	Signatura topográfica	Materiales especificados	Info Vol	URL	Copia número	Estado	Notas	Fecha de vencimiento	Código de barras	Reserva de ítems	Prioridad de la cola de reserva de ejemplar	Reservas para cursos
	Libro	CARIBET Biblioteca Arquitectura Colección General CARIBET				General LB3205 T39 2009 (Navegar estantería(Abre debajo))					Prestado		07/10/2026	91000000009076

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Descripciones mejoradas de Syndetics:

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.

"Anne Taylor is the most outstanding educator, leading proponent, and practitioner in the three-dimensional textbook field. Her work is the finest resource available for connecting students (young and old) to their learning environments, and visa versa."--Edward E. Kirkbride, NCARB, REFP

"Before Western man divided the universe into discrete subject matter areas, the order in the universe was (and still is) both interdisciplinary and holistic. The branching of trees, spiraling of shells, meandering of streams, and the radial designs of flowers, for example, represent an analogy of mathematics, biology, and art. The current artificial separation of subject matter is in contrast to the way the world is constructed and the way children perceive it. Architecture and the study of the built, natural, and cultural environment synthesize the world of material things and the world of ideas. Further more, it helps us to realize that we are a part of not apart from the environment. This book is a tool and a gift to designers, educators, and students everywhere to assist them in seeing the meaning behind all that we view and use for living on earth. To know our precious relationship to our surroundings is the intent of this book. In this way, life is a work of art and each of us is an artist."--Anne Taylor

Index

Includes bibliographical references (p. 420-440) and index.

Contents:
Foreword by Andrew Pressman xiii --
Preface : The Knowing Eye xv --
A Note on the Book's Structure : The Nonlinear Approach xix --
PART ONE :
THE PHILOSOPHICAL FRAMEWORK BEHIND THE KNOWING EYE --
Chapter One : --
The Need for New Thinking 3 --
Designer Perspective : Randall Fielding , Great Schools of the World : The Best of DesignShare 16 --
Chapter Two :
The Learning Environment 21 --
Designer Perspective : Gilbert Choy , Preparing Children for the Challenges of Global Citizenship : 3e International Kindergarten 33 --
Chapter Three:
Philosophy 101 39 --
Designer Perspective : Roger Lewis , Philosophy in Architecture 52 --
Chapter Four : Philosophy Applied to the Physical Learning Environment 55 --
Designer Perspective: Elliot Washor , The Met : Letting the Outside In and the Inside Out 70 --
Stewardship Forum One : Philosophy and Aesthetics for the Learner Introduction 75 --
Eeva Reeder , Can ' t Learn in Ugly 79 --
Janet Carpio , A Native American Head Start School : Isleta Pueblo , New Mexico 80 --
Richard Fleischman , Innovation in School Design : The Mosaic of Diversified Space 81 --
Kumi Tashiro , School and Learning Space Design in Japan 82 --
Howard Kaplan , The Time Is Now 85 --
Legorreta + Legorreta , Legorreta + Legorreta on Educational Facilities : A Personality of One ' s Own 87 --
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 91 --
Designer Perspective : Jeffery Lackney , A Case Study in Collaborative School Design : McWillie School , Jackson , Mississippi 111 --
Chapter Six :
Habitability of Learning Environments 115 --
Designer Perspective : Wolfgang F . E . Preiser , The Triad of Programming , Post -occupancy Evaluation , and Universal Design : Toward Continuous Quality Improvement ( Including the Seven Principles of Universal Design ) 137 --
Designer Perspective : The Center for Universal Design , The Principles of Universal Design 142 --
Designer Perspective : Baker Morrow and Elizabeth Calhoon , Kids Outdoors in the New Century : Notes on Playground Design 145 --
Stewardship Forum Two : Architectural Programming for the Learner Introduction 151 --
John Petronis , Facility Programming : Focused Decision Making 160 --
Dee Trout , A Learning Model in Practice : Keystone Early Learning Center , Montgomery , Alabama 162 --
Karen Marsh , Designing for Special Needs at the Nye Bilingual Early Childhood Center , Santa Fe , New Mexico 165 --
Gaylaird Christopher , School Design that Lasts : Harold G . Fearn Elementary School 168 --
Amy Yurko , The Middle School at High Desert : Excerpts from a Design Narrative 170 --
Eeva Reeder, Spaces Teachers Need to Be Effective 172 --
Stephen Wheeler , A Pedagogical Framework for Active Learning : Education and Sustainability 174 --
Robert Lurker, Joyce Downing , and Diane Wilson : The Technology Learning Center 176 --
PART THREE :
READING THE THREE - DIMENSIONAL TEXTBOOK WITH THE KNOWING EYE --
Chapter Seven :
Manifestations for Learning 181 --
Designer Perspective : Ron Jacobs , A Visual Explosion of Manifestations ( Sketches ) 216 --
Designer Perspective : Paul Tatter , The Meaning Is the Use : Characteristics of Environments for Thinking and Learning 220 --
Chapter Eight : Connecting Manifestations to Learning through Curriculum and Post - occupancy Evaluation 225 --
Designer Perspective : Terry Dunbar , The Schoolyard as Lesson Plan 242 --
Stewardship Forum Three : Community and the Learner Introduction : School as Community , Community as School 247 --
Steven Bingler , Common Ground : Schools as Centers of Community 256 --
Atsuko Sakai , Key Exercises during the School Design Process : Bridging Students to Educators to Architects 259 --
Sherry Eagle , Designing Learning Environments : A Community Agenda 261
Gaylaird Christopher , Architecture for Education 264 --
Dale Lang , High School Reform : Opportunities for Improving Academic Outcomes through Small Learning Communities 266 --
Henry Sanoff , Methods of Community Participation 271 --
Jeffery Lackney , Involving Students in the Design of a Neighborhood Center within an Existing Large High School 273 --
PART FOUR : --
SEEING THE FUTURE OF THE LEARNING ENVIRONMENT WITH THE KNOWING EYE --
Chapter Nine :
Beyond the Existing Classroom 279 --
Designer Perspective : Bruce Jilk , Contingency and Place Making for Learning 314 --
Designer Perspective : Bruce Jilk , Evolution of a Design for Change 319 --
Chapter Ten : Learning Landscapes 323 --
Designer Perspective : Janet Hawkes , Agriculture in the Classroom 348 --
Stewardship Forum Four : Ecologically Responsive Design and the Global Learner Introduction 355 --
Kuppaswamy Iyengar , Toward a True Ecohistoric Sense of Place 366 --
Sim Van der Ryn , Five Broad Principles of Ecological Design 368 --
Shannon Horst , The School District Farm and Areas of Management Concern 369 --
Robert Becker , Sixteen Building Blocks for High - Performance School Buildings 373 --
Stephen Dent , Daylighting and the Environmentally Responsive School 377 --
René Dierkx , Project Summary : Sierra Leone , Africa 381 --
John Crittenden and Stuart Smith, Making the Most of Site: Remodeling ( and Rethinking ) a Small Rural School 384 --
Thomas Vliet , Laguna Family Center : Pueblo of Laguna , Laguna , New Mexico 386 --
Conclusion 389 --
Afterword 395 --
Acknowledgments 401 --
Appendix A : Design Education Portfolio Rubric : Two - and Three - Dimensional Design Process and Product Evaluation 403 --
Appendix B : Ideas for Future Research 406 --
Appendix C : Sample User ' s Manual from Edward Mazria 409 --
Glossary of Key Terms and Phrases 416 --
References and Resources 420 --
Index 441 --

Reseñas proporcionadas por Syndetics

CHOICE Review

This book aims to provide comprehensive guidance for the planning and design of educational facilities, from basic philosophical assumptions to detailed implementation strategies. It further aims to explain principles of education to architects and principles of architecture to educators so that they will be able to work together in devising "informed" learning environments, or places that have characteristics or "manifestations" that can contribute to the facility's educational mission. The book contains a collage of sensitive, useful, and enlightened information gathered by Taylor (architecture, Univ. of New Mexico) through years of practice as an educational planning consultant. The text is augmented by a rich array of photographs, diagrams, side notes, and matrices. Each of the 10 chapters is followed by a "tools for thought" section containing resource materials and a "designer perspective" section that contains related essays or case studies prepared by others. Each of the book's four sections is followed by a "stewardship forum" that contains additional contributed essays and case studies. Unfortunately, the book's ambitious, well-meaning intentions are compromised by its complex, confusing structure and by its struggle to find, or often invent, a vocabulary that can be understood by a diverse audience. Summing Up: Optional. Professional collections. D. Sachs Kansas State University

Notas de autor provistas por Syndetics

Anne Taylor, Ph.D., Hon. AIA, is the director of the Institute for Environmental Education in the School of Architecture and Planning at the University of New Mexico, Albuquerque. She is also the author of Southwestern Ornamentation and Design and School Zone: Learning Environments for Children, as well as several Architecture and Children curriculum documents.

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