Two articles, “The Effects of School Facilities on Student Learning,” and “School Architecture as a Subject of Inquiry,” both by Cynthia L. Uline, shed light and provide important insight on the importance of the classroom as an aesthetic unit, one which is important to learning and student development. School leaders need to pay close attention to Uline’s points.
“School Architecture” looks at the issue from the aesthetic view. Drawing heavily on the theories of John Dewey, the article, as noted in the abstract, serves as “a philosophical foundation.” As Uline points out early in the writing, a General Accounting Office report claimed that one-third of the schools in the U.S. were in need of extensive repairs, while others need to be entirely replaced. Working from that frame, she views the condition of our schools against Dewey’s visual of the “Utopian” school – one which he described in a 1930’s New York Times essay.
Dewey’s utopian school takes many factors into careful consideration, but looks at the school as a thing of beauty, and one which concerns human emotions and sensations. Barnard’s quote rings true here, that “every school should be a temple,” and Uline reinforces the belief, through Dewey’s ideas, that a school which achieves its sense of beauty will benefit both students and adults alike, because the adult will find the building to be a pleasant place to work, resulting in an environment which will also benefit the child learner. As quoted, “when children can “read” a building, they feel independent and self-assured.
Coupled with the findings of Ortiz (1994), the belief is that the work which goes into the building of the school will direct the business of that school long after the construction is completed.
Uline’s hope is that school administrators, many of whom will have to deal with a renovation or renewal of their building, will challenge existing spatial routines and not disregard the significance of place in their planning process.
On the other hand, “Effects of School Facilities on Student Learning” examines the issue from the data collection point of view, serving as a summary of research on this topic. This Uline article aims to answer the question, “How does a new school facility impact a child’s learning?”
The evidence is strong. Mirroring her ideas from Dewey from the other article, Uline takes the concept of aesthetics and lists important factors as they relate to a school building. Some of these include – ability to move within a classroom (citing her daughter’s 480 square foot room against the 900 recommended), sound within the room, beauty, paint color of the room, space for storage, and room lighting (soft preferred over bright).
As physical examples of her aesthetically beautiful school, the author cites Columbine (CO) elementary school as an example of a pleasant, non-crowded and beautiful establishment. At Columbine, open windows allow pine forest scents to emanate through the classrooms while two activity rooms allow teachers to work on team teaching skills and non-traditional educational methods not allowed in a more cramped setting.
Uline theorizes that certain architectural features do affect behavior and that improved behavior enhances the opportunity to learn. She uses data driven evidence to back her theory. In the first case, she notes that in the Washington D.C. public schools, a study showed that the school building’s physical condition had a direct correlation with its students academic achievement. In the second study, two rural Tennessee elementary schools, the oldest and newest in the district, had their test scores compared and found that students in the new school outscored those from the old school.
Other notable points from the article were the description of the Z-shaped classroom as a design that enhances student centered instruction because of: desk area, computer center, science center, reading nook and media wall. Finally, Uline looks at brain-based research and finds that architects recommend that schools possess 12 elements, including, places for group learning, corridors and public places, personalized space for self-expression and places for the community to learn and interact.
“School Architecture” looks at the issue from the aesthetic view. Drawing heavily on the theories of John Dewey, the article, as noted in the abstract, serves as “a philosophical foundation.” As Uline points out early in the writing, a General Accounting Office report claimed that one-third of the schools in the U.S. were in need of extensive repairs, while others need to be entirely replaced. Working from that frame, she views the condition of our schools against Dewey’s visual of the “Utopian” school – one which he described in a 1930’s New York Times essay.Dewey’s utopian school takes many factors into careful consideration, but looks at the school as a thing of beauty, and one which concerns human emotions and sensations. Barnard’s quote rings true here, that “every school should be a temple,” and Uline reinforces the belief, through Dewey’s ideas, that a school which achieves its sense of beauty will benefit both students and adults alike, because the adult will find the building to be a pleasant place to work, resulting in an environment which will also benefit the child learner. As quoted, “when children can “read” a building, they feel independent and self-assured.
Coupled with the findings of Ortiz (1994), the belief is that the work which goes into the building of the school will direct the business of that school long after the construction is completed.
Uline’s hope is that school administrators, many of whom will have to deal with a renovation or renewal of their building, will challenge existing spatial routines and not disregard the significance of place in their planning process.
On the other hand, “Effects of School Facilities on Student Learning” examines the issue from the data collection point of view, serving as a summary of research on this topic. This Uline article aims to answer the question, “How does a new school facility impact a child’s learning?”
The evidence is strong. Mirroring her ideas from Dewey from the other article, Uline takes the concept of aesthetics and lists important factors as they relate to a school building. Some of these include – ability to move within a classroom (citing her daughter’s 480 square foot room against the 900 recommended), sound within the room, beauty, paint color of the room, space for storage, and room lighting (soft preferred over bright).
As physical examples of her aesthetically beautiful school, the author cites Columbine (CO) elementary school as an example of a pleasant, non-crowded and beautiful establishment. At Columbine, open windows allow pine forest scents to emanate through the classrooms while two activity rooms allow teachers to work on team teaching skills and non-traditional educational methods not allowed in a more cramped setting.
Uline theorizes that certain architectural features do affect behavior and that improved behavior enhances the opportunity to learn. She uses data driven evidence to back her theory. In the first case, she notes that in the Washington D.C. public schools, a study showed that the school building’s physical condition had a direct correlation with its students academic achievement. In the second study, two rural Tennessee elementary schools, the oldest and newest in the district, had their test scores compared and found that students in the new school outscored those from the old school.
Other notable points from the article were the description of the Z-shaped classroom as a design that enhances student centered instruction because of: desk area, computer center, science center, reading nook and media wall. Finally, Uline looks at brain-based research and finds that architects recommend that schools possess 12 elements, including, places for group learning, corridors and public places, personalized space for self-expression and places for the community to learn and interact.
