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DOCUMENT RESUME EF 005 566 ED 445 482 Stueck, Lawrence E. AUTHOR The Design of Learning Environments. TITLE 1991-00-00 PUB DATE 325p.; Ph.D. Dissertation, University of Georgia. NOTE Dissertations/Theses - Doctoral Dissertations (041) PUB TYPE MF01/PC13 Plus Postage. EDRS PRICE *Educational Facilities Design; Elementary Education; DESCRIPTORS *Elementary Schools; Public Schools; *Student School Relationship *Learning Environment IDENTIFIERS ABSTRACT This study, using the Eisner's Educational Criticism Model, examines the role school architecture plays in eliciting creative, self-directed, child-centered responses in elementary school students. An evaluation of 11 play environments; 7 learning environments; an integrated third grade curriculum known as the City Classroom is presented; and the evolution of their design, arts criteria, and evaluation of their impact on learners are described. The relationship of the role school architectural design and art has in developing individuals' capacities to deal with change is explored. The evolution of school building and school yard design is followed from the one- room school to a contemporary elementary school to investigate why educational facilities take the form they do. A three-dimensional evaluation matrix, comprising the three axes of environment, curriculum, and human needs is proposed for assessing learning environments. Five principles of design used in this study are discussed: environment; perception; conception; diversity; and scale. A hypothetical elementary school design (the Suburban School) is proposed using the matrix with these five principles. The study concludes that children exhibit increases in both ludic and epistemic behavior when interacting with rich and varied school learning environments. (Contains 55 references.) (GR) Reproductions supplied by EDRS are the best that can be made from the original document. THE DESIGN OF LEARNING ENVIRONMENTS b y LAWRENCE E. S'TUECK B.F.A. Miami University 1974 M.F.A. University of Georgia 1983 A Dissertation Submitted to the Graduate Faculty of the University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA AVAILABLE BEST COPY 1991 PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as 4R/ Lawrence E. Stueck received from the person or organization originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this fa document do not necessarily represent 1 official OERI position cr policy. Xiw THE DESIGN OF LEARNING ENVIRONMENTS by LAWRENCE MIES STUECK Approved: 7/d 07 Date Major Professor Approved: cotottav-L.ttkliik Graduate Dean I qq1 2tejj6 3n, (C) 1991 Lawrence Estes Stueck All Rights Reserved 4 LAWRENCE ES'IES STUECK The Design of Learning Environments (Under the direction of ROBERT CLEMENTS) Over the last twenty years the researcher designed and built twenty-two diverse alternative educational facilities both inside and outside of elementary schools. The study's purpose was to determine how these environments elicited creative, self-directed, child- centered responses. Eisner's Educational Criticism Model was used to observe elementary students using the environments. Predominantly built of wood, some also incorporated cardboard, stone, canvas, steel, sand, plastic, and trees. Built by parents, students, and professional builders, they ranged in cost from $50 to $100,000, and in size from 150 to 25,000 square feet. They included eleven play environments, seven learning environments, and an integrated third grade curriculum know as the City Classroom. The evolution of their design, arts criteria, and evaluation of their impact on the learners is described. The relationship of the role both play and art have in developing individuals' capacities to deal with change is explored. The evolution of school building and school yard design is followed from the one- room school to a contemporary elementary school, in order to investigate why educational facilities take the form they usually do. To facilitate the assessment of learning environments, a three- dimensional evaluation matrix, comprised of the three axes environmental, curriculum, and human needs, is proposed. Five principles of design used by the researcher are discussed: environment, perception, conception, diversity, and scale. Using both the matrix and these five design principles, a hypothetical elementary school design, "the Suburban School," is proposed. Conclusions reached are that, just as Dewey wrote. environments which elicit and reinforce participation by the students and teachers are more educationally dynamic since they generate creative responses, divergent thinking, and a sense of pride. By creating and/or interacting with rich and varied school learning environments, the children exhibited increases in both ludic and epistemic behavior. These twenty-two environments involved all seven ways of knowing addressed by Eisner and were particularly influential in four of the ways: the aesthetic, psychomotor, interpersonal, and intuitive. Educational Criticism, Learning Environments, INDEX WORDS: Outdoor Classrooms, Playgrounds, Play, Art Education, Modes of Learning. Elementary School Design. 6 Acknowledgments The autho& wishes to thank the Clarke County School District for help in funding and development of many of the projects presented in this paper. Specific thanks go to Dolly Davis, the "City Classroom" teacher and Jack Benton who always believed in the work. In that many of the play environments were built and funded by volunteers, their efforts and praise are deeply appreciated. Family and friends can help or hinder any artist or researcher, in this case the support has always been there to fill the need. I would like to thank the members of my committee: Larry Millard who has often during the past twelve years pondered the scope of the context with me, Dr. Andra Johnson for her insights on curriculum design, Dr. Carole Henry for her great appreciation of children's play, Dr. Robert Nix for the love of teaching which he conveyed to me. Mostly, I wish to thank Dr. Robert Clements for his faith in the work and his guidance over the past twelve years. I wish to thank the players and Last, learners of all the environments, particularly those from the four cities who showed that the process cannot be separated from the product in education. iv TABLE OF CONTENTS page Table of Contents List of Illustrations viii Preface 1 Chapter 1 Introduction Overview 3 Definition of Terms 6 Statement of Problem 8 Hypothesis 1 0 Research Design 10 Eisner's Educational Criticism 13 Research as a Collaborative Process 1 8 Chapter 2 Literature Review The Evolution of Educational Facilities in America 1806-1991 20 Educational Literature 4 5 Literature on Play 5 6 8 vi Chapter 3 Play Environments Play Environments 60 1971-1980 Chapter 4 Learning Environments Learner- Directed Educational Environments 1 1 8 Chapter 5 An Educational Criticism of the "City Curriculum" Objective 15 6 Statement of Problem 15 7 Background of the Problem 15 7 Goal of City Curriculum 15 9 Significance of the Study 1 63 Background overview: Four City Curriculum Projects 1980 -1990 165 Chapter 6 Conclusions and Implications for Educational Facilities Design Conclusions 215 Development of the Stueck Evaluation Matrix 221 Principles in the Design of Learning Environments 229 Implications for Design of Educational Facilities 23 3 Bibliography 249 Appendix Selections from Dewey's 1897 Pedagogic Creed 25 6 1 2 Art Education, Earthworks article 262 3 School Art.; Playground article 264 4 City Classroom Release form 2 6 6 i0