Engaging Holistic Health

Learning Continues

Needs Holistic Health

Accesses The Individual Explores

Achieves

ENGAGING HOLISTIC HEALTH Learns Yielding THROUGH ACTIVE DESIGN IN PUBLIC SPACE

Design Strategy

Mind, Body, Spirit

Alec Hembree and Emily Sholder Thesis Research Studio - Places of Learning Fall 2013 Terrance Goode Amber Bartosh, Robert Petrie

HEALTH, SPACE, LEARNING

ABSTRACT

Everything that an individual knows, thinks, feels, and perceives is ultimately formed by a culmina-

tion of experiences within his or her constructed environment. Beginning with early stages of childhood development, an individual begins to develop schemas through which he or she processes internal conditions and external factors of the surrounding environment. Education through self, family, school, com-

THE CHILD

munity, and social media further contributes to this development as the learner grows and changes over time. However, recent changes in cultural values have altered the way children develop physically, cognitively, and socially (1). Considering these factors as primary influences on the individual’s holistic health provides an opportunity to rethink current strategies that address the decline of health in the United States

WHY SCHOOL?

today. The increasing pace of life and reliance on technological methods has produced a demand for a “band-aid” or “quick-fix” approach to improving holistic health and learning. In other developed countries, proactive and preventative measures, rather than reactive methodologies, form the foundation for improving health and learning conditions (2). Such approaches often utilize the built environment as a means of generating opportunities for self-exploration of health and learning.

In the United States, education typically occurs through curricula in the educational institution, and

PUBLIC SPACE

factors of holistic health, considered separate entities, have few designated spaces. In contrast to this system, we contend that learning is an interwoven subcategory of holistic health, which is the combination of Mind, Body, and Spirit. Rather than housing these factors in separate facilities, we intend to investigate using public space to create opportunities for balanced development of the three factors of holistic health.

We envision utilizing public space to develop an urban network that connects community resources

DESIGN STRATEGY

to a public activity center through a system of sensorial connectivity in order to engage the individual and community in a cycle of learning, public space, design, and holistic health.

We site our investigation in an urban neighborhood in Pittsburgh, Pennsylvania. Due to decline of

gentrification, and below average health status, the local community could benefit from a new ideological approach to health as well as a new design strategy for urban connectivity.

1

BIBLIOGRAPHY

public schools from lack of funding, a growing disconnect between neighborhoods and communities from

BIBLIOGRAPHY

DESIGN STRATEGY PUBLIC SPACE

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING

GLOSSARY

Holistic Health: This approach to health and lifestyle extends beyond the Mind-Body connection of attaining and maintaining wellness. This methodology values overall wellness and “wholeness” and considers all parts of a person’s life (temporal aspects, physical ability, mental health and wellness, emotional wellbeing, spiritual beliefs and values and external influences) as integral to the balance of:

activity, nutrition, genetic composition, and coordination

Mind: The factor of lifestyle health defined by the balance and communication of the ability

to learn, retention of knowledge, and capability for abstract thought

Spirit: The factor of lifestyle health defined by the balance and communication of self esteem,

self empowerment, and self identity in relation to the community

WHY SCHOOL?

Body: The factor of holistic health defined by the balance and communication of physical

THE CHILD

PUBLIC SPACE

Public Space: Any physical areas or elements that community members can freely access Sensorial Connectivity: Design elements in the built environment that stimulate sensory reception through the perception of taste, smell, sound, sight, touch, and proprioception

DESIGN STRATEGY

Resource: Facilities, programs, public spaces, and goods and services that community members can access

Neighborhood: The physical built environment aspects of a section of a town or city 3

BIBLIOGRAPHY

Community: A population and the social aspects that comprise a neighborhood

BIBLIOGRAPHY

DESIGN STRATEGY PUBLIC SPACE

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING The development of a person’s

Built Environment

health begins with learning: about his or her body, about general knowledge, and about ways to learn.

Learning

Learning as a voluntary action occurs

THE CHILD

In

best within the realm of designed

Continues

public space, wherein the individual comes in contact with many envi-

Public Space

outside of his or her control. These Holistic Health

Accesses

tion with design of aspects of public space, engages the individual by

Achieves

presenting opportunities to learn through the exploration of his or her

Explores

With

environmental factors, in conjunc-

PUBLIC SPACE

The Individual

WHY SCHOOL?

ronmental factors both inside and

Needs

self and surroundings. This process Learns

Yielding

of engaged exploration strengthens the Mind, the Body, and the Spirit of

Design Strategy

the learner’s Holistic Health.

DESIGN STRATEGY

Mind, Body, Spirit

Cycle of Learning, Space, Design, and Holistic Health

5

BIBLIOGRAPHY

Strengthens

HEALTH, SPACE, LEARNING

THE INDIVIDUAL CHILD Research on the ways that people

learn shows that genetic musculoskeletal traits, cognitive and behavioral Natural Quality

Fresh Air Daylight Views Noise Plants

Access

Safety Pathways Barriers Distance

Facilities/ Resources

Extracurricular Activities School Programs Play Spaces

Design

Flexibility Scale Sensory Engagement Spatial Navigation Open Space

tendencies, and age all have an THE CHILD

impact on learning. However, age in particular stands out as a highly

Holistic Health

controllable aspect of education.

The age span of elementary school

WHY SCHOOL?

attendance, or between ages 5 and 10 years, is when children are most impressionable and most readily acquire knowledge (3). In terms of health, this age presents the greatest

PUBLIC SPACE

opportunity for children to develop lifelong habits of holistic health.

Teacher Support

Child’s Progress

Parent Involvement Peer Influence

Non-Built Environment

Elementary School Child

Economic Status

Initial Influences

DESIGN STRATEGY

Economic Self Esteem/ Physical Status Motivation Ability

Inborn Age

Influence

BIBLIOGRAPHY

Built Environment

Culture

Therefore, we investigate health learning at the scale of the child.

Knowledge

Body Mind Spirit

6

Influences on Childhood Learning and Health

Gender

Built Environment

Social Experience

Community Resource

Extracurriculars

Unlike typical schooling in the

Western tradition, which focuses on learning through tests and standard curricula, learning through and about holistic health mandates the incorpo-

THE CHILD

Science

Neighborhood

HEALTH, SPACE, LEARNING

LEARNING

ration of spatial, social, and physical

Literature

Home

aspects into the learning environment. Allowing alternative education

Curriculum

Language

ideologies, such as Multiple Intel-

Math

Educational Facility

WHY SCHOOL?

Arts

ligences and Constructivism, to become entwined with school curricula and learning methods provides the

History

potential for children to engage with

Community Resource

their own preferred means of Neighborhood

actively seeking knowledge. (4) (5)

Extracurriculars Learning

Home

DESIGN STRATEGY

Social Experience Curriculum

Physical Construct Type of Learning Connection Body Mind Spirit

Traditional Learning vs. Learning Integrated into Environment

7

BIBLIOGRAPHY

Educational Facility

PUBLIC SPACE

the built environment and to explore

Built Environment

HEALTH, SPACE, LEARNING

DESIGN IN PUBLIC SPACE The scope of an individual’s exis-

Built Environment

tence and experience within any environment is guided and shaped by surrounding conditions. The design

THE CHILD

of any public space reveals present environmental conditions which affect the child’s development. Because the built environment can visually

WHY SCHOOL?

display the other environmental fac-

Political

tors, public space has the potential to motivate change through the people that use the spaces. In this way,

Public Space

positive environmental factors can

PUBLIC SPACE

augment public space, and negative influences become opportunities to

Social

Geographic

DESIGN STRATEGY

improve surrounding conditions. (6)

BIBLIOGRAPHY

Cultural

8

Economic

Built Environment as Indicator of Environmental Factors

HEALTH, SPACE, LEARNING

Theater

Recreation Facilities

ACCESS ZONES

Access to designed features of public

Park/Playground

space is integral to the engagement with and exploration of space, especially for children. However, the evolution of urban space often removes

THE CHILD

Library

the individual from contact with nearby resources and spaces due

Health Food Store

to physical barriers such as roads and psychological deterrents such as

WHY SCHOOL?

School

deteriorating infrastructure (7). The

Museum

potential to overcome environmental Garden Bicycle Lanes

tive, engaging paths, spaces, and neighborhood resources can provide

PUBLIC SPACE

High Traffic Wide, Fast Road

barriers through the design of ac-

greater opportunities for children to actively explore their surroundings.

Home

Fast-food Abandoned Railroad Restaurant Building Tracks

Positive Influences on Access vs. Negative Influences on Access

Physical Access Mental Access Psychological Access Negative Influence/Barrier Positive Influence 9

BIBLIOGRAPHY

Convenience Store

DESIGN STRATEGY

Empty Lots

HEALTH, SPACE, LEARNING

ACTIVE DESIGN

Because the built environment and IMAGEABILITY

access within can significantly affect a child’s perception of and interac-

stair climbing

tion with his or her surroundings, the

ENCLOSURE

THE CHILD

design of active spaces can create opportunities for active exploration. A “common understanding of behavior

transit use

and experience from existing practice

ACTIVE DESIGN ENCOURAGES:

bicycling

WHY SCHOOL?

indicate[s] that [design] measures will likely increase physical activity” (8). While ideas of active design are often linked only to physical activity, design can also provide exploratory

healthy eating

HUMAN SCALE

size, texture, and articulation of physical elements in proportion to human size and speed of movement

TRANSPARENCY

degree to which people can see or perceive objects and activity

COMPLEXITY

visual richness of a place; the complexity depends on variety in the physical environment

walking active recreation

quality of a place that makes it distinct, recognizable; physical elements evoke feeling and lasting impression degree to which public spaces are visually defined by buildings, walls, trees, and other vertical elements

PUBLIC SPACE

learning and social engagement potentials incorporated into activities.

“Active Design Strategies” discusses in detail the role of design practice in augmenting health, learning, and

BIBLIOGRAPHY

DESIGN STRATEGY

space. (8)

Figure 1

10

Designing Active Space in the Built Environment

rry W o uth Mo mm a Su E a L te m 7a om m a St 9am-11 n S ple e

1a

m-

Liv

ri- C

1p

m-

Sm

. In

Figure 2

Body

relationship of an individual’s Mind, Body, and Spirit. As seen by the numerous world health theories and discussed in the works of authors such as Deepak Chopri, Eckhard Tolle, and Lao Tzu, the concepts of Mind, Body, and Spirit have existed in many ideologies in varying ways.

Interpretations of the role of holis-

PUBLIC SPACE

conditions of a person change with culture, environment, and history.

Mind

Reiki Spirit

One ideological system is that of the

tic health in internal and external

Acupuncture

Massage

health have arisen across the world.

WHY SCHOOL?

J To o y Su ngue mm er 3p m F te s 11a ire tin m -1p m e H e a rt

er rt -9 h am

G rie f N ose A utu m n M etal m 3a m-5a

Fi m 7p

Pe

Physical Therapy

h

Lung

r

Chiropractic

ac

5am -7 a m L. In t e s ti n e

pm

rme

J oy ue g To n mer Sum

9pm-11

Tpl. Wa

Mind

In recent years, new approaches to

THE CHILD

An E ger Sp yes r g i n 3a m W er 11p ood m -1a m G al l Bla d der

re 9p m ar d iu m

F e ar E ars W inte r Water 5pm -7p m 3p m-5p m K id n r ey Blad de

HEALTH, SPACE, LEARNING

MIND, BODY, AND SPIRIT

From these interpretations, we define holistic health through the interaction of Mind, Body, and Spirit rather than

Figure 3

DESIGN STRATEGY

through the prevalence of genetic diseases and disorders. (9) Spirit

Body

Cultural Interpretations of Mind, Body, Spirit as Aspects of Holistic Health

11

BIBLIOGRAPHY

Figure 4

HEALTH, SPACE, LEARNING

HOLISTIC HEALTH IDEOLOGIES In the realm of cultural perception of

holistic health, there is a striking con-

Physical Condition

trast between Eastern and Western theories of Mind, Body, and Spirit.

THE CHILD

Current Western ideology arises from the thought that Mind, Body, and

Child’s Health

Spirit exist as separate entities that can be corrected through medicinal,

WHY SCHOOL?

surgical, and therapeutic methods.

The prevalence of hospitals, correc-

Mental Condition

tional schools, prisons, and pharmaceutical medicines all illustrate this

Individual (Child)

“band-aid” approach. Conversely,

PUBLIC SPACE

Eastern philosophies often consider the three factors as resultants of elemental conditions present inside and outside of the physical body (10).

Concepts of acupuncture, tai chi, and

BIBLIOGRAPHY

DESIGN STRATEGY

qi gong are applied to obtain balance

Child’s Health

between elemental conditions and the individual.

12

Eastern vs. Western Health Ideologies

Spiritual Condition

Built Environment

HEALTH, SPACE, LEARNING

RETHINKING HOLISTIC HEALTH Building on the conclusions of previous health theorists and combining the ideologies of Eastern and Western health principles, we develop a

THE CHILD

scheme in which the goal of holistic health is defined as maintaining strength and balance of Mind, Body, and Spirit. In this approach, the

WHY SCHOOL?

development of holistic health is of primary importance, as the growth of holistic health is relative to a person’s Child’s Health

natural physical and mental traits as well as the surrounding environ-

PUBLIC SPACE

ment. Once Mind, Body, and Spirit are developed into a desegregated triad, they support each other to help maintain the individual’s health.

DESIGN STRATEGY

13

BIBLIOGRAPHY

Holistic Health through Mind, Body, and Spirit

HEALTH, SPACE, LEARNING

HOLISTIC HEALTH AT THE CHILD’S SCALE Whereas the resultant characteristics

Built Environment

of a healthy individual is the strength and balance of Mind, Body, and Spirit, the development of the triad is

Body

THE CHILD

quite complex and is governed by in-

Nutrition

ternal and external factors. Through design, utilizing the potentials of positive preexisting conditions, and

WHY SCHOOL?

influences can generate the opportu-

Environmental Curricular Development

nity to enable individuals to achieve greater holistic health in different ways. The attainment of Mind, Body,

PUBLIC SPACE

and Spirit health continues a cycle of engagement between child and

Imagination Mind

Social Environmental Development

Exploration

SelfEmpowerment Social Curricular Development

DESIGN STRATEGY

but through the overlaps that define the child’s health.

14

SelfEsteem

Child’s Health

Abstract Thought

environment. This process develops the child’s holistic health not through

Sensory Awareness

Exploration

mitigating the effects of negative

Mind, Body, and Spirit individually,

BIBLIOGRAPHY

Physical Activity

Exploration

Spirit

Motivation Communication

Development of Mind, Body, and Spirit within Environment

Confidence

HEALTH, SPACE, LEARNING

HOLISTIC HEALTH DEVELOPMENT While Mind, Body, and Spirit are nonhierarchical in the balance of health, the entity of Body has the most impact in the development of health.

THE CHILD

Whereas the effect of cognitive ability on physical growth is limited, studies

BODY

have shown that physically healthy youth tend to achieve better social,

es

than non-active peers (11). While

Stim

es

Supports

ulat

ulat

Stim

Supports

WHY SCHOOL?

educational, and self-identity results the development of Body can directly enable an easier and more comprehensive development of Mind and

PUBLIC SPACE

Spirit, the cycle of Mind and Spirit

Influences

together is important to creating a stable platform on which to develop

SPIRIT

MIND

the physical Body.

DESIGN STRATEGY

Influences

15

BIBLIOGRAPHY

Development of Holistic Health as a Hierarchical Strategy

BIBLIOGRAPHY

DESIGN STRATEGY PUBLIC SPACE

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING

THE CHILD

The internal and external factors that Barriers

Food Quality

School Classroom

and learning play an important role Plants

cal processes and have the tendency to be compounded through aging.

Habits of poor health developed at a young age are often carried into

Views

later years, leading to more serious conditions and diseases. However, many health problems such as

Spirit

PUBLIC SPACE

Mind

cial, behavioral, cognitive, and physi-

WHY SCHOOL?

Noise

Body

School Activities

THE CHILD

children typically affect the child’s soAir Quality

Reaction Processing

in both short and long term health.

Health problems developed in young

Play Spaces

Perceiving Sensing

Open Space

affect a child’s development of health

Fresh Air

obesity and habits such as sedentary

After-School Activities

Sports

activities are preventable at the scale of the child. How the child contends with internal health factors, external

DESIGN STRATEGY

Teacher

environmental factors, and issues of self identity play a key role in holistic health development. Prevention,

Community Activities

Peers Cultural Display

Influences on the Child and Health Reactions

Safety

Sensory Elements

Parents

can help children form healthy, active lifestyles. (12)

17

BIBLIOGRAPHY

Access Distance

physical maintenance, and education

HEALTH, SPACE, LEARNING

CHILD HEALTH AND WELL-BEING ACROSS OECD The quality and conditions of envi-

ronmental factors surrounding a child

Material Well-Being

not only affect his or her health but also provide insight into the general

Educational Well-being

THE CHILD

health of a population. In a compara-

Risk Behaviors

Quality of School Life

being, six categories for were used

Health and Safety

WHY SCHOOL?

to analyze the topic: material wellbeing, housing and environment, educational well-being, health and safety, risk behaviors, and quality of school life (13). As a study of gen-

PUBLIC SPACE

eral populations, the United States ranked poorly compared to twenty

36

nine other developed countries:

30

Material well-being: 23rd Housing and environment: 12th Educational well-being: 25th Health and safety: 24th Risk behaviors: 15th Quality of school life: 14th

DESIGN STRATEGY BIBLIOGRAPHY

Child Well-Being

tive study done among developed countries regarding childhood well-

Housing and Environment

DENMARK:

Material well-being: 2nd Housing and environment: 6th Educational well-being: 7th Health and safety: 4th Risk behaviors: 21st Quality of school life: 8th

18

24

9 4 2 3 Denmark

Italy

13

10 6

9

France

12

17

15

Germany

22

10

21

24

23

14

13

OECD Average

26

25

31

11

Canada

Australia

United Kingdom

Mexico United States of America Figure 5

Factors that Influence Childhood Well-being - Average OECD

HEALTH, SPACE, LEARNING

‘DRAGEN’ CHILDREN’S HOUSE Environmental factors related to the

The two levels are linked by staircases and ramps which physical environment are important are designed to stimulate in addressing childhood needs and and challenge the children’s well-being. In the Dragen House, sensory and motor skills.

explore, climb, and play influence the conditions of health and safety at a small scale. The active stimulation created by the space yields a higher quality of school life and educational well-being. The goal was to provide a space for kids to enjoy attractive and physically challenging surroundings to support learning and growth. (14)

Visual Cues/Signification Spatial Implication Program Specific Surface Material 19

BIBLIOGRAPHY

C. F. Møller Architects | Odense, Denmark | 2009

of regulated spaces to run around,

DESIGN STRATEGY

Figure 6

able techniques, and the design

PUBLIC SPACE

The total area of 414 m2 for play space for the 88 children far exceeds the minimum standards of 268 m2. This reduces the risk of spreading illness and generally opens up more space for activities.

through design by using sustain-

WHY SCHOOL?

The integrated kindergarten sets new standards, as a sustainablity and pedagogy are considered in the design. The construction is a certified passive house, using minimum energy.

THE CHILD

Passive construction uses healthy materials sustainable techniques. The building is constructed from pre-fabricated wooden insulated wall segments, and generous glazed facades provide daylighting and passive solar heating.

physical conditions are addressed

HEALTH, SPACE, LEARNING

OBESITY AS AN INDICATOR POOR INStates THE USA ChildhoodOF Obesity Rates,HEALTH 2011, United What many have termed an “epidemic of obesity� in the United States today is a significant problem because it leads to many short and long term

THE CHILD

health complications and negatively affects the growth of Mind and Spirit.

While weight is just one indicator of poor health, the condition is most of-

WHY SCHOOL?

ten influenced by many environmental and social issues. Today obesity

Figure 7

and its associated health conditions are a leading cause of death, and many issues that stem from weight

Childhood Obesity Rates in the United States, 2011

PUBLIC SPACE

can be addressed though preventative measures in childhood (15). The introduction to healthy habits through education, access to quality nutrition at the home and school, and active

BIBLIOGRAPHY

DESIGN STRATEGY

design in the community can help to educate and mitigate current problems of childhood health.

35.1% - 40% 30.1% - 35% 25.1% - 30% 20% - 25% 20

Increase No Change Decrease Not Included

Decreases and Increases in Obesity Prevalence from 2008 Figure 8to 2011 Among Low-Income Preschool-Aged Children - Pediatric Nutrition Surveillance Changes in Obesity Prevalence Among Low-Income Preschool Children

The garden is a learning space and tool for children to understand plant growth, soil conditions, local food, and nutrition.

HEALTH, SPACE, LEARNING

LEARNING GARDENS AND FITNESS PARKS Berkeley Unified School District’s Network for a Healthy California Garden and Cooking Program seeks to educate all students on the im-

THE CHILD

portance of eating fresh fruits and vegetables and being physically

Children tend to the garden activity every day. Through handsas part of the school curriculum. on gardening and cooking-based

nutrition education classes, students

WHY SCHOOL?

The food grown in the gardens is often prepared learn about where their food comes and cooked by the children from and how to prepare healthy for their lunch.

meals (16).

Fitness parks throughout the country

PUBLIC SPACE

By participating in cooking in parks and on trails, though mainly classes, students learn healthy recipes that they intended for adult use, often help may hopefully will bring back home for family meals. develop community-wide interest in

healthy lifestyles (17).

Integrating the same ideas from these program-based initiatives into

DESIGN STRATEGY

Outdoor fitness equipment is often found on sides of walking trails or in designated areas of parks and is marked by bright colors, encouraging user engagement.

the surrounding context of public space with a design solution, could work more effectively to perform as

Figure 9

Berkeley School District, CA & Multiple Locations

21

BIBLIOGRAPHY

educational preventative measures

For safety reasons, fitness parks are typically just for against current physical health probadult use. lems.

HEALTH, SPACE, LEARNING

INTERNAL WELL-BEING OF BODY | MIND | SPIRIT The aspects of holistic health, Mind, Body, and Spirit, combine to help form the child’s identity. Internal factors, including social interac-

THE CHILD

tions at home, at school, and in the community, socioeconomic issues which often influence family lifestyle and opportunity, and conditions of

WHY SCHOOL?

the built environment that surround the child daily impact how the child develops and understands the qualities and conditions of his or her own life. For example, overweight children

PUBLIC SPACE

who suffer from their peers’ teasing or bullying, often develop a negative self image, loss of self-esteem, or increased risk of depression as a result. Besides weight, other environ-

BIBLIOGRAPHY

DESIGN STRATEGY

mental factors such as family, school,

Childhood Spirit Health Factors Risk Factors difficult temperament low self-esteem negative thinking style

Positive Factors

Child Behavior

easy temperament good social and emotional skills optimistic coping style

family disharmony, instability or breakup harsh or inconsistent discipline style parents with mental illness or substance abuse

Family Influence

family harmony and stability supportive parenting strong family values

peer rejection school failure poor connection to school

School Influence

positive school climate that enhances belonging and connectedness

difficult school transition death of family member emotional trauma discrimination isolation socioeconomic disadvantage lack of access to support services

Life Events Social Skills and Interaction

involvement with caring adult support available at critical times participation in community networks access to support services economic security strong cultural identity and pride

and social influences can also impact the development of positive or nega-

Figure 10

tive self image. Because Mind, Body, and Spirit are interwoven, loss of positive identity can affect all three, leading to poorer holistic health. (18) 22

Risk and Positive Factors that Influence Self-Esteem and Identity in the Child

HEALTH, SPACE, LEARNING

HEALTH AND IDENTITY Individual identity can be agglomerated at different scales to reveal the identity of a community, a city, or even a nation. Cities and coun-

THE CHILD

tries are often defined by the overall health of their populations and, more importantly, the infrastructure that supports this health. For instance,

WHY SCHOOL?

Denmark is nationally known for its prevalence of bicycle transportation routes and bicycle-friendly infrastructure. Spain is known for its networks of pedestrian paths, and the United

PUBLIC SPACE

States is known for roads and fastfood restaurants. The correlation between the overall health of population and prevalence of active infrastructure becomes apparent at the

Environment and People as Indicators of Health Identity of Communities

Figure14

23

BIBLIOGRAPHY

Figures 11, 12, 13

DESIGN STRATEGY

scale of the individual.

HEALTH, SPACE, LEARNING

CHILD HOLISTIC HEALTH CONCLUSION In the development of an individual’s holistic health through Mind, Body, and Spirit is based on how the child understands external environmental

THE CHILD

factors, internal physical health, and

Exposure to health education through environmental factors impacts the body

internal self-identity. Specifically, external conditions that relate to the

BODY

child’s knowledge of holistic health

PUBLIC SPACE

es ulat

factors of high importance to the

Influences

child scale, but contending with these issues provides the greatest potential

DESIGN STRATEGY

ence childhood health and learning.

SPIRIT

MIND

Influences

24

Supports

the child’s scale. Not only are these

tes

health development and learning at

Body image causes self-esteem to change

ula

are most relative to the role of holistic

Stim

positive self-image and self identity

Childhood weight influences learning capabilities Supports

health, and ability to generate a

Stim

WHY SCHOOL?

values, ability to regulate physical

for design in public space to influ-

BIBLIOGRAPHY

Individual identity is formed during childhood though interactions with people, culture, and built environment.

An analysis of projects and concepts that propose means of influencing the dynamic between the child and surrounding environmental context can reveal the effectiveness of

THE CHILD

The environmental factors, including the built conditions of design can influence how active and engaged the child can be impacts holistic well-being.

HEALTH, SPACE, LEARNING

HOLISTIC HEALTH RELATED

design in public space. The Dragen Children’s House utilizes overall design to encourage physical activity and development of Body, a

WHY SCHOOL?

technique effective in increasing the energy and activity of a space and its users (19). Neighborhood-based gardens and exercise pathways represent means of encouraging the use

PUBLIC SPACE

Calories is vs Calories out exercise and nutrition are equally important to maintaining good body health.

Education and exposure to opportunity for participation with exercise and nutrition need to come from the neighborhood resources.

of Mind for exploration of physical health knowledge (20). Communitywide, health-based infrastructure can reveal the overall self-image and identity of a place’s population,

DESIGN STRATEGY

potentially effecting the growth of Mind in children who belong to such a place.

Figures 15, 16, 17

25

BIBLIOGRAPHY

A child’s surrounding environment, playes a role in the formation of a child’s identity. As body image changes due to availability of resources, peer influences, and social and cultural standards, self esteem in altered by the comparison of self to others

BIBLIOGRAPHY

DESIGN STRATEGY PUBLIC SPACE

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING

WHY SCHOOL?

The schoolhouse in the past has

been considered a central point, visually and functionally, in many small communities for centuries. Even Interacts

THE CHILD

today, when large school networks service whole cities, the school is a primary aspect in children’s lives

Learns

for most of the year. At a typical

Design of School

WHY SCHOOL?

Education

public elementary school, the child

Design of Curriculum

learns, has social time with his or her peers, consumes meals, and is allowed some form of physical

Health and Wellness

activity. Because so many factors of the architecture of the school that

Architecture Design of Adjacent Surroundings

PUBLIC SPACE

childhood development occur here,

Plays

enables function and program can also provide exploratory and active learning opportunities for the child.

27

BIBLIOGRAPHY

Role of Design in Education and Childhood Influences

DESIGN STRATEGY

Nourishes

HEALTH, SPACE, LEARNING

THE CHILD’S DAY Most elementary school aged chil-

Midnight

Midnight

Noon

Noon

dren spend, on average, over half of their waking hours at an educational facility or school (21). This sce-

THE CHILD

nario provides an opportunity for the design of the school and its immediate surroundings to affect the ways a child learns, perceives his or her

WHY SCHOOL?

surroundings, and engages the Mind, Body, and Spirit. Design specifically impact the means and spaces of

cludes engagement and association with knowledge, physical elements, and social situations both inside and

BIBLIOGRAPHY

DESIGN STRATEGY

outside the schoolhouse.

Engagement of Body Engagement of Mind (School) Engagement of Spirit (Social) Free Time 28

How Time is Spent - Current

<6% 6-20% 21-49% 50%>

Co

mm

<35% 35-49% 50-74% 75%> Rural Town Urban Fringe Urban

Schools that do not Provide Recess

un

Associated

ity

Ce

nte

r Facility

hool

comes highly important, as it in-

How Time is Spent - Past

rch Chu

PUBLIC SPACE

and between learning spaces be-

At Sc

environment. Movement to, through,

Other

the childâ&#x20AC;&#x2122;s interaction with his or her

Figure 18

Where Children get Physical Activity

Figure 19

Located in one of Berlin’s poorest

neighborhoods, the Carl Bolle School emerged from workshops between students and designers in order to turn an inaccessible hallway into a

THE CHILD

Children learn about the color spectrum, light conductors, and complimentary colors and develop “light codes” by moving the plastic panels to reflect and chance the light patterns.

HEALTH, SPACE, LEARNING

CARL - BOLLE ELEMENTARY SCHOOL

multifunctional exploratory space.

WHY SCHOOL?

Children play in and climb The storyboard that emerged was on the Spy Wall while that of “The Spy in the Shimmering observing others through the multifunctional openings Cloak.” As children move through of the structure.

and explore the linear space, they

Mirrors and forms to climb on are positioned through the hallway for exploration and observing others.

come across materials and installations which stimulate different senses. The driving concept was

PUBLIC SPACE

to incorporate this hallway into the

Panels enclose the red school’s science and physical move“sensitive listening area,” where children interact and ment curriculum, as the children use move the panels to hear this playful environment for learning different sounds.

about scientific observation during

DESIGN STRATEGY

in combining curriculum with physical movement and space to increase the level of engagement of learners and the overall health of students. (22)

Figure 20, 21

Die Baupiloten | Berlin, Germany | 2008

29

BIBLIOGRAPHY

As children move along the hallway, the bright colors, abstract forms, and inviting elements provide activities that support the science curriculum while allowing the students to be active learners.

class time. This project is successful

HEALTH, SPACE, LEARNING

ACTIVE VS. SEDENTARY LIVING Both at school and at home, the

Midnight

amount of time that children have

13

been spending on sedentary activities has increased in recent years.

THE CHILD

In addition, average recess time and quality of physical education classes have also decreased as schools

11

12 11

1 2 3

WHY SCHOOL?

Research shows that even twenty

ceive higher grades than non-active

PUBLIC SPACE

peers (23). While these issues are often dealt with through curricular structure, design of active learning spaces and safe routes to school can encourage different ways to actively

BIBLIOGRAPHY

DESIGN STRATEGY

engage in learning and health.

30

10

10

9

4

can significantly reduce BMI values and active children generally re-

Midnight

12

14 13

struggle to meet budget allowances. minutes of recess during the day

14

1 2 3

8 7

8 7

6 5

65

Active Daily Schedule Morning Free Time Healthy Breakfast Walk to School Active Class Activities Garden Prepared Lunch Recess Active Class Activities After school Activity Program Walk Home or Meet Parents Outside Play Time Family Meal Homework Play Outside Bedtime when Naturally Tired

Active and Sedentary Daily Schedules

4

Sedentary Daily Schedule 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Low Morning Energy Quick Fix Breakfast Drive/Bus to School Non-Interactive Classes Cafeteria Lunch Short Recess Non-Interactive Classes After school Activity Program Drive/Bus home TV/Video Game Time Periodic Snacking as Dinner Homework TV/Video Game Time Late Bedtime from Excess Energy

HEALTH, SPACE, LEARNING

DESTINY LOFTS

Developed as a unique means im-

posing the need for physically active Colorful and amorphous exterior conveys energy engagement with living spaces, the and draws unique interest.

Destiny Lofts in Tokyo, Japan invites users to live and operate within

THE CHILD

Exterior form engages physically challenging space. The thinking about interior space and relationship project eliminates rectilinear spaces between visual appearance to encourage explorative use of and intended use.

Uneven floor surface engages the mind and body to coordinate motion and balance.

spaces encourage tenants to utilize odd shaped forms for sleeping, eating, sitting, or even climbing.

This project displays the potential to reconsider how materials and forms

PUBLIC SPACE

Interior colors and forms generate imaginative possibilities.

WHY SCHOOL?

freeform spaces. Un-programmed

can create unique exploratory opportunities. Unregulated spaces that enable imaginative use can provide activity for children of all ages. (24)

DESIGN STRATEGY

Interior spaces and shapes allow varied use while allowing users to actively explore opportunities.

Figure 22

Arakawa + Madeline Gins | Tokyo, Japan | 2005

31

BIBLIOGRAPHY

Light, open space and references to nature lends a â&#x20AC;&#x153;primitiveâ&#x20AC;? atmosphere.

HEALTH, SPACE, LEARNING

NUTRITION AND MEALS Elementary school children will

typically eat at least one meal during the day at the school or educational facility. Many of these children are

THE CHILD

part of a free or reduced lunch plan, and too often cafeteria lunches do not provide the nutrients or quality of food that children need in order to

WHY SCHOOL?

remain focused on school work or to properly develop their musculoskele-

Figure 23

tal systems. Paired with the potential limitation of access to healthy food from home as well as school, chil-

Percentage of 4th-Graders Eligible for Free or Reduced-Price Lunch

PUBLIC SPACE

dren often do not receive the proper quality and quantity of food nutrients.

(25) In addition, the abundance and easy access to fast food meals and cheap, processed, or frozen snacks

BIBLIOGRAPHY

DESIGN STRATEGY

with low nutrient density negatively affects the access children and low income families have to healthy food

>10% 5.1-10% 2.5-5% <2.5% No Data

and nutrition education.

Figure 24

32

No Car or Supermarket within a Mile

Figure 25

Lbs of Packaged Sweets, per Capita

HEALTH, SPACE, LEARNING

BUCKINGHAM ELEMENTARY SCHOOL The Buckingham Elementary School Spaces specifically for learning about food growth takes initiative through both design and preparation help and architecture to influence the education about nutrition.

physical health of its students. Many public schools in the United States

THE CHILD

Outdoor play spaces include opportunities for self and taught education about plants and the environment.

have implemented action to improve the quality and nutritional value of the foods they serve for lunch, but

WHY SCHOOL?

unlike such schools, the Buckingham

School has spaces designed specifiWindows and outdoor spaces allow in sunlight cally for education about how food is and fresh air as part of the grown and prepared in healthy ways. childâ&#x20AC;&#x2122;s experiences.

The students also have a participa-

tory role, as some of the food grown

PUBLIC SPACE

Fresh food from local sources as well as food grown by students and faculty becomes much of the school lunch food.

and prepared at the school is provided as food for lunch. The design of open and vibrant spaces in addition to the focus on healthy nutrition is

DESIGN STRATEGY

Colorful interior and intended to improve the energy and exterior elements create a activity levels of children. (26) vibrant, energetic atmosphere.

Figure 26

VMDO Architects | Dillwyn, VA | 2012

33

BIBLIOGRAPHY

Fun, open interiors create good space to interact during lunchtime and free time.

HEALTH, SPACE, LEARNING

TYPES OF LEARNING Typical education systems that pro-

mote standardized learning methods, tests, and curricula often restrict the childâ&#x20AC;&#x2122;s freedom to explore ways of

THE CHILD

obtaining and expressing knowledge.

However, the design of the educational space can influence the means of teaching, testing, and thinking.

WHY SCHOOL?

The ability of the child to be able to explore knowledge and learning in different ways can be utilized both

Environmental

Social

inside and outside the schoolhouse.

Alternative education models, such

PUBLIC SPACE

as Montessori and Steiner Schools,

Methods of Learning

have explored means of using curricular structure to influence the designed space, but design itself can also impact curricular structure as

BIBLIOGRAPHY

DESIGN STRATEGY

well. (27) Individual

34

Overlap between Types of Learning

HEALTH, SPACE, LEARNING

VITTRA SCHOOL TELEFONPLAN Designed elements within Following the Vittra educational plan, a larger space create areas which includes such objectives as for individual focus or small providing laptops to students and group work sessions.

mixing grade levels, this school pro-

vides many opportunities to learn and

THE CHILD

Heavy emphasis on use of to explore knowledge. The building computer technology makes learning less follows a “white box” approach and dependent on spatial contains elements that enable learnarrangements.

WHY SCHOOL?

ing and teaching in different ways.

Movable tables and seats Because technology plays such a and variable arrangements large role in the school, spaces are create the opportunity for designed for easier use of computguided group learning.

ers and therefore have few spatial

PUBLIC SPACE

Colors are used to indicate restrictions. However, hands-on, presence of structure in facilitated, self-taught, collaborative, learning, areas for play, and play-enabled learning are all and spaces for work.

encouraged at different levels. In adexploration of topics depending on

DESIGN STRATEGY

Fun, open interiors create good space to interact during free time.

dition, grade-level mixing encourages the cognitive level of each individual child. (28)

Figure 27

Rosa Bosch | Stockholm, Sweden | 2011

35

BIBLIOGRAPHY

Large “installation” elements create space for more traditional facilitated learning methods.

HEALTH, SPACE, LEARNING

HOLISTIC HEALTH CONCLUSION The school is a primary influence

in the child’s development because most of the child’s day and most of the child’s initial influences stem

THE CHILD

from the learning environment. The school schedule, including beforeschool and after-school activities,

PUBLIC SPACE

most of these factors are related

Supports

through the Mind (29). Even though

Access to healthy food is determined by the school and home resources

es

tes

ment of the child’s holistic health

ula

design all contribute to the develop-

ulat

of learning enhanced by the school

Stim

cial peer interactions, and the types

Stim

WHY SCHOOL?

the school day, the school lunch, so-

BODY

A sedentary vs. active lifestyle during the school day influences the health of the body Supports

active and sedentary times during

Influences

to or based in the school context, design of spaces in any space can fulfill educational goals and provide learning opportunities.

DESIGN STRATEGY BIBLIOGRAPHY

Children spend the majority of their day within the school confines therefore the school day schedule should include more physical activity

SPIRIT

MIND

Influences When a child succeeds in school they build their confidence and motivation to keep being successful 36

HEALTH, SPACE, LEARNING

HOLISTIC HEALTH RELATED Because the school is a physical

Creative design features can encourage users to be more structure, the design for places of active during the day. learning is of high importance in the

cycle of holistic health. As in the THE CHILD

Destiny Lofts, the design of surfaces and elements within a space can not only complement a set curriculum but also influence the structure of a curriculum (30). The Buckingham

WHY SCHOOL?

School contends specifically with incorporating knowledge of healthy nutritional habits into the childâ&#x20AC;&#x2122;s daily schedule (31). The design implications of this move provide insight for

PUBLIC SPACE

Schools can offer food production, nutrition, and preparation as part of the curriculum while feeding students. This is a successful learning tool and positively impacts the child's mind and body.

designing curricular enhancement.

The Vittra School also deals with curricular structure, signifying ways to cal use within the school realm (32).

Investigating ideas of school-related design to impact curricular structure benefits the cycle of health and learning and creates potentials to utilize design techniques to influence greater health.

37

BIBLIOGRAPHY

Figures 28, 29, 30

deal with contemporary technologiDESIGN STRATEGY

Learning can be enhanced by the school design when the design can include options for the child to explore how they learn best.

Interacting with a space where the child can feel motivated to learn, will build their confidence.

BIBLIOGRAPHY

DESIGN STRATEGY PUBLIC SPACE

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING

PUBLIC SPACE

Public spaces are the areas that

make up neighborhoods, streets, outdoor areas, and buildings for publicly funded programs. Commu-

THE CHILD

nity resources may take many forms: nonprofit organizations, businesses, schools, medical centers, foundations, scholarships, or any number of

WHY SCHOOL?

other publicly accessible programs.

Community members go to public spaces to participate in physical, cultural, social, and educational activity (33). Public space is typically

PUBLIC SPACE

recognizable as programmed, unprogrammed, or flexible space, but in order for public space and programs to be used, they must be accessible to all community members. The built Poor an Health important Good Health

DESIGN STRATEGY

environment and infrastructure play Lowin Quality role this accessibil-

Quality ity, as paths of High access must be safe,

in good condition, and engaging to Low Quality High Quality Poor Access Good Access

Effects of Health on Access and Quality of Resources

39

BIBLIOGRAPHY

users.

HEALTH, SPACE, LEARNING

OECD SPENDING ON HEALTH CARE ANDCare SOCIAL SERVICES Spending On Health The United States today spends

more than twice as much capital on health care as other developed countries do, yet our populationâ&#x20AC;&#x2122;s health

THE CHILD

status is considerably lower. This inconsistency reveals that more care is provided than necessary, creating inefficiency in the health care

WHY SCHOOL?

system (34). In other countries, twice as much capital is spent on providing social services to citizens than on health care and more emphasis is placed on providing to people the

OECD Spending on Health Care

Figure 31

PUBLIC SPACE

things they need to live healthy lives.

Such measures attempt to decrease health issues through proactive, rather than reactive measures. This system can more optimally balance

BIBLIOGRAPHY

DESIGN STRATEGY

capital expenditure by reducing excess costs of reactive practices.

40

TotalandHealth and Social Services Expenditures OECD Total Health Social Services Expenditures

Figure 32

HEALTH, SPACE, LEARNING

SUPERKILEN URBAN PARK

Dense urban housing lines the Superkilen Urban Park is a project blocks surrounding the park, that provides unique public spaces providing access for the which support the surrounding comcommunity members.

munities. Located in a low income,

densely populated, and culturally di-

THE CHILD

Ambiguous objects and patterns are scattered throughout the park and provide a place for children to explore and play.

verse area, the network of three distinctly visual parks allows for people

Green park space is added though one of the parks.

features of the park create opportunities for play, exercise, biking, relaxing, and exploring, and the space is often used for cultural festivities and markets. The public space is

PUBLIC SPACE

A bike path runs though all three parks and connects users to the city.

WHY SCHOOL?

Sculptural benches are placed of all ages to participate in a variety throughout the parks for of social activities. The big and small relaxation and observation.

Non-specific equipment is important in this city as it provides seen through the park and an active place for people who may used for play, recreation, and not have the opportunity and access exercise.

to community resources. The city of

Figure 33

DESIGN STRATEGY

Copenhagen has many projects and ideas dispersed throughout the urban plan which provide space, opportunity for recreation, and social services

Figure 34

Bjarke Ingels Group | Copenhagen, Denmark

41

BIBLIOGRAPHY

for the public good to utilize. (35)

limited accessibility to healthy food,

bo

dy

limited public resources. Correlations

sin g

ha ras

po lice /ad ult s

gangs

l

67

(36). While weight is only one mea-

79 72 63

57 50

surement of childhood health, it is most directly related to factors such

DESIGN STRATEGY BIBLIOGRAPHY

Figure 36:

hoo

WHY SCHOOL?

orl

po

Negative Environmental Influences on Childrenâ&#x20AC;&#x2122;s Access to Activity 84

75

co

r sc

PUBLIC SPACE

violence drug s

Negative Social Influences on Childrenâ&#x20AC;&#x2122;s Access to Activity

or overweight compared to children who can access to these amenities

cr

Figure 35:

89

r the nd a we trash ition /litte s r uns air polution afe g fac tin ties h ilitie i g l i l i c s or fa o p ed ain int a ym

ime

afte

accessible sidewalks, walking paths,

alk

ide

in neighborhoods with few amenities,

ew

outs

ence health status. Children who live

40% higher odds of becoming obese

e

sid

dark

to community resources also influ-

es, or community centers have 30-

ag

bullying ople e p nge stra

between family income and access

parks, playground, recreation spac-

im

or

ns tio ula eg dr an es ders rulsexual offen

THE CHILD

safe places for children to play, and

po

abandoned lots

such as below average income,

es

United States are faced with issues

neig hbor hood rul

Many urban communities within the

neighbors you cant trust

HEALTH, SPACE, LEARNING

ACCESS TO COMMUNITY RESOURCES

35

as neighborhood resources and the built environment.

Healthy Regular Good Air Food and Water Access to Quality Doctors and Choices Dentists

42

Nearby Open Parks Education AfterSafe, Nearby Kind, Hospitals and Green on Preven- Affordable Gyms or School or Supportive and Urgent Spaces tion, Health Housing Recreation ExtraNeighbors Care and WellFacilities Curricular Figure 37: Facilities ness Activities

Prevalence of Obesity in Children by Poverty, Income, Sex, Race, Ethnicity

HEALTH, SPACE, LEARNING

GARY COMMER YOUTH CENTER The facade is colorful for Located in Chicago’s Grand Crossing the children and becomes neighborhood, the Gary Comer Youth an icon for the community.

Center offers students from nearby

youth” to spend time after school and to engage in safe, regulated recreational activities. The At-Risk Youth

WHY SCHOOL?

The enclosure provides a safe place for children to engage in after-school activities.

THE CHILD

Programs are showcased schools a safe, welcoming afterthrough showcased school space for indoor activity. The windows and layers of visibility between programs center provides a place for “at-risk inside.

Program is geared towards reducing

The roof garden allows negative influences (37). The exterior community members and kids to help grow and learn of the building is composed of brightabout the plants. ly colored panels which reference the

ity s can take oduce

Figure 38

center’s youthful orientation and cre-

PUBLIC SPACE

The cafe and local markets and restaurants use the fresh food as well, connecting the center to the community.

ate a positive icon for the community.

The panels are arranged in a random pattern and are easily removable in response to damage or vandalism. In

DESIGN STRATEGY

addition, the roof garden provides the community with fresh produce and the opportunity to get involved with the youth and community center.

43

BIBLIOGRAPHY

John Ronan Architects | Chicago, IL

HEALTH, SPACE, LEARNING

PITTSBURGH BACKGROUND Pittsburgh is located in South West-

ern Pennsylvania. No longer the dirty steel town of old, Pittsburgh is now seen as a city distinguished by its

THE CHILD

unique and diverse neighborhood

White Other Two Race s

identities. Neighborhoods and residents are often tied to their â&#x20AC;&#x153;PittsBlack

burgh roots,â&#x20AC;? and many areas are Pittsburgh as a metropolitan area is often rated as one of the most livable cities in the United States (38), but like many cities, incorporation of

Figure 39

Race in Pittsburgh

Neighborhood Map of Pittsburgh

PUBLIC SPACE

suburban data obscures the urban conditions of lower family incomes, denser living, higher crime, lower lev-

ft

e Th

els of education, and infrastructural

44

ry rgla Bu Figure 41

Median Household Income by County

Crime in Pittsburgh

t

$25,000 or less $25,001-$50,000 $75,001 - $100,000 Over $100,000

aul

United States: $51,425 Allegheny County $46,641 City of Pittsburgh: $35,753

Auto Theft Arson Mur Ro bbe Rapeder ry

Ass

DESIGN STRATEGY

conditions.

BIBLIOGRAPHY

Figure 40

Hispanic

WHY SCHOOL?

often house long-standing residents.

Figure 42

HEALTH, SPACE, LEARNING

Pittsburgh has 712 public stairways with a total of 44,645 steps, giving Pittsburgh the distinction as the U.S. city with the most public stairways.

PITTSBURGH

Pittsburghâ&#x20AC;&#x2122;s unique landscape, ter-

rain features, skyline, people, history, culture, educational institutes, distinct neighborhoods, and public spaces

THE CHILD

create a city with high diversity and

Stairways have a long opportunities. Stairways are promihistory in Pittsburgh as they have always been used to nent features, connecting neighborconnect neighborhoods hoods above, below, and on the across the hilly terrain.

steep hills surrounding the city. Three

WHY SCHOOL?

Cold snowy winter months are not absent of activity as rivers converge near the downtown the downtown PPG plaza sector and are bridged at many locagets filled with a popular ice tions. Festivities, cultural fairs, music rink.

events, theater, food, and health-care

PUBLIC SPACE

Schenley Plaza hosts many focused business create opportunifree concerts, festivals, and ties of community-wide engagement. activities for the general public and surrounding universities.

DESIGN STRATEGY

The three rivers meet at Point State Park, surrounded by bridges where art festivals, river events, music, and fireworks, take place along with being a geographical icon for the city.

Events, Conditions, Activities, and Places of Pittsburghâ&#x20AC;&#x2122;s Built Environment

45

BIBLIOGRAPHY

Figure 43, 44, 45, 46, 47

THE CHILD

the neighborhoodâ&#x20AC;&#x2122;s identity. Law-

Bla

ck 9

renceville is located just a mile east

%

Two

of Downtown Pittsburgh, runs along WHY SCHOOL?

es 1

0.6

by industrial, retail, and low and high

%

.1%

9 e1

it

Wh

the Allegheny River, and is bordered Figure 48

Figure 49

income residential sectors. The population of Lawrenceville and the area

surrounding the Arsenal Elementary Lawrenceville Population: 4482

Race - Arsenal Elementary: 282

PUBLIC SPACE

School show great differences in race due to recent gentrification of

6,000

lows a similar socioeconomic divide

DESIGN STRATEGY

neighborhood environmental factors and social services available. (39)

Population

the area. The divide in race also folin the area and can been seen in the

BIBLIOGRAPHY

Rac

2%

hood spirit thrives here and reveals

n 5.

arsenal. The working class neighbor-

Hispanic 1.6%

nearby mills, mines, and weapons

Black 63.5%

to house those who worked at the

Asian 2% Hispanic 2% White 86% Other 1%

Lawrenceville developed as a district

A s ia

HEALTH, SPACE, LEARNING

LAWRENCEVILLE DATA

5,000 4,000 3,000 2,000 1,000 1970

1980

1990 Year

0-19 years 20-39 years 40-59 years 60-79 years 80 years & over

46

Age Distribution in Lawrenceville

2000

2010

Figure 50

School Bus Eligible Zones Elementary School District Middle School District

School Bus Eligible Zones

Figure 51

HEALTH, SPACE, LEARNING

LAWRENCEVILLE GENTRIFICATION New construction and Currently, a young population of renovation is seen throughnew professionals is moving into the out the streets of neighborhood. Many art galleries, Lawrenceville.

adults are seen biking, walking, and fixing up old houses. Although the business center is thriving, the original residential community and fami-

WHY SCHOOL?

New retail, restaurants, art galleries, and bars have opened on Butler Street.

have opened up and these young

THE CHILD

Thin row houses are the most common residential typology in the neighborhood as young professionals buy dilapidated homes and lots at low prices.

boutiques, restaurants, and bars

lies are disconnected from this new neighborhood camaraderie in their community. “Lawrenceville is one of Pittsburgh’s hottest neighborhoods, filled with cool restaurants, galleries,

PUBLIC SPACE

Young professionals are often seen biking and drinking coffee and beer or eating small snacks along the street.

and retail shops along the impressive main street called Butler Street. From lower Lawrencville to Upper, there’s a place for all the young professionals flocking there, including the artists

DESIGN STRATEGY

and creative folk. Here you’ll find new townhouses and condos alongside old row houses, some renovated, some ripe for it.” (40)

Figure 52

Events, Conditions, and Activities, of Lawrenceville’s Built Environment

47

BIBLIOGRAPHY

Arsenal Park, located behind Arsenal Elementary School, is used for typical park activities like basketball, walking, and sports, but private fitness classes often use the park for their needs.

HEALTH, SPACE, LEARNING

ARSENAL ELEMENTARY SCHOOL AND PARK Pittsburgh Arsenal PreK–5 is a

population that provides an academic environment that focuses on

Tennis

THE CHILD

developing the whole child. This schools in Pittsburgh School District

Playground

Baseball Street Hockey

consistently reports below state

WHY SCHOOL?

Bike Polo

Sports and Play

public school is one of 42 elementary and serves 282 students. The school average testing scores, a majority of

Elderly People

Children

students below average in reading, a decline in math achievement, and low parent and community involve-

Users

PUBLIC SPACE

ment. Housed in a large 1930’s building, the school lacks computer, art, and music labs for educational purposes. (41) Outdoor Concerts

DESIGN STRATEGY BIBLIOGRAPHY

Dog Walking

neighborhood school with a diverse

School Events

Yuppies Yoga Classes

Community Events Shakespeare in the Park

48

Zombie Fest

Arsenal Park Users and Activities

Independence Day

Middle-aged People

HEALTH, SPACE, LEARNING

CURRENT PHYSICAL CONDITIONS AND ACTIVITY Arsenal Park is rich in history, but

has been neglected for many years

THE CHILD

Arsenal park is located behind Arsenal Elementary with only small rehabilitation projects and middle school. The for specific parts. Historically, the park totals about 170,600 Allegheny Arsenal grounds were square feet in area.

bounded by the entire area that

spanned from the present 40th to 39th Streets and from Penn Avenue

WHY SCHOOL?

Stairways along entrances to the Allegheny River. The Arsenal to the park bring user up the was divided by Butler Street, with the sloped site.

upper park containing brick stables, three small frame buildings, and a powder magazine with storage

PUBLIC SPACE

Original stone wall - dating capacity for 1,300 barrels. After a back to the historic arsenal, deadly explosion at the Allegheny lines the exterior of the park.

Arsenal in 1862, the complex was

never rebuilt and surviving buildings began deteriorating. The existing low border wall, built in the 1820s, lines

DESIGN STRATEGY

Facilities and equipment, and historic resource, are in the sloped and hilly park. Stairs and poor condition, therefor not paths exist within the walls, but most encouraging activity.

are in poor condition. (43)

Current Site Conditions of Arsenal Park

49

BIBLIOGRAPHY

Figure 53

Visual Cues/Signification Spatial Implication Program Specific Surface Material

HEALTH, SPACE, LEARNING

EXISTING POSITIVE RESOURCES 1. Carnegie Library

2. Stephen C. Foster Community Center 3. UPMC Senior Communities

THE CHILD

4. Small Community Garden 5. UPMC Children’s Hospital 6. Sports Fields 13 7

7. Schools WHY SCHOOL?

8. Bike PGH/BIke Shop 9. Grey Box Theater 10. Butler Street Restaurants/Cafes

11 16

10 12

10 10

11. Art Gallery 12. Bowling Alley 13. Live Music Bar

PUBLIC SPACE

14 6 15

7

14. Boy’s and Girl’s Club 15. Playground

10

16. Bike Path

10

15 1 2

4

5

3

9

DESIGN STRATEGY

Key: 0.5 Mile Radius Path Body Related

8

6

BIBLIOGRAPHY

Mind Related Spirit Related Hub Site

.25 mi.

50

Existing Positive Resources in a 0.5 Mile Radius From Site

7 6

HEALTH, SPACE, LEARNING

POSITIVE RESOURCES Lawrenceville Resources:

City Resources (not accessible from Lawrenceville) Carnegie Museums of Pittsburgh Science Center

THE CHILD

The Carnegie Library of Lawrenceville is very close to the school and the historic building is an important element in the neighborhood’s identity. (1)

Carnegie Museums of Pittsburgh Children’s Museum of Pittsburgh The History Center National Aviary

WHY SCHOOL?

The UPMC Children’s Hospital of Pittsburgh is perched high up on an eastern hill in Lawrenceville.

It’s bright colors and form stand out against the skyline. (5)

Phipps Conservatory and Botanical Garden Pittsburgh Zoo & PPG Aquarium

PUBLIC SPACE

Community: Carnegie Library of Pittsburgh

Arsenal Elementary and Children’s Institute Middle School is set back from Butler Street and has a Children’s Hospital of Pittsburgh large enclosed playing field. UPMC (7)

DESIGN STRATEGY

Attack Theatre

Estelle S. Campbell Boys & Girls

Figure 54, 55

Positive Neighborhood Conditions in Lawrenceville

Strong Women, Strong Girls 51

BIBLIOGRAPHY

Butler Street is the main Club business center for the neighborhood. The street features restaurants, retail Arsenal School: stores, bars, art galleries, Arsenal Park and business services. (10)

HEALTH, SPACE, LEARNING

EXISTING NEGATIVE RESOURCES While there are many resources that positively affect the Lawrenceville community and neighborhoods, problems and negative influence related

THE CHILD

the built environment are important to consider. Nearby the school location and throughout the community, many issues influence the walkability and

WHY SCHOOL?

safety of the neighborhood. Busy roads, unlit streets, and deteriorating sidewalks represent some of the common problems. While the presence of these factors can cause chil-

PUBLIC SPACE

dren to be far less likely to engage in community-based exploratory learning, it also opens opportunities for investigating potential techniques designed to mitigate the effect of

BIBLIOGRAPHY

DESIGN STRATEGY

such influences.

52

Fast Food Industrial Sites Vacant Industrial Site Vacant Lots Railroad

Existing Negative Influences in a 0.5 Mile Radius From Site

Industrial buildings, parking lots, and vacant sites are negative influences on a neighborhood, especially when they are boarded up or dilapidated.

HEALTH, SPACE, LEARNING

CASE STUDY PHOTOS Today, the community of Lawrenceville has several programs in place for increasing health and gentrification is yielding some changes within

THE CHILD

the residential neighborhood. While

Old railroad tracks can be these changes do positively impact hazardous for kids playing, the aesthetic appeal of the neighborbiking, or walking.

hood, the social divide between the

Fast food chains and unhealthy food is located across the street from the school, giving children easy access to the unhealthy food.

WHY SCHOOL?

young professional and the family core still exists and impacts childrenâ&#x20AC;&#x2122;s access to resources (43). In order to provide a safe and stimulating environment for children to ex-

PUBLIC SPACE

plore, design and rehabilitation must

be centered around the child.

Vacant buildings and lots are seen scattered though out the neighborhoods.

These are also surrounded by poor road and sidewalk conditions.

DESIGN STRATEGY

Figure 56

Negative Neighborhood Conditions in Lawrenceville

53

BIBLIOGRAPHY

Traffic-filled streets and cars parked along both sides of thin sidewalks negatively influence the walkability of the neighborhood.

HEALTH, SPACE, LEARNING

HOLISTIC HEALTH CONCLUSION The design of public space plays

Active design in the public spaces can reduce negative influences and positively increase existing resources which creates community identity supporting the child

an important role in how the child develops because the built environment showcases all of the environ-

THE CHILD

mental factors that comprise the identity of a community. The built environment relates specifically to

BODY

the development of Spirit, as the WHY SCHOOL?

public space becomes a place for social interaction and for exploration

ulat Stim

Supports

PUBLIC SPACE

Supports

hood resources and the importance

tes

of positive and negative neighbor-

ula

environment, including the presence

Stim

nity. Physical aspects of the built

es

of space and surrounding commu-

Influences

placed on the maintenance of public spaces, creates opportunities for active and engaging design. Lawrenceville in Pittsburgh, PA, provides

DESIGN STRATEGY BIBLIOGRAPHY

Social Services are important as a preventative means to good health

SPIRIT

MIND

an effective site to investigate issues of public space due to the location of neighborhood resources and facilities within the social, economic, and cultural context.

54

Influences The more access the child have to resources in their community the better informed they can be about engaging in holistic health activities

Having access to community resources allows children to be a part of the larger space and

HEALTH, SPACE, LEARNING

HOLISTIC HEALTH RELATED The public space is typically an inter-

Design features in the public space can encourage users woven network of designs, programs, to be more active while and policies that contribute to the engaging in the built physical appearance, identity, and environment.

THE CHILD

liveliness of a place. We contend

that design is the most valuable part of public space because it visually reveals influences that underlie the foundation of the place. The Super-

WHY SCHOOL?

Public spaces like community centers provide opportu- kilen Urban Park, as a large-scale nity to children to better their public design, physical displays holistic health education and attempts to create more activity, involvement through engagement with the activity exploration, and engagement of and of the resources. in the community (44). The Gary

PUBLIC SPACE

Comer Youth Center, showcases the effectiveness of incorporating knowledge and physical activity into the urban context (45). In any generic

DESIGN STRATEGY

city, the presence of both positive and negative influences can provide

communities.

Figure 57, 58, 59

55

BIBLIOGRAPHY

Positive and negative resources within the neigh- key potentials to create more active borhood impact how much networks and features that add to access children have to the overall well-being of children and resources.

BIBLIOGRAPHY

DESIGN STRATEGY PUBLIC SPACE

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING

DESIGN STRATEGY In an urban situation like that of

Lawrenceville, PA, wherein neighborhood-based facilities and resources connection, (46) we envision overlaying a new urban, public connectivity network on the existing city structure.

A’ A’

D’ D’

Garden

C’

C’ B’ F’

B

C

D

E

F

point. The links, or pathways, allow

F’

safe, self-guided access from the hub to neighborhood resources and

C’

from various community spaces to

B’ D’ A’

A’ B’

E’

Market

PUBLIC SPACE

Public Library

A

central community activity space ties dispersed resources to a central

E’

Building/School Site

In this “hub and spoke” scheme, a WHY SCHOOL?

E’

Business Center

THE CHILD

B’

Playground

are dispersed with no designed

Boys and Girls Club

the hub. The paths are designed to guide users through active “installations” and sensory cues that engage the user in the discovery of new

F’

DESIGN STRATEGY

spaces and activities.

C’

Theater

Built Space Program/Resource

X’

Sensorial Element Connecting Path

Design Strategy: Hub and Spoke

Primary Engagement

57

BIBLIOGRAPHY

X

HEALTH, SPACE, LEARNING

OVERLAP OF POSITIVE AND NEGATIVE RESOURCES While the design strategy is intended

to utilize the benefits of positive community influences, it can also capitalize on spaces of negative influence

THE CHILD

by bringing new purpose and life to the spaces. In Lawrenceville, the distribution of positive and negative resources is fairly even and diverse,

13 7

WHY SCHOOL?

allowing for the potential to enhance the urban built environment. Within the design scheme, there is an op-

11 16

community resources as well as the potential for the community resourc-

PUBLIC SPACE

10 12

10 10

portunity to use the paths to enhance 7

es to yield viability to the paths.

10

10

15 1 2

4

5

3

DESIGN STRATEGY

9

8 Connecting Path

BIBLIOGRAPHY

14 6 15

Engaging Body Engaging Mind Engaging Spirit

58

All Existing Resources

6

7 6

HEALTH, SPACE, LEARNING

OVERLAP OF PATH POTENTIAL Utilizing Arsenal Park, located

adjacent to Arsenal Elementary and Middle School, as a site for the “hub,” creates opportunities to engage chil-

13 7 16

ing communities in design and active,

14 6 15

healthy living. Pathways originating from the site tend to repurpose negative neighborhood aspects to gener-

10 12

ate safe, enticing spaces for all ages.

10 10

10

Meanwhile, the hub will include programs and spaces functionally linked with those of the community,

15 1 2

10

4

5

helping users learn in a regulated

PUBLIC SPACE

7

WHY SCHOOL?

11

THE CHILD

dren and members of the surround-

environment before utilizing skills and knowledge in public space.

3

9

6

X

Program/Resource

X’

Reference Element

DESIGN STRATEGY

8

6

Built Space

7

Connecting Path

Engaging Mind Engaging Spirit

Spoke Options for Connecting the Site to Existing Resources

59

BIBLIOGRAPHY

Engaging Body

HEALTH, SPACE, LEARNING

EXISTING RESOURSES IN THE NEIGHBORHOOD Positive resources included in the design investigation are selected for the ability to not only engage users in physical activity but also

THE CHILD

activate knowledge, social skills, and individual motivation. Every public space in a community has the ability to help develop an individual’s Mind,

WHY SCHOOL?

Body, and Spirit simultaneously For example, the presence of a community garden can be used to learn about plants and nutrition, physically care for plants, and a connect to

PUBLIC SPACE

social atmospheres surrounding the garden. Designing within and around community resources to capitalize on the multifaceted health dynamic

On Map

Existing Programs-Resources In Lawrenceville (0.5 mi)

2 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

(Positive) Carnegie Library Stephen C. Foster Community Center Meals-on-Wheels S.F.C.C. Child + Frail Adult Day Care S.F.C.C. Fitness Classes UPMC Senior Communities Small Community Garden UPMC Children’s Hospital Sports Fields Schools Bike PGH/Bike Shop Grey Box Theater Butler Street Restaurants/Cafes Art Gallery Bowling Alley Live Music Bar Boy’s and Girl’s Club Playground Bike Path

1 2 3 4 5 6 7 8 9

(Negative) Fast Food Stop Traffic/Busy Roads Unlit Alleys Convenience Stores Limited Natural Space Private Fitness Clubs Abandoned Lots Deteriorating Sidewalks Vacant Store Fronts

1 2

can enable the use of preexisting

BIBLIOGRAPHY

DESIGN STRATEGY

resources to help children develop greater holistic health.

Body

60

Mind

Spirit

Existing Program-Resources (0.5 mi. Radius from site)

Complimentary Programs-Resources as part of Hub and Spokes (0.5 mi) (Positive) Digital Media Space Edible Garden

While existing neighborhood re-

sources are important to use, explore, and learn through, children who do not yet have the physical or psychological ability to access these

THE CHILD

resources, even through paths, can still engage in similar activities within the central hub through complimentary programs. These programs are

WHY SCHOOL?

designed to augment specific activities that occur at the other ends of the paths in the public realm, and are designed as tools for learning how to engage in and explore neighbor-

PUBLIC SPACE

Exploratory Activity Space Adult Gym Exploratory Activity Space Kitchen Lecture/Activity Space Sports Practice House Various Path Installations Independent Bike Repair Space (Performance) Reception Space Kitchen Open Art Studio/Viewing Space Sports Practice House Outdoor Theater/Performance Space Public Pool Undulating Activity Landscape Various Path Installations

HEALTH, SPACE, LEARNING

NEW COMPLIMENTARY PROGRAMS AND RESOURCES

hood-based resources. Using the example of a music rehearsal space as a complimentary program to an outdoor music venue illustrates the and hub-based spaces.

Body

Mind

Spirit

61

BIBLIOGRAPHY

Complimentary Program-Resources as Part of Hub and Spoke

function and scale of these programs

DESIGN STRATEGY

(Negative Counterpart) Kitchen/Healthy To-Go Trees and Green Barriers Lights/Permeable Pavings Small Local Food Market Outdoor Green Space Exploratory Activity Space Various Path Installations Pathways Prototypes Various Path Installations

HEALTH, SPACE, LEARNING

PHYSICALLY ENGAGING ELEMENTS OF HUB The hub provides space for vari-

ous functions and uses that engage children and others in activities. The design of this space, however, can

THE CHILD

also provide opportunity for active exploration and learning. A focus on designing surfaces and elements within the hub to accommodate

WHY SCHOOL?

unguided activity not only encourages child engagement but also showcases the healthy identity of the hub. The potential success of this

design scheme rests partly on its ac- Actions and Sensations Experienced When Interacting with the Environment

PUBLIC SPACE

ceptance by the community. A center that encourages active living through

Floor Surface

Wall

programmatic arrangement together with active physical design could likely generate more opportunities for

BIBLIOGRAPHY

DESIGN STRATEGY

community engagement with health and learning.

62

Manipulation Options for Surfaces and Elements to Promote Movement

Element

Stairs, movable panels, and undulating landscapes all provide examples of how elements of the built environment can provide an interface for engaged physical activity. When

THE CHILD

Carlo Scarpa’s alternating stairs allow for physical activity between levels but also challenge the mind.

Even though the movement up or down the stairs is the same as normal stairs , it challenges the mind because the form is different than what we are used to.

HEALTH, SPACE, LEARNING

ELEMENTS THAT PROMOTE MOVEMENT AND ENGAGED ACTIVITY

people come across functional elements that deviate from the typical, like Carlo Scarpa’s alternating stair

WHY SCHOOL?

The Kindergarten Kekec pattern, the forms challenge the Mind uses toy slates with color as and Body as the individual adjusts to an engaging learning and movement along the unfamiliar (47). play tool.

People and kids especially are drawn garten Kekec, that encourage freeform participation and interaction. In this example, physically manipulable panels change color when children rotate them, changing the entire color arrangement along the façade (48).

DESIGN STRATEGY

The undulating surface on the Maritime Youth House provides a unprogrammed playscape for children.

to elements like those of the Kinder-

PUBLIC SPACE

The widow cover facade provides a play surface along three walls. The one sided colored panels are interactive and allow children to play a part in ever changing facade design.

At the Maritime Youth House, by PLOT = BIG + JDS, in Copenhagen,

Figure 60, 61, 62

Designs for Active Engagement

the undulating surface (49).

63

BIBLIOGRAPHY

The wood decking is used to Denmark, the wooden deck surface specify the outdoor play displays enticing aesthetic form ensurface and creates a landscape to run around on. courages kids to run and play along

HEALTH, SPACE, LEARNING

DESIGNING FOR THE CHILD When designing for any specific user group, it is important to understand the user’s needs as they interact with the space, and therefore the

THE CHILD

design should reflect the user group’s particular identity, ergonomic necesPhysical

sities, sensory abilities, and mental capacities. Child body proportion

WHY SCHOOL?

and ability can be reflected in forms to explore, engage, and interact with space. As the child’s body and mind are rapidly growing and evolving,

PUBLIC SPACE

overstimulation of noise, light, sound, or temperature can be potentially

sit reach step lift

understand rules

process

limits

Design tailored to the mental capa-

DESIGN STRATEGY

hard

Intellect

bilities of the particular age group should make the child feel empowered and motivated to learn as he or she is actively involved in the pursuit of holistic health. (50)

Child - Centered Design Sensitivities

wet

temperature

read

tivity to sensory stimulation in children is important to consider as well.

BIBLIOGRAPHY

Child Centered Design

push climb

damaging. The application of sensi-

64

brightness loudness sweet colors visual scope bitter pitch

height

and material that challenge children

Sensory

soft dry

HEALTH, SPACE, LEARNING

ERGONOMICS AND SENSORY STIMULATION The Sjötorget Kindergarten’s The Sjötorget Kindergarten, by design has child scaled Rotstein Arkitekter, in Stockolm, Sweelements like low hand rails den, has specifically designed stair and small stair options.

and railing forms that contend directly

THE CHILD

Nooks in the walls and wall with height and the accessibility to storage are easily accessible storage bins and seating nooks in the to children.

walls. Attention to dimensions that

relate to the ergonomics of the child were highly considered in this project

WHY SCHOOL?

(51). The Anansi Playgound Building, by Mulders vandenBerk Architecten, in Utrecht, The Netherlands, uses tactile and visual stimulations along the surfaces to encourage

PUBLIC SPACE

The Anansi Playground Building has a façade engraved with images. The idea of the building is to excite and stimulate curiosity and creativity of the children in this case though the tactile surface encouraging children to trace and touch.

children to play and explore (52). In

Bright colors and stimulating the “scientific observation” hallway patterns and colored objects excite children and create a in the Carl-Bolle Elementary School, fun space to play and the design of interactive tools are inimagine.

DESIGN STRATEGY

stalled in order to challenge students’

Figure 63, 64, 65

Designs at the Child’s Scale

65

BIBLIOGRAPHY

In the Carl-Bolle Elementary mental capacities through design by School, information about engaging children’s understanding of color and light spectrum is age appropriate allowing the scientific theories. (53) children to engage and interact with the design.

HEALTH, SPACE, LEARNING

PATHS

Paths, both natural and man-made, have always existed to guide. Rainfall and animals create paths, and people have made vast networks of

THE CHILD

road paths in recorded history. While paths are designed to guide, they are not restricted to guiding only.

Depending on the design of the path,

WHY SCHOOL?

paths can suggest routes, display routes, force movement, and offer deviation. The way that paths perform is also important. Depending on the wants and needs of the user,

PUBLIC SPACE

he or she can be guided by visual cues, by texture, by light, by sound, by smell, or by physical objects. The design scheme favors connection by visual cues and physical insertions,

BIBLIOGRAPHY

DESIGN STRATEGY

as these can also take the form of programmed elements for active exploration. (54)

66

Pathway Sensory Connection Options

Constant visual reference fo path suggest a new movement through space.

HEALTH, SPACE, LEARNING

CASE STUDIES

The Grass Carpet installation on

Jaujac, France, displays the path as a texture and a continuous visual

THE CHILD

cue. Winding its way through a mile Path includes aspects of interaction with the natural of urban fabric, the temporary project environment and the built acted as a suggested guide to peenvironment. destrians, becoming a place to sit, a

WHY SCHOOL?

Path is unprogrammed and place for small group gatherings, and does not connect specific a play space for children (55). The programs.

BUGA playground places a different

Multiple interconnected pathways suggest nonlinear means of moving through the park.

use as a foundation for imaginative play, it does not connect, but rather creates an intersecting network of

PUBLIC SPACE

Undulating landscape enables imaginative individual programming.

meaning on the path. Implying its

routes (56). Pro-Teqâ&#x20AC;&#x2122;s Glow surface provides an interesting look at material use on paths. This glow-in-thedark surface increases the physical and psychological safety of using a

DESIGN STRATEGY

Temporal change creates opportunities for different uses over time.

path at night (57).

Figure 66, 67, 68

Designs for Pathways

67

BIBLIOGRAPHY

Light built into the path makes for enhanced physical safety and greater psychological comfort.

HEALTH, SPACE, LEARNING

VISUAL CONNECTIVITY Visual connectivity along a path surface defines the effectiveness of the path. Most paths work by providing a constant, unchanging visual refer-

THE CHILD

ence. However, the “spokes” of this design scheme require a strategy that allows exploration and wandering while still following a suggested

WHY SCHOOL?

route. In terms of a path, visual cues can become “guide lights” of defined movement through space. Contrary to the traditional path, the use of visually similar nodes does not impose

PUBLIC SPACE

patterns of movement or mandate specific uses. Instead, a path of physical elements could suggest movement by using enticing form, material, and color to engage the cu-

BIBLIOGRAPHY

DESIGN STRATEGY

riosity and imagination of users. The use of visually similar insertions and elements to recommend an exploratory path is essential to the design.

Node Path Cone of vision

68

Visual Extents of Connectivity between Nodes

Red activity structures create a visual field condition that connects all park spaces.

The Parc de la Villette, by Bernard

A field condition that reaches into the urban surroundings enables visual access to the park without being in the park.

Acting similarly to the design idea

HEALTH, SPACE, LEARNING

PARK DE LA VILLETTE Schumi, relies heavily on the presence of a field condition of visually similar insertions in the parkscape.

THE CHILD

of creating a path through physical nodes, the red, un-programmed insertions constantly remind park

exploration, and higher viewpoints, the red towers can be imagined as a means of navigation to, through, and out of the park. The prominence of these visual cues could provide linear, rather than spatial, guidance in space. (58)

DESIGN STRATEGY

Design allows movement and exploration in any direction.

opportunities for imaginative play,

PUBLIC SPACE

Physical paths are intended for linear movement while red structures and open spaces create opportunity for wandering and exploration.

WHY SCHOOL?

At least one tower is visible visitors of their position relative to the from anywhere in the park. parkscape and surrounding urban This creates a sense of environment. In addition to providing spatial belonging.

Figure 69, 70

Bernard Schumi | Paris, France

69

BIBLIOGRAPHY

Individual structures can be used in many ways, but specifically elevate the individual above the ground plane to enable greater visual scope.

HEALTH, SPACE, LEARNING

SENSORY CONNECTIVITY Sensory perception of sounds,

smells, textures, and visual nodes creates an invisible path that acts by leading users via the senses from in-

THE CHILD

sertion to insertion. Rather than just utilizing sight as a means of suggesting movement, nodes can employ similar effects by using sensorially

WHY SCHOOL?

interesting auditory, olfactory, or tactile insertions. Unlike visual connectivity, sensorial connectivity actively engages senses that are often not utilized by children during the typical

PUBLIC SPACE

daily schedule. In addition, the use of multiple senses to create paths applies to almost everyone, regardless

BIBLIOGRAPHY

DESIGN STRATEGY

of sensory or physical impairment.

Node Path Touch Smell Sound 70

Sensory Engagement Along Paths between Nodes

Touch receptors are used by fallowing the Trail wall, which allows students to independently navigate though the hallway.

Gordon Murray + Alan Dunlop Archi-

The cork material is only used on this trail wall, while other materials are designated to other spaces.

ing materials all become a learning

As different floor and wall materials are used in specific locations, they have an acoustic function as well and as the child interacts with the surface they can relate to where they are.

for navigation in the hallways by a

to create a school in which the built environment and its sensory stimulataid for impaired children to independently navigate through the building.

The sensation of touch is provided

WHY SCHOOL?

cork wall with grooves and segmented angled pieces that correspond to locations in the school. Stimulation of olfactory sensation is found in the transitional spaces between indoor

PUBLIC SPACE

and outdoor space. Larch wood siding which has a distinct odor, walls this transition space. Auditory cues are perceived through walking on floor materials with different auditory

DESIGN STRATEGY

feedback. The sense of heat perception is also utilized with slate tiles along the southern outdoor walls.

These sensory cues help students navigate the school space. (59)

Figure 71

Gordon Murray + Alan Dunlop Architects | Glasgow, United Kingdom

71

BIBLIOGRAPHY

Slate tiles are along southern walls, and though proprioception students can sense the heat being emitted and understand their location to the building outside.

tects, had in mind the specific goal

THE CHILD

Larch wood siding is used along walls with access to outdoors spaces. These transitional spaces stimulate olfactory letting the child to follow the scent of the larch wood to navigate to the door.

HEALTH, SPACE, LEARNING

HAZELWOOD SCHOOL FOR THE MULTIPLE SENSORY IMPAIRED

HEALTH, SPACE, LEARNING

ENGAGING PROGRAM CONNECTIVITY BETWEEN HUB AND SPOKES Between the Community Hub and

the existing resources, the spokes, or paths, take routes along the sidewalks, streets, alleys, and

THE CHILD

cut-throughs in the Lawrenceville neighborhood. The success of this projectâ&#x20AC;&#x2122;s design scheme, with complimentary programs existing among

WHY SCHOOL?

the Hub, along the insertions and spokes, and within the unification of existing community resources, is determined by improving the detrimental environmental conditions. The

PUBLIC SPACE

paths and activity insertions will pass through the negative existing features, such as currently unsafe alleyways, cluttered streets, and vacant lots. Theoretically, the connectivity

BIBLIOGRAPHY

DESIGN STRATEGY

of the network as well as the paths themselves will revitalize these areas while making safer, more engaging paths to connect the neighborhood resources.

72

Point of Interest Non-Pedestrian friendly alley ways car filled streets vacent lots

Paths Along Negative Urban Conditions to Revitalize Built Environment

Previous parking spaces along a street, the space now is a communal gathering and activity spot.

The parklets are designed to re-

purpose metered parking spaces on Spring Street to create mini-parks with seating, planting, and communal public spaces. By functionally ex-

THE CHILD

Swing seats promote active engagement in the space.

HEALTH, SPACE, LEARNING

PARKLET AND ACTIVE EQUIPTMENT

tending the sidewalk into the street, they intend to enrich the vibrant street life already present and foster future investment in pedestrian and

WHY SCHOOL?

Accessible from the sidewalk, and protected from the traffic on the street, the parklet enriches the street life with activity.

bicycle infrastructure in the neighborhood. Parklets are small installations which aim to encourage a more pedestrian friendly experience along

PUBLIC SPACE

streets and sidewalks, where people Common materials are used take the time to relax, play, use in the parklets on different stationary exercise equipment, enjoy streets as a unifying visual a social atmosphere, or supporting cue.

local businesses. The use of inviting

DESIGN STRATEGY

materials, colors, interactive objects, and plants draw peopleâ&#x20AC;&#x2122;s attention

Figure 72

DLANC Complete Streets Working Group | Multiple CA Cities

73

BIBLIOGRAPHY

All parklets provide space for and cause the parklets to differ from plants, sitting, group and their surroundings. (60) individual interaction, and some kind of physical activity.

HEALTH, SPACE, LEARNING

HOLISTIC HEALTH CONCLUSION Design in public space, in learning environments, and within the child has the potential to improve holistic health. By creating a network of

THE CHILD

paths that connects the educational facility to surrounding neighborhood

BODY

facilities, the child is provided with

ulat Stim

Influences

and learning. Specific aspects of

Designing for the proportion of the child’s body creates a space where the child feel comfortable and encouraged to interact

this network, including the hub, the paths, and the engagement elements can be designed such that positive

SPIRIT

MIND

neighborhood aspects, spaces for

DESIGN STRATEGY BIBLIOGRAPHY

Supports

WHY SCHOOL? PUBLIC SPACE

influence the cycle of health, space,

Supports

“hub and spoke” design scheme to

tes

can further the effectiveness of the

ula

enhance the Mind, Body, and Spirit

Stim

dren’s perceptions of elements that

Designing a path which allows for physical movement between resources, the mind is activated by interaction with the nodes

es

unique exploratory and learning activities. Utilizing the potential of chil-

Engaging elements of form and material create the desire in children to explore resources and the spaces

Exploratory learning that happens long the paths nodes and hub encourages activity and heath awareness

learning, and areas for activity and engagement become an overlaid network that can expand the realms of access for children and adults alike.

74

Influences As the child is exposed to new opportunity to learn about holistic health though the design in the public realm, they will for a more positive identity

The success of the path design influence on the child’s confidence to be an independent learner and explore community resources

The child’s role in the “hub and

spoke” design scheme can both inform aspects of design in public space and promote positive change in how the child interacts, explores,

THE CHILD

CHILD SCALE Design of engaging elements at a child scale creates spaces where the child wants to actively explore, therefore improving body health.

HEALTH, SPACE, LEARNING

HOLISTIC HEALTH RELATED

and learns from features of the central hub, the exploratory pathways, and the preexisting community resources. By designing at the scale of

WHY SCHOOL?

the child in all aspects of the scheme, exploratory activity, self-image, and access opportunities are improved.

By creating the hub adjacent to the Arsenal Elementary School, the

PUBLIC SPACE

HUB Complimentary programs in the hub create opportunity for children to further the development of their mind through the active interaction within the network that the hub establishes.

physical connection between educational facility and neighborhood activity center encourages further school curriculum. Meanwhile, the paths and sensory cues for navigation through the designed network create possibilities for expansion of the child’s knowledge, physical exploration, and self-empowerment to engage with urban spaces.

75

BIBLIOGRAPHY

Figure 73, 74, 75

exploration of knowledge beyond the DESIGN STRATEGY

PATH AND NODE The path and nodes creates the structure for the network between community resources, giving the neighborhood a united sense of identity and a physical, accessible, connection to resources.

HEALTH, SPACE, LEARNING

INTENDED OUTCOMES AND GOALS Considering knowledge of existing ideologies and designs in public spaces, we consider the â&#x20AC;&#x153;hub and spokeâ&#x20AC;? diagram as a way to imple-

THE CHILD

ment such strategies and develop new techniques for achieving design goals. The design of the network of resources and programs within

WHY SCHOOL?

the public space can be tied together through various types of paths and sensorial cues through design of visual and sensorial connectivity. Forms and materials can

PUBLIC SPACE

play a key role in the way that both path and hub spaces work to define this network. Through this design, we see an opportunity to generate greater awareness of the opportunity

BIBLIOGRAPHY

DESIGN STRATEGY

for children of all ages to access resources that further knowledge of holistic health. The cycle of learning, space, design, and health continues, as healthier children become better learners and more engaged community members.

76

HEALTH, SPACE, LEARNING

GOALS FOR NEXT SEMESTER Working at the broader scale of the

13 7 11 16

14 6 15

Designing at the scale

10 12

of the urban network -

10 10

7 10

4

exploring options within

5

the hub and spoke

3

9

8

6

framework

7 6

they offer to the community to encourage better holistic health, down to the small scale with specific visual

THE CHILD

10

15 1 2

urban network of resources and what

and sensorial elements to designate program in the hub and along the spokes will realize the ideology of

Design techniques for connecting the hub and spoke through programatic and path explored.

design and holistic health.

We will work between two dimensional drawings, three dimension drawings such as axons and per-

PUBLIC SPACE

conditions will be

WHY SCHOOL?

the cycle of learning, public space,

spectives to explore how movement and interaction takes place within the spaces, and with model to developed

Floor Surface

Wall

form and programmatic relations.

Element

DESIGN STRATEGY

Surface and element design, including form and material, will take into consideration the activity, and how movement paths are created 77

BIBLIOGRAPHY

child scale and desired

HEALTH, SPACE, LEARNING

FINAL REVIEW DOCUMENTATION ENGAGING HOLISTIC HEALTH

INCREASING MOVEMENT | CONNECTIVE PATH NETWORK

COMMUNITY NETWORK & CENTER

STRIPS LIGHT UP FOR SAFER STREETS

ARSENAL PARK & NEIGHBORHOOD| LAWRENCEVILLE | PITTSBURGH, PA

OVERLAYED ACTIVITY IDENTITY STRIP

WHY SCHOOL?

THE CHILD

ALEC HEMBREE & EMILY SHOLDER | SPRING 2014 | THESIS RESEARCH STUDIO: LEARNING SPACES

“We envision engaging the individual and the community in a cycle of learning and holistic health through an urban netowrk of active community exploration that revitalizes public spaces to create a new identity of public health.”

3’ STRIP DISTANCE SUGGESTS PACE

AVERAGE WALKING PACE

1/2 MILE RADIUS

CITY CONNECTION

CYCLE OF LEARNING, SPACE, DESIGN & HEALTH

The development of a person’s

health begins with learning: about

In

Learning as a voluntary action occurs best within the realm of designed public space, wherein the individual

68 ft.

Public Space

environmental factors, in conjunction with design of aspects of public space, engages the individual by

Achieves

presenting opportunities to learn through the exploration of his or her

Explores

With

DESIGN STRATEGY

outside of his or her control. These Holistic Health

Accesses

self and surroundings. This process Learns

Yielding

of engaged exploration strengthens

BIKE SHARE COMMUNITY ROOMS

the Mind, the Body, and the Spirit of the learner’s Holistic Health.

Mind, Body, Spirit

Design Strategy

DESIGN STRATEGY

Cycle of Learning, Space, Design, and Holistic Health

5

SOCIAL PLAY

BODY | MIND | SPIRIT

While Mind, Body, and Spirit are nonhierarchical in the balance of health,

of a healthy individual is the strength

the entity of Body has the most impact in the development of health.

Built Environment

quite complex and is governed by internal and external factors. Through

Body Nutrition

Physical Activity

BODY Sensory

on physical growth is limited, studies have shown that physically healthy youth tend to achieve better social,

THE CHILD

Whereas the effect of cognitive ability

and balance of Mind, Body, and Spirit, the development of the triad is

HEALTH, SPACE, LEARNING

HOLISTIC HEALTH DEVELOPMENT

HOLISTIC HEALTH AT THE CHILD’S SCALE Whereas the resultant characteristics

BIBLIOGRAPHY

BIBLIOGRAPHY

12 ft.

ELEVATION GAIN | EXISTING COMMUNITY RESOURCE START | SITE END

PUBLIC SPACE

HEALTH, SPACE, LEARNING

8.3 mph / 12.2 fps

WHY SCHOOL?

ronmental factors both inside and

Strengthens

THE CHILD

9.6 mph / 14.0 fps

comes in contact with many enviNeeds

The Individual

design, utilizing the potentials of

5.0 mph / 7.3 fps

THREE RIVER’S HERRITAGE BIKE TRAIL

knowledge, and about ways to learn.

Continues

6.8 mph / 9.9 fps

THE CHILD

PUBLIC SPACE

his or her body, about general Learning

2.6 mph / 3.8 fps

0.41 mi.

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING

Built Environment

SCALE 1” = 500’

3.1 mph / 4.54 fps

36 ft.

0.62 mi.

BOY’S AND GIRL’S CLUB

96 ft.

HEALTH, SPACE, LEARNING

HOLISTIC HEALTH DEVELOPMENT While Mind, Body, and Spirit are nonhierarchical in the balance of health,

LEARNING

HOLISTIC HEALTH AT THE CHILD’S SCALE Whereas the resultant characteristics

the entity of Body has the most

Body

design, utilizing the potentials of positive preexisting conditions, and

WHY SCHOOL?

PUBLIC SPACE

Imagination

environment. This process develops the child’s holistic health not through

Mind

Mind, Body, and Spirit individually,

Social Curricular Development

Exploration

Exploration

STRATEGY

but through the overlaps that define Communication

hensive development of Mind and Spirit, the cycle of Mind and Spirit

Influences

together is important to creating a stable platform on which to develop

Spirit

SPIRIT

MIND

Motivation

the child’s health.

enable an easier and more compre-

PUBLIC SPACE

of engagement between child and

SelfEmpowerment

the development of Body can directly

the physical Body.

Confidence

THE CHILD

and Spirit health continues a cycle

SelfEsteem

Child’s Health

Abstract Thought

Supports

ways. The attainment of Mind, Body,

than non-active peers (11). While

s

greater holistic health in different

educational, and self-identity results

Social Environmental Development

late

Environmental Curricular Development

nity to enable individuals to achieve

youth tend to achieve better social, WHY SCHOOL?

influences can generate the opportu-

have shown that physically healthy

Sensory Awareness

Exploration

mitigating the effects of negative

on physical growth is limited, studies

BODY

Physical Activity

Stim ulate s

Nutrition

ternal and external factors. Through

Supports

THE CHILD

quite complex and is governed by in-

BOY’S AND GIRL’S CLUB

THE CHILD

Whereas the effect of cognitive ability

and balance of Mind, Body, and Spirit, the development of the triad is

96 ft.

impact in the development of health.

Built Environment

of a healthy individual is the strength

36 ft.

0.62 mi.

POOL SPORTS CORTS SPORTS FIELD

DESIGN STRATEGY

Influences

15

VISUAL KNOWLEDGE

ACCESS TO COMMUNITY RESOURCES

dy

safe places for children to play, and limited public resources. Correlations

violence drug s

sh ara ss gangs ing

/ad ult po lice

84

79 72

67

63

(36). While weight is only one mea-

v

CARNEGIE PUBLIC LIBRARY

DESIGN STRATEGY

75

who can access to these amenities

Figure 36:

Negative Environmental Influences on Children’s Access to Activity

89

or overweight compared to children

ool sch

Negative Social Influences on Children’s Access to Activity

r afte

orl

po

Figure 35:

ide

accessible sidewalks, walking paths,

ew

alk co er n ath we trash dition /litte s r uns air polution afe g fac htin ities ilitie r lig facil s o po ed in a t in a ym

cr

outs

in neighborhoods with few amenities,

sid

ime

dark

stra

ence health status. Children who live

40% higher odds of becoming obese

e

or

ns tio ula eg dr an ers es rulsexual offend

to community resources also influ-

es, or community centers have 30-

ag

bullying ple peo nge

between family income and access

parks, playground, recreation spac-

im

po

4 ft.

abandoned lots

bo

rules

limited accessibility to healthy food,

8 ft.

0.15 mi.

PUBLIC SPACE

such as below average income,

neig hborh ood

United States are faced with issues

neighbors you cant trust

ACCESS TO COMMUNITY RESOURCES Many urban communities within the

BIBLIOGRAPHY

Development of Holistic Health as a Hierarchical Strategy

WHY SCHOOL?

Development of Mind, Body, and Spirit within Environment

14

DIGITAL HEALTH LIBRARY

57 50

surement of childhood health, it is most directly related to factors such

35

as neighborhood resources and the built environment.

Percent of people with access to community resources Urban Neighborhoods

Prevalence of Obesity in Children by Poverty, Income, Sex, Race, Ethnicity

EDIBLE EXPLORATION

PITTSBURGH, PENNSYLVANIA

PITTSBURGH BACKGROUND Pittsburgh is located in South West-

ern Pennsylvania. No longer the dirty steel town of old, Pittsburgh is now seen as a city distinguished by its unique and diverse neighborhood

White Other Two Race

identities. Neighborhoods and resi-

s

dents are often tied to their “Pittsburgh roots,” and many areas are often house long-standing residents.

ic Black

HEALTH, SPACE, LEARNING

THE CHILD

Nearby Open Parks Education Safe, Nearby AfterKind, Hospitals and Green on Preven- Affordable Gyms or School or Supportive and Urgent Spaces tion, Health Housing Recreation ExtraNeighbors Care and WellFacilities Curricular Figure 37: Facilities ness Activities

Figure 40

0.3 mi.

60 ft.

24 ft.

BIBLIOGRAPHY

2

Regular Healthy Good Air Food and Water Access to Quality Doctors and Choices Dentists

HEALTH, SPACE, LEARNING

SOCIAL PLAY

BODY | MIND | SPIRIT

u Stim

BIBLIOGRAPHY

5

BIBLIOGRAPHY

Cycle of Learning, Space, Design, and Holistic Health

Care Facilities

and Wellness

Facilities

Curricular Activities

Figure 37:

Prevalence of Obesity in Children by Poverty, Income, Sex, Race, Ethnicity

42

EDIBLE EXPLORATION

PITTSBURGH, PENNSYLVANIA

HEALTH, SPACE, LEARNING

BIBLIOGRAPHY

Dentists

Percent of people with access to community resources Urban Neighborhoods

HEALTH, SPACE, LEARNING

PITTSBURGH BACKGROUND

0.3 mi.

24 ft.

60 ft.

Pittsburgh is located in South West-

ern Pennsylvania. No longer the dirty steel town of old, Pittsburgh is now seen as a city distinguished by its

THE CHILD

unique and diverse neighborhood

White Other Two Race

identities. Neighborhoods and resi-

s

dents are often tied to their “Pitts-

Pittsburgh as a metropolitan area is

like many cities, incorporation of

Figure 39

Neighborhood Map of Pittsburgh

Race in Pittsburgh

COMMUNITY GARDEN

suburban data obscures the urban conditions of lower family incomes, denser living, higher crime, lower levconditions.

Bu

$25,000 or less $25,001-$50,000 $75,001 - $100,000 Over $100,000

LEARNING KITCHEN GREEN HOUSES

Auto Theft Arson Mur Ro bbe Rapeder ry

rgla

United States: $51,425 Allegheny County $46,641 City of Pittsburgh: $35,753

WHY SCHOOL?

CAFE

eft

Th

els of education, and infrastructural

ry

DESIGN STRATEGY

PUBLIC SPACE

THE CHILD

often rated as one of the most livable cities in the United States (38), but

Figure 40

Hispanic

WHY SCHOOL?

often house long-standing residents.

ault Ass

BIBLIOGRAPHY

Black

burgh roots,” and many areas are

Figure 42

Figure 41

Median Household Income by County Crime in Pittsburgh

44

LAWRENCEVILLE ACTIVITIES AND USERS

BODY CHALLENGE Percent of Population In Lawrenceville (2,341 total)

Presence On Site

PUBLIC SPACE

Children Dog Walking

52 ft.

44 ft.

.0.6 mi.

13.4%

Bike Polo

Tennis Sports and Play Playground

Baseball

Young Professionals

Street Hockey

Children

Elderly 34.3%

Users

DESIGN STRATEGY

Parents/Families

Outdoor Concerts

School Events

Yuppies

Families

Yoga Classes

ENERGY SPACE ACTIVE STUDIOS

30.7%

Community Events Shakespeare in the Park

Zombie Fest

Elderly

Independence Day

13.4%

Arsenal Park Users and Activities

BASEBALL FIELD

Garden

Boys and Girls Club

A’ A’

D’ D’

Garden

W

WHY SC

and resources are dispersed with no designed connection, (46) we envision overlaying a new urban, public connectivity networkB’ on Playground the existing city structure. In this “hub and spoke” scheme, a central community activity space ties

In an urban situation like that of Lawrenceville, PA, wherein neighborhood-based facilities and resources are dispersed with no designed connection, (46) we envision overlaying a new urban, public connectivity network on the existing city structure. In this “hub and spoke” scheme, a cen-

THE CHILD

D’

E’

DESIGN COMMUNITY STRATEGY ACT HEALTH, SPACE, LEARNING

BIBLIOGRAPHY

In an urban situation like that

of Lawrenceville, PA, wherein INITIAL DESIGN STRATEGY | HUB & SPOKE neighborhood-based facilities THE CHILD

A’

HEALTH, SPACE, LEARNING

s and Club

DESIGN STRATEGY

0.25 mi.

28 ft.

4 ft.

.62 mi.

BASEBALL FIELD

C

D

E

F

F’

C’ B’

A’ B’

F’

C’

57

Design Strategy: Hub and Spoke

Market

leading to complimentary programs Built Space

Primary Engagement

X

Program/Resource

Body

X’

Sensorial Element

Mind

Connecting Path

Spirit

57

PUBLIC THEATER

WHY SCHOOL?

Spirit

B

28 ft.

4 ft.

THE CHILD

Connecting Path

A

BIBLIOGRAPHY

Mind

E’

DESIGN STRATEGY

Sensorial Element

Garden

0.25 mi.

.62 mi.

WHY SCHOOL?

X’

C’

Theater BIBLIOGRAPHY

Body

THE CHILD

DESIGN STRATEGY

Program/Resource

D’ E’

E’

Primary Engagement

X

HEALTH, SPACE, LEARNING

B’

leading to complimentary programs Built Space

D’

Building/School Site

PUBLIC SPACE

Market

A’ A’

WHY SCHOOL?

A’

Garden

THE CHILD

D’

Boys and Girls Club

In an urban situation like that of Lawrenceville, PA, wherein neighborhood-based facilities and resources are dispersed with no designed connection, (46) we envision overlaying a new urban, public connectivity network on the existing city structure. In this “hub and spoke” scheme, a central community activity space ties dispersed resources to a central point. The links, or pathways, allow safe, self-guided access from the hub to neighborhood resources and from various community spaces to the hub. The paths are designed to guide users through active “installations” and GRAYBOX THEATER sensory cues that engage the user in theStrategie: discovery Design Hub of andnew Spokespaces Connecting a new community to existing resources and in the activities. community by sensorially interactive paths

HEALTH, SPACE, LEARNING

DESIGN COMMUNITY STRATEGY ACT

INITIAL DESIGN STRATEGY | HUB & SPOKE

PUBLIC SPACE

In an urban situation like that of Lawrenceville, PA, wherein neighborhood-based facilities and resources are dispersed with no designed connection, (46) we envision overlaying a new urban, public connectivity networkB’ on Playground the existing city structure. In this “hub and spoke” scheme, a central community activity space ties dispersed resources to a central C’ point. The links, or pathways, Business allow Center safe, self-guided access F’ from the hub to neighborhood resources and from various community spaces Publicto the hub. TheD’ A’ Library paths are designed to guide users through active “installations” and sensory cues that engage the user in theStrategie: discovery Design Hub of andnew Spokespaces Connecting a new community to existing resources and in the activities. community by sensorially interactive paths

HEALTH, SPACE, LEARNING

DESIGN STRATEGY

PUBLIC SPACE DESIGN STRATEGY BIBLIOGRAPHY

HEALTH, SPACE, LEARNING

PROGRAMMATIC ZONES

BIBLIOGRAPHY

DESIGN STRATEGY

PUBLIC SPACE

WHY SCHOOL?

THE CHILD

PATH ENTRANCES

PROGRAMMATIC OVERLAPS

RETAINING PARKSCAPE

TOWER SITE AND OVERLAP

SOLAR POSITIONING

THE CHILD

WHY SCHOOL?

PUBLIC SPACE

DESIGN STRATEGY BIBLIOGRAPHY

RECONSOLIDATION THROUGH PATH AND LANDSCAPE

HEALTH, SPACE, LEARNING

CONSOLIDATED MASS

SEPARATING MASS

HEALTH, SPACE, LEARNING

DAY 1

DAY 2 URBAN EVENT

NIGHT ILLUMINATION MOVEABLE PANELS

EVENT INFO

NEW EVENT

TOTAL TOWER HEIGHT: +134’ ON SITE VIEWS OF URBAN CONTEXT

MARKER 4: +840” 120 STEPS 18-30 CALORIES

THE CHILD

MARKER 5: +700” 100 STEPS 15-25 CALORIES MARKER 4: +560” 80 STEPS 12-20 CALORIES MARKER 3: +420” 60 STEPS 9-15 CALORIES MARKER 2: +280” 40 STEPS 6-10 CALORIES MARKER 1: +140” 20 STEPS 3-5 CALORIES

WHY SCHOOL?

BASE: +50’ ON SITE CONVERGENCE OF PATHS

PATH NETWORK OVERLAY

PUBLIC SPACE

MANIPULATED GROUNDSCAPE

BIBLIOGRAPHY

DESIGN STRATEGY

BUILT INTERIOR SPACE

HOLISTIC HEALTH ACTIVITIES

LAWRENCEVILLE NEIGHBORHOOD DESIGN STRATEGY AXON / PERSPECTIVE N

HEALTH, SPACE, LEARNING

EXISTING SLOPE CONDITION: NOT UNIVERSALLY ACCESSIBLE

1:13 CROSS-SLOPE

THE CHILD

1 FT DESIGNED SLOPE CONDITION:

1:13 SLOPE

ANGLE: 90°

13 FT

WHY SCHOOL?

MULTI-DIRECTIONAL UNIVERSAL ACCESSIBILITY

NO SLOPE

PUBLIC SPACE

ANGLE: 50° 1:20 SLOPE 1 FT

13 FT

DESIGN STRATEGY

~15 FT

BIBLIOGRAPHY

HEALTH, SPACE, LEARNING

SUMMER NOON

SUMMER P.M.

WINTER NOON

WINTER P.M.

WHY SCHOOL?

THE CHILD

TEMPORAL USE OF INTERIOR AND EXTERIOR FACILITIES YOUNG PROFESSSUMMER A.M. IONALS

SENIORS

COMMUNITY/CHILDREN

BIBLIOGRAPHY

DESIGN STRATEGY

PUBLIC SPACE

WINTER A.M.

HEALTH, SPACE, LEARNING THE CHILD

CITY CONNECTION PATH: LINK TO SCHOOL AUDITORIUM

WHY SCHOOL?

ARSENAL ELEMENTARY AND MIDDLE SCHOOL GROUND FLOOR

PUBLIC SPACE

EDIBLE EXPLORATION PATH: LINK TO SCHOOL CAFETERIA

DESIGN STRATEGY BIBLIOGRAPHY

BIBLIOGRAPHY

DESIGN STRATEGY PUBLIC SPACE

WHY SCHOOL?

C

A

N

B

SITE PLAN: 1” = 40’

THE CHILD

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING THE CHILD

WHY SCHOOL?

PUBLIC SPACE

DESIGN STRATEGY GROUND FLOOR PLAN: 1” = 16’ N

BIBLIOGRAPHY

BIBLIOGRAPHY

DESIGN STRATEGY PUBLIC SPACE

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING THE CHILD

SECTION A: 1” = 40’

WHY SCHOOL?

PUBLIC SPACE

DESIGN STRATEGY BIBLIOGRAPHY

SECTION B: 1” = 16’

BIBLIOGRAPHY

DESIGN STRATEGY PUBLIC SPACE

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING THE CHILD

WHY SCHOOL?

PUBLIC SPACE

DESIGN STRATEGY

SECTIONAL AXON C: 1” = 16’

BIBLIOGRAPHY

BIBLIOGRAPHY

DESIGN STRATEGY PUBLIC SPACE

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING THE CHILD

WHY SCHOOL?

PUBLIC SPACE

DESIGN STRATEGY BIBLIOGRAPHY

BIBLIOGRAPHY

DESIGN STRATEGY PUBLIC SPACE

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING THE CHILD

WHY SCHOOL?

PUBLIC SPACE

DESIGN STRATEGY BIBLIOGRAPHY

BIBLIOGRAPHY

76

DESIGN STRATEGY PUBLIC SPACE

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING THE CHILD

WHY SCHOOL?

PUBLIC SPACE

DESIGN STRATEGY BIBLIOGRAPHY

77

BIBLIOGRAPHY

DESIGN STRATEGY PUBLIC SPACE

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING THE CHILD

WHY SCHOOL?

PUBLIC SPACE

DESIGN STRATEGY BIBLIOGRAPHY

BIBLIOGRAPHY

DESIGN STRATEGY PUBLIC SPACE

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

HEALTH, SPACE, LEARNING THE CHILD

WHY SCHOOL?

PUBLIC SPACE

DESIGN STRATEGY BIBLIOGRAPHY

BIBLIOGRAPHY

DESIGN STRATEGY PUBLIC SPACE

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

11. “The Wellness Impact: Enhancing Academic Success through Healthy School Environments.” GENYOUth FOUNDATION. GENYOUth FOUNDATION, 2013. Web. 06 Dec. 2013. <http://www. genyouthfoundation.org/programs/>.

HEALTH, SPACE, LEARNING

1.Maschinot, Beth. The Changing Face of the United States: The Influence of Culture on Early Child Development. Washington, DC: Zero to Three, 2008. Print.

BIBLIOGRAPHY

THE CHILD

2.Cecilia Chan Phd, RSW, PhD, RSW, Petula Sik Ying Ho & Ester Chow MSM, RSW (2002) A Body-Mind-Spirit Model in Health, Social 12. “Childhood Obesity Facts.” Centers for Disease Control and Work in Health Care, 34:3-4, 261-282,DOI:10.1300/J010v34n03_02 Prevention. Centers for Disease Control and Prevention, 10 July 2013. Web. 03 Dec. 2013. <http://www.cdc.gov/healthyyouth/obe3.Ries, AV, CC Voorhees, J. Gittelsohn, KM Roche, and NM Astone. sity/facts.htm>.

“Adolescents’ Perceptions of Environmental Influences on Physical Activity.” Diss. Brown University, 2008. Am J Health Behav 1 (2008): 13. “2: Comparative Child Well-being across the OECD.” Doing Better for Children. Paris: OECD, 2009. 21-63. Print.

26-39. Print.

WHY SCHOOL?

4.Gardner, Howard. Multiple Intelligences: New Horizons. New York: 14. “Children’s House Dragen.” Architizer. N.p., n.d. Web. 06 Dec. 2013. <http://architizer.com/projects/childrens-house-dragen/>.

Basic, 2006. Print.

10. Tsuei, Julia J. “Eastern and Western Approaches to Medicine.”

Western Journal of Medicine 128.6 (1978): 551-57. Print.

19. Ibid14 20. ibid 16

79

BIBLIOGRAPHY

17. Print.

DESIGN STRATEGY

9. ibid. 2

PUBLIC SPACE

5.Fosnot, Catherine Twomey. Constructivism: Theory, Perspectives, 15. Ibid. 12 and Practice. New York: Teachers College, 1996. Print.

16. “Gardens and Cooking.” Berkeley Public Schools. N.p., n.d.

Web. 06 Dec. 2013. <http://www.berkeleyschools.net/teaching-and6.Yan, Alice Fang, Carolyn C. Voorhees, Kelly Clifton, Carolina learning-2/gardens-and-cooking/>.

Burnier, Carolyn C. Voorhees, Kelly Clifton, and Carolina Burnier. ““Do You See What I See?” – Correlates of Multidimensional 17. “Get Your Workout On! Local Parks with Outdoor Fitness EquipMeasures of Neighborhood Types and Perceived Physical Activity–related Neighborhood Barriers and Facilitators for Urban Youth.” ment.” FunOrangeCountyParkscom. N.p., n.d. Web. 06 Dec. 2013. <http://www.funorangecountyparks.com/2013/07/workout-parksPreventive Medicine (2009): n. pag. Print. with-outdoor-fitness-equipment.html>.

7. ibid. 3 18. Nelson, M., P. Gordonlarsen, Y. Song, and B. Popkin. “Built and 8. Active Design Guidelines: Promoting Physical Activity and Health Social EnvironmentsAssociations with Adolescent Overweight and Activity.” American Journal of Preventive Medicine 31.2 (2006): 109in Design. New York: City of New York, 2010. Print.

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

END NOTES

32. Ibid 28 21.“Physical Activity In and Out of School.” F as in Fat. N.p., n.d.

Web. 06 Dec. 2013. <http://fasinfat.org/physical-activity-in-school/>.

33. Gregory, Norman J., Sandra K. Nutter, Sherry Ryan, James F. 22.“Carl-Bolle Elementary School / Die Baupiloten.” ArchDaily. N.p., Sallis, Karen J. Calfas, and Kevin Patrick. “Community Design and n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/26552/carl-bolle- Access to Recreational Facilities as Correlates of Adolescent Physical Activity and Body-Mass Index.” Journal of Physical Activity and elementary-school-die-baupiloten/>.

Health 3 (2006): 118-28. Print.

23. Fernandes, Meenakshi Fernandes, PhD, and Roland Strurm, PhD. “The Role of School Physical Activity Programs in Child Body 34. “Newsroom - Organisation for Economic Co-operation and Development.” Newsroom - Organisation for Economic Co-operation Mass Trajectory.” Journal of Physical Activity Health 8.3 (2011): and Development. N.p., n.d. Web. 06 Dec. 2013. <http://www.

174-81. NCBI. US National Library of Medicine, 12 Apr. 2011. oecd.org/newsroom/healthspendingcontinuestooutpaceeconomicWeb. 6 Dec. 2013. <http://www.ncbi.nlm.nih.gov/pmc/articles/ growthinmostoecdcountries.htm>.

PMC3074953/>.

35. “Superkilen / Topotek 1 BIG Superflex.” ArchDaily. N.p., n.d.

24.“Reversible Destiny Lofts Challenge the Senses Tokyo.” Apartment Therapy. N.p., n.d. Web. 06 Dec. 2013. <http://www.apartment- Web. 06 Dec. 2013. <http://www.archdaily.com/286223/superkilentopotek-1-big-architects-superflex/>. therapy.com/reversible-destiny-lofts-chall-64799>.

PUBLIC SPACE

25.Ibid. 11 26. “Buckingham County Primary and Elementary Schools.” Buckingham County Primary and Elementary Schools. N.p., n.d. Web. 06 Dec. 2013. <http://centerforactivedesign.org/buckinghamcountyschools>.

BIBLIOGRAPHY

DESIGN STRATEGY

27. Woods, Philip A., and Glenys J. Woods. Alternative Education for the 21st Century: Philosophies, Approaches, Visions. New York: Palgrave Macmillan, 2009. Print.

36. Cutts, Bethany B., Kate J. Darby, Christopher G. Boone, and Alexandra Brewis. “City Structure, Obesity, and Environmental Justice: An Integrated Analysis of Physical and Social Barriers to Walkable Streets and Park Access.” Social Science & Medicine 69.9 (2009): 1314-322. Print.

37. “The Gary Comer Youth Center / John Ronan Architects.”

ArchDaily. N.p., n.d. Web. 06 Dec. 2013. <http://www.archdaily. com/189411/the-gary-comer-youth-center-john-ronan-architects/>.

38. “Pittsburgh Rated ‘most Livable’ Once Again.” Pittsburgh PostGazette. N.p., n.d. Web. 06 Dec. 2013. <http://www.post-gazette.

28. “Vittra Telefonplan / Rosan Bosch.” ArchDaily. N.p., n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/202358/vittra-telefonplan- com/neighborhoods-city/2007/04/25/Pittsburgh-rated-most-livableonce-again/stories/200704250312>. rosan-bosch/>.

29. Ibid 11 30. Ibid 24 31. Ibid 26

80

39. “Lawrenceville (Pittsburgh).” Wikipedia. Wikimedia Foundation, 12 May 2013. Web. 06 Dec. 2013. <http://en.wikipedia.org/wiki/Lawrenceville_(Pittsburgh)>.

HEALTH, SPACE, LEARNING THE CHILD WHY SCHOOL?

40. “Lawrenceville.” Pop City. N.p., n.d. Web. 06 Dec. 2013. <http:// 52. “Anansi Playground Building / Mulders VandenBerk Architecten.”

ArchDaily. N.p., n.d. Web. 06 Dec. 2013. <http://www.archdaily. www.popcitymedia.com/Cities/lawrenceville/>. com/48692/>.

41. “Pittsburgh Arsenal PreK-5.” Discover PPS: Pittsburgh Arsenal 53. Ibid 22 PreK-5. N.p., n.d. Web. 06 Dec. 2013. <http://discoverpps.org/ school.php?id=108>.

54. Active Design Guidelines: Shaping the Sidewalk Experience.

42. “Friends of Arsenal Park | Facebook.” Facebook. N.p., n.d. Web. New York: City of New York, 2010. Print.

06 Dec. 2013. <https://www.facebook.com/ArsenalParkPGH>.

55. “Carpet of Grass Makes for Clever Art Installation.” Hidden Ghosts: History and Stories of Offbeat Travel. N.p., n.d. Web. 06 43. Conti, David. “Lawrenceville Balance Shifts to Hipper, Pricier.”

Dec. 2013. <http://www.urbanghostsmedia.com/2012/04/carpet-ofTribLIVE.com. N.p., 11 June 2013. Web. 06 Dec. 2013. <http:// triblive.com/news/allegheny/4097469-74/lawrenceville-upper-neigh- grass-makes-for-clever-art-installation/>. borhood>.

56. “BUGA 05 Playground by Rainer Schmidt Landschaftsarchitekten.” Landscape Architecture Works Landezine RSS. N.p., n.d. Web. 44. Ibid 35 06 Dec. 2013. <http://www.landezine.com/index.php/2009/07/buga05-playground/>.

45. bid 37

END NOTES

57. “Glow-in-the-dark Streets Now Possible with Pro-Teq STARPATH Spray.” Vyralize. N.p., n.d. Web. 06 Dec. 2013. <http://www.vyralize.

47. “Carlo Scarpa.” Wikipedia. Wikimedia Foundation, 23 Nov. 2013. com/5255/glow-dark-streets-now-possible-pro-teq-starpath-spray/>.

Web. 06 Dec. 2013. <http://en.wikipedia.org/wiki/Carlo_Scarpa> 58. “Parc De La Villette.” Bernard Tschumi Architects. N.p., n.d. .

48. “Kindergarten Kekec / Arhitektura Jure Kotnik.” ArchDaily. N.p., Web. 04 Dec. 2013. <http://www.tschumi.com/projects/3/>. n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/117812/>.

59. “Hazelwood School for the Multiple Sensory Impaired.” World Buildings Directory. N.p., n.d. Web. 06 Dec. 2013. <http://www.

49. “Maritime Youth House / PLOT.” ArchDaily. N.p., n.d. Web. 06 worldbuildingsdirectory.com/project.cfm?id=264>.

Dec. 2013. <http://www.archdaily.com/11232/>.

60. “Parklets.” Pavement to Parks: Plazas & Public Space. N.p., 50. “Ergonomics for Children.” Ergonomics for Children. Ergonomic n.d. Web. 06 Dec. 2013. <http://sfpavementtoparks.sfplanning.org/ parklets.html>.

Design of Child Products, Schools and Places. N.p., n.d. Web. 06 Dec. 2013. <http://www.humanics-es.com/recc-children.htm>.

60. “Parklets.” Pavement to Parks: Plazas & Public Space. N.p., n.d. Web. 06 Dec. 2013. <http://sfpavementtoparks.sfplanning.org/ 51. “Sjotorget Kindergarten / Rotstein Arkitekter.” ArchDaily. N.p., parklets.html>. n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/438746/>.

PUBLIC SPACE

46. Ibid 43

DESIGN STRATEGY BIBLIOGRAPHY

81

WHY SCHOOL?

THE CHILD

HEALTH, SPACE, LEARNING

END NOTES

32. Ibid 28 21.“Physical Activity In and Out of School.” F as in Fat. N.p., n.d.

Web. 06 Dec. 2013. <http://fasinfat.org/physical-activity-in-school/>.

33. Gregory, Norman J., Sandra K. Nutter, Sherry Ryan, James F. 22.“Carl-Bolle Elementary School / Die Baupiloten.” ArchDaily. N.p., Sallis, Karen J. Calfas, and Kevin Patrick. “Community Design and n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/26552/carl-bolle- Access to Recreational Facilities as Correlates of Adolescent Physical Activity and Body-Mass Index.” Journal of Physical Activity and elementary-school-die-baupiloten/>.

Health 3 (2006): 118-28. Print.

23. Fernandes, Meenakshi Fernandes, PhD, and Roland Strurm, PhD. “The Role of School Physical Activity Programs in Child Body 34. “Newsroom - Organisation for Economic Co-operation and Development.” Newsroom - Organisation for Economic Co-operation Mass Trajectory.” Journal of Physical Activity Health 8.3 (2011): and Development. N.p., n.d. Web. 06 Dec. 2013. <http://www.

174-81. NCBI. US National Library of Medicine, 12 Apr. 2011. oecd.org/newsroom/healthspendingcontinuestooutpaceeconomicWeb. 6 Dec. 2013. <http://www.ncbi.nlm.nih.gov/pmc/articles/ growthinmostoecdcountries.htm>.

PMC3074953/>.

35. “Superkilen / Topotek 1 BIG Superflex.” ArchDaily. N.p., n.d.

24.“Reversible Destiny Lofts Challenge the Senses Tokyo.” Apartment Therapy. N.p., n.d. Web. 06 Dec. 2013. <http://www.apartment- Web. 06 Dec. 2013. <http://www.archdaily.com/286223/superkilentopotek-1-big-architects-superflex/>. therapy.com/reversible-destiny-lofts-chall-64799>.

PUBLIC SPACE

25.Ibid. 11 26. “Buckingham County Primary and Elementary Schools.” Buckingham County Primary and Elementary Schools. N.p., n.d. Web. 06 Dec. 2013. <http://centerforactivedesign.org/buckinghamcountyschools>.

BIBLIOGRAPHY

DESIGN STRATEGY

27. Woods, Philip A., and Glenys J. Woods. Alternative Education for the 21st Century: Philosophies, Approaches, Visions. New York: Palgrave Macmillan, 2009. Print.

36. Cutts, Bethany B., Kate J. Darby, Christopher G. Boone, and Alexandra Brewis. “City Structure, Obesity, and Environmental Justice: An Integrated Analysis of Physical and Social Barriers to Walkable Streets and Park Access.” Social Science & Medicine 69.9 (2009): 1314-322. Print.

37. “The Gary Comer Youth Center / John Ronan Architects.”

ArchDaily. N.p., n.d. Web. 06 Dec. 2013. <http://www.archdaily. com/189411/the-gary-comer-youth-center-john-ronan-architects/>.

38. “Pittsburgh Rated ‘most Livable’ Once Again.” Pittsburgh PostGazette. N.p., n.d. Web. 06 Dec. 2013. <http://www.post-gazette.

28. “Vittra Telefonplan / Rosan Bosch.” ArchDaily. N.p., n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/202358/vittra-telefonplan- com/neighborhoods-city/2007/04/25/Pittsburgh-rated-most-livableonce-again/stories/200704250312>. rosan-bosch/>.

29. Ibid 11 30. Ibid 24 31. Ibid 26

82

39. “Lawrenceville (Pittsburgh).” Wikipedia. Wikimedia Foundation, 12 May 2013. Web. 06 Dec. 2013. <http://en.wikipedia.org/wiki/Lawrenceville_(Pittsburgh)>.

HEALTH, SPACE, LEARNING THE CHILD WHY SCHOOL?

40. “Lawrenceville.” Pop City. N.p., n.d. Web. 06 Dec. 2013. <http:// 52. “Anansi Playground Building / Mulders VandenBerk Architecten.”

ArchDaily. N.p., n.d. Web. 06 Dec. 2013. <http://www.archdaily. www.popcitymedia.com/Cities/lawrenceville/>. com/48692/>.

41. “Pittsburgh Arsenal PreK-5.” Discover PPS: Pittsburgh Arsenal 53. Ibid 22 PreK-5. N.p., n.d. Web. 06 Dec. 2013. <http://discoverpps.org/ school.php?id=108>.

54. Active Design Guidelines: Shaping the Sidewalk Experience.

42. “Friends of Arsenal Park | Facebook.” Facebook. N.p., n.d. Web. New York: City of New York, 2010. Print.

06 Dec. 2013. <https://www.facebook.com/ArsenalParkPGH>.

55. “Carpet of Grass Makes for Clever Art Installation.” Hidden Ghosts: History and Stories of Offbeat Travel. N.p., n.d. Web. 06 43. Conti, David. “Lawrenceville Balance Shifts to Hipper, Pricier.”

Dec. 2013. <http://www.urbanghostsmedia.com/2012/04/carpet-ofTribLIVE.com. N.p., 11 June 2013. Web. 06 Dec. 2013. <http:// triblive.com/news/allegheny/4097469-74/lawrenceville-upper-neigh- grass-makes-for-clever-art-installation/>. borhood>.

56. “BUGA 05 Playground by Rainer Schmidt Landschaftsarchitekten.” Landscape Architecture Works Landezine RSS. N.p., n.d. Web. 44. Ibid 35 06 Dec. 2013. <http://www.landezine.com/index.php/2009/07/buga05-playground/>.

45. bid 37

END NOTES

57. “Glow-in-the-dark Streets Now Possible with Pro-Teq STARPATH Spray.” Vyralize. N.p., n.d. Web. 06 Dec. 2013. <http://www.vyralize.

47. “Carlo Scarpa.” Wikipedia. Wikimedia Foundation, 23 Nov. 2013. com/5255/glow-dark-streets-now-possible-pro-teq-starpath-spray/>.

Web. 06 Dec. 2013. <http://en.wikipedia.org/wiki/Carlo_Scarpa> 58. “Parc De La Villette.” Bernard Tschumi Architects. N.p., n.d. .

48. “Kindergarten Kekec / Arhitektura Jure Kotnik.” ArchDaily. N.p., Web. 04 Dec. 2013. <http://www.tschumi.com/projects/3/>. n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/117812/>.

59. “Hazelwood School for the Multiple Sensory Impaired.” World Buildings Directory. N.p., n.d. Web. 06 Dec. 2013. <http://www.

49. “Maritime Youth House / PLOT.” ArchDaily. N.p., n.d. Web. 06 worldbuildingsdirectory.com/project.cfm?id=264>.

Dec. 2013. <http://www.archdaily.com/11232/>.

60. “Parklets.” Pavement to Parks: Plazas & Public Space. N.p., 50. “Ergonomics for Children.” Ergonomics for Children. Ergonomic n.d. Web. 06 Dec. 2013. <http://sfpavementtoparks.sfplanning.org/ parklets.html>.

Design of Child Products, Schools and Places. N.p., n.d. Web. 06 Dec. 2013. <http://www.humanics-es.com/recc-children.htm>.

60. “Parklets.” Pavement to Parks: Plazas & Public Space. N.p., n.d. Web. 06 Dec. 2013. <http://sfpavementtoparks.sfplanning.org/ 51. “Sjotorget Kindergarten / Rotstein Arkitekter.” ArchDaily. N.p., parklets.html>. n.d. Web. 06 Dec. 2013. <http://www.archdaily.com/438746/>.

PUBLIC SPACE

46. Ibid 43

DESIGN STRATEGY BIBLIOGRAPHY

83

HEALTH, SPACE, LEARNING

IMAGE CREDITS

PUBLIC SPACE

WHY SCHOOL?

THE CHILD

Figure 2: Diagram, “Chinese Organ Clock,” from http://newdirection- Figure 12: Image, “Top Ten Walkable Cities,” Landscape Architects Network, Brett Lezon, from http://landarchs.com/top-ten-walkablenaturalmedicine.com/chinese-organ-clock/ cities/ Figure 3: Diagram, “Mixed Healing Arts,” Mixed Healing Arts Group, Figure 13: Image, “Health and the Media,” Personal Blog, Michele http://www.mixedhealingarts.com/about/ Clements-Hadfield, from http://healthandadvertising.wordpress.

Figure 4: Diagram, “Holistic Health,” Personal Blog, User: RedHelga, com/2011/03/08/childhood-obesity/ from http://iamguiltless.blogspot.com/2012/08/balance.html Figure 14: 3D Model Renders, “Side Angle,” Huffington Post, Nickolay Lamm, from http://www.huffingtonpost.com/2013/10/14/averageFigure5: Chart, “Comparative policy-focused child well-being in american-male-body_n_4080007.html 30 OECD countries,” OECD, from “Comparative Child Well-being across the OECD” Figure 15: ibid. Fig. 6 Figure 6: Various Images, “Children’s House Dragen,” C.F. Møller Figure 16: ibid. Fig. 9 Architects, from http://architizer.com/projects/childrens-housedragen/ Figure 17: ibid. Fig. 12 Figure 7: Map, “Prevalence of Obesity Rates,” CDC, http://www.cdc.

Figure 18: Chart, “Who Doesn’t get Recess?” Media Blog, User: gov/obesity/data/adult.html The Pilcrow Theme, from http://nfait.wordpress.com/2010/03/30/thetrends-in-recess-today/ Figure 8: Map, “Decreases and Increases in Obesity Prevalence,” Pediatric Nutrition Surveillance System, from http://www.minnpost. com/second-opinion/2013/08/minnesota-shows-decline-low-income- Figure 19: Chart, “Before and After School Care,” Statistical Report, Brian Kleiner, from http://nces.ed.gov/pubs2004/2004008.pdf preschoolers-obesity-rate

DESIGN STRATEGY BIBLIOGRAPHY

Figure 1: Pgs. 16, 26, 72, 114, City of New York, from “Active Design Figure 11: Image, “Bicycle Parking,” John Tarantino, from http://www. theenvironmentalblog.org/bike-the-netherlands/ Guidelines”

Figure 20: Various Images, “Carl Bolle Elementary School,” ArchFigure 9: Various Images, “Nutrition News Spring 2011,” Berkeley Schools, from http://berkeleyschools.net/uploads/nutrition/CNN_08- Daily, Jan Bitter, http://www.archdaily.com/26552/carl-bolle-elementary-school-die-baupiloten/ 09_NutritionNews.pdf Figure 10: Diagram, “What causes children’s mental health difficulties?” KidsMatter Australia, from http://www.kidsmatter.edu.au/ families/about-mental-health/should-i-be-concerned/how-mentalhealth-difficulties-affect-children-0

84

Figure 21: Axonometric, “Spy In The Shimmering Cloak,” ArchDialy, Die Baupiloten, from http://www.archdaily.com/26552/carl-bolleelementary-school-die-baupiloten/

Figure 34: Planimetric Diagram, “Superkilen Park,” Architizer, from http://architizer.com/blog/copenhagens-new-super-park-celebratesdiversity-and-fun/

THE CHILD

Figure 23: Chart, “Percentage Eligible for Free or Reduced Lunch,” National Center for Education Statistics, from http://nces.ed.gov/ pubs2010/2010015/figures/figure_7_5a.asp

Figure 33: Various Images, “Superkilen Park,” Design Rulz, from http://www.designrulz.com/outdoor-design/2012/10/superkilenurban-park-by-big-architects-topotek1-and-superflex/

HEALTH, SPACE, LEARNING

Figure 22: Various Images, “Destiny Lofts,” Reversible Destiny Foundation, Arakawa and Gins, from http://www.reversibledestiny. org/#!reversible-destiny-lofts-mitaka-%e2%96%91%e2%96%91-inmemory-of-helen-keller

IMAGE CREDITS

Figure 28: ibid. Fig. 22

Figure 39: Map, “Neighborhoods of Pittsburgh,” Tom Murphy VII, from http://en.wikipedia.org/wiki/File:Pittsburgh_Pennsylvania_ neighborhoods_fade.svg

Figure 29: ibid. Fig. 26 Figure 30: ibid. Fig. 27 Figure 31: Chart, “OECD Spending on Health Care,” OECD, from http://www.oecd-ilibrary.org/statistics

Figure 40: Chart, “Race and Population,” Lawrenceville, PA City Data, from http://www.city-data.com/city/Lawrenceville-Pennsylvania.html Figure 41: Map, “Median Household Income,” Pittsburgh, PA City Data, from http://www.city-data.com/county/Allegheny_County-PA. html

85

BIBLIOGRAPHY

Figure 32: Chart, “OECD Spending on Social Services,” OECD, from http://www.oecd-ilibrary.org/statistics

DESIGN STRATEGY

Figure 38: Various Images, “Gary Comer Youth Center,” Steve Hall, ArchDaily, from http://www.archdaily.com/189411/the-gary-comeryouth-center-john-ronan-architects/

PUBLIC SPACE

Figure 27: Various Images, “Vittra School Telefonplan,” RosanBosch, from http://www.rosanbosch.com/en/project/vittra-schooltelefonplan

WHY SCHOOL?

Figure 35: Chart, “Negative Social Influences,” Amy V. Ries, from “Adolescent’s Perceptions of Environmental Influences on Physical Figure 24: Map, “Food Deserts,” U.S.D.A. Center for Disease Control, from http://www.enterrasolutions.com/2012/10/food-deserts- Activity” and-big-data.html Figure 36: Chart, “Negative Environmental Influences,” Amy V. Ries, Figure 25: Map, “Pounds of Packaged Sweets per Capita,” U.SD.A. from “Adolescent’s Perceptions of Environmental Influences on Physical Activity” Center for Disease Control, from http://usatoday30.usatoday.com/ news/health/2010-02-09-usda-obesity-maps_N.htm Figure 37: Graph, “Obesity and Socioeconomic Status in Children and Adolescents,” CDC, from http://www.cdc.gov/nchs/data/dataFigure 26: Various Images, “Buckingham Elementary School,” briefs/db51.htm VMDO Architects, from http://www.vmdo.com/project.php?ID=4

HEALTH, SPACE, LEARNING

IMAGE CREDITS

Figure 52: Various Images, “Features,” Pop City Media, from http:// www.popcitymedia.com/

Figure 43: Image, “Pittsburgh Stairs,” Stairway Records, from http:// Figure 53: Various Images, from Google Satellite and Street View Data publicstairs.com/index_000008.htm

THE CHILD

Figure 44: Image, from http://denverurbanism.com/wp-content/uploads/2013/06/shorpy.com_.jpg Figure 45: Image, “Ice Skating at PPG Place in Pittsburgh,” Flickr, User Paul Toth, from http://www.flickr.com/photos/pdtoth/4318121116/

Figure 54: Image, from Google Street View Data Figure 55: Image, “PPG Children’s Hospital,” Media Blog, User ThatDarnSacramentan, from http://www.skyscrapercity.com/showthread. php?t=1060355&page=633

WHY SCHOOL?

Figure 56: Various Images, from Google Street View Data Figure 46: Image, “PAST EVENT: WYEP Final Fridays at Schenley Plaza,” Living Pittsburgh, from http://www.livingpittsburgh. com/2013/06/wyep-final-fridays-at-schenley-plaza/

Figure 57: ibid. Fig. 33

PUBLIC SPACE

Figure 58: ibid. Fig. 38 Figure 47: Image, “Giant Duck,” Personal Blog, User Bubba Harmon, from http://blog.bubbasgarage.com/2013/09/steel-city-pez- Figure 59: Various Images, from Google Street View Data gathering-and-giant.html Figure 60: Image, “Steps – Carlo Scarpa,” Flickr, User seier+seier, Figure 48: Chart, “Lawrenceville Population,” Lawrenceville, PA City from http://www.flickr.com/photos/seier/3577405139/sizes/m/in/ Data, from http://www.city-data.com/city/Lawrenceville-Pennsylva- photostream/ nia.html Figure 61: Images, “Kindergarten Kekec,” Architizer, Arhitektura Jure Figure 49: Chart, “Arsenal Elementary Race,” Lawrenceville, PA City Kotnik, from http://architizer.com/projects/kindergarten-kekec/ Data, from http://www.city-data.com/city/Lawrenceville-PennsylvaFigure 62: Image, “Maritime Youth House,” ArcSpace, PLOT, from nia.html http://www.arcspace.com/features/plot/maritime-youth-house/ Figure 50: Graph, “Age Distribution in Lawrenceville,” Lawrenceville, Figure 63: Images, “Sjotorget Kindergarten,” ArchDaily, Ake E:ston PA City Data, from http://www.city-data.com/city/LawrencevilleLindman, from http://www.archdaily.com/438746/ Pennsylvania.html

DESIGN STRATEGY BIBLIOGRAPHY

Figure 42: Chart, “Crime,” Lawrenceville, PA City Data, from http:// www.city-data.com/city/Lawrenceville-Pennsylvania.html

Figure 51: Map, “School Bus Zones,” Data: Pittsburgh Public Schools, “Transportation Eligibility,” from http://www.pps.k12.pa.us/ Page/396

86

Figure 64: Images, “Anansi Playground Building,” ArchDaily, Roel Backaert, Wim Hanenberg, from http://www.archdaily.com/48692/

HEALTH, SPACE, LEARNING

Figure 65: ibid. Fig. 20

IMAGE CREDITS

Figure 66: Image, “Grass Carpet Installation,” Gaelle Villedary, http:// www.urbanghostsmedia.com/2012/04/carpet-of-grass-makes-forclever-art-installation/

THE CHILD

Figure 67: Image, “BUGA playground,” Media Blog, User Paige Johnson http://www.play-scapes.com/play-design/contemporarydesign/buga-playground-munich-2005/

WHY SCHOOL?

Figure 68: Image Compilation, “Spray on Glow Surface,” DailyMail, Pro-Teq, from http://www.dailymail.co.uk/sciencetech/article-2474871/Forget-streetlights-use-glow-dark-UV-paint.html Figure 69: Perspective Diagram, “Parc de la Villette,” Bernard Schumi Architects, from http://www.tschumi.com/projects/3/ Figure 70: Images, “Parc de la Villette,” Adrian Welch, from http:// www.e-architect.co.uk/paris/parc-de-la-villette

PUBLIC SPACE

Figure 71: Various Images, “Hazelwood School,” Andrew Lee, http:// www.worldbuildingsdirectory.com/project.cfm?id=264 Figure 72: Various Images, “San Fransisco Parklet Photos,” Flickr, User sfplanning, from http://sfpavementtoparks.sfplanning.org/parklet_photos.html

DESIGN STRATEGY

Figure 73: ibid. Fig. 63 Figure 74: ibid. Fig. 65 Figure 75: ibid. Fig. 70

BIBLIOGRAPHY

87

THE CHILD

HEALTH, SPACE, LEARNING

OTHER SOURCES

WHY SCHOOL?

Bassett, David R. et al. “Estimated Energy Expenditures for SchoolBased Policies and Active Living.” American Journal of Preventive Medicine. Vol 44. Issue 2. Feb. 2013; P. 108-113, ISSN 0749-3797. 27 Oct. 2013. <http://www.sciencedirect.com/science/ article/pii/S0749379712008057>. - Document of Children’s Health Indicators; used for defining health and providing statistics

Kahlenberg, Richard D. “From all Walks of Life: New Hope for School Integration.” American Educator. Winter 2012-2013.

22 Oct. 2013. <http://www.aft.org/pdfs/americaneducator/winter1213/Kahlenberg.pdf>. - discussion of effects of socioeconomic integration in schools; used for site selection criteria Leigh, Roche. “Best Places to Find Farm-Fresh Foods in Winter: Pittsburgh.” Yahoo Contributor Network. N.p., n.d. Web. 25 Oct. 2013. <http://voices.yahoo.com/best-places-find-farm-fresh-foodswinter-pittsburgh-10627007.html?cat=22>. - User created lists of places in Pittsburgh to find fresh produce and food; used for mapping/analysis

Michael, Sypolt. “Pittsburgh Transit Guide.” : Best Transit Network: “BikePGH!” Bike Pittsburgh RSS. N.p., n.d. Web. 27 Oct. 2013.

Radial, Trunk and Branch, or Grid? N.p., 31 May 2011. Web. <http://bikepgh.org/campaigns/commuter-bike-maps/handheld-bike- 27 Oct. 2013. <http://blog.transitguru.info/2011/05/best-transitmap/>. - Map and discussion of bicycle transportation and bike lanes network-radial-trunk-and.html>. - Blog site about Pittsburgh public in Pittsburgh; used for mapping/analysis transportation; used for mapping public transportation mapping

PUBLIC SPACE

“Crime Rates for Pittsburgh, PA.” Pittsburgh Crime Rates and Statistics. Location, Inc, 2013. Web. 27 Oct. 2013. <http://www. neighborhoodscout.com/pa/pittsburgh/crime/>. - Crime statistics by neighborhood in Pittsburgh; used for mapping and analysis

“Pittsburgh Zoning.” City of Pittsburgh, n.d. Web. 27 Oct. 2013. <http://pittsburghpa.maps.arcgis.com/apps/OnePane/basicviewer/ index.html?appid=5fea701090294e008fd4677c3654bde4>. - GIS zoning information of Pittsburgh by sector; used for program

“Discover PPS.” Discover PPS. Pittsburgh Public Schools, n.d. Web. “Supporting Students.” Transportation / Eligibility Criteria. Pittsburgh 29 Oct. 2013. <http://discoverpps.org/>. - Main site for Pittsburgh Public Schools, n.d. Web. 26 Oct. 2013. <http://www.pps.k12.pa.us/ Public Schools; used for general access to school information Page/396>. - Pittsburgh Public Schools school bus eligibility information; used for mapping school regions Discover PPS: Pittsburgh Arsenal PreK-5. Pittsburgh Public Schools, n.d. Web. 26 Oct. 2013. <http://discoverpps.org/school.

“2007 National Survey of Children’s Health.” Child and Adolescent php?id=108>. - Main Site for Pittsburgh Arsenal PreK-5 school; used Health Measurement Initiative. V. 1.2. Nov 2010. 23 Oct. 2013. for specific school information < http://www.childhealthdata.org/docs/nsch-docs/2007-nsch-sascodebook-v1-2-december-2010-pdf.pdf>. - National information regarding the status of children’s health; used for identifying key issues and for defining areas of focus

DESIGN STRATEGY BIBLIOGRAPHY

Aberger, Stephanie, et al. “Closing the student achievement gap: The overlooked strategy of socioeconomic integration.” 20 Nov. 2009. 22 Oct. 2013. <http://a100educationalpolicy.pbworks.com/f/ Closing+the+Achievement+Gap+-+Socioeconomic+Integration. pdf>. - Brief analysis of socioeconomic integration in schools; used for determining site

88

HEALTH, SPACE, LEARNING

Bishop, Jennifer, Rebecca Middendof, Tori Babin, and Wilma Tilson.

“Childhood Obesity.” ASPE. U.S. Department of Health & Human Services, Aug. 2005. Web. 29 Oct. 2013. Facts and data on childhood obesity thoughout the United States, including suggestions of causation and suggested cures

OTHER SOURCES

THE CHILD

Dietz, William H. “Health Consequences of Obesity in Youth: Childhood Predictors of Adult Disease.” PEDIATRICS 101 (1998): 518-25. Pediatrics. Pediatrics. Web. 29 Oct. 2013. <http://pediatrics. aappublications.org/content/101/Supplement_2/518.full.html>. Article which states health issues relating to obesity, short term and long term effects

WHY SCHOOL?

“Fast Facts: Factors That Influence Nutrition and Physical Activity.”

F as in Fat. Trust for America’s Health and Robert Wood Johnson Foundation, 2013. Web. 29 Oct. 2013. <http://fasinfat.org/factsnutrition-physical-activity/>. - Facts, statistics, maps, and charts on the current status of obesity

PUBLIC SPACE

Norman, Gregory J., Sandra K. Nutter, and Sherry Ryan. “Community Design and Access to Recreational Facilities as Correlates of Adolescent Physical Activity and Body-Mass Index.” Journal of Physical Activity and Health 118-128 3 (2006): n. pag. Active Living Research. 2006. Web. 29 Oct. 2013. <http://activelivingresearch.org/ files/JPAH_8_Norman.pdf>. - charts, graphs, data on the importance and accessability to recreational facilities

DESIGN STRATEGY BIBLIOGRAPHY

89