CATHOLIC LEARNING PROFILE
DERRIMUT PRIIMARY SCHOOL
ARCHITECTURE 6 INTERIOR DESIGN
LORETO ARCHIVES CENTRE
ST ANNE’S PRIMARY SCHOOL JUNIOR LEARNING PRECINCT
OUR LADY OF THE SACRED HEART PRIMARY SCHOOL
LORETO COLLEGE MARY’S MOUNT CENTRE
SACRED HEART PRIMARY SCHOOL
DISCUSSION 34 IS GOD IN THE DETAILS? PEDAGOGY AND THE DESIGN OF FAITH-BASED SCHOOLS 34 OUR EXPERIENCE
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OUR VISION IS TO CREATE AN INSPIRED FUTURE WITH BEAUTIFUL, AUTHENTIC AND CONSIDERED PROJECTS THAT IMPROVE THE WAY PEOPLE WORK, LEARN AND LIVE.
Gray Puksand is an Australian architecture and integrated design practice with studios in Brisbane, Melbourne and Sydney. The human experience is at the heart of everything we create. Working across multiple sectors, from education and commercial architecture to workplace and retail design, our design process begins with investigating and truly understanding our clientsâ€™ desires and aspirations. We employ our extensive knowledge, research and excellence in design to create future-proof environments. Individually, we are accomplished, curious, imaginative designers. Collectively, we are a diverse national team, applying a consistent design methodology to deliver successful projects for our clients and the people who inhabit them.
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ARCHITECTURE AT GRAY PUKSAND, WE BELIEVE THAT FUTURE ARCHITECTURE MUST GO BEYOND ‘FUNCTIONAL ART’. WE ARE PROFOUNDLY INFLUENCED BY ECOLOGICALLY SUSTAINABLE DEVELOPMENT, FACILITY FLEXIBILITY AND TECHNOLOGICAL ADVANCEMENTS.
We embrace change with a commitment to research and innovation in design, construction methodology and materials. We believe great architecture is not created quickly; it is a result of careful planning and forward thinking. Our design process is rigorous and collaborative, involving a lateral exploration and testing of ideas against all outcomes to ensure that your project is viable and unique. In order to achieve timeless designs with integrity, we focus on consistency throughout development, from the macro concepts through to the micro detailing.
Effective design requires the synthesis of the complex into the beauty of simplicity; the result must be authentic and fulfill your requirements. At the heart of our approach are some key guiding principles: Buildings must be ecologically sustainable without additional cost or sacrifice to comfort. Architectural spaces, whether internal enclosures or external landscaped zones between buildings, must have inherent flexibility, providing inbuilt margin without wasted area.
The occupants of our buildings are not ’shoehorned’, rather the internal design and functional requirements dramatically influence the external envelope. Above all, a thorough understanding of site ethos, ecology, microclimate and social environment is critical to our process to ensure the successful integration of built forms into the natural, urban or campus landscape.
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MONASH UNIVERSITY LAW CHAMBERS
INTERIOR DESIGN OUR HOLISTIC APPROACH ALLOWS GRAY PUKSAND TO DELIVER WELL-PLANNED AND VISUALLY STIMULATING INTERIOR DESIGN SOLUTIONS THAT WORK HAND-INHAND WITH THE ARCHITECTURE, ACROSS A DIVERSE RANGE OF DISCIPLINES.
We view interior design as a vital component in any space design. Our interior design team collaborates with colleagues across disciplines to deliver truly integrated design solutions. We are well known for our ability to sensibly refurbish older buildings, recognised in particular for the commercial success that our refurbishments realise. We will work with texture, form, colour, light, and shade to shape a sensory experience for your environment.
By leveraging our extensive knowledge and experience, we will ensure that your space looks great and is designed with the human experience in mind, to positively affect behavior and perception. The diversity of our work is testament to our commitment to crafting individual design solutions that are tailored to your requirements. With each project, we set ourselves a challenge to exceed your expectations and create delight with something original and new, without compromise to function and budget.
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GRAPHIC DESIGN WE BELIEVE THE INTEGRATION OF GRAPHIC DESIGN IN ARCHITECTURAL PROJECTS CAN GO BEYOND A MERE BRANDING ACTIVITY TO TRANSFORM A SPACE AND REALISE THE TRUE POTENTIAL OF A DESIGN CONCEPT WITH MAXIMUM IMPACT.
Effective environmental graphic design connects people to their space by personalising their experience of it. The space then becomes unique, with an identity that is inspirational rather than merely functional. The space can communicate and support a brand's core values or act more as a psychological trigger, intended to have a direct impact on the mental wellbeing of those people that occupy the space, which in turn can dramatically effect productivity.
The in-house Gray Puksand graphic design team is integral to our offering of a fully collaborative and comprehensive service. Our range of graphic design services includes branding and visual identity design, environmental graphics and way-finding, signage standards development, merchandising and collateral development including campaign strategies and advertising. Our graphic design team is committed to delivering innovative graphic design solutions that continually redefine new communication standards.
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LORETO COLLEGE ARCHIVES
OUR TEAM DESIGNS AND DELIVERS EDUCATIONAL FACILITIES FOR THE FUTURE. WE CRAFT CUSTOMISED SOLUTIONS THAT ARE NIMBLE, ENDURING AND DESIGNED TO EMPOWER THE PROCESS OF LEARNING.
We do not believe in one-size-fits-all architecture. We offer an individual, tailored approach. Our success is based on the ability to coordinate and liaise with a diverse range of project stakeholders to achieve high quality outcomes that reflect your aims and aspirations. We are adept at working with clients in the government, public, and private sectors across a range of delivery models for projects big and small, near and far. Our portfolio includes early learning centres, primary and secondary private schools (government and private), specialist trade training centres, and university and TAFE facilities.
We take the time to research and consider the forces of modern culture on education design and delivery. This includes keeping up to date with the new freedoms and opportunities presented by technology, and understanding the impact of the growing trend toward lifelong learning cycles. As the lines between our learning, work, and social spheres continue to blur, the multidisciplinary nature of our practice allows us to collaborate and apply relevant knowledge and innovations from other sectors. Itâ€™s important to have a strong, reliable team to advise and guide you confidently through this process.
Our knowledgeable and skilled in-house team has extensive first hand experience in designing and delivering high quality educational facilities. We focus on delivering innovative outcomes, boosted by our ongoing collaboration with leading independent education researchers. This adds a unique layer of scientific, evidence-based thinking to our work. Environmental Sustainable Design (ESD) is an integral part of our service. By addressing spatial flexibility, we help you achieve more with less. This focus delivers inherent sustainability not only in the original design, but also your ongoing use.
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AT GRAY PUKSAND, WE PRIDE OURSELVES ON OUR COMMITMENT TO INCLUSIVE COLLABORATION AND THE ABILITY TO PROVIDE CLEAR AND EFFECTIVE COMMUNICATION.
Collaboration is integral to our approach. In addition to leveraging the knowledge and skills across our multidisciplinary team, our process is designed to include significant client involvement and extensive specialist consultant input. Listening, research and the communication of ideas, are key elements in this process.
We will immerse you in the design process to draw out both your functional and aspirational requirements. We achieve this through structured workshops and briefing sessions, designed to be inclusive and encourage open dialogue. Our role is not to lecture, but to listen. We draw out key information, then interpret, manage, disseminate, and apply this information to develop solutions. We offer the ability to think outside the square, challenge expectations, celebrate the opportunities, explore other ideas and identify potential for innovation.
Communication is important every step of the way. We strive to ensure everyone involved â€“ particularly you and your user groups understands the process, the functional and design intent, and anticipate completed outcomes of your project. We will achieve this by establishing an open dialogue, using interactive discussions and presenting representations of concepts via two and three dimensional diagrams and modelling software.
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LORETO ARCHIVES CENTRE THE NEW LORETO ARCHIVES CENTRE FORMS AGATEHOUSE TO THE NOTABLE HERITAGE PRECINCT AT MARYâ€™S MOUNT, BALLARAT IN REGIONAL VICTORIA, AUSTRALIA.
Located in the expansive grounds of Loreto College, the Archives is sited in close proximity to a series of existing historic structures including the imposing gothic Convent Chapel and several original gothic style residential and schoolroom wings, dating from 1882.
The building will play a key role as a conservation repository and exhibition gallery, which will document and preserve historical and significant artefacts and records, ensuring they are accessible for current and future generations.
Originally operated as St Anneâ€™s Parish Primary School, the 1908 Federation Schoolroom has now been restored and re-visioned as a modern gallery space housing the Loreto Australia and South East Asia collection. The Archive holds records of enduring significance and value to Australian Loreto Foundations, Members & Missions since 1875.
A latter 1960s addition to the original schoolroom has been demolished, revealing the full extent of the largely intact original structure.
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As a sensitive and confident response to the scale and detail of the original schoolroom, the addition of a series of new spaces frame and surround the heritage structure, seeking to showcase the simplicity of the new whilst making the detail of the old integral and apparent.
The new spaces contain a conservation workroom, controlled environment repositories, several offices and a reading room. A glazed intermediary zone highlights the newly restored heritage brickwork, and provides a reception area for visitors. The tesseract forms of the new additions frame and draw expansive garden views and natural light, through into the interior spaces.
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ST ANNE’S PRIMARY SCHOOL JUNIOR LEARNING PRECINCT ST ANNE’S IS A CATHOLIC PRIMARY SCHOOL IN OUTER NORTH EASTERN MELBOURNE. THOUGH LOCATED IN CLOSE PROXIMITY TO MELBOURNE VIA THE EASTERN FREEWAY, ST ANNE’S TAKES GREAT PRIDE IN THEIR ‘BUSH’ SETTING.
The initial master planning process for the Catholic school was integral to ensuring a successful outcome that met the needs of the school and Church Communities. It was important that this planning process incorporated all members of the wider community. A series of workshops were held with the school Principal, teachers, parents, and representatives from the Catholic Education Office and Parish Church. As with most Catholic Schools, it occupies land that is owned by the Parish. The Parish was concerned about maintaining vistas to the Church, access for their ageing population and a historical link represented by the relocation of their original church building. The juxtaposition of an aging church population with primary school students represented a unique challenge which the planning process successfully negotiated.
St Anne’s learning environment is designed to encourage activity based learning. A series of six home bases are distributed through the Precinct along a central spine. Rather than functioning as a common corridor, this space provides breakout opportunities for the home bases. The home bases along the southern side of the building have large sliding doors to facilitate external breakout spaces. A centrally located staff workspace provides passive supervision of the internal breakout spaces, and the two smaller meeting rooms are provided for more intensive one on one learning. Two Learning Studios have been included at the eastern end and the mid-point of the building. The School Community was concerned these studios became lost opportunities so each one was assigned a learning outcome.
At the completion of master planning, a brief was established for a new Junior School. This brief called for a new learning precinct, to replace the P-2 classrooms accommodated in portables. One of the major challenges faced was that of educating the parent community about the benefits of flexible learning, challenging their ideas on traditional learning. During workshops, the parents were educated in the pedagogical rational behind the distribution and placement of learning spaces. This was done, with the teachers participating as proponents of Activity Based Learning.
At the east end of the building, the Learning Studio has been designed as a Computer Lab. The central Learning Studio has been designed as an Art Studio including storage, joinery and resources to facilitate this learning outcome.
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The school’s external design was influenced by two main design concerns. These were expressing the school’s ‘bush’ setting and dedication to faith based education. The bush setting is expressed in the brick façade which has a ‘bark’ pattern based on the trees indigenous to the area. The main roof of the building also metaphorically represents a tree canopy. This roof element not only expresses shelter but also undulates according to the functions contained within. At the western entry end of the building, the main entry space is defined by a striking double height volume and distinctive cross framed element designed into the glazed façade. This cross provides a subtle reference to the ideology of the school.
The building’s facades were designed with environmental sensitivity in mind. The enfolding roof canopy’s large overhangs allow ample natural light internally, while ensuring shading and protection to the north oriented facade. Windows and openings along the north and south facades provide cross ventilation, while the sliding doors on the south façade allow both ventilation and access to external breakout spaces. The layout also takes advantage of its east-west axis for environmentally sensitive design.
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OUR LADY OF THE SACRED HEART PRIMARY SCHOOL A THREE STREAM CAMPUS WITH SIGNIFICANTLY ENHANCED EFFICIENCIES, FUNCTIONALITY, FLEXIBILITY, AMENITY AND PRESENTATION.
MASTER PLANNING Our Lady of Sacred Heart Primary School initially approached Gray Puksand for advice on a minor library refurbishment project. The team delivered a strategic master plan approach and vision for the school campus that identified the potential and opportunities in solving the school's immediate brief and long term wider challenges. The main challenges were associated with improvised organic adaptation of the school facilities to deal with significant growth in pupil enrolments from a two stream to a three stream school.
The original Mid-Century school building stock and master plan inadequacies, land locked site growth limitations with subsequent lack of external space and poor quality amenity of spaces were exacerbated by the growth demands of the school community. The master plan provided solutions, addressing all these issues, along with facilitating significant flexible, functional, aesthetic, amenity and efficiency improvements considering current pedagogies and school aspirations within a prioritised staged procurement program.
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The existing spaces suffered from a lack of natural lighting, glare from adjoining properties, and a drab level of finish, generally untouched since its inception. These issues were successfully resolved in the project's refurbishment of the upper level of Block C. Store rooms, teacher prep room, and circulation spaces have been opened up to create an activated circulation network, incorporating new flexible learning spaces and online learning facilities, with direct connectivity to the four adjacent general learning centres. New sliding door room dividers enable the spaces to be fully opened up or divided into traditional individual learning areas. Vibrantly coloured floor and wall finishes, define and transition between the individual spaces. New and refurbished joinery units similarly add storage functionality, with a contemporary finish.
Designed and developed on time and within budget, this centrally located and strategically important new building project provided a catalyst and impetus in the redefinition and modernisation of the campus facilities within a 21st century pedagogy paradigm.
Furthering the campus' modernisation and master plan strategy, this Stage was within a prioritised block grant funding procurement process. Two new classrooms added to the top level of Block A, and the refurbishment of four adjacent classrooms, have created six adaptable classrooms that suit the three stream school capacity model. Circulation spaces have been opened up and activated, creating spill out circulation and flexible learning spaces and additional amenities, in a similar pattern and fitout style to previous successful stages. The new addition has also created a new undercroft space for prep amenities and undercover outdoor play and learning areas, whilst improving the natural light penetration into the existing lower level prep classroom spaces.
A dynamic transitionary volume links and enriches the ‘urban’ external spaces of the central agora covered area with the upper level feature courtyard and entry areas. This volume is activated with circulation networks featuring a stair link promenade incorporating socialisation spaces, tiered terracing for impromptu and informal performances, socialisation and teaching spaces, with the potential for religious iconography personalisation and the like informed by Gray Puksand’s Faith Based Research Program. The efficient building program accommodates seven fully adaptable general learning areas, activated circulation spaces and a new future library over three levels, utilising vibrant geometries, colours and materiality that will inform the future stages of a highly considered, homogeneous master plan implementation program.
Dynamic geometries, details, colours and materials also introduced to the campus in the previous stages provide a similar palette for the new campus’ built insertions, juxtaposed against the original school building fabric.
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LORETO COLLEGE MARYâ€™S MOUNT CENTRE THE MARY 'S MOUNT CENTRE, LORETO COLLEGE IN BALLARAT IS A NEW 500 SEAT AUDITORIUM OF EXCEPTIONAL QUALITY AND ACOUSTIC PRESENCE.
A flexible acoustic theatre suitable for all modes of performance, including voice, acting and dance with the main aim of seating large scale orchestras including the Melbourne Symphony, to small ensembles. The vision and intent of the theatre 's design was to combine the performance of the arts with the education of students in all aspects of the arts. The location of the building in contrast to the adjacent historic Chapel was of importance. The theatre was architecturally designed to reflect the Chapel, and at the main entry, to visually frame the Chapel. The design of the theatre is refined simplicity in massing and in form, to place the Chapel on show. The Mary 's Mount Centre has been designed to sit comfortably within its surrounds, enhancing the performance of the college, both aesthetically and educationally. It is a space for creative contemplation, exhibition and appreciation. 28
A specific challenge was to bring together all functions under the one roof. The adaptation of space, combined with the ability to activate each space independently was met with a successful outcome to this challenge Also, storage and acoustic separation poised a challenge, but with the combination of storage walls to accommodate equipment, a solution was achieved. Each interior space within the building has been designed to interconnect, resulting in a space built for learning as well as the adaptation of spaces for acoustic requirements. The adjustable acoustic treatment displayed throughout the theatre is achieved through the use of curtains on the side walls which drop down to change reverberation times, assisting with the varying acoustic requirements of different performances.
Students of Loreto College have a great opportunity with the use of this theatre, to be educated in all aspects of the performing arts. The 'Bio Box ' has been designed into the centre as both a space for teaching and learning, with fully equipped technical control of the stage, as well as storage for stage equipment. The practice rooms and Green Screen multi-media laboratory also visually connect to all main spaces, enhancing the teaching and learning possibilities. The interconnectivity of spaces enriches the learning experience through collaboration across all arts disciplines.
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SACRED HEART PRIMARY SCHOOL MULTIPURPOSE HALL AND CLASSROOM.
This Multi-Use Hall and Classroom Addition is the culmination of a two phase master plan. Sacred Heart values children being able to communicate and collaborate. The new addition provides teachers with the ability to implement contemporary learning, which has led to further engaging the children in their education. The greatest challenge for the project was the integration of the new with the existing. The existing building had been constructed over a period of 40 years with multiple additions. Through careful planning and input from the parent, teacher and church communities, an addition was designed that met all partiesâ€™ requirements. It also provides the spaces necessary to deliver a quality faith-based education to the students.
The two new classrooms, Art Room and Multi-Use Hall have supported the teachers in implementing a curriculum that is flexible and supportive of collaboration. The movable wall between classrooms allows the children to collaborate between rooms. This enables them to participate in more personalised learning opportunities. Art is an important activity for students to communicate their ideas and this opportunity is met in our new modern Art Room. This space has storage, sinks and resources to help facilitate these learning outcomes.
The Multi-Use Hall allows for breakout opportunities from the classroom environment. On a rostered basis, all classes can utilise this space to share learning experiences and build community. It is also used on cold or rainy days for physical education and as a flexible space for social events. At the recent School Dedication, we were able to gather representatives of the Government, School Community and Parish. The Multi-Use Hall was well suited to cater to this community function and was greatly appreciated by all.
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DISCUSSION IS GOD IN THE DETAILS? PEDAGOGY AND THE DESIGN OF FAITH-BASED SCHOOLS
CONTEMPORARY SCHOOL DESIGN IS PREDOMINATELY A FUNCTIONAL RESPONSE TO MODERN CONCEPTS REGARDING THE DELIVERY OF EDUCATION. THIS APPLIES TO BOTH NON-RELIGIOUS AND FAITH-BASED SCHOOLS.
However, unlike their secular counterparts, faith-based schools have traditions and values that influence their curriculum and pedagogy. Our research has found that religious identity can also influence school design. We have identified five potential ‘Design Connections’ which range from the overt co-location of schools adjacent to a place of worship, to the sublime way natural daylight enters and filters through a space.
WHY FAITH-BASED SCHOOLS? Faith-based schools form part of the Catholic and independent school system. This includes schools run by non-government entities, not-for-profit organisations and faith-based institutions which offer alternatives to traditional Australian schooling including co-educational, single-sex, boarding, special needs and faithbased education. In 2014, the Catholic and independent school sectors accounted for 35 per cent of student enrolments in Australia. Of all independent schools, ‘85 per cent... have a religious affiliation’ (ISCA 2015, p.1). Parents enrol their children in independent schools for many reasons. A 2008 report from the Independent Schools Council of Australia (ISCA), identified that ‘moral values’ rank as high or higher in importance than factors such as high academic achievement, social skills and discipline (ISCA 2008, p.7). Faith-based education also provides an opportunity for the training of ‘moral values’ within an existing education framework.
ENROLMENT CHANGE BY SECTOR 1970 TO 2015 GOVERNMENT
CATHOLIC INDEPENDENT RELIGIOUS INDEPENDENT SECULAR
1980 1990 2000 2010 2015 0%
HOW DOES THE CURRICULUM DIFFER BETWEEN SECULAR AND FAITH-BASED SCHOOLS? In the traditional school environment, education comprises Curriculum, Pedagogy and Assessment. Education expert Sir Ken Robinson sums these up as follows: "Curriculum, which is what the school system expects students to learn; pedagogy, the process by which the system helps students to do it; and assessment, the process of judging how well they are doing." (Robinson & Aronica 2009, p.192).
The Australian Government (ACARA) sets education goals that must be achieved by the curriculum of all schools in Australia (MCEETYA 2008). Faith-based schools have additional goals based on their religious identity that affects curriculum and how itâ€™s delivered (pedagogy), with Religious Education taught at all levels. This education emphasises cultural and religious heritage as well as moral values. Programs often focus on rituals, celebrations, prayer, religious texts and cultural languages, and on the moral and spiritual wellbeing of students in order to make them valuable members of the religious and wider community.
PEDAGOGY AND SCHOOL DESIGN In this scheme, school design has a close association with pedagogy. In the past decade, educational practices have shifted from lecture-based teaching to provide greater opportunities for group, collaborative and individually focused learning. Space planning and architectural design create environments that facilitate teaching and learning outcomes. This concept applies to both secular and faith based schools but does not address the religious identity of faith-based schools. For Christian and Jewish Schools, religious identity is most evident in the use of religious symbols or their proximity to a place of worship. For Islamic Schools, where the use of religious icons can be more limited, it is less evident.
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"ARE THE CULTURAL AND SPIRITUAL BELIEFS INFLUENCED BY THE DESIGN OF FAITH-BASED SCHOOLS?"
PROXIMITY ICONOGRAPHY PRAXIS COMMUNITY EXPERIENTIAL
HOW DO CULTURAL AND SPIRITUAL BELIEFS INFLUENCE THE DESIGN OF FAITH-BASED SCHOOLS? Just as architecture can facilitate learning styles, it can also communicate ideals and values. Learnings from our interviews with representative institutions indicate that there is a desire within the faith-based school community for design to communicate religious identity. However, the approach can range from an overt display of religious symbols to the use of natural light to inspire a sense of the sacred. We have identified a series of ‘Design Connections’ that provide a link between Religious Identity and School Design as described in this diagram. PROXIMITY deals with whether the school is adjacent to a place of worship. Schools that are co-located with a place of worship are more clearly identifiable as being associated with that particular religion. For schools that are not located next to a place of worship, the need for ‘religious identity’ can be more of a requirement ICONOGRAPHY is the display of religious symbols and is the most common connection evident in faith-based schools. Religious symbols often form a design feature of the façade or signage. However, the use of Iconography is not universal amongst religious groups. Some Islamic and independent Christian groups avoid the use of Iconography.
Al Siraat College in Melbourne’s northern suburbs beleves that the school’s facilities should be simple and conservative with true Islamic faith not encouraging overt decoration and embellishment (Ahrain & Ahrain 2013). PRAXIS relates to religious rituals or observances that require a functional response. These include rites of passage, such as Bar/Bat Mitzvah or Confirmation, separation of sexes, spaces for prayer and building orientation. As a functional requirement, it can directly influence the layout and form of schools and is one of the most evident expressions of religious identity. COMMUNITY is the manner in which the school engages with its spiritual and wider community. Catholic Schools place a strong emphasis on the idea of the school as ‘outward facing.’ They see the school community as made up of the parish, families and the wider community. However, some faith-based schools focus inwards due to pressures from local communities or historical prejudices. Jewish and Islamic schools have a tendency to focus inwards on a local level, but tend to have a ‘world view’ that connects the school community to their spiritual homelands and a global religious community.
EXPERIENTIAL refers to how the school design might elicit a religious experience. It’s also the most powerful link for providing a sense of the sacred. Religious scholar Mircea Eliade states that sacred space “constitutes a break in the homogeneity of space” where “communication with heaven is expressed by one or another certain images” (Eliade 1959, p. 37). This can be achieved through the use of verticality, scale and the contrast of light and shadow.
CONCLUSION The influence of cultural and spiritual beliefs on the design of faith-based schools depends on the school, its beliefs and practices. At faith-based schools, religious identity influences pedagogy and there is the opportunity for it to influence school design. Sometimes, a school may simply need a functional space that facilitates 21st century learning outcomes. At other times, a school may require a sense of the sacred and look for an expression of God in the Details.
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$10.0M Alamanda College P-9 and Early Learning Centre, Point Cook
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3/577 Little Bourke Street, Melbourne VIC 3000 t +61 3 9221 0999 e email@example.com
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