Biophilic Design and the Effect Upon School Performance

Biophilic Design and the Possible Positive Effect Upon School Performance

Susan Antaki Khan Directed Research ID 595A

Fall 2019 Advisor: Mihaela Dana Oprisan

Introduction Biophilic design is based on the Biophilia hypothesis which proposes that humans have an innate connection with the natural world and that exposure to the natural world is therefore important for human wellbeing.

NATURAL PATTERNS & PROCESSES

I thought it might be useful to search the scholarly literature and identify the relationships among biophilic elements of the environment and cognitive functions, stress relief, attention restoration and translate them into design solutions such as plants in the classroom, window view of nature, daylight, variable lighting, and symbolic features which give a sense of attachment to place.

LIGHT & SPACE Case studies have shown that playscapes are important for social, motor and cognitive development in children. The design elements associated with playscapes studied: boulders for climbing, loose parts for problem solving and trees displaying fractals which are found in nature and provide a sense of refuge and wellbeing.

A review of the literature showed studies such as Kaplan’s Attention Restoration Theory, (S. Kaplan, 1995; R. Kaplan & Kaplan, 1989) posited that plants and natural settings foster restoration from mental fatigue because they invoke involuntary attention, which allows the capacity for directed attention to rest and replenish.

BIOPHILIC DESIGN

ENVIRONMENTAL FEATURES

NATURAL SHAPES & FORMS

My intent was to research those design elements that helped best to achieve attention restoration, improved cognition, and subsequently, improved achievement scores.

Purpose of the Study A review of the evidence for Biophilic design will focus on the environmental psychology literature which has a long tradition in examining the potential healing benefits of exposure to nature and natural elements as found in Attention Restoration Theory posited by (Kaplan, 1989, 1995.)

This study will review evidence for biologic design in classrooms and playscapes and will focus on the psychology literature which has a tradition in examining the potential healing benefits of exposure to nature and the differences in the way individuals respond to nature. The study will also compare the different biophilic elements in the classroom and playscape areas that may have a positive impact upon the executive functions, subsequent improvement in achievement scores and socialization among young students

The purpose of this study then is to compare the different biophilic design elements that could contribute to improved performance in the classroom and socialization amongst their peers. My intent is to translate research findings into feasible design solutions to create a stimulating and yet calming space within the classroom setting, indoor and outdoor playscapes.

Glossary of Terms Achievement scores are often used in an educational system to determine the level of instruction for which a student is prepared. High achievement scores usually indicate a mastery of grade-level material, and the readiness for advanced instruction. Wikipedia Attention Restoration Theory asserts that people can concentrate better after spending time in nature or even looking at scenes of nature. Widipedia Behavior is the way in which one acts or conducts oneself, especially toward others.

Executive functions are a set of cognitive processes that are necessary for the cognitive control of behavior: selecting and successfully monitoring behaviors that facilitate the attainment of chosen goals. The Executive Functions: goal-setting, self-regulation, inhibitory control, initiation, working memory, planning, organization, decision making, problem solving, self-monitoring. Wikipedia.

Fractals are a non-regular geometric shape that has the same degree of non-regularity on all scales.

Fractals are the kind of shapes we see in nature. Whats.com Stress is a physical, mental, or emotional factor that causes bodily or mental tension. Stresses can be external from the environment, psychological, or social situations. MedicineNet.com

What is Biophilic Design?

Biophilic design is a design philosophy that encourages the use of natural systems and processes in the design of the built environment.

Biophilic design is based on the Biophilia hypothesis by Stephen Kellert and Elizabeth Calabrese which proposes that humans have an innate connection with the natural world and that exposure to the natural world is therefore important for human wellbeing. Biophilic design then suggests that environments could be made more restorative by incorporating natural elements in built environments.

Gillis, K., and Gatersleben,

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, A. Literature Review, Data Analysis & Conclusions: A. Definition of Biophilia

RESEARCH QUESTIONS

Which are the design elements that have been shown to have a positive impact upon executive functions?

Which are the design elements have been shown to have a positive impact on school performance?

I expect to find specific design elements in the studies that will provide evidence that shows improved executive functions when biophilic elements are added to the environment.

I expect to find specific design elements that will have a positive impact upon school performance.

Which biophilic elements have been shown to improve mood?

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, . A. Literature Review, Data Analysis & Conclusions A2 Research Questions

I expect to find specific design elements that will have a positive impact upon mood and well-being.

METHODOLOGY

DATABASES: PubMed Google Scholar Library Article Search

KEYWORDS: Psychological Cognitive Stress Classroom Achievement Attention Restoration Executive Functions Mood Well-Being

Biophilic Design Elements-Classroom

LIST OF JOURNALS:

Daylight Variable Lighting Symbolic Features Plants/Living Wall Window View of Nature

Children, Youth & Environments Environment and Behavior Journal of Environmental Psychology Behavioral and Brain Sciences Health Environments Research & Design Journal Frontiers in Psychology Affect Disorder The International Journal of Play Youth and Environments International Journal of Engineering Education Journal of Speech, Language, and Hearing Research

Biologic Design Elements-Playscape Plants Trees Nature Playscape Natural Plantings Natural Shapes Water Feature

The articles selected for review were chosen for their relevancy regarding the cognitive, behavioral and achievement areas that were being investigated. Articles were deemed most relevant when the studies included the measures of impact of biophilic design features such as nature views, colors of nature, use of symbolic features such as artwork and natural elements in playscapes. Exclusion criteria included those articles not related to environmental psychology and/or the built environment.

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, A. Literature Review, Data Analysis & Conclusions: A. 3 Methodology

METHODOLOGY INCLUSION CRITERIA BASED ON BIOPHILIC ELEMENTS OF THE ENVIRONMENT: Children between the ages of 5-12 were included in the study.

Peer-reviewed journals were utilized to answer the research questions posed.

Biophilic elements that addressed the cognitive and achievement scores in elementary school-aged children.

Studies were deemed relevant if the methodology used was thorough and controlled for a number of variables.

DATA ANALYSIS & DATA BASES INCLUSION CRITERIA BASED ON PSYCHOLOGICAL IMPACTS: Studies included research into the effect that biophilic design elements had on mood and wellbeing.

Studies that investigated the effect of biophilia in the classroom on cognition including the executive functions, behavior and stress levels were included.

Studies were deemed relevant if the methodology used was thorough and controlled for variables.

The data was captured, organized and calculated in an Excel program.

Data was extrapolated according to each topic explored such as behavior or stress and placed in graphs and tables delineating the different variables.

Based on data collected, conclusions were made with a high degree of confidence related to the methodology of the studies and their findings.

In reviewing the research, I looked for the correlation between design elements and psychological outcomes.

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, A. Literature Review, Data Analysis & Conclusions: A. 3 Methodology

FINDINGS There were 35 studies selected for review and 25 were found relevant for this study. The six Biophilic design attributes that were used in this experience include: Form, Scale, Color, Texture, Pattern and Light. These studies were conducted within the school environment either in the classroom, in an outdoor setting on school grounds and in playscapes.

The studies were evenly divided between indoor and outdoor experiences: There were 14 studies reviewed that addressed the impact of Biophilic Elements on the executive functions compared to four for achievement scores.

When individual design elements were measured for the impact on executive functions, behavior, achievement scores, attention restoration and stress in the classroom the following design elements had a notable to significant positive effect upon the executive functions and achievement scores.

These design features included:

--Window View of nature --Plants/Living Walls --Variable Lighting --Natural Daylight --Symbolic Features

When individual design elements were measured for the impact on executive functions, behavior, achievement scores, attention restoration and stress in the playscape settings the executive functions and socialization among classmates were most positively significantly impacted.

These design features included:

-Challenges -Pathways-Bridges -Loose Parts-Logs,Twigs -Canopy of Trees -Unmanicured Gardens -Hiding Places -Greenery

Bar Graphs 1-6 illustrate the design elements showing a correlation between cognitive functions and the number of studies that were conducted investigating these functions.

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, A. Literature Review, Data Analysis & Conclusions: A. 4 Findings

FINDINGS Number of Studies Addressing Biophilic Elements Across Cognition Categories

Indoor vs. Outdoor Studies Reviewed 15 16 13

12 11

14

11 12

9

10

7

8

5

6

3

4

1 -1

Indoor

Outdoor

2 0

EXECUTIVE FUNCTION

Graph 1

8

BEHAVIOR

ACHIEVEMENT SCORES

Graph 2

Number of Studies Answering Question #1 Compared to Question #2

Number of Studies Addressing Biophilic Elements Across Cognition, Attention Restoration and Stress 30

7

25

6 5

20

4

15

3 2

10

1

5

0

Question #1: Do Biophilic Elements Improve Question #2-Do Biophilic Elements Improve Executive Functions Achievement Scores

0 Cognition

Graph 3

Restoration

Graph 4

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, A. Literature Review, Data Analysis & Conclusions: A. 4 Findings a. Graphs

Stress

FINDINGS

Indoor and Outdoor Combined Biophilic Elements and Impact on Executive Functions vs Achievement Scores

Playscape Biophilic Effects on Executive Functions vs.

Achievement Scores

18

10

16

9

14

8

12

7 6

10

5

8

4 6

3

4

2

2

1

0

0 Question #1Do Biophilic Elements Improve Executive Functions

Question #2 Do Biophilic Elements Improve Achievement Scores

Question #1: Do Biophilic Elements Improve Executive Functions

Question #2-Do Biophilic Elements Improve Achievement Scores

Graph 6

Graph 5

Classroom Biophilic Effects on Executive Functions vs.

Achievement Scores 8 7 6 5 4 3 2 1 0 Question #1: Do Biophilic Elements Improve Executive Functions

Graph 7

Question #2-Do Biophilic Elements Improve Achievement Scores

Graph 8

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, A. Literature Review, Data Analysis & Conclusions: A. 4 Findings a. Graphs

FINDINGS

Window View of Nature (Langdon &Loudon, 1970) found decreased academic performance and hormone level differences associated with windowless classrooms. Students in classrooms with larger window areas scored higher in mathematics and reading when compared with those in classrooms with smaller windows and less access to light.

(Heschong Mahone Group, 1999, 2003). Students with a natural view rated the course curriculum, classroom resources, and classroom materials more positively than students with no natural view. (Benfield, J., 2015.)

Natural Daylight From a Biophilic view, humans evolved under natural light conditions. A study on children in a classroom in Sweden found that children in rooms with daylight had improved attention when compared with children in classrooms with no windows and conventional fluorescent lighting. (Kuller, R., 1992.)

Variable Lighting Dynamic lighting refers to lighting that provides varying lighting parameters that vary over time to support user activities. Daylight spectrum lighting that changes throughout the day to mimic natural light, such as circadian lighting, could be a way to better reap the benefits of natural light. Research on the correlation between the color of illumination and student performance has been shown to be positive. Students’ attention has been shown to increase when lighting with higher CCT (color temperature as a measure of Kelvins) values is used and that students’ levels of relaxation and calmness are increased by lighting to set to lower CCT values (Choi, K,. 2016.)

Plants in the Classroom Numerous studies have shown that indoor plants provide benefits for health and wellbeing. In a study performed by John Daly, 2010 at the University of Technology, Sydney, found that classroom plants consistently led to improved performance in spelling, mathematics and science, and across the curriculum.

Graph 9

Symbolic Features Symbols such as artwork and posters inform students whether they are valued learners and belong within the classroom with far-reaching consequences for students’ educational choices and achievement. Work in psychology and education has demonstrated the importance of environmental features that we term the symbolic classroom. Far from being trivial details, these features powerfully affect classroom culture. The objects present in a classroom influence performance and shape student aspirations (Fisher, Godwin, & Seltman, 2014). Small changes to the symbolic classroom can improve learning outcomes for all students and help reduce racial and gender achievement gaps. ( Cheryan, S., Ziegler, A.,Plaut, V., and Meltzoff, A. 2014.)

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, A. Literature Review, Data Analysis & Conclusions: A. 4 Findings a.Graphs

TABLES SHOWING THE PSYCHOLOGICAL IMPACT OF STUDIED ELEMENTS IN THE SELECTED STUDIES CLASSROOM

PSYCHOLOGICAL IMPACT BIOPHILIC FEATURE NATURAL DAYLIGHT VARIABLE LIGHTING GREEN-LOOSE PARTSPATHWAYS-FRACTAL TREE PLANTS - LIVING WALLS

ATTENTION RESTORATION

IMPACT ON STRESS

X

X

X

X

X

ACHIEVEMENT EXECUTIVE BEHAVIOR SCORES FUNCTION X

X

X

X

X

X X

X=Positive Correlation PLAYSCAPE

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, A. Literature Review, Data Analysis & Conclusions: A. 4 Findings b.. Tables

CONCLUSIONS

A review of Biophilic design elements that demonstrated a positive impact upon cognition, specifically the executive functions and achievement scores in school-aged children, variable results demonstrating the benefits of Biophilic design for increasing performance in the classroom and playscape environments.

When determining the effect of all design features when taken together, executive functions were impacted very significantly, achievement scores and attention were impacted as well but less significantly. These findings were found to be relevant for designing a classroom space and indoor and outdoor playscapes.

The studies were conducted in various schools around the country and internationally. Children, whose executive functions are in the process of developing until they are into early adulthood, would appear to benefit greatly from these small changes within the classroom environment. If these cognitive skills, which have been shown to have a positive impact on higher critical and abstract thinking skills continue to strengthen throughout the elementary school years then an inference could be made that with biophilic elements such as plants in the classroom, window views of nature, artwork and posters that provide a sense of place and attachment, that students will continue to expand their cognitive abilities and subsequently demonstrate improved achievement into the upper grades.

Future research is needed to isolate and control for different design elements and their correlation with various cognitive functions. There has been little research on the various combinations of proposed attributes that have been covered in this study. For example, do plants and certain materials have a larger impact than plants in the classroom and nature views? Is gender a factor in how design elements impact cognition and achievement?

The research in studying how children socialize and develop higher critical thinking skills has been well researched in the area of developing playscapes with specific design elements but not as extensive in the classroom setting. Future research is needed to explore whether these skills are maintained throughout adolescence.

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, A. Literature Review, Data Analysis & Conclusions A. Conclusions

CONCEPTUAL MODEL

EXECUTIVE FUNCTIONS

COGNITION

STRESS RELIEF

BIOPHILIC ELEMENTS

PLANTS IN CLASSROOM

WINDOW VIEW OF NATURE

ATTENTION RESTORATION

DAYLIGHT

VARIABLE LIGHTING

IMPROVED SCHOOL PERFORMANCE

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, A. Literature Review, Data Analysis & Conclusions A5. Conclusions

SYMBOLIC FEATURES

REFERENCES Amicone, G.1, Petrucelli, I. 2, DeDominicis, S. 3, Gherardini, A. 4 (2018). Green Breaks: Restorative Effect of the School Environment’s Green Areas on Children’s Cognitive Performance. Frontiers in Psychology, 9, 1579 Benfield, J., Rainbolt, G. (2015). Classrooms with Nature Views: Evidence of Differing Student Perceptions and Behaviors. Environment and Behavior, 47(2), 140-157.

Kochanowski, L., Carr, V. (2014). Nature Playscapes as Contexts for Fostering SelfDetermination in Children. Youth and Environments 24(2), 146-167.

Kuo, M., Browning, M., Sachdeva, S., Lee, K., Westphal, L. (2018). Examining the Link Between “Greeness” and Academic Achievement in Urban, High-Poverty Schools.

Frontiers in Psychology, (25), doi.org/10.3389/fpsyg.2018.01669

Berman, M., Kross, E., Krpan, K., Askren, M., Burson, A. et al., (2012). Nature Improves Cognition and Affect for Individuals with Depression. Affect Disorders, 140(3), 300-305.

Kuo, M., Browning, M., Penner, M. (2018). Do Lessons in Nature Boost Subsequent Classroom Engagement? Refueling Students in Flight. Frontiers in Psychology.

Doi.org/10.3389/fpsyg.2017.02253

Bourrier, S., Berman, M., Enns, J. (2018). Cognitive Strategies and Natural Environments Interact in Influencing Executive Function. Frontiers in Psychology-Environmental Psychology, doi:10.3389/fpsyg.2018.01248

Llorca, J., Redondo, E., Vorla, M. (2019). Learning Room Acoustics by Design: A ProjectBased Experience. International Journal of Engineering Education, (35)1, 1-7.

Carr, V., Douglas, R., Brown, S., et.al., 2017. Nature by Design, Playscape Affordances Support the Use of Executive Function in Preschoolers. Children, Youth and Environments, 27(2) 25-46.

McGee, B., Marshall-Baker, A., (2015). Loving Nature from the Inside Out: A Biophilia Matrix Identification Strategy for Designers. Health Environments Research & Design Journal, (8)4 115-130.

Carr, V., Luken, E. (date). Nature Playscapes as Contexts for Fostering Self-Determination.

The International Journal of Play, 3(1), 69-83.

Mott, M., Robinson, D.H., Walden, A., et al. (2012). Illuminating the Effects of Dynamic Lighting on Student Learning. SAGE Open. Doi10.1177/2158244012445585.

Chen, Z., Yujia, H., Yuguo, Y. (2013). Enhanced Functional Connectivity Properties of Human Brains During In-Situ Nature Experience. SAGE Publications Peer J 4:e2210; DOI 10.7717/peerj.221.

Sleegers, P., Moolenaar, N., Galetzka, M., (2013). Lighting Affects Students’ Concentration Positively: Findings from Three Dutch Studies. Lighting Res. Technology, 45, 159-175.

Cheryan, S. Ziegler, S., Plaut, V., Meltzoff, A. (2014). Designing Classrooms to Maximize Student Achievement. Behavioral and Brain Sciences, 1(1) 4-12.

Kyungah, C., Hyeon-Jeong, S. (2016). Dynamic Lighting System for the Learning Environment: Performance of Elementary Students. Optics Express, 24(10).

Dadvanda, P., Nieuwenhuijsena, M., Fornsa, J., Basagana, X. (2015). Green Spaces and Cognitive Development in Primary Schoolchildren. PNAS, 112(26), 7937-7942.

Daly, J., Burchett, M., Torpy, F. (2010). Plants in the Classroom Can Improve Student Performance. Front. Psychology. https://doi.org/10.3389/fpsyg.2018.01669 Dockrella, J., Shield, B., (2012). The Impact of Sound-Field Systems on Learning and Attention in Elementary School Classrooms. Journal of Speech, Language & Hearing Research, (55), 1163-1176.

Stenfors, C., VanHedger, S., Schertz, K., Meyer, F., et al. (2019). Positive Effects of Nature on Cognitive Performance Across Multiple Experiments: Test Order but Not Affect Modulates the Cognitive Effects. Frontiers in Psychology-Environmental Psychology, 10, 1413. Doi:10.3389/fpsyg.2019.01413 Tennessen, C., Cimprich, B., (1995). Views of Nature: Effects on Attention. Journal of Environmental Psychology, 15, 77-85.

Torquati, J., Schutte, A., Kiat, J. (2017). Attentional Demands of Executive Function Tasks in Indoor and Outdoor Settings: Behavioral and Neuroelectrical Evidence. Children, Youth and Environments,27(2) 70-92.

Ulrich, R., Simons, B., Losito, B. (1991). Stress Recovery During Exposure to Natural and Urban Environments. Journal of Environmental Psychology, 11, 201-230.

Van den Berg, A., Wesselius, J. (2016). Green Walls for a Restorative Classroom Environment: A Controlled Evaluation Study. Environment and Behavior, 49(7), 1-23.

Gillis, K., Gatersleben, B. (2015). A Review of the Psychological Literature on the Health and Wellbeing Benefits of Biophilic Design. Buildings 2015, 5(3), 948963; https://doi.org/10.3390/buildings5030948 Klatte, M., Hellbruck, J. (2010. Effects of Classroom Acoustics on Performance and WellBeing in Elementary School Children: A Field Study. Environment and Behavior, DOI:10.1177/003916509336813

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, A. Literature Review, Data Analysis & Conclusions: A. 4 Findings References

REFERENCES NOT INCLUDED IN THIS STUDY

Berry, M., Sweeney, M., Morath, J., Odum, A., Jordan, K. (2014). The Nature of Impulsivity: Visual Exposure to Natural Environments Decreases Impulsive Decision-Making in a Delay Discounting Task. PLoS ONE 9(5): doi: 10.1371/journal.pone.0097915 Berto, R. (2014). The Role of Nature in Coping with Psycho-Physiological Stress: A Literature Review on Restorativness. Behav. Sci. 4 394-409.

Emfield, A., Neider, M. (2014). Evaluating Visual and Auditory Contributions to the Cognitive Restoration Effect. Frontiers in Psychology. doi: 10.3389/fpsyg.2014.00548 Ferguson, K., Cassells, R., MacAllister, J., Evans, G. (2013). The Physical Environment and Child Development: An International Review. International Journal Psychology, 48(4)437-468 Malinin, L., Parnell, R. (2012). Reconceptualizing School Design: Learning Environments for Children and Youth. Children, Youth and Environments, 22(1) 11-22.

Tsunetsugu, Y., Miyazaki, Y. (2007). Physiological Effects in Humans Induced by the Visual Stimulation of Room Interiors with Different Wood. J. Wood Sci. 53, 11-16.

Wolch, J., Byrne, J., Newell, J. (2014) Urban Green Space, Public Health, and Environmental Justice: The Challenge of Making Cities “just green enough.” Landscape and Urban Planning 125 234-244

DESIGN CONCEPT & SCHEMATIC DESIGN KEY DESIGN WORDS

CLASSROOM Natural Daylight Lessons Outdoors Water Features Plants/Living Wall Natural Geometries-Fractals Symbolic Objects-Artwork, Posters Cultural and ecological attachment to place Natural Shapes-Oval, Rounded Dynamic Lighting

Effects: selected attention, directed attention, working memory, inhibitory control, self-regulation, and increased attentiveness

INDOOR PLAYSCAPE & OUTDOOR PLAYSCAPES Hiding Places Lessons Outdoors Effects: initiation, self-monitoring, Reading Nooks inhibitory control, flexibility, working Loose Parts memory, problem solving socialization, Unmanicured Gardens Unleveled topography The design concept incorporated design elements that were found Semi-enclosed spaced & in the studies to be the most effective in improving executive perimeter boundary Canopy of trees functions significantly and to a lesser extent achievement scores. In Challenges several studies, students were surveyed about their satisfaction Pathways regarding certain elements such as plants in the classroom or Twigs, tree cookies, logs challenges in the playscape and it was shown that students derived Water features pleasure from these design elements but they overwhelmingly liked Sand, rocks, flowers “lessons outdoors.”

The findings here provide some support and guidance for including more lessons in nature. Students simultaneously learned classroom curriculum while rejuvenating their capacity for learning by “restoring attention” more frequently which would help explain their enjoyment of this setting.

The research studies informed the different design elements in the classroom space by incorporating: · Colors of nature – greens and blues · Plants · Natural materials – sustainable hardwood floors such as bamboo, cork, oak · Symbolic features – posters to give a sense of place, artwork that is representative of nature · Daylight and Variable Lighting – switches to allow for changing lighting in the classroom to best suit the tasksat-hand

The research studies informed the varying design elements in the indoor playscape: · Seating for academic lessons taught in a natural setting · Plants · Comfortable seating to provide a sense of solitude or refuge · Textures – smooth - coarse The research studies informed numerous design elements in the outdoor playscape: · Boulders and rocks for climbing-rock wall · Bridge · Natural vegetation – garden · Sensory Wall · Trees

DESIGN CONCEPT CLASSROOM

Design ElementPsychological Features

Cognition Stress

FORM

SCALE

rounded, oval, arc, directionality, *repetition, undulating, curvatures *shapes resisting straight lines and right angles

natural

*egg, oval & tubular forms

COLOR

TEXTURE

PATTERN

LIGHT

*Integration of parts to Daylight/Variable wholes

*bounded spaces

colors of nature, greens, Varied-rough, smooth, blues, hues, strong & soft sensory, tactile colors blues & greens, neutrals smooth

*dynamic balance & tension

*filtered & diffused light

*transitional spaces

soft hues of nature colors *sensory variability

*central focal point

daylight, warm & low lighting

rounded, oval, arc, directionality natural

colors of nature

Varied-rough, smooth, sensory, tactile

*Integration of parts to Daylight/Variable wholes

*Spatial harmony

colors of nature

Varied-rough, smooth, sensory, tactile

Repetition, undulating, Daylight/Variable curvatures

Behavior

Achievement Scores Attention Restoration

natural

*Stephen Kellert's Biophilic Design Elements & Attributes

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, B. Design Concept & Schematic Design B1. Design Concept. Tables

DESIGN CONCEPT CLASSROOM

PLAYSCAPE

*Stephen Kellert's Biophilic Design Elements & Attributes

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, B. Design Concept & Schematic Design B1. Design Concept. Tables

Design Steps Programming - Design Concept - Schematic Design Design Development SCHEMATIC DIAGRAM I

CIRCULATION PLAN

SCHEMATIC DIAGRAM II

SITE STUDY

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, B1. Design Concept & Schematic Design B2. Programming

PROGRAMMING & BUBBLE DIAGRAMS

CLASSROOM

INDOOR PLAYSCAPE

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, B. Design Concept & Schematic Design B 2 Programming and Bubble Diagrams

OUTDOOR PLAYSCAPE

SCHEMATIC DESIGN DRAFTS-DESIGN INTENTIONS This design example incorporates several of the biophilic design elements that I want to see in my design of a classroom and indoor playscape. It incorporates features such as wood which has been shown to have a soothing effect. The wood grain itself shows some fractal patterns and is repeated throughout nature.

The color purple is stimulating and is contrasted with green which is restful. The cubbies allow for contemplation and privacy when needed. The trees in the background are a biophilic feature which display their pattern of fractals. Fractal patterns help connect us with nature on a biological level. The brain is predisposed to process them easily which lowers our stress response and helps to restore attention and decrease fatigue.

Each hexagon-shaped cube is lined with Interface's Net Effect carpet, offering students an area of refuge. Photography courtesy of Interface.

Hand Sketch of indoor playscape wall

Hand Sketch of outdoor playscape

Hand Sketch of outdoor playscape

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan, B. Design Concept & Schematic Design B 3. Schematic Design Drafts with Notes

FINAL DESIGN DOCUMENTS

FLOOR PLAN

FLOOR PLAN WITH SHADOWS

ELEVATION

AXONOMETRIC VIEW

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan C. Final Design Documents

CLASSROOM

Design elements incorporated based upon the design research for helping to improve executive functions and achievement scores included: rounded shapes, wooden floors, living walls, acoustical light rings, daylight, reduced glare, symbolic features such as map and posters depicting values and culture, artwork, window view of nature, living wall and contrasts in textures.

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan C. Final Design Documents

INDOOR PLAYSCAPE

Indoor playscape included biophilic design elements that were shown in the studies to have a positive impact upon executive functions and achievement scores. These elements included: hiding and private spaces, undulating walls of natural materials such as rattan, copper and wood, rounded shapes as seen in the chairs, pillows, challenging activities such as indoor rock climbing and living plants. These elements help to foster socialization skills and a sense of wellbeing.

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan C. Final Design Documents

OUTDOOR PLAYSCAPE

Outdoor playscape included biophilic design features that have been shown in the studies to have the most significant positive effect upon executive functions and achievement scores included: challenges, pathways, rocks and boulders, loose parts such as logs and twigs to manipulate and problem solve, oval and rounded shapes, greenery, unmanicured gardens and a water feature. Illustrated are several different iterations of a playscape containing these features.

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan C. Final Design Documents

Furniture & Materials

Biophilic Design and the Possible Positive Effect Upon School Performance, Grad. Student Susan A. Khan C. Final Design Documents

ST. PATRICK’S MIDDLE SCHOOL, WASHINGTON DC-CLASSROOM PROTOTYPE

PLAYSCAPE

We Communicate Our Best Selves Through Nature