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A USER WORKBOOKversion one
fall 2012
DESIGN DRIVERS
• Balance working arrangements• public/private
• group/individual
• collaboration/independence
• Teach for multiple learning modalities
• Provide choice and agency to students
• Incorporate purposeful reflection
• Present, share, show and tell
• Create opportunities for students to articulate,
refine thoughts
Non-negotiable considerations for the design of a Lovett classroom that empowers the Vision for Learning.
DESIGN DRIVERS+
• Immerse class in media that “excites the mind”
• Stage the class and provide opportunities for the theatrical and curious
• Empower cultural and media literacy
• Emphasize humanities and interdisciplinary learning
Non-negotiable considerations for the design of Mr. Spann’s classroom.
ZONES & DESIGN CONCEPTS
studioproduction, collaboration, flexibility, workshop
viewingmultimedia, center, consumption
thresholdtransition,invitation, curation
stagepresentation,storytelling, nook
harknessmeet, gather, kitchen table
hearthrelationship, intimacy, focus, discussion
reflectionwindows, debate, grouping
thresholdtransition,invitation, curation
harknessmeet, gather, kitchen table
hearthrelationship, intimacy, focus, discussion
reflectionwindows, debate, grouping
ZONES & DESIGN CONCEPTS
stagepresentation,storytelling, nook
studioproduction, collaboration, flexibility, workshop
viewingmultimedia, center, consumption
ZONES & DESIGN CONCEPTS
LARGE HARKNESS
A strong setting for everyday, this modified u-shaped harkness/kitchen table focuses the attention on the hearth area. It is ideal for discussion, debate, or reflection as a group. Complementary furniture can be laid out to fit the social and break-out goals of the larger room.
NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
STAGE
When the classroom is partitioned into rough thirds, it is easy to wheel chairs to the “stage” area for demonstration or presentation that requires more wall space.
DIAGONAL HARKNESS
This is an ideal setting for starting group work in which you are asking the class to divide into halves or pairs. Tables can easily pull apart into 2-4 person groups or divide the class in half for debate. Its orientation also provides a strong invitation to the front door of the classroom.
NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
FUNNEL - TALK SHOW
This funnel-shape allows for a large class arrangement in a similar style to a u-shaped arrangement. The intimate table-chair setting at the core makes it feel more like a talk-show interview, ideal for digesting reading as a group, interviewing one another, or intimate presentation.
NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
DIAMOND - HOT SPOT
This diamond-shaped arrangement is ideal for class instruction that doesn’t involve heavy media. Placing the high-table and stools at the center allows for discussion to be put on stage for the rest of the class. Good for role playing and group discussion.
NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
LARGE U-SHAPE
A traditional U-Shaped arrangement that allows for more space for instruction and demonstration, versus dialogue. Useful for meeting settings and presentation. The opening to the “U” can be rotated to open towards the presentation screen as well.
NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
SMALL GROUP SETTING
This small group setting allows groups to spread easily throughout the room. A simple pivot of the tables ensures a smooth flow of traffic in the space. A stool at each table allows for easy check in for peers/teachers or presentation out to the room. File cabinets or carts within easy reach allows for hands on making in a pinch.
NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
WORKBOOK
WORK BOOK |
TABLE
COFFEE
STOOL
CHAIR Non-diagrammed furniture pieces
4
2
1
8 18
1 4
1 2
FURNITURE PIECES
USING COLOR
• Use the lime wall next to the pale green wall as a way to highlight important content or “for later” information.
• Use the lime wall in the back as a graffiti wall that is owned by students.
• Use color to divide the room into 1/3 - 2/3 (lime panel) or in half (to navy panel)
The colored walls in the room add a burst of brightness, butalso have practical application.
Lovett Classroom
IDE
A PAIN
TIDEA PAINT IDEA PAINT IDEA PAINT
CO
LOR
BLO
CK
IDEA PAINT IDEA PAINTpale vista2029-60
BENJAMIN MOORE
new lime2025-30
blue hydrangea2062-60
blue margurite2063-50
twilight blue2067-30
9’-0”2’-2”
2’-2”
6’-0” 3’-0” 3’-0” 2’-6”
9’-0”9’-0” 6’-0” 3’-0”
WORKBOOK SUGGESTIONS
• Select a focus: Choose a focal point for the room, either where a key artifact will be, where content will be displayed, or where people will speak from.
• Divide and conquer: If you are creating an arrangement that partitions the room, draw a grid of key latitudes and longitudes that you are activating within.
• Consider transitions: Either within the class or between classes, consider how one formation evolves into another. Can you save time by choosing a particular framework?
• Map a project or lesson: As practice, try mapping the shifts of the classroom over a particular unit or project. What is the choreography over time? What type of class interaction does it facilitate?
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