This paper offers a comparative reading of two projects. The first project entailed the construction and initial use of a new school, and also prompted the teachers to thoughtfully revisit their teaching practices. The second project was conducted with an existing school that had already been in use for some time, whose teachers proposed designing and constructing a new environment: an outdoor classroom, located in the school yard. The present analysis is based on the dual perspective of two distinct areas of professional expertise — education and architecture. We set out to identify the key themes that emerge from the feedback and data we collected, including the importance of involving the teaching staff from the initial stages of any new construction or modification project, while bearing in mind from the outset the type of use to be facilitated by the proposed new spaces. In the case of the first project, the authors of this abstract were asked – following the construction of the school and its use for an initial period of two school years – to assess how the school’s spaces were being used in practice as well as the degree of congruence between the architects’ initial intentions and the everyday school lives of the students, teachers and other school staff, based on the collection of various kinds of data and discussions with the teachers. The second project, on the other hand, was a complex process involving multiple and diverse actors that originated with the school’s internal requirement to upgrade some of its existing spaces; the aim was to enhance the well-being of both students and teachers and the change introduced was found to have immediate implications for teaching practice.
Il contributo qui presentato propone una lettura comparata tra due esperienze: la prima legata alla costruzione di una scuola nuova e al suo utilizzo, che ha comportato una profonda riflessione anche sulla didattica da parte dei docenti; la seconda che parte da una scuola già costruita e vissuta da tempo, che ha visto la proposta dei docenti relativamente alla progettazione e alla costruzione di un nuovo ambiente: una classe all’aperto, inserita nel cortile. Le riflessioni che qui vengono evidenziate mantengono la doppia prospettiva propria di due diverse professionalità, quella pedagogica e quella architettonica, e sono volte a sottolineare alcune delle tematiche che la raccolta delle informazioni e dei dati hanno permesso di cogliere. In primo luogo l’importanza del coinvolgimento dei docenti fin dalla prime fasi legate alle nuove costruzioni o alle trasformazioni da avviare, che tengano da subito presente il tipo di utilizzo di quegli spazi che può essere fatto. Nel primo caso le proponenti di questo abstract sono state chiamate successivamente alla costruzione della scuola e al suo utilizzo per un periodo di due anni scolastici a verificare l’uso reale degli spazi scolastici, la coerenza tra il progetto ipotizzato dagli architetti e la vita quotidiana di docenti e di bambini e personale scolastico, intendono riflettere sui molteplici dati raccolti oltre che sui confronti operati con i docenti. Nel secondo caso si è trattato di un percorso, articolato, che ha visto la presenza di numerosi e diversi attori, che è partito fin dall’inizio da un’esigenza interna alla scuola di migliorare alcuni degli spazi a disposizione, con la volontà di potenziare il benessere di bambini e docenti, con un cambiamento che fin da subito ha coinvolto la stessa didattica.
Fianchini, M., Zuccoli, F. (2024). Innovative learning environments: a comparative analysis of projects with new versus established schools. In Book of Abstracts of the International Conference of the journal Scuola Democratica. Education and/for Social Justice (pp.730-730). Roma : Associazione "Per Scuola Democratica".
Innovative learning environments: a comparative analysis of projects with new versus established schools
Zuccoli, F
2024
Abstract
This paper offers a comparative reading of two projects. The first project entailed the construction and initial use of a new school, and also prompted the teachers to thoughtfully revisit their teaching practices. The second project was conducted with an existing school that had already been in use for some time, whose teachers proposed designing and constructing a new environment: an outdoor classroom, located in the school yard. The present analysis is based on the dual perspective of two distinct areas of professional expertise — education and architecture. We set out to identify the key themes that emerge from the feedback and data we collected, including the importance of involving the teaching staff from the initial stages of any new construction or modification project, while bearing in mind from the outset the type of use to be facilitated by the proposed new spaces. In the case of the first project, the authors of this abstract were asked – following the construction of the school and its use for an initial period of two school years – to assess how the school’s spaces were being used in practice as well as the degree of congruence between the architects’ initial intentions and the everyday school lives of the students, teachers and other school staff, based on the collection of various kinds of data and discussions with the teachers. The second project, on the other hand, was a complex process involving multiple and diverse actors that originated with the school’s internal requirement to upgrade some of its existing spaces; the aim was to enhance the well-being of both students and teachers and the change introduced was found to have immediate implications for teaching practice.File | Dimensione | Formato | |
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