Post on 25-Mar-2023
RethinkingSchools:schooldesignandstudents’relationshipswiththenaturalworld
by
IndiraDutt
ATHESISSUBMITTEDINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOF
MASTEROFARTS
in
TheFacultyofGraduateStudies
(Cross‐FacultyInquiryinEducation)
THEUNIVERSITYOFBRITISHCOLUMBIA(Vancouver)
January2011
IndiraDutt,2011
ii
ABSTRACTThisthesisaskshowareintermediatestudents’relationshipswiththenaturalworld
mediatedbythedesignoftheirschoolbuilding?Thisquestionisexploredbylooking
atstudents’responsestotwodesignfeaturesoftheirschoolbuilding:the
relationshipoftheschoolbuildingtotheschoolsiteandindoor/outdoorinterfaces.
Inaddition,students’ideasabouthypotheticalschoolbuildingsthatfostera
relationshipwithnaturewerealsoinvestigated.Thefieldworkforthisprojectwas
conductedinthespringof2009atBowenIslandCommunitySchool,whichispartof
theWestVancouverSchoolDistrict,andlocatedonBowenIsland,B.C.Datawas
collectedfromtwofocusgroupsusingartsbasedinquiryaswellasfivesemi‐
structuredinterviews,photographsandfieldnotes.Usingthematicanalysis,the
researchfoundthatnearbynatureandthepresenceofindoor/outdoorinterfaces
providedstudentswithasenseoffreedom,joy,socialcohesivenessandaesthetic
pleasure.Inadditionparticipantshadvaluabledesignideasforcreatingastrong
connectionbetweenstudentsandthenaturalworldatschool.Resultsarediscussed
intermsoffutureschooldesignandstudentimpact.
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PREFACE
Iamwhollyresponsibleforboththeresearchandthewritingofthisthesis.
Currentlytherearenopublicationsarisingfromthiswork.Thisresearchproject,
“RethinkingSchoolDesign”,wasapprovedbytheUBCBehaviouralResearchEthics
Board(BREB),thecertificatenumberbeingH09‐01000.
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TABLEOFCONTENTS
ABSTRACT…………………………………………………………………………………………………………………ii
PREFACE……………………………………………………………………………………………………………….….iii
TABLEOFCONTENTS………………………………………………………………………………………………..iv
LISTOFTABLES…………………………………………………………………………………………………….....vii
LISTOFFIGURES……………………………………………………………………………………………….…....viii
ACKNOWLEDGEMENTS…………………………………………………………………………………….……….ix
1.0INTRODUCTION ...............................................................................................................................1
1.1RE‐ENGAGINGWITHNATURE......................................................................................................................11.2ENGAGINGCHILDRENWITHNATURE......................................................................................................31.2.1SCHOOLANDSCHOOLBUILDINGS..........................................................................................................31.2.2ENVIRONMENTALANDPLACE‐BASEDEDUCATION......................................................................51.2.3SCHOOLDESIGNANDEDUCATION.........................................................................................................71.3RESEARCHOBJECTIVES...................................................................................................................................81.4SITUATINGTHERESEARCHER.....................................................................................................................91.5THESISSTRUCTURE ....................................................................................................................................... 11
2.0LITERATUREREVIEW................................................................................................................. 13
2.1COMPLEXITYOF‘NATURE’ ......................................................................................................................... 132.2CHILDREN’SRELATIONSHIPTONATURE............................................................................................ 162.2.1BIOPHILIA ....................................................................................................................................................... 172.2.2.CHIDREN’SCONNECTIONTONATURE .............................................................................................. 192.2.3THENATUREOFCHILDREN’SCONNECTIONTO‘NATURE’...................................................... 202.3BUILDINGSANDCONNECTIONTONATURE ....................................................................................... 232.4ARCHITECTUREASPEDAGOGY................................................................................................................. 242.5DESIGNTHATCONNECTSTONATURE.................................................................................................. 272.5.1.PLACE‐BASEDDESIGN/REGIONALISM............................................................................................. 272.5.2.BIOPHILICDESIGN ..................................................................................................................................... 292.6CONCEPTUALFRAMEWORK ...................................................................................................................... 31
3.0BOWENISLANDCOMMUNITYSCHOOL ................................................................................. 33
3.1CONTEXT............................................................................................................................................................. 333.1.1LOCATION ....................................................................................................................................................... 333.1.2HISTORY........................................................................................................................................................... 333.2SIGNIFICANTFEATURESOFBICS............................................................................................................. 353.2.1THESCHOOLGROUNDS ............................................................................................................................ 373.2.2THESCHOOLBUILDING ............................................................................................................................ 473.3EDUCATIONALCONTEXT ............................................................................................................................ 55
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3.3.1THEOCCUPANTS.......................................................................................................................................... 553.3.2THECURRICULUM....................................................................................................................................... 56
4.0RESEARCHMETHODOLOGY...................................................................................................... 59
4.1QUALITATIVERESEARCH............................................................................................................................ 604.1.1THEMATICANALYSIS ................................................................................................................................ 614.1.2IDENTIFYINGTHERESEARCHER ......................................................................................................... 624.2ETHICSANDPERMISSION ........................................................................................................................... 654.3.PARTICIPANTS ................................................................................................................................................ 674.4.PROCEDURES ................................................................................................................................................... 694.4.1FIELDWORKANDDATACOLLECTION .............................................................................................. 694.4.2VISUALINQUIRY/TWOFOCUSGROUPS ........................................................................................... 694.4.3INTERVIEWS.................................................................................................................................................. 714.4.4.FIELDNOTES .................................................................................................................................................. 724.4.5ANALYSIS......................................................................................................................................................... 73
5.0DESCRIPTIVESUMMARYANDDISCUSSION......................................................................... 76
5.1INTRODUCTION ............................................................................................................................................... 765.2IDEASREGARDINGHOWBUILDINGSCANFOSTERASTRONGERRELATIONSHIPWITHNATURE........................................................................................................................ 775.3VISUALREPRESENTATIONSOFSCHOOL’SCONNECTIONTOTHENATURALWORLD...775.3.1RESPONSETOASSIGNMENTINFOCUSGROUPS ........................................................................... 775.3.2VISIBLETRENDSINDRAWINGS............................................................................................................ 785.3.4KEYATTRIBUTES......................................................................................................................................... 795.3.5RESEARCHINTENTIONS .......................................................................................................................... 805.4VISUALREPRESENTATIONS:SCHOOLSTHATWOULDCONNECTSTUDENTSTOTHENATURALWORLD ......................................................................................................... 835.4.1STUDENT1...................................................................................................................................................... 835.4.2STUDENT2...................................................................................................................................................... 865.4.3STUDENT3...................................................................................................................................................... 895.4.4STUDENT4...................................................................................................................................................... 915.4.5STUDENT5...................................................................................................................................................... 935.4.6CONCLUSION.................................................................................................................................................. 955.5RELATINGVISUALREPRESENTATIONFINDINGSTOTHEMATICANALYSIS.................................................................................................................................................................... 965.6IDEASREGARDINGBUILDINGSANDTHEIRSCHOOLBUILDING ............................................... 975.6.1SCHOOLBUILDINGTAUGHTNOTHING ............................................................................................. 975.6.2BUILDINGSANDTHEIRENVIRONMENTALCONSEQUENCES ................................................. 995.6.3DESIGNOFSPACESWITHINSCHOOLS............................................................................................ 101
6.0THEMATICANALYSISANDDISCUSSION ............................................................................ 104
6.1INTRODUCTION ............................................................................................................................................ 1046.2STUDENTS’RESPONSESTOSCHOOLSITE ........................................................................................ 1056.2.1SENSEOFFREEDOM................................................................................................................................ 1056.2.2MOMENTSOFJOY ..................................................................................................................................... 1106.2.3SOCIALCOHESIVENESS.......................................................................................................................... 1126.2.4AESTHETIC/EMOTIONALRESPONSE.............................................................................................. 1146.3STUDENTS’RESPONSESTOINDOOR/OUTDOORINTERFACES............................................... 1176.3.1SENSEOFFREEDOM................................................................................................................................ 117
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6.3.2MOMENTSOFJOY ..................................................................................................................................... 1206.3.3SOCIALCOHESIVENESS.......................................................................................................................... 1236.3.4AESTHETIC/EMOTIONALRESPONSE.............................................................................................. 124
7.0CONCLUSIONANDRECOMMENDATIONS........................................................................... 128
7.1SUMMARYOFFINDINGS............................................................................................................................ 1287.1.1 WHICHELEMENTSOFBICSMEDIATESTUDENTS’RELATIONSHIPWITHTHENATURALWORLD ........................................................................................................................ 1287.1.2HOWSTUDENTSEXPERIENCETHEELEMENTSOFBICSTHATMEDIATETHEIRRELATIONSHIPWITHTHENATURALWORLD................................................... 1297.1.3ASCHOOLBUILDINGTHATFOSTERSANIDEALRELATIONSHIPWITHTHENATURALWORLD ........................................................................................................................ 1307.2IMPLICATIONSOFSTUDY......................................................................................................................... 1317.2.1IMPLICATIONSFOREDUCATORS ...................................................................................................... 1317.2.2IMPLICATIONSFORTHOSEWHOINFLUENCETHEDESIGNOFSCHOOLS...................... 1337.3LIMITATIONSOFSTUDY ........................................................................................................................... 1347.4FUTURERESEARCH..................................................................................................................................... 138
REFERENCES ...................................................................................................................................... 140
APPENDICES....................................................................................................................................... 149
APPENDIXA:GUARDIANINTERVIEWCONSENTFORM.................................................................... 149APPENDIXB:YOUTHVISUALINQUIRYASSENTFORM ..................................................................... 151APPENDIXC:YOUTHINTERVIEWASSENTFORM................................................................................ 152APPENDIXD:VISUALINQUIRYFORRESEARCH ................................................................................... 154APPENDIXE:INTERVIEWQUESTIONSFORRESEARCH.................................................................... 155
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ListofTablesTABLE1SIGNIFICANTDESIGNEDFEATURESOFBICS……………………...……………………….. 35TABLE2SIGNIFICANTEMBELLISHMENTSOFBICS…………………………………………………… 36TABLE3SIGNIFICANTNATURALELEMENTSOFBICS……………………………………………….. 37
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ListofFiguresFIGURE1OVERHEADPICTUREOFBICS……………………………………………………………….....FIGURE2SITEPLANFORBICS………………………………………………………………………………..FIGURE3MEMORIAL/PEACEGARDEN……..…………………………………………………………...…FIGURE4FRONTOFCOMMUNITYGARDEN………………………………………………………………FIGURE5INTERIOROFCOMMUNITYGARDEN…..………………………...…………………………..FIGURE6FORESTAREA………...…………………………………………………………………………………FIGURE7SITEMAPHIGHLIGHTINGVEGETATEDAREASONSCHOOLSITE………………..FIGURE8OVERHEADVIEWOFROOMSONUPPERFLOOROFBICS………………………….FIGURE9OVERHEADVIEWOFROOMSONLOWERFLOOROFBICS………………………...FIGURE10SKYLIGHTINMAINFOYEROFBICS………………………………………………………….FIGURE11PRIMARYWINGHALLWAYLOOKINGSOUTH……………………………………………FIGURE12PRIMARYWINGHALLWAYLOOKINGNORTHEAST…………………………………..FIGURE13WINDOWOVERLOOKINGCOMMUNITYGARDEN……………………………………...FIGURE14SEAQUARIAINFRONTFOYEROFBICS……………………………………………………..FIGURE15STUDENT1’SDRAWINGOFIMAGINEDSCHOOL………………………………………..FIGURE16STUDENT2’SDRAWINGOFIMAGINEDSCHOOL………………………………………..FIGURE17STUDENT3’SDRAWINGOFIMAGINEDSCHOOL………………………………………..FIGURE18STUDENT4’SDRAWINGOFIMAGINEDSCHOOL………………………………………..FIGURE19STUDENT5’SDRAWINGOFIMAGINEDSCHOOL………………………………………..
38383942434546484849525354578386899193
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ACKNOWLEDGEMENTS
Producingthisthesishasbeenchallenging,consumingandsatisfyingwork.There
havebeenmanyimportantpeoplethathavesupportedmeinthisprocess.Iam
especiallygratefulfortheBICSCommunity,DavidLangmuir,DavidFullerton,
TammySanhedrai,LizHill,andAndreaMcKayforyouropendoors,welcoming
hearts,andstories.Yourhardandgoodworkwillcontinuetoinspiremetogarden,
playandteachcreatively.Iwouldliketoacknowledgetheuniquecontributionsof
mycommitteemembers:RaymondCole,DavidZandvliet,andMaryBryson.Iam
thankfultoSarahMills,whoononesummerdayonThirdBeachencouragedmeto
thinkaboutawayIcouldacademicallypursuethecomplexityofmyinterests.Iam
indebtedtoStephenBiggs,astrongally,whoseconsistentpatientandcriticalear,
thoughtfulnesswithideas,knowledgeofmethodology,andeditingskillsprovided
mewithconstantdialoguethroughoutthisprocess.IamalsogratefultoMarla,
Steve,Sarah,Brenda,Chelsea,David,AlexandHelenforlisteningandoffering
insightsanddirection.FinallyIappreciatethesupportofmyparents,Hildaand
AsokeDutt.
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1.0INTRODUCTION
“Schoolarchitectureneedstoberadicallyre‐thought…Weneedtodesignbuildingsandlandscapesthatresonatewithourbiologicalandaestheticsensibilities,becausethewaysstudentsexperienceschoolswillforevershapetheirpathsonthispreciousandfragileplanet.”
~RenaUpitis,“TacklingtheCrimeofSchoolDesign”
1.1REENGAGINGWITHNATUREEnvironmentalissuesareattheforefrontofpopularmedia:bytheendofatypical
daywewillhavedestroyedcloseto60000hectaresoftropicalrainforests(United
Nations,2003),wewillhaveeliminatedasmanyas140speciesoflivingbeings
(Ryan,1992),andover27000childrenwilldiefromhungerduetoenvironmental
degradation(Bell&Renner,2001).Clearlyweareatacriticalmomentinour
interactionwiththeplanetanditsnaturalenvironment.
InTheGeographyofChildhood,biologistGaryNabhanclaimsthatexperiencingthe
naturalworldisthebestwaywecanbeintouchwithourselves(1994).Edward
WilsoninTheBiophiliaHypothesisechoesthissentimentbystatingthat,“themore
weknowofotherformsoflife,themoreweenjoyandrespectourselves”(1993).
Althoughexperiencingthenaturalworldisimportant,manypeoplehaveargued
thatthemodernworld’sdiverseandsatisfyingconnectionswithnaturehave
substantiallydiminished(Leopold,1970;Muir,1976;Mumford,1970;Nabhanand
Trimble,1994;Thomashow,1995).
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DavidSuzuki,anenvironmentalist,remindsusthatwearenature.However,
“increasingly,natureisimagined‘outthere’…andusuallyitentailsgettingintoacar
togetthere”(Suzuki,2007).Childrenspendlessunsupervisedtimeoutdoorsthan
didtheirpreviousgeneration(Hern,2007;Suzuki,2007;Louv,2008;Malone,2003),
oftenknowahundredmorecorporatelogosthantheydonativeplantsoranimals
fromtheirbackyard,andspendmoretimeinadigital/textualworldthantheydo
outside.Itisnotsurprisingthat“thecurrentgenerationofchildrenissomeofthe
mostdisconnectedfromnatureeverinourhistory”(Suzuki,2007).However,
nurturingaconnectiontonatureinyoungpeopleispossibleandhastheabilityto
fostercreativity(Moore,1997),concentration(Taylor&Kuo,1998,quotedinLouv,
2008,89),afeelingoftimelessness(WhiteandStoecklin,1998),andimproved
cognitiveability(Wells,2000).
Stewardshipofournaturalandbuiltenvironmentsisessential.InBuildingforLife
Kellertemphasizesthatpeoplewithoutastrongconnectionwithnaturerarely
“makegoodstewardsorcommitthenecessaryresourcesorenergiesneededto
sustaintheirnaturalorbuiltenvironmentsoverthelongterm”(2005,96).
Kellertfurtherclaimsthat:
Onemajorcauseofalienationfromnaturehasbeenhowwedesignanddevelopourbuiltenvironment.Wehaveconstructedourmodernbuildings,communities,andcitiesbyexcessivelyconsumingnaturalresources,significantlytransformingnaturallandscapes,producingenormousquantitiesofwasteandpollutants,anddisconnectingpeoplefrompositivecontactwithnature.Thehumanbuiltenvironmenttodayconsumes40percentoftheworld’senergyresources,25percentofits
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freshwaterresources,and30percentofitsnaturalresources.Buildingsfurthergenerateanestimated20percentoffreshwatereffluents,25percentofsolidwastes,40percentofairemissions,60percentofozone‐depletingemissions,and30percentofgreenhousegasemissions.(2005,90‐91)
Weneedtobegintoengageinpositiverelationshipswithnature.Inorderto
dothiswemuststudytheexistingbuiltenvironmentandseriouslyconsider
howwecontinuetoalienateourselvesfromnaturebybuildinginwaysthat
negativelyaffectthenaturalworld.
1.2ENGAGINGCHILDRENWITHNATURE
Children’sconnectiontonatureisespeciallyimportant,aschildhoodisthe
pointatwhichhumansdeveloplifelonghabits.
Schoolsareformativeinstitutions:childrenspendsignificantamountsof
timeinschoolbuildingsandoftenschoolsfunctionastheheartofa
community.Schoolbuildings,then,havethepotentialtobeinfluential
markersofwhatacommunityfindstobemostimportantaswellashave
significantimpactonhowweteachandlearn.
1.2.1SCHOOLANDSCHOOLBUILDINGS
Welearnaboutlearningatschool.Wealsolearninandfromschoolbuildings.
AmericanenvironmentalistDavidOrrnotesthat,“thecurriculumembeddedinany
buildinginstructsasfullyandaspowerfullyasanycoursetaughtinit”(1999,212).
Thebuiltenvironmentaffectshowwemovethroughspace,howwegatherwith
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peers,andhowwefeelinaspace.Schoolbuildingshavethepotentialtomove
beyondsupportingourdailyneeds;theycanenhanceeducationalpedagogyin
criticalways.Inaddition,schoolbuildingshavetheabilitytosupportandfoster
occupants’imaginationsaswellasoccupants’connectiontothemselves,peers,to
thelargercommunity,andtotheimmediatenaturalenvironment(Upitis,2007;
Alexander,1977).Therefore,schoolbuildingscaninformourconnectionwiththe
naturalworld.
Althoughthereareexceptions,generally,schoolbuildingshaveastandardized
structureandaestheticandareimmediatelyrecognizableas“schools”.Infact,many
schoolsinNorthAmericalooklikefactoriesorprisons(Thomas,2006;Taylor,
1995).EveryyearNorthAmericaspendsbillionsofdollarsbuildingthese“prison”
schools.Infact,during2008,theUnitedStatesspent$19.5billiononschool
constructionprojects(Abramson,2009).Tosupportthisclaim,inasmallstudyata
localhighschool(HeritageWoodsSecondarySchool,PortMoody)thatwasbuiltin
2004,manystudentsspokeabouttheschoollookingandfeelinglikeaprison(Dutt,
2007).Schooldesignissubjecttosomanygovernmentregulationsthatconcerns
suchassafetypervaderatherthanpedagogicstylesorpedagogicsense(Symes&
Preston,1997).Thereisanuntappedpotentialinschooldesigntohelpreconnect
adultsandchildrentonature.Thepotentialexiststoreinvigorateeducationby
understandinghowarchitecturecanbeusedtoenhancelearningandteaching.
Designingschoolsinwaystocreateandfosterpositiveconnectionsbetweenpeople
andtheirnaturalenvironmentisasteptowardsreconnectingyoungchildrenin
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schoolsalloverNorthAmericatonatureandasenseofplace.Ifsafetycontinuesto
overshadowenvironmentalandpedagogicconcernsabiggersenseofourhuman
safetywillbeindanger.Wemustbemorefarseeinginourunderstandingofsafety.
Safetyiscriticalatschools,however,children’sconnectiontothenaturalworld
shouldbeequallyconsidered.
1.2.2ENVIRONMENTALANDPLACEBASEDEDUCATION
Althoughmanyschoolsdonotforegroundchildren’sconnectiontonature,thereare,
ofcourse,schoolsthatdo.Theseexceptionallybuiltschools,oftenalsohavean
environmentallyfocusedcurriculum(AdamJoesphLewisCenter,IslandWood,
WalkerElementarySchool).Relativetotheseschoolsteachersatconventional
schoolswithtraditionalcurriculummustworkhardertofosterconnectionoftheir
studentstothenaturalworld.
Therearetwoapproachestoeducationthattakechildren’sconnectiontothe
naturalworldintoaccount:
1. Environmentaleducationrefersto“organizedeffortstoteachabouthow
naturalenvironmentsfunctionandhowhumanbeingscanmanagetheir
behaviourandecosystemsinordertolivesustainably”(Environmental
Education,2010)andcanbeintegratedintoschoolcurriculum.Infactthere
isalocaldocumentthat“assistsBritishColumbiateachersofallsubjectsand
gradestointegrateenvironmentalconceptsintoteachingandlearning”
(Zandvliet&Kool,2007).Althoughtherearesomefacilitiesthatspecializein
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environmentaleducationthathavebeendesignedespeciallytofoster
peoplesrelationshiptonaturethereisalackofresearchthatexploreshow
thedesignofthesefacilitiesconnecttheiroccupantswiththenaturalworld.
2. Place‐basededucation(Gruenewald,2003)isanexampleofatypeof
curriculumdesignedtopedagogicallyaddressstudents’experienceand
relationshipwiththeirimmediateenvironments.However,inmanyschools
thatpromoteplace‐basededucationchildrenwilloftengooutsideofthe
schoolbuildinginordertolearnaboutplace.Theliteratureofplace‐based
educationrarelymentionshowschoolbuildingsorschoolspacescansupport
teachingstudents’aboutplace.Morestudiesofhowschoolbuildingsinform
andcansupportchildren’sconnectiontonaturewouldbebeneficialforthe
advancementofplace‐basededucation.
Oneaspectofdesignthatcaninfluenceasenseofplaceandourrelationship
tothenaturalworldis“indoor‐outdoorrelationships”(Taylor,Aldrich&
Vlastos,1988),whichisanareaofschooldesignthatissometimes
overlookedorminimizedbyschooldesignersandeducators(Taylor,Aldrich
&Vlastos,1988).Specificdesignfeaturesthatcreateindoor‐outdoor
relationshipsincludetransitionzonesbetweenclassroomsandplayground
areassuchasporchesorfeaturesthatprovideconnectiontotheoutdoors
suchaswindowsorinteriorlivingwalls.Theseaspectsinschoolsareunder‐
studied.Infactthereisnoempiricalresearchthatshowshow
7
indoor/outdoorrelationshipsinschoolbuildingsaffectstudents’connection
tonature.
1.2.3SCHOOLDESIGNANDEDUCATION
Studiesregardingschoolarchitecturehavefocusedmainlyonacademic
performance.Somehaveinvestigatedhowenvironmentaldesignorelementsof
environmentaldesignaffectacademicperformance(Edwards,2006).Therehave
beenmanystudiesthatdeterminetherelationshipbetweendaylighting(Wu&Ng,
2003;Plympton,Conway,&Epstein,2000;Heschong,Wright&Okura,2002;
Heschong,1999),andindoorairquality(Heath&Mendell,2002)andacademic
performance.
Thereareonlyasmallnumberofstudiesofschooldesignfromaneducator’s
perspectivethatfocusonschooloccupants.Onesuchstudyiscurrentlyinprogress.
RenaUpitis,aprofessoratQueens’University,iscurrentlystudyinghowschool
architectureshapeslearning,bothdirectandindirectly,insixCanadianandtwo
Europeanschools.UpitisplanstousecomplexitytheoryandadaptTanner’sDesign
ScaletoincludeallofChrisAlexander’spatternsthatrelatetocomplexityinorderto
examinethearchitectureofeightschools.Upitis’sgoalistoinvestigatefrom
students’,teachers’,andparents’perspectiveshowandwhatislearntfromschool
design.
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Itiscriticaltounderstandfromstudents’perspectiveshowschoolarchitecture
influencestheirideasabouttheworldtheylivein,especiallytheirideasaboutthe
naturalworld.Giventhatthisfieldisinitsearlystagesitisnotsurprisingthatthere
hasbeenonlylimitedconsiderationofintermediatestudents’perspectives.This
studyproposestocontributethisperspectivetothefieldofarchitectureand
education.
1.3RESEARCHOBJECTIVES
ThesiteforthisstudywasBowenIslandCommunitySchool,apublicelementary
(K‐7)schoolthathas267students.BowenIslandCommunitySchool(BICS)has
beenrecognizedfortheiroutstandingenvironmentalandecologicalstewardship
initiatives.ThroughoutthisstudytheresearcherassumedthattheBowenIsland
CommunitySchoolisdistinctiveandthatthestudents’experiencesofboththe
naturalworldandtheirschoolbuildingmaybeunique.Thisstudybridgesschool
design,educationandecosophy1/deepecology2byaskingtheresearchquestion:
Howareintermediatestudents’relationshipswiththenaturalworld
mediatedbythedesignoftheirschoolbuilding?
Theresearchhadthreeprincipleobjectives:
ToexplorewhichpartsofBICSschoolmediatedintermediatestudents’experiencesofthenaturalworld
Toaskhowintermediatestudents’experiencetheirschoolbuilding,especiallytheelementsofBICSthatmediatetheirrelationshipwiththenaturalworld
1ArneNaess,in1972,definedthetermecosophyasaphilosophyofecologicalharmonyorequilibrium 2deepecologyconsidershumankindanintegralpartofitsenvironment
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ToaskBICSstudentstoimagine,drawanddiscusshowtheywoulddesignaschoolbuildingthatwouldfosteranidealrelationshipwiththenaturalworldinitsoccupants
Theworkisintendedforabroadaudienceengagedwithdesigningschools,the
discourseofschooldesignandforthosewhooccupyschoolseveryday.Itishoped
thatthisstudywillalloweducators,architects,schoolboardadministratorsandthe
generalpublictoenvisionhowbuildingdesignmightbeadjustedtoenhance
students’relationshipwiththenaturalworld.Schoolarchitecturemightbemore
widelyappreciatedandconnectionstotheoutdoorsmaybeembeddedinfuture
schooldesigntofacilitatestewardship.
1.4SITUATINGTHERESEARCHERTheresearcherhashadalong‐standinginterestinenvironmentalissuesasthey
relatetoeducationbothinandoutoftheclassroom.Herdecisiontoask
intermediatestudentsabouttheirrelationshipswiththenaturalworldinrelationto
thedesignoftheirschoolbuildingwasinspiredbyherworkasbothan
environmentaleducatorandapublicschoolteacher.
Duringthetimeshespentasanenvironmentaleducatortheresearcherworkedina
varietyofsettingsthathadaspecialfocusonrelationshipstonature,andoftenthe
learningoccurredinbuildingsandonpropertiesthathadbeenbuiltspecifically
withnatureinmind.Examplesincludedlivingmachinesthatpurifywastewater,
reusedandlocalbuildingmaterials,lowenergyandwaterconsumption,composting
toilets,andsustainablesitedevelopment.Theenvironmentalcurriculumofthese
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programstookthetimetointroducethesebuildingfeatureswhileaddressing
practicessuchascomposting,garbageaudits,andresourceconsumption.The
environments,inwhichstudentswerelearning,reinforcedtheenvironmentally
focusedcurriculumbytheirverydesign.
Formshapescontent(Freire,1999).Spaceswherelearningtakesplaceshapesthe
learningthathappenswithinthosespaces.Theresearcherisinterestedspecifically
inschoolbuildingsandhowtheindoorclassroomcansupportstudents’connection
withnature.Studentsareinfluencedbytheenvironmentinwhichtheylearn,
whetherthatenvironmentisanaturalsetting,architecturalspace,orsome
combinationofboth.Thereisanopportunityforstudentstolearnfromschool
buildingsthatrespectnature,butthisopportunityisnotcommonlyrealized.
Instead,itismorecommonforschoolbuildingstoseparatetheiroccupantsfromthe
naturalworld.Giventheamountoftimestudentsspendinschoolbuildingsthis
separationissignificant.
Withtherisingconcernforenvironmentaldecline,andresearchshowingthat
childrenhavelessaccesstowildspaces(Nabhan,1994)andspendlesstimein
nature(Louv,2008)itmakessensetoinvestigatehowschooldesigncontributesto
theseconcerns.Whatarestudentslearningfromtheircurrentschoolbuildings?Ifit
istruethatpeopleareaffectedbytheirlearningenvironments(Taylor,1993;Orr,
2005)andthekindsofbuildingstheyoccupy(Orr,1999),thenhowcouldschool
buildingsbeenhancedtoconnecttheiroccupantstothenaturalworld?
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Theresearcherhopestheinformationgatheredthroughanexplorationof
educationalspacewillfuelactivediscussionsabouttheeffectsofschooldesignon
theiroccupantsandtheopportunitiesschoolshavetoencourageadeepconnection
tothenaturalworld.
1.5THESISSTRUCTURE
TheLiteratureReviewcontextualizestheresearchquestionwithintwodisciplines,
educationandarchitecture,andspecificallyfocusesonchildren’srelationshipto
natureaswellasarchitectureandschooldesign.Thethirdchapterprovidesthe
readerwithrelevantcontextforthesiteofthisresearchproject,BowenIsland
CommunitySchool(BICS).Atourofthephysicalspace,thepeoplewhoinhabitand
shapethisspace,andinformationabouttheBICScurriculumareprovided.Chapter
4outlinesthebasisonwhichtheresearchermakesclaimstoknowledgeaswellas
themethodologyandmethodsforthisproject.Chapter5isadescriptivesummary
anddiscussionofthepicturesstudentsdrewofanimaginedschoolbuildingthat
wouldfostertheirrelationshipwithnatureandstudents’ideasabouttheircurrent
schoolbuilding.Chapter6explorestheresultsanddiscussionofthethematic
analysis.Inthischapterfourmajorthemes:senseoffreedom,momentsofjoy,social
cohesivenessandaestheticresponsearediscussedinrelationtotwodesign
elementsofBICS,firsttherelationshipbetweentheschoolbuildingandtheschool
propertyandsecond,indoor/outdoorinterfaces.Thefinalchaptersummarizesthe
findings,andoutlinestherecommendationsemergentfromthesefindings.
PhotographsandmapsofBowenIslandCommunitySchoolareincludedtogivethe
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readerasenseoftheschoolbuildingandschoolsite.Imagesdonotincludepeople
duetoethicsrequirements;assuchtheyareratherhollowrepresentationsofactive
spaces.StudyparticipantsarereferredtoasStudent15.Itistheresearcher’shope
thatthisthesiswillbeofinteresttoreaderswhoareactiveinthedesignofschools
(educators,architects,andschoolboardadministrators)andtothegeneralpublic
interestedinenvisioninghowbuildingdesignmightbeadjustedtoenhance
intermediatestudents’relationshiptothenaturalworld.
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2.0LITERATUREREVIEWInordertosituatethisstudyandunderstandthestrengthsandlimitationsofthe
availableliteraturepertainingtoit,thisliteraturereviewexplorespertinent
readingsonthetopicsofchildren’srelationshiptonatureandtherelationshipof
pedagogytoschoolarchitectureanddesign.Thetheoristsinthesetwofieldshave
contributedtotheresearcher’stheoreticalframeworkforthisstudy.
2.1COMPLEXITYOF‘NATURE’
‘Nature’,inparticularisaveryproblematicconcept(Soper1995).Sometimesitreferstoametaphysicalideaof“Nature”,oftentakentobeaconsciouslyknowingagent–the‘mindofnature’.Atothertimesitreferstothephysicalworldthatisthe‘object’ofscientificstudyandmaterialexploitation.Sometimesitistakentobeonlythataspectofnon‐naturethathasnotbeencontaminatedby‘man’–natureaswilderness.Atothertimesitistakentobethewholeplanetaryecosystemwhichincludeshumanbeings.(Mellor,1997,8)
Natureandaddressingthenaturalworldisproblematicinmultipleways.Notonlyis
thewordnatureusedtomeanvariousthingswithinoneculturebutalsodifferent
cultureshavedissimilarandsometimesopposingconceptsofnature.
Natureisusedregularlyandelusivelyincolloquialconversations.Natureisusedto
meanessentialqualitiesbywhichsomethingisrecognized,acasualagentcreating
andcontrollingthingsintheuniverse,thenaturalphysicalworldincludingplants
andanimalsandlandscapes,thecomplexemotionalandintellectualattributesthat
determineaperson’scharacteristicactionsandreactions,aparticulartypeofthing,
14
theexternalworldinitsentirety,andhumankind’soriginalornaturalcondition
(Merriam‐WebsterandGoogleonline).Thewordnaturecarriesacomplexsymbolic
loadandisrepresentedinvariousandcontradictoryways.
InTheValueofLifeKellert(1996)contraststheWesternviewandEasternviewof
nature.Kellertstatesthat,
FromtheWesternview,natureisinanimateclayawaitingahighertransformationbasedonempiricalknowledgeandtheapplicationoftechnology.Thenaturalworldexiststoservehumanpurposes,andtheworthofnonhumanlifeismeasuredbyitspracticalvalue.IncreasingmaterialaffluenceandtechnicalcontrolovernatureseemedtocorroboratetheWesternassumptionofprogresscontingentonhumanstransforminganddominatingthenaturalworld.(Kellert,1996,133)
Healsostatesthat,
TheEasternviewissaidtoregardalllivingcreaturesaspermeatedwithasimilarlifeforce,afundamentalkinshipconnectingalllifeinendlesscyclesoftransformationandrelationship.Allcreaturesshareafundamentallysimilarexperience,eachstrivingafterpeace,harmony,andgrace.Alllife,humansincluded,isthoughttocohabitananalogousfieldofconsciousness.Peoplemustrespectandreverealllivingcreatures,exercisingkindness,practicingcompassion,andavoidingharmtononhumanlife.Coexistence,ratherthanconquest,emergesasthehallmarkofEasternthought.(Kellert,1996,134)
Althoughitisnotthissimple,thedichotomybetweenthewesternandeasternviews
oftherelationshipbetweenhumansandnaturerevealshowideasaboutwhat
natureisandourrelationshiptowardnature,isculturallyembeddedandfurther
complicatesboththemeaningandtheimaginedmeaningofnature.
Inthecourseofthisprojectitbecameapparentthatnatureandthenaturalworldis
perceivedinparticularandmultipleways.TheBowenIslandCommunitySchoolisa
15
schoolintheWesternworld,inasemi‐ruralcommunityonanislandwithmunicipal
parklandadjacenttotheschoolgrounds.BICShastheexplicitgoaltoimprovethe
environmentalsocialresponsibilityoftheentireschoolcommunityintheschool
thatisexplainedindetailintheschool’sActionPlanforStudentLearning(2009).
Theschoolworksasawholetopromoteconservationandstewardshipthrough
individualclass“missionpossible”tasksandschoolwideassemblies.Henceitis
likelythatimaginingsofnatureandthenaturalworldemergethroughshared
meaning.AsStuartHallstates:“meaningdoesnotinhereinthings,intheworld.Itis
constructed,produced.Itistheresultofasignifyingpractice‐apracticethat
producesmeaning,thatmakesthingsmean”(Hall,1997,italicsintheoriginal,p24).
Themeaningofnatureisconstructed,andthesociallyconstructedmeanings
becomesonormativethattheyareassumedtobenaturalandinevitable(Hall,
1997)restrictingtheimaginationtothelimitsofwhatalreadyexists.TheBICS
curriculum,aswellasteachers’andstudents’perceptionandconstructionofnature
andthenaturalworldarerichandchangewithnewadditionstotheschool
community.Partoftheworkofthisthesisistoengagewithnatureandthenatural
worldasconstructionsthatneedtobedeconstructedandreconstructed.
Schoolsteachculturalvaluestochildren.Withinasetofculturalvaluesarevalues
aboutnature,andthusschoolsteachstudentsaboutnature.Theyinherently
embodyaconceptofwhatnatureisaswellasoftenimpartacceptableattitudes
towardandwaystoengagewithnature.Therefore,inadditiontothebuilt
environmentinfluencingstudents’relationshiptonature,teachersandschool
16
curriculumdoaswell.Withthisawareness,beforetalkingabouttheseconceptsor
havingstudentsdrawpicturesofwheretheyfeltconnectedtothenaturalworldor
schoolsthattheyimaginedwouldfosteraconnectiontonature,theresearcher
askedstudentstodefinewhattheyunderstoodnatureandthenaturalworldtobe.
Foreachstudentinterviewedtheresearcheraskedfurtherquestionsusingtheir
definitionofnatureandthenaturalworld.Thiswasdoneinthehopetodiscoverthe
students’workingdefinitionsandunderstandings.Whilesomeresearchersdefine
natureandthenaturalworldinrelationtotheirprojectsthisresearcherhaschosen
notto.Inordertohonourthestudentsvaryingdefinitions,theresearcherdidnot
wanttolimitnatureeithertoincludeornotincludeallofhumankind’screations
andactivities.
2.2CHILDREN’SRELATIONSHIPTONATURE
Therearemanystudiesthathaveaddressedchildren’sconnectiontonature.These
studieshaveexploredifchildrenhaveadeepconnectiontothenaturalworldthat
getsseveredbymodernsocietyovertime(Kahn,1999),whatplacesarespecialto
childrenleadingtowhatisanimportantfocusforstudents’learningaboutthe
world(Sobel,1993),andhowvaluestowardnaturechangeduringchildhood
(Kellert,1996).However,thesestudiesfailtoexaminetherelationshipbetween
schoolandthesephenomena.
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2.2.1BIOPHILIAEdwardO.Wilsondefinesbiophiliaas“theinnatelyemotionalaffiliationofhuman
beingtootherlivingorganisms”(Wilson,1993,31).InthisframeworkWilson
theorizesthathumanshaveanaffinityforthenaturalworldandthatbiophilic
behaviour,“likeotherpatternsofcomplexbehaviour,islikelytobemediatedby
rulesofpreparedandcounterpreparedlearning”(Wilson,1993,31).Inotherwords
althoughbiophiliaisaninnatequality,environment,cultureandexperienceplaya
roleinthestrengthofitspresence.
Althoughbiophiliatheoryisnotuniversallyacceptedthereisoveradecadeof
researchthatsuggeststhatcontactwithnature,whetherdirect,indirector
symbolic,positivelyaffectshumans(Kahn,1997;Kellert,2005;Louv,2008;Suzuki,
2007).Amongtheimpressivenumberofstudiesconducted,somehaveshownthat
contactwithnature“fostersphysicalandmentalwell‐beingandcanevenenhance
productivity”intheworkplace(Kellert,2005,22),“reducesthefrequencyof
sicknessinprisons”(Moore,1982)andspeedstherecoveryfromstress(Ulrich,
Simons,Losito,Fiorito,Miles&Zelson,1991).Inadditionexperiencewithanimals
hasbeenshowntopositivelyeffecthumanwelfare(Katcher&Wilkins,1993quoted
Louv,2008,45).
Kahnreviewsandcritiquesthebiophiliahypothesisinhisarticle,Developmental
PsychologyandtheBiophiliaHypothesis:Children’sAffiliationwithNature.Kahn
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illustratesthedifficultyofprovingordisprovingempiricallythatbiophiliaexists.
OneexamplehegivesisafindingfromKatcheretal.’sstudy(1983):“watchingan
aquariumresultedinsignificantdecreasesinbloodpressurebelowtherestinglevel
inbothhypertensiveandnormalsubjects”(Kahn,1997,25).Kahnquestionsifthis
isreallyevidenceforbiophilia,asmanydifferentactivitiescouldlowerblood
pressure,suchaslisteningtocalmingmusicorwatching“slow‐movingglobsof
multicolouredlight”(Kahn,1997,25).Despitethedifficultlyinprovingor
disprovingthebiophiliahypothesisnumerousstudiesshowthatcontactwiththe
naturalworldisbeneficial.
Kahnconcludeshiscritiquewithastatementofhisbelief,“theresearchliterature
speaksrelativelystronglyforthepropositionthatpeoplehaveaneedand
propensitytoaffiliatewithnatureandthatsuchaffiliationscanbebothapositiveor
negativekind”(Kahn,1997,27).Kahnaddsthatthebiophiliahypothesisneedsto
takeevolutionarytheoryintoaccountandpointstotheneedforbiophilia“tobe
investigatedinwaysthattakeexperience,learningandcultureseriously”(Kahn,
1997,28).
Ifbiophiliaexists,andhumansdohaveaninnateaffiliationtowardsliving
organismsitwouldfollowthatchildren,beingyounger,aremoreconnectedtoand
expressiveoftheirinnatequalities.Onemightexpectthatchildrenwouldexpress
affinityforotherlivingorganismsmorethanadultswould,astheyhavehadless
experience,learning,andculturethatdiminishtheirinnatesensibilities.
19
Especiallyifexperience,learningandcultureplayaroleinhowchildrenaffiliate,
negativelyorpositively,withthenaturalworlditiscriticaltorecognizethe
significanceofstudents’experienceofthenaturalworldatschool,theroleof
educators,andthewaythatschoolcultureregardsthenaturalworld.
Suzukisuggeststhat,“byteachingchildrentofearnature,weincreaseour
estrangementandfailtosatisfyourinbornbiophilicneeds”(Suzuki,1997,258)and
“thedegradationofthishumandependenceonnaturebringstheincreased
likelihoodofadeprivedanddiminishedexistence.Muchofthehumansearchfora
coherentandfulfillingexistenceisintimatelydependentuponourrelationshipto
nature”(Wilson,1992quotedinSuzuki,1997,259).
Biophiliaanditsneedtobefosteredpointstowardtheimportanceofstudying
schoolsandhowschoolbuildingscansupportorworkagainstchildren’s
relationshiptothenaturalworld.
2.2.2.CHIDREN’SCONNECTIONTONATUREManyresearchershavefoundthatbondingwithandhavingaffinityforthenatural
environmentdevelopsinearlyandmiddlechildhoodandrequiresregular
interactionwithnearbynature(Cohen&Horm‐Wingerg1993;Kellert2002;Sobel
1990,1996&2004;Wilson1993).However,childrenarespendinglesstimein
naturethaneverbefore(Suzuki,2007;Louv2008;Kellert2002,Kuo2003,Malone
20
2004;Wilson1996),givingthemlessopportunitytoformstrongbondswiththe
naturalworld,especiallyduringthecriticaltimeofearlyandmiddlechildhood.
Manystudieshaveshownthatpeoplereceivemultiplebenefitswhentheyhave
accesstonaturalenvironments.Havingarelationshipwiththenaturalworldcan
increasefitness(Louv,2008)andone’sabilitytoconcentrate(Taylor&Kuo,1998,
quotedinLouv,2008,89)aswellasnurturesolitude(Louv,2008),sensory
development(Moore,1993),cognitiveability(Wells,2000)andcreativity(Louv,
2008).Spendingtimeinnaturealsofostersasenseofwonderandafeelingof
timelessnessorinfinity(White&Stoecklin,1998)withoutwhich“weforgetour
place;weforgetthatlargerfabriconwhichourlivesdepend”(Chawla,1990).
Thesefindingspointtowardstheimportanceofchildrenhavingaccesstonearby
natureandtheopportunityforschoolgroundstoprovidethisregularaccesstothe
naturalworld.Manychildrenspendasignificantamountoftimeatschool.If
childrencouldspendtimeinnatureduringtheschooldayorsimplybeforeandafter
schoolchildrenmightbemorelikelytodevelopabondandfeelaffinitywithnature.
2.2.3THENATUREOFCHILDREN’SCONNECTIONTO‘NATURE’Relatedtoliteraturethataddressestheimportanceandthechangingrelationship
childrenhavewiththenaturalworldisresearchthatseekstounderstandhow
childrenconceptualizeandvaluethenaturalworld.
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InTheValueofLifeKellertoutlinesninevaluesthathesuggests,“reflectarangeof
physical,emotional,andintellectualexpressionsofthebiophilictendencyto
associatewithnature”(1996,26).Asummaryofthesevaluesislistedbelow.
1. Utilitarian–exploitingnaturetosatisfyvarioushumanneedsanddesires
2. Negativitistic–feelingoffearanddislikehumanshavefornature
3. Dominionistic–desiretocontrolorsubduenature
4. Naturalistic–thesatisfactionspeoplederivefromspendingtimeinnature
5. Ecologistic/scientific–systemicstudyofbiophysicalpatterns,structuresand
functiononnature
6. Aesthetic–emotionalresponseofpleasurefromthephysicalbeautyof
nature
7. Symbolic–howhumansusenatureforcommunicationandthought
8. Humanistic–thecapacityofhumanstocareforanimals
9. Moralistic–determinationofrightandwrongconducttowardnonhuman
world
UsingthisframeworkKellertstudieddifferencesinpeople’svaluestowardnature
basedonethnicity,age,culture,education,income,gender,andrural/urban
environment.Regardingage,Kellertfoundthatchildrenyoungerthansixare
egocentric,domineering,andself‐servingtowardsanimalsandnature.Betweenthe
agesofsixandninechildrenhaveanincreasedappreciationfortheindependenceof
othercreatures.Betweennineandtwelve,Kellertfoundthemostdramaticincrease
inchildren’sfactualknowledgeandunderstandingofanimalsandthenaturalworld.
Fromagesthirteentoseventeen,Kellertfoundanincreaseintendenciestoward
ecologisticandmoralisticvalues.
22
Thesefindingshaveinformedthisresearcher’sunderstandingofthedevelopmentof
children’sviewstowardnature.Thisresearcherexpectedthattheintermediate
studentsinterviewedwouldhaveconcretewaysofmakingsenseoftheworld(i.e.
classification),wouldbeabletoseedifferentviewpoints,andhaveastronger
naturalisticthanmoralisticorecologisticvalueforthenaturalworld.Theresultsof
thisstudyaugmentKellert’sexplorationofhowpeopleviewnature.Inaddition,this
studyalsoaddressesthemissinglink,being,howschooldesigncontributestohow
childrenviewnature.
PagePulvercompleteddoctorateresearchthatconsideredhowupperelementary
students’conceptualizedthenaturalworldforthepurposeofinformingteachers’
improvementofthesciencecurriculum.Pulverinvestigatedchildren’sperceptions
throughacombinationofphotographsortingandstructuredinterviewsconsisting
oftwoquestionnairesandasetofterms.Inthisstudyshefoundthatmanyofthe
upperelementarystudentssheinterviewedhadnothadrichexperienceswith
natureandthattheydidnothaveschoolinstructiononwhatnaturewasorwasnot.
Pulverfoundthat55%ofthestudentssheinterviewedfeltthathumanswerepartof
nature,while40%saidthatpeoplewerenotpartofnature.Shealsonotedstudents’
ideasonnaturevariedfrombeinganythingnotman‐madetonaturebeingnice.
Pulverconcludedthat,“thesestudentslackedanyrealsenseofconnectiontothe
naturalenvironmentevenintheirneighborhoods”(2002,140).Herstudytook
placeatacitysuburbanschoolanditservestocontrastthisstudy.Itispossiblethat
studentswholiveonBowenIslandviewnaturedifferently.
23
ThisresearchissimilartoPulver’sworkinthatupperelementarystudentswere
interviewedandchildren’srelationshiptonaturewasinvestigated.Pulver’sstudy
showsthatitispossibletointerviewelementaryschoolstudentsregardingthis
topicandobtainusefuldata.Thisresearchlooksatintermediatestudents’viewof
naturefromaslightlydifferentperspective.Pulverconcentratedonhowschool
scienceclasseshelptoinformhowstudents’viewnature,whilethisstudy’sfocusis
theinfluenceofschoolarchitecture.Shewasmostinterestedinrethinkingschool
scienceclasses.Thisresearcherconcentratedonhowschoolbuildingscontributeto
children’srelationshiptonature.
2.3BUILDINGSANDCONNECTIONTONATURESomeresearchershavelinkedone’sconnectiontothenaturalworldwiththeimpact
ofthebuiltenvironmentonourdailylives.Suzukiclaimsthat,“ourschismfrom
natureisreinforcedbythewayweconstructourhabitat”(2007,261).Similarly,
Kellert’sresearchhasshownthat“onemajorcauseofalienationfromnaturehas
beenhowwedesignanddevelopourbuiltenvironment”(1995,90).Thebuilt
environmentcancontributetothedividebetweenpeopleandnature.Withthisin
mind,thoughtfuldesigncanhopefullyprovidemultipleopportunitiesforpositive
contactwithnature,helpingbuildingoccupantstofeelandbeconnectedtothe
naturalworld.
Suzukialsostatesthat“theplacewherewespendmostofourlivesmouldsour
prioritiesandthewayweperceiveoursurroundings.Ahuman‐engineeredhabitat
24
ofasphalt,concreteandglassreinforcesourbeliefthatwelieoutsideandabove
nature,immunefromuncertaintyandtheunexpectedofthewild”(2007,261‐262).
Thissuggeststhatbyspendingasignificantamountoftimeinbuildingsthat
separateusfromnatureourrelationshipwithnaturemightbeinfluenced.When
thinkingaboutthebuildingsthatchildreninearlyandmiddlechildhoodoccupy
mostregularly,schoolscometomind.Childrenspendthirtytothirtyfivehourseach
weekinschoolbuildings.IfSuzuki’ssentimentsaretrue,thedesignofschool
buildingsplayasignificantroleinchildren’slivesandpossiblyaffecthowthey
relatetothenaturalworldfortherestoftheirlives.
Eventhoughpopulartheoristshaveclaimedthatbuildingdesignandpeople’s
connectiontothenaturalworldarerelatedthereisapaucityofempiricalresearch
addressinghowthebuiltenvironment,specificallyschooldesignaffectschildren’s
connectiontonature.Therearestudiesthattouchonthis,suchasUpitis’sstudy
(2007)FourStrongSchools:DevelopingaSenseofPlaceThroughSchool
Architecturethatisdiscussedindetailthenextsectionbutnonethatdirectlystudy
this.Thisstudyhopestoaddressthisgapbygatheringempiricalevidencein
responsetoquestioningstudentsdirectlyhowthebuiltenvironmentoftheir
schoolscanfosteraconnectiontothenaturalworld.
2.4ARCHITECTUREASPEDAGOGYDavidOrr,inArchitectureasPedagogy,statesthatbuildingsteach.Orremphasizes
thatifbuildingsdonotsomehowattendtoorreflectthespecificlocationandregion
inwhichtheyaresituatedtheythenteachitsusersthat,“wheretheyareis
25
unimportant”(1999).Orralsoemphasizesthatmanybuildingsteachmindlessness.
Forexampleifabuildingwastesenergyitindicatestothebuildingsusersthatthey
neednotthinktwiceaboutwastingenergy.Orrhasputhistheoryintopracticeby
initiatingtheconstructionoftheAdamJosephLewisCenteratOberlinCollege,a
high‐performancebuildingthatworkstoteachmindfulnessinasmanywaysas
possible.ForexampletheAdamJosephLewisCenterhasalivingmachine,which
purifieswastewaterrightnextahundred‐seatauditorium.Thelivingmachineisin
fullviewandisaconstantreminderthatwaterisavaluableresourceanddoesnot
needtobewasted.Infactbycyclingthewaterthroughanintricatesystemofplants
itisreadyforreuse.Anotherexamplethatshowshowthisbuildingteaches
mindfulnessistheplasmadisplayinthefoyerofthebuildingthatshowsthe
“performancedatagatheredeveryfiveminutesfrom150sensorsplacedinthe
buildingandlandscape”(Orr,2006,83).
Orr’stheoryhassignificantlyshapedthisresearcher’sthinkingaboutschooldesign.
Thisresearcherbelievesthatbuildingsteach,andthatwasteful,“unthoughtful”
buildingsdoteachmindlessness.ManyarticlesrefertoandagreewithOrr’sideaof
architectureaspedagogy;however,thereisverylittleempiricalresearch
supportingOrr’stheory.Inaddition,ifbuildingsdoteachthereisnoempirical
researchthataddresseshowbuildingsteach.Thisresearchwillbeonestudythat
beginstoaddresstheneedtotestthistheory.Theresearcher’sintentionisto
criticallyexaminesomeofOrr’svaluablereflectionsandaddtothebodyofresearch
26
thatthinkscriticallyaboutschooldesignandresearcheshowschooldesign
influenceswhatstudents’learninschool.
AnneTaylor,aprofessorintheSchoolofArchitectureandPlanningandco‐director
oftheInstituteforEnvironmentalEducationattheUniversityofNewMexico,like
Orr,believesthatbuildingscanteach.Taylorhasdevelopedacurriculum,
ArchitectureandChildren,whichinstructsteachersandparentshowtointerpret
theirenvironmentandteacheschildrenaboutdesignandthedesignprocess.
Taylorhasstudiedhowlearningopportunitiescanbeintegratedrightintothe
structureofschools.Taylorbelievesthatallchildrencanreadtheirenvironments
eventhoughsomechildrenfinditdifficulttoreadbooks.Inhermodel,teachers
mustlearntoturnobjectsintothoughtsand/oropportunitiestolearnfromand
architectscanmarryeducationanddesignbycreatingactivespaces(Taylor,1993).
Studentscanlearnaboutbotanyfromasolargreenhouseonschoolgrounds,or
aboutphysicsfromadoorway.
Inherarticle,TheLearningEnvironmentasaThreeDimensionalTextbook,Taylor
(1993)describestwocasestudiesinwhichchildrenwerepartofthedesignteam,
helpedtoimagineandcreateinnovativemulti‐useschoolspaces,andlearnedabout
democracythroughaction.ItisclearfromthisandotherarticlesTaylorhaswritten
thatsheisinvestedinandadvocatesforcollaborativeschooldesign.Thedesign
processoftheprimarywingofBowenIslandCommunitySchoolwascollaborative,
27
however,theprimaryfocusofthisresearchishowexistingbuildingsinformtheir
occupants.Schoolbuildingscanbeteachersanditisimportanttobuildcurricula,
whichfostersawarenessfortheresourcesthatbuildingsuse,thepedagogyofspace,
andmoregenerallyfortheEarth.Itisimportantforstudentstobeapartofplace
makingandwhenpossible,educationaldesign.Schoolbuildingsneedtobemore
thancost‐effectivecontainersandthatthehiddencurriculumofbuildingsneedsto
beacknowledgedandaddressed.Weneedtobeawareofthemindlessnessweare
encouraginginourchildren.
2.5DESIGNTHATCONNECTSTONATURE
2.5.1.PLACEBASEDDESIGN/REGIONALISM
Place‐baseddesignorregionalismisonekindofdesignthatseekstoconnect
buildinguserstotheirspecificandimmediatenaturalenvironment.Thereisalack
ofresearchthatstudieseitherhowbuildingdesigncanfosterchildren’sconnection
tothenaturalworldorhowplace‐basedschooldesigncanhelpfacilitateplace‐
basedlearning.However,RenaUpitis,aprofessoratQueens’Universitywhohas
studiedschoolarchitectureforanumberofyears,hasexploredthearchitectureof
place‐basedschoolsandthelearningthathappensintheseschools.
Inherarticle,FourStrongSchools:DevelopingaSenseofPlaceThroughSchool
Architecture,Upitis’sfindsthat“schoolsandcurriculathatfocusonasenseofplace
areabletosupportthepracticalactivitiesthatleadtomeaningfulrelationships
betweenmembersofthecommunity,andbetweenpeopleandtheland”(Upitis,
28
2007).Upitis’sresearchshowsthatplace‐basedschooldesigncancontributeto
people’srelationshiptotheircommunityandtotheland.
Upitisreviewedschoolsthathaveplace‐basedarchitecture.Inherreview,she
valuedaspectsoffourparticularschoolsthathavemindfulrelationshipswiththe
Earth(forexampleoneschooltreatsitsownsewageontheschoolgrounds),orare
attentivetothespecificlocationtheyarein(forexampleaschoolbuildingbeing
designedaroundanimposingfigtreeortomimictheshapesofthemountainsinthe
background)insomeway.ThisresearchsimilarlyexaminedaspectsofBICSthat
areattentivetoitsspecificlocation,andhowBICSbuildingdoesanddoesnot
provideconnectionsfromtheinsideworldtotheoutsideworld.
Despitescantresearchonschoolsthatuseplace‐baseddesignorregionalism,there
arelearningenvironmentslikethefourschoolsUpitishighlightsinherarticleor
IslandWood,onBainbridgeIsland,WAthathavebeenspecificallybuiltinhopesof
fosteringusersconnectiontothenaturalworld.
Upitis’sbeliefsthatbuildingsteachandthatdifferentschooldesigncancontribute
tooccupants’relationshiptoeachotherandthenaturalworldareimportant.
Educationisaholisticprocessandthebuildingsandenvironmentaresignificantin
thelearningprocess.Upitisfocusesonschoolbuildingsasplacesthatcanallow
certainkindsofactivitiesthatdirectlyaffecttherelationshipsstudentshavewith
eachother,thecommunityandthenaturalworld.Schoolbuildingsindirectlyimpact
29
students’relationshiptotheland.UpitishighlightsDeweyandMumford’sideaof
theimportanceofmanuallabourinthestudiesshehasdoneaboutschoolbuildings.
Althoughtheresearcherbelievesthatexperientiallearningisvaluablethisresearch
doesnotusethisframework.
SimilartoUpitis,thisstudyinvestigateshowstudentsexperiencetheirschool
buildingandhopestoprovokethoughtaboutthesignificanceofschooldesign.This
studyisasignificantlysmallerinscale:onlystudentswereinterviewedandrather
thanfocusingonallpossibilitiesofwhatstudents’learnfromschooldesignthe
focuswasspecificallyonhowschooldesigninformsstudents’relationshipswith
nature.Thisstudy,likeUpitis’sstudy,contributestothescantresearchonhow
studentsrespondtoschoolarchitectureinsubtlewaysandhowarchitecturecan
helppeopledevelopaffectionforthenaturalworld.
2.5.2.BIOPHILICDESIGNBiophilicdesignisanotherkindarchitecturethatseekstoconnectbuildingusersto
theirnaturalenvironment.StephenKellertinBuildingforLifeproposesand
describesBiophilicDesignasanewarchitecturalmodelthatbridgepeopleandthe
naturalworld.Kellertusesbiophiliaasaframeworktobuttresshisideasabout
buildings.Kellertassertsthathumanshaveanaffinityfornatureandthatbuildings
needtobedesignedtohonourthisaffinity.Kellertbelievesthatitisnotenoughfor
ustodesignbuildingsthatminimizethenegativeimpactsontheenvironment,
ratherbuildingsneedtobedesignedthatwillalsocontributepositivelytothe
30
naturalenvironment,whichincludeshumans.Kellertoutlinesvariouselementsof
biophilicdesignallofwhichprovideadirectexperiencewiththenaturalworld.
Eventhoughthereisempiricalevidencethatshowsbiophilictendenciesinhumans,
thereisnoempiricalevidencethatrelatesthistostudentsinschools.Inparticular,
therehavenotbeenanycompletedstudiesofhowbiophilicdesignedschool
buildingsaffectstudents.Thisgapisanimportantonetoaddressinorderto
determineifschoolsthatattendtoschooloccupants’relationshiptothenatural
worldmakeasignificantimpact.Eventhoughthereisnoempiricalresearchyet
thereisastudyinprogress.Kellert,Heerwagenandtheirgraduatestudentsare
currentlyconductingalongitudinalstudytoassessthephysical,emotional,
intellectualandinterpersonalimpactsofbiophilicdesignfeaturesonstudents,
teachers,andstaffattheirschool(Kellert,2005a).Theresultsfromthisstudywill
beanecessaryadditiontothetheoryofbiophilia.Inthemeantime,theresearcher
hopesthatresearchingstudentsatBowenIslandCommunitySchoolwillbeginto
addressthisgapbetweentheoryandempiricalresearch.
Theconceptofbiophiliahashelpedtheresearchertounderstandherownaffinity
forthenaturalworldandwhyshethinksitisimportantforbuildingstoincorporate
elementsofthenaturalworld.Inschools,placesthatchildrenspendmostoftheir
dailylives,theresearcherbelievesitisespeciallyimportanttoprovidebuildings
thatnotonlyhavelowenvironmentalimpactbutfosterpositiveconnectionstothe
environment.Kellert’sbeliefintheimportanceofstewardshipalsohashadan
impact.Withoutasenseofconnectiontothenaturalworlditishardtoimagine
31
beinginvestedinitshealth.Asateachertheresearcherworkstowardsenlivening
herstudentstoasenseofwonderandconnectiontothenaturalworld.This
researchinvestigatesKellert’sassertionthathumanshaveanaffinityforlifeby
investigatingifstudentsareexperiencingaconnectiontonatureinpartsoftheir
schoolbuildingthatallowfordirectorindirectexperiencesofthenaturalworld.
SuzukialsoaddressesbuildingdesigninTheSacredBalanceinasectioncalled
“RestoringtheBalance”,where,WilliamMcDonoughisheldasanexampleofanew
kindofarchitectthatthinksgooddesignrevolvesaroundecologicalthinkingand
sustainabilityandthatredesignisnecessary.WiththisexampleSuzukiadvocates
fortheredesignofbuildingsandtechnologysothattherearedeliberate,intelligent
andsustainable.
2.6CONCEPTUALFRAMEWORK
Thisliteraturereviewhasexploredpertinenttheoriesregardingchildren’s
relationshiptonatureandarchitectureaspedagogy.Theworkinthesetwofields
havecontributedtotheresearcher’stheoreticalframeworkforthisstudy,which
exploresthepossibilityofschooldesignhelpingtofosteraconnectionand
commitmentinschooloccupantstothenaturalworld.Inthisstudytheresearcher
takesintoaccountideasregardingbiophilia(Wilson,1984),theimportanceof
children’sconnectiontonature,andbuildingsinfluencinghumans’connectionwith
nature.Theframeworkforthisstudyisgroundedinthefollowing:
Peoplehaveanaffinityforthenaturalworldthatneedstobenurtured.
32
Themostimportanttimetonurturethisaffinityforthenaturalworldis
duringearlyandmiddlechildhood.
Duringearlyandmiddlechildhoodchildrenspendasignificantamountof
timeinsideschoolbuildingsandatschool.
Buildingscaninfluenceourrelationshipwithnature.
Giventhesepointsthisresearchproposesthatschoolbuildingsmediatechildren’s
relationshipwiththenaturalworldwhentheyareinsidethem.Howschool
buildingsaredesignedisimportantbecausechildren’srelationshipswiththe
naturalworldcanbefosteredorhinderedasaresult.Studyingstudents’experience
ofschoolbuildingsiscriticalindetermininghowschoolbuildingsmediatechildren’s
relationshipwiththenaturalworld.Inaddition,bystudyingstudents’experienceof
schoolbuildingsandhowschoolbuildingsfosterandhindertheirrelationshipwith
thenaturalworld,schoolbuildingscouldbebestdesignedtooptimizethispowerful
relationshipbetweenstudentandnature.
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3.0BOWENISLANDCOMMUNITYSCHOOL
3.1CONTEXT
3.1.1LOCATIONBowenIslandCommunitySchool(BICS)ispartoftheWestVancouverSchool
Districtthatincludestwelveotherelementaryschoolsandthreehighschools,allof
whichareinthewealthycitiesofWestVancouverorLion’sBay.BICSistheonly
schoolinthisdistrictthatisnotonthemainland.BowenIslandisatwenty‐minute
ferryridefromHorseshoeBayoreightnauticalmilesfromMetropolitanVancouver.
BowenIslandhasaruralsetting.Apartfromafewcommercialareasmostofthe
islandisresidential.BowenIslandisthepermanenthomeofapproximately3,500
people.BowenIslandersarepredominantlywhiteandgenerallymoreaffluentthan
theirBCcounterparts,however,theaveragehouseholdincomeonBowenIslandis
comparabletotheaveragehouseholdincomeinWestandNorthVancouver.BICSis
locatedinSnugCoveandisaneight‐minutewalkfromtheferry.Thereisa
communityshuttlebusthattravelsfromtheferrytovariousareasoftheislandand
goesonthemainroadrightpastBICS.Therearetwoschoolsontheisland,one
private(IslandPacificSchool‐grade6‐9)andonepublic(BICS‐gradesK‐7).
3.1.2HISTORY
TheBowenIslandCommunitySchoolhasalonghistory.Forthirtyyearspriorto
1956theschoolonBowenIslandwasabigwoodenbuildingonSchoolRoadthat
servedtwentystudentsingradesonethroughtwelve.Therewasawidestaircase
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thatledtotwoclassroomsonthesecondfloorthatoverlookedDeepBay.Onthe
firstfloortherewasagymandamusicroom,whichwasalsousedbythe
communityforconcerts.Afireintheschoolbuildingledtoatemporarymoveto
‘TheTeaRoom’,arestaurantthatoverlookedSnugCove.Onceanewschoolhad
beenbuilttoreplacetheoldschool,studentsmovedbackintoanewtwo‐room
utilitarianschoolbuildingonSenior’sLane.Oneclassroomservedstudentsin
grades1‐5,theotherservedstudentsingrades6‐12.Therewasoneteacherand
approximatelytwentystudentsintotal.In1956thereweretwoadditionstothe
staff:asecondteacherandaprincipal.Therewasanextensiveplayingfieldonthe
schoolgroundsandforestsurroundedschoolproperty.Inthe70’sthenumberof
studentsincreasedtosixtychildren,makingtheschoolbuildingtoocrowdedfor
comfortanditwasdecidedthatanewschoolbuildingwouldbebuilt.In1975a
groupofcommunitymembers,teachers,andparentssucceededinchangingthe
chartersoBowenIslandSchoolcouldberecognizedasacommunityschool.The
schoolhasbecomeovertimeacentralhubandheartforthewholeofBowenIsland.
Thenewexpandedschool,whichstartedoutashavingfiveclassrooms,was
completedin1981.Thisistheschoolbuildingthatstillstandstoday,althoughsince
1981thebuildinghashadtwoadditionsconsistingofadministrationofficesanda
multipurposeroomandmostrecentlyaprimarywing.OnJuly1,1986BICSwas
officiallymadepartoftheWestVancouverSchoolDistrict,beforethatBICSwas
consideredtobepartoftheSunshineCoastSchoolDistrict.ThroughoutBICShistory
theschoolhasbeenlocatedwithinSnugCove,theonlyconcentratedcommercial
centreoftheisland.
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3.2SIGNIFICANTFEATURESOFBICS
Inthefollowingdescriptionofthegrounds,thebuilding,andthecurriculumofBICS
sevenareasorfeaturesthatstudents’addressedintheirinterviewsanddrawings
havebeenhighlightedinordertoprovideadetailedcontextforthefindings
presentedinchapterfiveandsix.Thethreetablesbelowsummarizetheintentions,
usesandsignificancesofthesedesigned,embellished,andnaturalfeatures,which
aretheprimarywing,windows,skylights,communitygarden,memorialgarden,
seaquaria,andforest.
SignificantFeaturesofBowenIslandCommunitySchool(ashighlightedbystudents)RepresentedinThreeTables Designed Elements School Feature
Intention of Feature Use of feature Significance of Feature
Primary Wing
-Provide more space for classrooms -collaborative design -highlight natural materials (eg. wood) and use natural light -save as much of forest as possible -provide direct exits in each classroom
-six classrooms grades 1-4 -halls used to display artwork and occasionally used as additional learning spaces
-strong presence of wood and natural light -warm gathering spaces in hall -memorable views of forest and community garden -contributes to school pride and identity with Bowen Island and specific site -collaborative process of design was meaningful for occupants involved
Windows -to provide natural light in classrooms
-allow occupants to see community garden, forest, or field from classrooms -used for mini-breaks to aid concentration
-highlights natural site of school -contributes to students’ sense of happiness at school -in primary classrooms, forest becomes integrated into classroom experience
Skylights -provide natural light in school building
-used as classrooms/gathering spaces when there is a power outage -place for experiential lessons on weather -observation of bird movement when land on glass
-inspires curiosity -feeling of closeness to natural world (trees, birds, sky) -allows for celebration of natural weather events
Table1:SignificantDesignedElementsofBICS
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Embellishments School Feature
Intention of Feature Use of feature Significance of Feature
Community Garden
-to have an edible garden on school grounds -to raise awareness of food and sustainability -to integrate growing, gardens and learning about plants into school curriculum -build a strong connection between community and school occupants
-science experiments with plants -math exercises (measuring growth of plants) -learning about butterfly life cycle and habitat -art classes -gardening as a class -each student every year plants at least one seed and harvests one thing from garden -community use(workshops, parent groups) -use veggies grown in student and teacher lunches
-connects students to where food comes from -allows for connection to parents, community members, teachers and fellow students -accessible place for experiential learning
Memorial Garden
-to build a memorial to a music teacher -to have community work with the students of the school to create garden -to beautify the school grounds -to have a place outside to sit and relax
-used in remembrance ceremonies to invite students to think about peace and the garden -used as a play space during recess and lunch and after school -benches used by parents and community for sitting
-provides community monument -provides a place of solace and a sense of privacy on busy school grounds -provides an additional kind of play space
Seaquaria
-to build a connection between students and ocean creatures in hopes of possible stewardship -for students to be able to see and learn about sea creatures from a depth beyond the tidal pools
-grade five students make observation notes daily from tank -inspiration for art and creative writing projects -calming resting or time out zone -viewing time on way in and out of school building -as inspiration for debate about capturing animals -students monitoring setup and maintenance of the tank
-exposure to local sea creature -opportunity for close observational learning -provides place of calm in busy school
Table2:SignificantEmbellishmentsofBICS
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Non-Designed / Natural Elements School Feature
Intention of Feature Use of feature Significance of Feature
The Forest (the building was designed to leave as much of natural Bowen landscape on property intact)
Municipal parkland that is located beside the school -to have a natural Bowen landscape for students to play and learn in
-play space (before and after school, recess, lunch) -observation journals -art: painting, tree rubbings -first nations studies (culturally modified tree) -orienteering -frisbee golf -build forts -see wildlife
-students love being in the forest -strong connection to forest which contributes to the students’ connection to the school -place for students to learn the alphabet of the natural world -students/teachers able to see change over time with trees & plant life -students/teachers develop relationships with certain trees or forest as whole -provides accessible daily access for unstructured time in natural landscape
Table3:SignificantNon‐Designed/NaturalElementsofBICS
3.2.1THESCHOOLGROUNDSTheschoolbuildingsitstowardthebackofthepropertyandissurroundedby
municipalpropertythatismainlyforestedwithtrails.Approachingtheschoolthe
BowenIslandCommunitySchoolSignisvisibleatthefrontofthefield.Further
alongthemainroadthereisaturnofftotherightintoamediumsizedparkinglot.
Totherightoftheparkinglotistheplayground,whichhasasittingareaandafew
mediumsizedtreesononesideofit.Duringthedaythereareoftencommunity
memberswithsmallchildrenplayingonandaroundtheplaystructures.
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Figure1:AnOverheadPictureoftheBowenIslandCommunitySchoolSite(diagramoriginallyfromBowenIslandCommunitySchoolArtificialTurfFieldSitePlan,CatherineBerrisAsossiatesInc.,2008,p5)
Figure2:SitePlanforBICS
39
Directlyinfrontoftheparkinglot,whenfacingtheschoolbuilding,andslightlyto
theleftoftheschoolisamemorial(alsoknownasapeace)gardenwhichwas
plantedin1982inmemoryofamusicteacherwhotaughtattheschoolformany
years.Theintentionsofthisembellishmenttotheschoolgroundsweretohavethe
BowenIslandcommunityplantagardenwithBICSstudents,tocreatea
contemplativeplacewherepeoplecouldrelax,tobeautifytheschoolgrounds,and
tocreateapeacegardeninordertocommemoratepeaceactivist,MurielNeilson,
themusicteacherwhofundedthegarden.
Figure3:TheMemorial/PeaceGardenThememorialgardenorpeacegardenisasmallfeaturelocatedtotheleftsideofthe
stairsthatascendfromtheparkinglottotheschool’smaindoors.
40
Ithasarectangularshape(approximately14mby4m)plusatriangularshape
(approximately7mx7mx5m).Therearetwolargecedartrees,afew
rhododendrons,variousbushesandmulchontheground.Thereisalongwooden
ledgethatseparatestherectangularpartfromthetriangularpartofthegarden.
SometimesBICSstudentssitonthiswoodenledgeandoftenplayatthebaseofthe
largecedartrees.Thereisalsoasmalltriangulargreenspaceontherightofthe
stairsthatwasplantedatthesametimeasthememorialgarden;however,thisarea
istoosmalltoplayin.
Thereisonesittingareanestledintothegardenthatismostlyusedbyadultsasa
restingareawhenusingthetrailsbehindtheschoolorwhenpickingupstudents
fromBICS.Duringrecessandlunchchildrenwillplayinthisgardenareaanduntil
recentlytherewasalittledeckthatwasinsetatthebaseofoneparticulartreethat
wasusedasafavoritesittingarea.However,duetooverusethisdeckhasbeen
removedbecauseofregulations.
Althoughthisgardenoccupiesasmallareaitprovidesanimportantplaceofsolace
forparentsandstudentsalike.Thememorialgardenislessoccupiedthantheforest
behindtheschoolortheplaygroundandtherearemultiplesmallpocketstooccupy
withinthegarden.Thisprovidesthepossibilityformorethanonegrouptousethis
gardenandatthesametimemaintainasenseofprivacy.Thememorialgardenis
significantbecauseitprovidesthefrontoftheschoolwithbeautyandasenseof
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care,whichisthefirstthingyouseewhenapproachingtheschoolfromtheparking
lot.
Behindthepavedroadthatleadsfromtheparkinglottothebackoftheschoolthere
isatriangularshapedforestedareaonasteepslope.Thisjoinswiththeforested
areabehindtheschoolthathascommunitytrailsinit.Ontheslopethatisdirectly
behindtheolderpartoftheschoolbuildingthereisthestoryteller’sorhillside
garden.Thishasbothaflatareashadedbyatreeandahillwithindigenousplants
andherbsinpetalshapedcementcontainers.Boththeprimaryandthe
intermediategradesusethisareatoreadbooksaloudandhaveoutdoorclasses.
Thereisalsosmallshedonthishillthatisusedforgardeningtools.
Inthecourtyard(theareain‐betweenthetwopartsoftheschoolbuilding)thereisa
communitygarden.
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Figure4:FrontoftheCommunityGarden
Thecommunityorediblegardenissmallandrectangular(Approximately13mx
5.5m).Thesidesofthegardenhavecedarpoststhatarecoveredwithdeerfencing.
Thefrontgateismadewithcedarthatwasmilledonislandandhasasign(madeby
aBICSparent)withthewordsBICSCommunityGardenonit.Thewindowsofboth
grade6/7roomsandoneprimaryclass(grade2/3)faceouttothisgarden.
Thecurrentcommunitygardenwasanembellishmentthatwasaddedbecauseof
theinitiativeofBICSschoolparents.Theintentionsofthegardenweretohavea
placewhereparents,BICSstudentsandthegreatercommunitycouldallgarden
together,tobringthecommunityintotheschool,andtoincreaseawarenessofand
43
students’connectiontofoodsystemsandsustainability.EachyeareveryBICSclass
hastheopportunitytodecideiftheywanttohaveanareaofthegardentoplanand
useastheywish.Forexampleoneyearthegraduatingclasschosetogrowflowers
fortheirgradceremonywhilecreatingabutterflyhabitat.Regardlessofwhether
classesdecidetohaveanarea,eachyear,everystudentintheschoolplantsoneseed
inthegardeninthespringandharvestsonethingoutofthegardeninthefall.Other
gardenactivitiesincludeplanting,weedingandcomposting;classesinart,math,and
science;andcommunityandindividualsclasses.Thegardenprovidesexperiential
learningopportunitiesandconnectsstudentstofoodsources.Thisismeaningful
especiallybecausemanyBICSstudentsdonotexperiencefoodgardeningathome.
Figure5:InterioroftheCommunityGarden
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Aftertheprimarywingadditionwasbuiltcourtyardmuralwasmountedonthe
outerwall.TheartworkwasdonebyalocalartistandwithparticipationofBICS’s
students.
Behindtheprimarywingthereisaplaystructuresurroundedbyaforestedarea.
Eventhoughtheschoolcommunityusestheforestedarea,itisactuallymunicipal
parkland.Theforestisabouta50mx70mareaandisonthenortheastsideofthe
schoolbuilding.Theforestedareaiswellusedbystudentsofallages.Beforeschool,
duringrecessandlunchandafterschooltherearemanygroupsofchildrenplaying
variousgameswithintheforest.Theseincludedtag,hideandgoseekandmany
imaginativegames.AdditionallybetweenAprilandJune,whenthisresearchwas
conducted,therewerefortsbeingbuilt,takenapartandrebuilt.Thepresenceofthis
forestprovidesBICSstudentswithanaturallandscapethatisextremelyaccessible
andservesasanimportantplacetolearnaboutthenaturalworld.Thepresenceof
thetreesattractswildlifeaddingrichnesstothecurriculumoftheschool.
Therebasketballandtenniscourtsandasoccerfieldontheschoolproperty.Atthe
timeofthisresearchprojectthesewereallonthesoutheastendoftheproperty,in
frontoftheschoolbuilding.Therewasanartificialturffieldaddedtotheschool
groundsinthesummerof2009.
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Figure7showsthevegetatedareasontheschoolsgroundsinbird’seyeview.The
schoolsiteincludes:
• Forestedareastothenorthandwestoftheschoolbuildingandsomepatchesof
forest,andscatterednativetreesintheplayareatothesouth.
• Twogardenareas:acommunitygardenwithvegetableandnativeplantplots,
andaMemorialorPeaceGarden.
VegetatedAreas:1) ForestedPlayArea2) CommunityGarden3) Memorial/PeaceGarden4) ForestedSteepSlope5) ForestedPlayArea6) SpecimenTreesFigure7:Sitemaphighlightingvegetatedareasonschoolsite(diagramoriginallyfromBowenIslandCommunitySchoolArtificialTurfFieldSitePlan,CatherineBerrisAssociatesInc.,2008,p6)
47
3.2.2THESCHOOLBUILDINGTheBowenIslandCommunitySchool(BICS)Buildingisbasicallyalongrectangle
withanadjoiningTshapedsection.KillickMetzBowen&RoseArchitects,currently
namedKMBRArchitectsPlannersInc.,designedtheoriginalschoolin1980.Thishas
anon‐combustiblesteelstructurewithmasonrycladding.Themulti‐purposeroom,
administrationspace,change‐roomsforthegym,storageroomsandanelectrical
roomwereaddedin1990.BICSlooksmuchlikeatypicalschoolbuilding,exceptfor
thetwolongskylights,thesizeofthewindowsandtheviewoutofthem.
Asyouwalkintothemainentranceoftheschoolyouenterintothefoyer,whichis
adornedwithafewplants;abenchthatopenstoprovidestorage;andsignsthat
directvisitorstotheoffice,carrytheSchool’smissionstatementanddisplayapoem
abouttheschool.Therearealsopicturesofthestudentsfromvariousyears,a
communitybulletinboard,andashowcaseofstudents’artwork.Totheleftofthe
foyeraretheschooloffice,theadministrationoffices,aphotocopierroom,firstaid
room,staffroomandstaffwashrooms,amulti‐purposeroom,andtotherightofthe
foyeristhe“intermediatehall”.Thereareeightclassrooms,alibrary,acomputer
laboratory,threelearningresourcescenterrooms,twostoragerooms,girlsand
boyswashrooms,abookroom,custodian’sclosetandthecommunityschool
coordinator’soffice.
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Figure8:OverheadviewofallroomsinSchoolonupperfloor
Figure9:OverheadviewofallroomsinSchoolonlowerfloor
49
Therearetwoskylightsintheoriginalsectionoftheschool.Oneisinthemainfoyer
oftheschoolandis14mby2.8m.Thesecondskylightis28mby2mandislocated
intheintermediatehall,justbeyondthegrade6/7classrooms,wherethehallslead
outtothesidedooronthewestsideofthebuilding.
Figure10:PictureoftheskylightinthemainfoyerofBICS.
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Theseskylightsallownaturallighttoenterintotheschoolbuildingandprovidea
viewoftheskyandweatherevents,suchasaheavyrainfallorsnowfall,tobuilding
occupants.Inadditiontoweather,birdslandontheskylights,sparkingteachers’
andstudents’imaginations,initiatingquestionsanddiscussionsinclassesabout
birdsandhowtheytravelandmigrate.Thelengthoftheskylightsalsooffers
elementarystudentsasenseoftheexpanseofthenaturalworldfromwithinthe
schoolhalls.
TheTshapedprimarywingwasaddedtotheexistingschoolbuildingin1998,
designedbyNicolsonTamakiArchitects.DonNicolson,wholivesonBowenIsland,
wastheprinciplearchitectonthedesignteam.Membersoftheschoolboard,school
staff,andtwogradesixstudentswereinvolvedinthedesignprocess.Althoughthis
additionisnotaLEED3certifiedproject,heavytimbersweresalvagedfromfallen
DouglasFirsfromtheschoolsiteandmilledonislandandareamajorfeatureofthe
design.Thecedarceilingfinishandcedartriminthecenterofthewingaremilled
fromthesamecedars.
Asoneapproachestheprimarywing,alargecircular“treecookie”mountedona
backgroundofcedarpanelsishighlightedattheendofthehall.Thereisawindow
3LeadershipinEnergyandEnvironmentalDesignandisagreenbuildingratingsystemthathasfourpossiblelevelsofcertification(certified,silver,goldandplatinum)basedonthetotalpointsreceivedinfivekeyareasofhumanandenvironmentalhealth(sustainablesitedevelopment,waterefficiency,energyefficiency,materialsselectionandindoorenvironmentalquality)
51
highonthewallthathasaviewofcedarandfirtrees.Onceintheprimarywinghall
woodbeamsarevisibleandrunthefulllengthofthehall.Oneendofthehallhasa
viewofthecommunitygardenandtheotherhasaviewoftheforest.Partofthe
overallwarmthandwelcomingqualityinthisspaceisduetotherichcolourof
wood.Thesixclassroomsinthissectionoftheschoolbuildingalsohaveacozyfeel
aboutthem.Thereareexposedwoodbeamsandnaturallightfromtheample
windows.Eachclassroomhaselectricheating,indirectlighting,operablewindows
andiswiredforIT.Severalhavelightfromtwosidesandallenjoyviewsofthe
woodsbeyond.
53
Figure12:PictureofPrimaryWingHallwaylookingnortheast
Therearemanylargewindowsinboththeoriginalandnewsectionsoftheschool.
Notonlyaretheselarge(approximately11.4feetby8.3feet)butalsomanyhave
viewsofgreenspacewhetheritistheforest,thecommunitygarden,thefield,or
treesonthehillacrossthestreetfromtheschool.Theabundantvegetationthatis
visiblefromthewindowsgivesanexpansivefeelingandallowsforappreciationof
thenaturalandconstructedlandscapesontheschoolsite.
54
Figure13:Windowthatoverlooksthecommunitygarden.CommunityUseofBICSBICSisacommunityschoolandthereisacommunityrecreationcentreisapartof
theschool.Inadditiontothecommunityrecreationcentre,thereisacommunity
coordinatoroffice,acommunityuseroom,andacommunitycomputerroominthe
school.Thecommunitycoordinatorservesasalinkbetweentheschoolandthe
community.
Thecommunityuseroomisutilizeddailybefore,duringandafterschooltime.Part
ofthisspaceisanaffordabledaycareforparentsontheislandandonceaweeka
55
lunchcrewprepareslunchthosewhosignupforthisservice.Inadditiontothe
designatedcommunityroomsintheschool:
thegym,themulti‐purposeroomandthelibraryareallusedbydifferent
organizationsandcommunitymembersoutsideofschooltimes
thecommunitygardenisalsousedbyboththeschoolandmembersinthe
community
3.3EDUCATIONALCONTEXT
3.3.1THEOCCUPANTSTheoccupantsofBICSincludetheprincipal,thestaff,thestudents,parentsandthe
widerBowenIslandcommunity.
Students:Inthestudentpopulation(267studentsatthetimeofstudy)thereisa
rangeofsocioeconomicbackgroundsandparentaleducationlevels.Ninetypercent
ofthestudentpopulationiswhite.TherearesixtyESLstudentsatBICS.Most
studentsstartatBICSinkindergartenandstayuntiltheygraduateingradeseven.In
thegrade6/7students’thatwereinvolvedinthisprojectfouroutofthefifty‐four
studentswerenotCaucasian.AfewstudentshadmovedtoBoweninthelastfew
yearsbutthemajorityofthemhadstartedatBICSinkindergarten.
Staff:TheBICSstaffincludestwenty‐oneteachers,fourcustodians,threebus
drivers,twoofficestaff,seventeachingassistants,theprincipal,vice‐principalanda
communityschoolcoordinator.HalfoftheBICSstaffare“islanders”,orliveon
BowenIsland,andhalfofthemliveonthemainland.Tenofthesestaffaremale
56
whiletheremainingtwenty‐sevenarefemale.Therearenovisibleminoritiesor
staffmemberswithdisabilities.Thereisarangeofexperienceintheschoolfrom
twenty‐sevenyearstolessthanoneyear.
Parents:ParentsareanessentialandactivepartofBowenIslandCommunitySchool.
Eachclasshasoneortwovolunteersfortheyearthattakecareofthatclasses
needs.Theseclassvolunteershelptoorganizeextrahelpwhenaclassneedsmore
parentstobeinvolvedandsometimesfindpeopletocomeintotheschooltooffer
uniqueactivities.Almostdailytherearefiveorsixparentsintheschooleither
helpingoutwithregularclasses,fieldtrips,orteachingspecialactivitiesorprojects.
Community:TheBowenIslandcommunityplaysanactiveroleattheschool.
Seventy‐fivetoeightypercentofthecommunityvisitorusetheschoolduringa
schoolyear.Thereisdaycareofferedinthecommunityuseroombeforetheschool
daystartsandanafterschoolclubinoneclassroomaftertheschooldayends.The
schoolbuildingandsiteisveryactivelyused.Thegymespeciallyisinhighdemand.
Therecreationcenter,whichhasaweightandfitnessroom,offersthecommunitya
widerangeofrecreation,artandeducationalclasses.
3.3.2THECURRICULUMThecurriculumofBICShasbeenchangingoverthelastfouryearstoincludeboth
place‐basededucationpracticesandtoprioritizeenvironmentalsocial
responsibilityoftheentireschoolcommunityintheareasofconservationand
stewardship.Inadditiontotheprovinciallymandatedcurriculum,BICShave
57
introducedanumberofadditionalstudies.TheseincludeaBeachBucketstudy,
Seaquariumstudy,Watershedquest,Trailquest,Salmonidintheclassroom
program,andaShorelineClean‐upproject.Furthermore,allBICSclasseshavetaken
onauniqueprogramforenvironmentalsustainability,conservationorstewardship,
suchasengaginginenergyaudits,hallwaylitterpatrol,makingweedwhackersto
removeinvasivespecies,andmakingschool‐widecomposters.
Figure14:SeaquariainfrontfoyerofBICS
Theseaquariahousescreaturesfromtheocean(afewminuteswalkfromthe
school)andhasaprominentlocationinthefrontfoyeroftheschool.Thisaquarium
58
waspartlyfundedthroughthePacificCrystalprojectandisateachingtoolthat
supportstheschoolwideplacebasedlearningcurriculum.Teacherscanusethe
presenceoftheseaquariaasanopportunityinscienceclasstohavestudentswrite
detailednotesaboutwhattheyobservedintheaquarium.Students,often,without
promptingstopattheaquariumontheirwayoutoftheschoolatrecessandjust
staytowatchwhatishappeninginside.Studentsseemedfascinatedwiththesea
cucumberandhowthingschangesuchaswherethecraborstarfishwouldbe
comparedtowhereitwasearlierintheday.
BICSisdifferentthanmanyurbanschoolsbecauseofitsrurallocation,interestin
place‐basededucationandenvironmentalsocialresponsibility,andbecauseofthe
closeproximitytomunicipalparkland.BICSstudentsseemtospendasignificant
amountoftimeoutdoorseachday,aretaughtacurriculumthathighlightslocal
natural,socialandculturalfactsrelatedspecificallytoBowenIslandanditsnatural
environment,andareencouragedandrewardedfortheirenvironmental
stewardship.Itispossiblethatthesestudentshaveamoreintegratednotionofthe
naturalworldthanmoststudentsinamoreurbanenvironment.However,the
schoolbuildingitselfisnotnecessarilymuchdifferentthanotherschoolbuildingsin
thelowermainland.
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4.0RESEARCHMETHODOLOGY
Manystudieshaveshownthatcontactwithnaturefosterscreativity(Moore,1997)
concentration(Taylor&Kuo,1998,quotedinLouv,2008,89)cognitiveability
(Wells,2000),productivity(Kellert,2005),andphysicalandmentalwell‐being
(Kellert,2005).Moreover,someacademicsbelievethathumanshaveanaffinityfor
thenaturalworld,whichneedstonurturedespeciallyinearlyandmiddlechildhood
(Wilson,1993;Kahn,1997;Sobel,1993;Kellert,2002).Overthelastdecadethe
amountoftimechildrenspendinnaturehasdramaticallydecreased(Malone,2003;
Suzuki,2007;Hern,2007;Louv,2008).Humansspendmuchoftheirtimein
buildingsandforgoodorillthesestructuresinfluenceourconnectionwiththe
naturalworld.Theycanseparateusfromthenaturalworldorhelptofosterour
connectionwithnature.However,thereareveryfewstudiesofhowschool
buildingsmediateourrelationshipwithnature.Thereisaneedforempirical
researchinthisareasothattheimpactsofschooldesigncanbefullyunderstood.
Furthermore,inthelittleexistingresearch,thereisalimitednumber,ifany,of
studiesfromaneducator’sperspectivethatfocusonstudentvoices.Thisresearch
hopestoaddthisperspectivetotheconversationregardingbothchildren’s
connectiontonatureandarchitectureaspedagogy.
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4.1QUALITATIVERESEARCHQualitativeresearchisthemodelbywhichvoiceinformslifeexperience.
Thereisanunspokendialecticbetweenarchitectsandtheeducatorsandstudents
whooccupythebuildingsarchitectshavedesigned.Inthisstudythisdialecticis
viewedthroughthelensofstudentexperience.Thisstudygivesvoicetothe
experiencesthatintermediatestudentshaveintheirschoolbuilding(s)anddraws
meaningfromthesociallyconstructedcontextinwhichthesestudentslive.
Qualitativemethodologyallowedforacomplexandholisticpicturetoemergethat
allowsreaderstoseethemanydimensionswithinthisstudy’skeyquestion‐how
areintermediatestudents’relationshipswiththenaturalworldmediatedbytheir
schoolbuilding.
Qualitativeresearchhasitsrootsinsocialscienceresearchandisdifferentthan
quantitativeresearch,whichismoreoftenusedinthenaturalsciences.Quantitative
methodsaredeductivewhilequalitativeareinductive,derivinginferencefromthe
particulartothegeneral.Whilenotexclusively,theformerusesnumericaldata
whilethelattertypicallyreliesontexttorepresentandcommunicatesubstantive
findings.Theadditionaldistinctfeaturesofqualitativeresearchinclude:researchers
collectdatawithinthenaturalsettingsoftheinformationtheyseek(dataiscontext
dependent),theyareconcernedwiththeprocessratherthantheoutcomeofan
activity,andresearchersanalyzethedatarationallyratherthanstatistically
61
(Hittleman&Simon,1997).Hittleman&Simon(1997)statethat,“thebasic
qualitativepurposesaretodescribe,tointerpret,toverify,andtoevaluate”(42).
4.1.1THEMATICANALYSISThematicanalysisiswidelyusedinsocialscienceresearch.Thoughthematic
analysishasbeenconsideredagenericskillusedwithinarangeofdifferent
qualitativemethods(Hollway&Todres,2003).BraunandClarkehaverecently
arguedthat,“thematicanalysisshouldbeconsideredamethodinitsownright”
(Braun&Clarke,2006).Theyclaimthat“throughitstheoreticalfreedom,thematic
analysisprovidesaflexibleandusefulresearchtool,whichcanpotentiallyprovidea
richanddetailed,yetcomplex,accountofdata”(2006,78).Duetothistheoretical
flexibilitywhenaresearcherusesthematicanalysisitisimportanttosituateone’s
analysiswithinaspecifictheoreticalframework.Thisiscriticalasitrevealsthe
assumptionsthatinformedtheanalysis,enablingthepublictobetterevaluatethe
researchundertaken.
Tothatend,whiletheresearcherhasaconstructionistpointofviewwithrespectto
thephenomenasheisstudying,shewantedtoremainastrueaspossibletothe
experienceoftheparticipantsshewasinterviewing.Thematicanalysisoffersa
flexibleapproachtoanalyzingqualitativedata,andasBraunandClarkepointoutin
theirarticlededicatedtothemethodology,thematicanalysisisactuallycompatible
withbothessentialistandconstructionistparadigms.Further,“thematicanalysis
canbeanessentialistorrealistmethod,whichreportsexperiences,meaningsand
therealityofparticipants,oritcanbeaconstructionistmethod,whichexaminesthe
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waysinwhichevents,realities,meanings,experiencesandsoonaretheeffectsofa
rangeofdiscoursesoperatingwithinsociety.Itcanalsobea‘contextualist’method,
sittingbetweenthetwopolesofessentialismandconstructionism,and
characterizedbytheories,suchascriticalrealism,whichacknowledgetheways
individualsmakemeaningoftheirexperience,and,inturn,thewaysthebroader
socialcontextimpingesonthosemeanings,whileretainingfocusonthematerial
andotherlimitsof‘reality’”(Braun&Clarke,2006,81).Asthisstudywas
exploratory,theresearcherchoseamethodofanalysissuitedtothedatacollected.
Andwhilenottiedtotheorygenerationlikesay,groundedtheory,thematicanalysis
nonethelessfocusesondevelopingthemesandorpatternsthatareclearlygrounded
inthedata,inamannerthatrigorouslydescribesandorganizestheinformation
collectedfromtheparticipants.
4.1.2IDENTIFYINGTHERESEARCHERItisimperativethattheresearcherisastransparentaboutherbiasesaspossible
becausetraditionalobjectivitycannotbeassumed.Inthisproject,theresearcher
has:
FeelingsofrespectandcareforthepeopleatBowenIslandCommunity
School
Adeepcommitmenttoplace‐basedlearningandsustainablepractices
withinschoolsandeducationalenvironments
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Inadditionshesees:
AstrongethicofcareatBICSaswellasanactivecommitmenttothenatural
world,whichthecommunityfostersthroughvariousfiled‐trips,special
events,assembliesanddaily‘missionpossible’tasks
Itisalsoimportantthattheresearcherisclearaboutthetheoreticalpositionofthe
thematicanalysisconductedasthematicanalysisisflexibleandcanberootedin
varioustheoreticalpositions.Theepistemologicalstancefromwhichknowledge
claimsinthisthesisaremadeisfoundedonDonnaHaraway’sconceptofsituated
knowledge(Haraway,1991).Harawayenvisionsawebholdingallpeople,
technologiesandlifeeachwithaknowledgebaseinformedby,butnotlimitedto,
theirsituatedpositionsontheweb.Harawaystatesthat,“theonlywaytofinda
largervisionistobesomewhereinparticular”(Haraway,1991,96).Theobjectiveof
thisstanceislearningtoconversebetweenpositionsinordertofosterpartial
connections.Theentiretyofthewebisbeyondthegraspofanyposition,thus
knowledgeclaimsarealwayspartial.Inthismodelobjectivityliesinthepursuitof
knowledgeclaimsthathaveincreasedresonancethroughtheweb.
Duringthisstudytheresearcher:
Issituatedwithpartialvision.Shehasmadepartialconnectionstotheagents
ofknowledge,orstudyparticipants,atBowenIslandCommunitySchoolwho
enhancedwhattheresearcherwasabletoseeandunderstand
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Attemptedtoleavespacefortheunpredictableandindependentknowledges
oftheseagents.
Sought“theconnectionsandunexpectedopeningssituatedknowledgesmake
possible”(Haraway,1991,96)
Assumesthatmeaningandexperiencearesociallyproducedandreproduced
asopposedtomeaning,experienceandlanguagehavingaunidirectional
relationship(Braun&Clarke,2006).Asaconsequence,
Believesthatsocio‐culturalcontextsandstructuralconditionsareimportant
elementstoconsiderinparticipantsaccountsoftheirexperience.
OriginatingfromAmericanBlackandChicanafeministacademicswhoidentified
theirownracializationassignificantsourcesofknowledgetobringtotheresearch
process(HillCollins,1999)ithasbecomecommonpracticeforqualitative
researcherstopositionthemselvesas‘insider’or‘outsider’.Thesetermsreferto
membershipstatusaboutthegrouponeisresearching.
PatriciaHillCollins(1991)andJamesBanks(1998)bothcomplicateandexpandthe
insider/outsiderbinary.ThoughthetermsCollinsandBanksidentifyintheirwork
donotsuittheresearcher’spositionwithinthisstudy,theideaswithin‘insider’and
‘outsider’areimportanttoconsiderandaremulti‐layereddependingonhowmany
variablescomeintoplayinone’sstudy.Inthisstudythevariablesinclude:the
demographicsofthepeoplethatattend,teach,andadministratetheBowenIsland
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CommunitySchool,theschoolbuilding,BowenIsland,place‐basedschoolsandthe
educationalsystemingeneral.
Withthesevariablesinmindtheresearcherisaninformedoutsider:
Sheisawestcoastresidentandknowsthelandscapeofthelower
mainlandwell
Sheworkswithintheeducationsystem
Shehashadexperienceteachinginplace‐basedprogramsandis
informedaboutplace‐baseddesign
Shehasexperienceasbothastudentandateacherinmultipleschool
buildings
Hersocialstatusisakintothepredominatemembersofthegroup
However,sheisanoutsidertothecommunityofBowenIsland,theBowen
IslandSchoolCommunity,andtoBowenIslandSchool
Sheisnotanarchitectandhasneverbeendirectlyinvolvedinthedesignofa
schoolbuilding.
4.2ETHICSANDPERMISSIONAformalinvitationtoconductresearchwasreceivedfromamemberofaresearch
team(theSFUsectionofthePacificCrystalProject)atBowenIslandCommunity
School(BICS).FormalconsentfromtheWestVancouverSchoolBoardandtheUBC
ethicalreviewboardwasgranted.Theprincipalagreedtooverseetheresearcher’s
presenceintheschool.
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TheprojectwasintroducedataBICSstaffmeeting.Therewasaninterestinthe
research,especiallytoinformstaffandcommunitymembersoftheresultsin
relationtoanoutdoorclassroomthatwillbebuiltinthefuture.
Twovisualinquirysessionswereconductedwiththetwograde6/7classes(52
students).Afterwhichoptionalassentformsfortheproductsoftheclasstobeused
duringtheresearchprojectwerehandedout.Onlyafewstudents(17)completed
themandhandedthemin.Thesestudentsweregivenparentalconsentformsthat
requestedtheirguardianstoconsenttotheproductsofthestudents’visualinquiry
classtobeusedasdataforthisprojectandforafurtherinterviewtotakeplace.Five
studentsvolunteeredtobeinterviewedandreturnedsignedparentalconsent
forms.Thosefiveparticipantswereinterviewedduringtheschooldayinthelibrary
inthefollowingtwoweeks.Althoughparticipantsweregiventheoptionof
withdrawingfromthisprojectatanypointnonechosetodoso.
Duringthisstudyalldocumentsincludingtheproductsofthevisualinquiry,the
digitalrecordingsofinterviews,transcripts,andco‐investigator’snoteswerekeptin
alockedfilingcabinetdrawerintheco‐investigator’sUBCoffice.Computerfiles
werepasswordprotected.Informationthatwassentviaemailattachmenttothe
principalinvestigatorandotherco‐investigatorswerepassword‐protected.The
principalinvestigatorandotherco‐investigatorsmaintainedallcopiesofstudy
documentsinlockedfilingcabinets.Allthenamesinthesedocumentsare
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pseudonymsandstudentsarereferencedasStudent1,2,3,4,and5.Theresearch
makesnouseofpersonalconversationsorsubjectsoutsideofthestudyofthe
pedagogicalimplicationsofschooldesignonstudents’relationshiptothenatural
world.Theprivatesociallivesofparticipantsarenotapartofthisstudy.
Interviewparticipantshadaccesstotheirowntranscripts.Transcriptswereonly
viewedbyremainingco‐investigatorsafterapprovalfromparticipantwasgiven.
Onlytheprincipalinvestigatorandco‐investigatorshadaccesstothedatasources.
Allinvestigatorsweremembersoftheresearcher’sM.A.committeeandare
academicfacultyandassuch,theyhadreviewedprivacyandconfidentiality
protocolsforthestudy.
4.3.PARTICIPANTS
Asthisstudy’sfocuswasintermediatestudents’participantsfromtheseniorgrades
ofBowenIslandCommunitySchoolwerechosen.Itwasanticipatedthatstudents’in
gradesixandsevenwouldbebestabletoarticulatetheirexperiencesandideas.In
addition,atBICSgradesixandsevenstudentsarelikelytohavethemostexperience
intheschoolbuildinghavingbeentherethelongest.Itwashopedthatthisdecision
wouldcontributetotherichnessofthedatacollected.
Thefiveresearchparticipants(threegirlsandtwoboys)werebetweenelevenand
thirteenyearsoldandwereallgradesixandsevenstudents:
Student1:Atwelve‐year‐oldgirlwhohadattendedBowenIslandCommunity
Schoolsincekindergarten.Student1’smotherworkedasamidwife,whileher
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fatherwasawoodworker.HermotherandfatherimmigratedfromWales
andEnglandrespectively.Shewasmature,articulateandenthusiasticduring
thefocusgroupandinterview.
Student2:Aneleven‐year‐oldgirlwhohadattendedBowenIsland
CommunitySchoolforthreeyears.Shehadpreviouslyattendedtwoschools
inPortCoquitlam.Student2’smotherwasatelephoneoperatorandherdad
hadahomebusiness.Student2identifiedas“CreeAboriginal”.Shewas
thoughtfulandinvolvedbothduringthefocusgroupandinterview.
Student3:Atwelve‐year‐oldgirlwhohadattendedBowenIslandCommunity
Schoolsincekindergarten.Student3’smotherworkedasageneralmanager
inagrocerystoreandherfatherworkswithcomputers.Student3’sparents
areofScottishdecent.Student3wasenthusiasticandcheerfulduringboth
thefocusgroupandinterview.
Student4:Athirteen‐year‐oldboywhohadattendedBowenIsland
CommunitySchoolsincekindergarten.Student4’smotherwasastay‐at‐
home‐mumandhisdadworksasabusdriver.Student4wasCaucasianand
bothhisparentswereCanadianborn.Student4wasenthusiasticduringthe
interviewbutoftenhisanswersweresuccinct.
Student5:Atwelve‐year‐oldboywhohadattendedBowenIsland
CommunitySchoolsincekindergarten.Hisfatherworkedinproject
managementandhismotherwasagardener.Student5identifiedasa
ChristianandhisparentswereofScottishdecent.Student5,outofallthe
interviewparticipantswasthemostbriefinhisanswers.
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4.4.PROCEDURES
4.4.1FIELDWORKANDDATACOLLECTIONTheresearchwaslimitedtotheschoolgroundsanditsbuildingsaswellasthe
informationreceivedfromstudentsduringinterviewsandtwofocusgroupsat
BowenIslandCommunitySchool.Theresearcherwishedtofocusonstudents’
perceptionsandvoicesabouttheirexperiencesinthebuiltenvironment.Therefore
theresearchdidnotincludetheideasofteachersandcommunitymemberswhoare
integraltoBowenIslandCommunitySchool.
Threedatacollectionmethodswithinthequalitativeparadigmwereusedtoaddress
thequestionhowareintermediatestudents’relationshipswiththenaturalworld
mediatedbythedesignoftheirschoolbuilding.
Twofocusgroupsorvisualinquirysessionswithtwograde6/7classes(fifty‐two
students)tookplace,fivein‐depthsemi‐structuredinterviewswithvolunteer
participantswereconducted,andfieldnoteswerekept.
4.4.2VISUALINQUIRY/TWOFOCUSGROUPSVisualInquiryisanarts‐basedmethodologythatusesnonverbalcommunicationto
investigateatopicofinterest.
Inthevisualinquirysessionstheresearcheraskedstudentsto:
1. Makealistofeverythingtheydefinedasnatureandnon‐nature,makingsuretoincludehumansontheirlist
2. Drawapictureofaschoolbuildingthatwouldfostertheirconnectiontothenaturalworld.
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3. Drawaplaceintheschoolbuildinginwhichtheyfeelthemostconnectedtonatureandexplainwhyinonesentence
4. Drawaplaceintheschoolbuildinginwhichtheyfeeltheleastconnectedtonatureandexplainwhyinonesentence
Asaresulteachparticipantproduced:
A. AtwocolumnlistB. Threepictures:
1. Depictinganidealschoolthatfostersstudentsrelationshiptonaturalworld
2. Depictingwhereinschooltheyfeelmostconnectedtonaturalworld3. Depictingwheyinschooltheyfeelleastconnectedtonaturalworld
Inadditiontobeingameanstocollectdatathesetwofocusgroupscomplemented
theinterviewsbyprovidinganopportunityfortheparticipantstoillustratetheir
knowledgeandfeelingsaboutschooldesignthattheymaynotbeabletoarticulate
verbally(Sirin&Fine,2007).Avisualinvestigationwasalsoconducivetohavinga
classdiscussionaboutthenaturalworld,schooldesign,andtheinter‐relationship
betweenthetwo,whichhelpedtorevealhowtheresearcherneededtostructurethe
restofthedatacollection.Theresearcherwaswellpositionedtodovisualinquiry,
assheworkedasanartistinasmallgalleryinToronto,hadtaughtarttoelementary
schoolchildren,andhadexperiencein“a/r/tography”4(Irwin,2004).
Boththevisualinquirysessionslastedforty‐fiveminutes,whichisequivalenttoone
schoolperiod.Theproductsofthevisualinquiryofthefiveinterviewparticipants
areincludedasdataanddiscussedinChapters5and6.Topicsthataroseduringthe4Thepracticeof“a/r/tographymeanstoinquireintheworldthroughanongoingprocessofartmakinginanyartformandwritingnotseparateorillustrativeofeachotherbutinterconnectedandwoventhrougheachothertocreateadditionaland/orenhancedmeanings”(Irwin,2005)
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visualinquirywereusedasastartingpointintheinterviews.Thecontentofthe
drawingswasalsousedtofocusthediscussionswithstudents.Inadditiontothis
theresearcherreferredbacktothetwo‐columnlistthatinterviewparticipantshad
madeduringtheinterviewwhilediscussinghowtheparticipantsdefinedthe
naturalworld.
4.4.3INTERVIEWSTheinterviewswereconductedduringschoolhoursintheschoollibrary.Each
interviewlastedfrom30minutesto1.5hours.Asemi‐structuredinterviewwas
chosenbecauseitcombinedanagendawiththebuiltinflexibilitytoasksubsequent
questions(Creswell2003).Eachinterviewwasdigitallyrecordedandtranscribed
bytheresearcher.Thetranscriptsweresubmittedtotheinterviewparticipantsfor
theiramendmentordeletion.Interviewtranscripts(orpartsofinterview
transcripts)wereincludedinthedataanalysisintheiramendedversions.
Questionsfortheinterviewsandthevisualinquiryweredevelopedbyexamining
previousstudiesandbyhavingdiscussionswithgrade6and7studentsabouttheir
schoolbuildings.Somequestionswereaddedafterapilotvisualinvestigationand
twopilotinterviewswithvolunteerparticipants.Additionalquestionswereadded
asneededforthesakeofclarityandcomprehensiveness.Theinterviewquestions
usedareshowninAppendixE.
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4.4.4.FIELDNOTESAsacomplementtoboththevisualinquiryandthesemi‐structuredinterviewsthe
researcherwroteandrecordedaudiofieldnotes.Althoughideasaboutwhat
constitutesfieldnotesareinconsistent(Sanjeck,1990;Wolf,1992)theresearcher
definedfieldnotesasawrittenaccountor“fieldworkdescriptionsofactivities,
behaviours,actions,conversations,interpersonalinteractions,andorganizational
processes”(Patton,2002,4)weremadeinordertoobtain“rich,detailed
descriptionsthatincludedthecontextinwhichtheobservationsweremade”
(Patton,2002,4).
Duringtimeinthefieldtheresearcherkept‘mentalnotes’and‘jottednotes’which
werethenexpandedinto‘fieldnotesproper’(Emersonetal.,2001).‘Mentalnotes’
(Emersonetal.,2001)happenduringtheobservationprocesswithoutpenand
paper.Thisresearcherusedmentalnotestoorienthermindtowardswhatwouldbe
writtenlater.‘Jottednotes’(Emersonetal.,2001)or‘scratchnotes’(Sanjek,1990)
werewritten“moreorlesscontemporaneouslywiththeeventsdepicted”(Emerson
etal.,2001,353).Everytwentytofiftyminutesofobservationtheresearcherwould
pausetowriteinthefieldnotebookshecarriedwithher.Thejottednoteswere
mostlyinlonghandwithsomeprivateabbreviations.Attheendofeachdayinthe
fieldthesejottingswereusedtorecallandreconstructsignificantscenesandevents
(Emersonetal.,2001,356).Thesereconstructionsaresometimesreferredas
‘fieldnotesproper’(Emersonetal.,2001).Thesenotesservedtorecordinsights
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aboutparticipantsandtheBICScommunity,BICSschoolbuilding,schoolgrounds,
andpossiblerelationshipsbetweenthesefactors.Itwashopedthatthesefieldnotes
andtheresearcher’svoicewouldbeabletocomplementthedatareceivedviathe
interviewsandvisualinvestigationandaddtotherichnessofthedatacollected.
InadditiontothefieldnotestheresearchertookphotographsofBowenIsland,the
schoolsite,schoolbuilding,andparticularplacesthattheparticipantsmentioned
duringfocusgroupsandinterviews.
4.4.5ANALYSISTheresearcheranalyzedtheinterviewsfirst.Eachinterviewwastranscribed
verbatim,asingleinterviewtranscriptwasreadinitsentiretyseveraltimesand
analyzedusingThematicAnalysismethodsasoutlinedbyBraun&Clarke(2006)
andsummarizedinthefollowingmanner:
Intherighthandmargintheresearcherbegantoinsertinitialimpressions,insights
andcomments.Aftertheresearcherwasfamiliarwiththetranscriptandthesenotes
sherereadeachtranscriptandbegantocollatetheseinsightsandcommentsinto
potentialthemesandwriteemergingthemesinthelefthandmargin.Onceasetof
themeswithinatranscriptwasestablished,patternsandconnectionsbetween
emergentthemeswereexplored.Directquotesillustratingthemeswerelistedto
verifythevalidityofthethemesandpatternsfound.Thisprocesswasappliedto
eachtranscript.Oncethisprocessforallthetranscriptswascomplete,the
researcherlookedacrossthedatasetfortheoverallstory,creatingathematic‘map’
oftheanalysis.Eachthemewasrefinedanddefinedinthisprocess.
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Thepicturesthatthefiveinterviewparticipantsproducedduringthetwovisual
inquiryclasseswerethenthematicallyanalyzedrelativetotheinformationgathered
intheinterviews.Finally,resultswereorganizedintoliststhatincludedthe
significantthemes,correspondingquotesordrawingsandpagenumbers.
Thisstudyusedtheinductiveapproach,meaningthespecificresearchquestion
evolvedthroughthecodingprocess.Thoughtheresearcheraskedparticipants
specificquestionsandhadbothpreexistingknowledgeandassumptions,thethemes
identifieddidnotnecessarilyrelatetothequestionsasked.Thethemesidentified
wereprimarilyidentifiedonasemanticlevel(Braun&Clarke,2006)thoughthe
researcherwasinterestedinexaminingunderlyingideasandassumptionsthat
informedthesemanticcontent(Braun&Clarke,2006).Datawasorganizedinto
patternsbasedonsemanticcontent,summarizedandtheninterpretedbythe
researcher.
Thenextchaptersharesadetaileddescriptivesummaryanddiscussionofboththe
picturesthatstudentsdrewdepictingaschoolbuildingthattheyimaginedwould
fosterastrongrelationshipwiththenaturalworldinitsoccupantsanddetailsfrom
thestudentsinterviewsabouttheircurrentschoolbuilding.
Thischapterisfollowedwiththepresentationofanaccountanddiscussionofa
groupofthemes,whicharesenseoffreedom,momentsofjoy,socialcohesiveness
andaesthetic/emotionalresponse,presentwithinthedataset.Thesethemes
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5.0DESCRIPTIVESUMMARYANDDISCUSSION
5.1INTRODUCTIONThischapterpresentsthekeyfindingsforsomeoftheaprioriquestionsgathered
fromthevisualinvestigationandfollow‐upin‐depthinterviewsoffivegrade6/7
students.
Duringtheinterviewsandvisualinvestigationtheresearchergatheredinformation
onstudents’ideasofanidealschoolthatwouldfosteroccupantsrelationshiptothe
naturalworldcomparedtotheirthoughtsabouttheircurrentschoolbuilding.
Althoughthisinformationisinsomewayseparatefromtheresultsofthethematic
analysistheresearcherfeltitwasimportanttoincludeitasthisinformation
enrichesthestorythisdatatells.Theseresultsarepresentedasadescriptive
summaryinthischapterwiththefollowingheadings:
♦ Students’ideasofan“Ideal”SchoolBuildingthatwouldFostertheirrelationshiptotheNaturalWorldcomparedtotheirideasabouttheirCurrentSchoolBuilding
• VisualRepresentations:SchoolsthatwouldConnectStudentstotheNaturalWorld
• IdeasRegardingBuildingsandtheirSchoolBuilding
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5.2IDEASREGARDINGHOWBUILDINGSCANFOSTERASTRONGER
RELATIONSHIPWITHNATURE
Duringthevisualinquirystudentswereaskedtothinkaboutaschoolbuildingthat
wouldfosterstudents’relationshiptothenaturalworld.Theresearcherasked,
“Whatwoulditlooklike,wherewoulditbelocated,andwhatwouldbeinsideof
it?”.Theywerealsoaskedtolabelalltheimportantpartsofthediagram.
Intheinterviewsthestudentswereaskedtosharetheirideasandspeakabouttheir
drawings(fromtheearliervisualinvestigation).Thedrawingsandexplanations
revealedwhatstudentsknewintermsofsustainablebuildingpracticesand
technologiesandwhatelementsstudentsbelievedtobevitaltofostertheir
relationshiptonature.Reflectionsoninformationgatheredfromthedrawingsand
follow‐upinterviewsarepresentedbelow.Afterthesereflectionseachparticipant’s
drawingispresentedinmoredetail.
5.3VISUALREPRESENTATIONSOFSCHOOL’SCONNECTIONTOTHENATURALWORLD
5.3.1RESPONSETOASSIGNMENTINFOCUSGROUPSTheresearcheraskedgrade6/7studentsintwoclassestodrawinresponsetothe
followingquestions“whatwouldaschoollooklikethatwouldhelpconnectyouto
nature?Whatwoulditlookontheinside?Whatfeaturesinitwouldbeprominent?”.
Studentswerealsoaskedtolabelimportantplacesonthepicture.
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Thetwoclassesrespondedtothisassignmentdifferently.Inthefirstclass,students
begandrawingrightawaywithoutaskingmanyquestions.Allofthestudentsthe
researchersawwerebusilydrawingtheiridealschoolforapproximatelyten
minutes.Inthesecondclassstudentswerelessfocused.Somestudentsresponded
bydrawingtheiridealschoolswhileotherstudentschattedtotheirfriendsand
drewscribblesontheirpages.Thefivestudentswhovolunteeredtobeinterviewed
afterthevisualinvestigationtooktheassignmentseriouslyandproduceddetailed
drawings.Amongstthesedrawingsthereareconsiderablevarianceonwhatthe
studentsfocusedon.Twodrawingsshowthatthestudentsfocusedontheschool
buildingenvelopeandtheschoolgroundsanddonotrevealwhatisinsidethe
school.Onestudentfocusedalmostentirelyontheinterioroftheschoolbuilding
anddidnotshowwhattheschoolgroundswouldlooklike.Twoofthestudents’
drawingsshowtheschoolgroundsandsomeinteriorfeaturesoftheschool.
5.3.2VISIBLETRENDSINDRAWINGSElementsofnatureinandaroundtheidealschoolsaredominantinthestudents’
drawings.Forexamplethereareanimals,plants,forests,gardens,andpondsin
manyoftheimages.Allfivedrawingshadliveanimalspresent.Fourschoolshadlive
animalsinsidetheschool,whereasinoneschoolanimalsweredrawnjustoutside
schooldoorsbutuponquestioningthestudentimaginedanimalsinsidetheschool
aswell.Fourstudentsdrewgardensonschoolgroundsorintheschool.Three
drawingshadgardensonschoolgroundswhileonestudentdrewagardeninside
hisidealschool.Fourstudentsdrewortalkedabouthowtherewasaforestaround
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theschooltheyimagined.Infourofthedrawingswindowswereemphasizedandin
twoofthesedrawingsstudentsstressedthatthewindowsintheschoolwouldbe
open.Twostudentsdrewaquariumsinsidetheirschoolbuildings.Twostudents
drewextensiveskylightsthatwouldallowstudentstolookupandseeoutside.
5.3.4KEYATTRIBUTES
Student3wasoneoftheonlystudentsthatconsideredalternativetransportationin
herdrawing.Student3drewaskateboardandbikerackaswellasanareafor
studentstoridetheirbikesonschoolgrounds.
ThegreenroofusedforclassesdepictedinStudent2’sdrawingwasunique.
Student2hadneverseenorbeenontoagreenroof;however,shehadseena
televisionprogramallaboutgreenroofsthatexplainedtheirbenefitstothe
environment.
Student3wastheonlystudenttodevoteanentireclassroominherschoolasa
natureclassroom.Sheexclaimed,“itwouldbefun”(Student3,page11)tohavea
natureclassroomandexplainedthat“itwouldhavesolarpanelsandshowhowyou
canbegoodtonature”(Student3,page11).
Student4clearlydesignatedhisschooltobeoutoftown,whichwasespecially
strikinginrelationtoacommentStudent2madeinherinterview.Student2spoke
aboutapreviousschoolthatsheattendedwhichwasinthecenterofherthen
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neighbourhood.Shetoldtheresearcherthateverybodywalkedtoschool,whichwas
moreenvironmentalthandrivingortakingthebus.Shealsorecalledfondmemories
ofacrossingguardthathelpedherandherfriendswalkacrosstheroadtoschool.
Student4,unlikeStudent2,feltthathisidealschoolwouldbeseparatedfromabusy
townandrightonabeach.Thissuggeststhattheabilityforpeopletobeconnected
withnatureinthemiddleofatownseemsunlikelyforStudent4.
5.3.5RESEARCHINTENTIONSDuringthevisualinvestigationsessionsstudentswereaskedtovisualizeanddrawa
schoolbuildingthatwouldfoster,initsoccupants,anidealrelationshiptothe
naturalworld.Theresearchwasinterestedinthestudents’ideasabouttheir
relationshipstothenaturalworld,andwhatelementsofaschoolaffectthat
relationship.Thisactivitywasimaginedasastartingpointfordiscussionandasa
meanstoexplorehowbuildingscanorcannotsupportarelationshipwithnature.
Itwasalsopredictedthatitmightbeeasierformanystudentstodrawtheirideas
thanarticulatethemverbally.
Thedrawingsproduceddidprovideasastartingpointforashortdiscussionineach
focusgroupandthenforindividualdiscussionsduringthefollowupinterviews.
Thisbeingsaidthefocusgrouponlylastedforty‐fiveminutesintotal,whichmeant
thattherewasnottimetodiscusshowarchitecturalelementsatBICSdidordidnot
supporttheirrelationshipwithnatureingreatdetail.Theprimarymeansof
communicationoftheseideaswerethedrawingsthemselves.Duringtheinterviews
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thedrawingsservedanimportantroleinrevealinghowstudentsimaginedanideal
relationshipwiththenaturalworldandhowaschoolbuildingcouldsupportthat
relationship.
Somelessverbalparticipants,suchasStudent5,drewadetailedandimaginative
picture,whichleadtheresearchertobelievethatsomestudentsdid,infact,findit
easiertodrawtheirideasthantoverballyarticulatethem.
TheresearcherwasawarethattheBowenIslandCommunitySchoolhadsome
featuresthatseemedtocomplementtheschool’sgoalofprioritizingenvironmental
socialresponsibilityandwonderedifthestudentswouldincludeBICSfeaturesin
theirdrawingsoriftheywoulddrawacompletelydifferentschoolwithfeatures
thattheirschooldidnothave.
ThedrawingsthatBICSstudentsdrewwerevariable.Somestudentsincorporated
variousfeaturesthatcouldbefoundinBICS(suchasskylights,windowsthatfaced
gardens,orschoolbuildingrightnexttoaforest)intheirpictureswhileothers
imaginedschoolsthatlookedcompletelydifferent.
Inaddition,theresearcher’sknowledgeofhowbuildingscancreate“indoor‐
outdoorrelationships”(Taylor,1988)withtheuseofporches,windows,orliving
wallsmadeherwonderifthestudents’experienceorimaginationsofschoolswould
leadthemtoincludemanyofthesebuildingfeaturesintheirdrawings.
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Onecanseeindoor/outdoorrelationshipsinmany,ifnotall,ofthestudents’
drawings.Eachstudenthaselementsthatbringtheoutside(plants,animals,etc.)
insideand/orplacedtheirschoolwithinorbesidesomenaturalenvironment.
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5.4VISUALREPRESENTATIONS:SCHOOLSTHATWOULDCONNECTSTUDENTSTOTHENATURALWORLD
5.4.1STUDENT1
Figure15:Student1’sdrawingofaschoolbuildingthatwouldfosteraconnectiontothenaturalworldinitsoccupants
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Student1’sdrawingofanidealschoolisstrikinginitssimplicity.Theschoolbuilding
issmall,inordertohaveasmallerfootprint.Therearecontinuousglasswindows
thatcancompletelyopenwhichallowbuildingoccupantsaviewofthegarden,the
pond,andtheforest(whichsheexplainedintheinterviewthatsheimagines
surroundsthisbuilding).Whendescribingherprocessofimagininganidealschool
shesaid,“Ikindofpicturedthebackoftheschoolbutdifferentlywhereit’sallgrass
andthere’snoconcreteordriveoranythingandthere’sagardenwhichthereis.It’s
allgrassandforest.”(Student1,page14).
Inanidealschoolhavingwindowsthatcouldcompletelyopenisimportantto
Student1.Shebelievesthatinhercurrentschoolbuildingsheisseparatedfromthe
naturalworldbecausethewindowsonlyopenalittle.Shefeelsthatthecurrent
windows“justkeepthebreezegoingthroughbutitwouldbegoodtohavewindows
forthesmellsandsightsandallthatstuff”(Student1,page9).Student1explained
thatinthecurrentschoolbuilding,“Youcan’treallysmellanything.Thewindows
areclosedoff.Ithinkthewindowsshouldopenbecausethat’sbasicallywhat
windowsaresupposedtodo.Windowsaresupposedtoallowyoutobeoutside
inside”(Student1,page10).
DuringtheinterviewStudent1emphasizedhowimportanttheskylightsinher
currentschoolbuildingaretofacilitatestudentsrelationshiptothenaturalworld.
Thisdrawingisconsistentwiththatbelief.Student1addedthatthoughtheentire
halloftheidealschoolbuildingwouldbemadeoutofglassthat“maybesomeofit
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couldbesolarpanelsorsomethingsowedon’thavetouseenergywecanjustuse
energyfromthesun”(Student1,page23).
Student1alsoadded“IwouldreallyliketohaveclassesoutsidebecauseIfindit
easiertoworksoIfeelliketheyshouldhavemoreclassesoutside”(StudentI,page
9).Whenshewasrememberingherdrawingforthisexerciseshesaid,“therewerea
lotlessman‐madestructuresandalotmorenatureandtherewerebirdfeedersand
stufflikethatandtherewerepeoplehavingclassesoutsidejustoutsideonthe
grass.”(Student1,page14).Itisnottruethatshedrewpeoplehavingclassoutside
butitisimportantthatsheimaginedthatshehad.ObviouslyStudent1believesthat
classestakingplaceinnatureareanimportantelementthatfostersstudents’
relationshipwiththenaturalworld.
IntheinterviewStudent1added,“ItwouldbereallycoolifIcoulddesignaschool.I
wouldtrytomakeitoutofalllikenaturalthingsthatwouldn’tharmthe
environment…there’sreallynowaythatyoucouldavoidharmingthe
environment…itshouldbejustbetter.Notcompletelyunharmfultonaturebutit
couldbelikebettermaterial.Materialthat’snewerandkindofnaturalorsomething
likethat”(Student1,page14‐15).ThisshowsthatStudent1isalsothinkingthatthe
materialtheschoolbuildingisbuiltwithisimportantevenifshedoesnotknow
exactlywhatmaterialshewouldusetobuildaschool.
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5.4.2STUDENT2
Figure16:StudentdrawingofaschoolbuildingthatwouldfosteraconnectiontothenaturalworldinitsoccupantsStudent2’sdrawingofanidealschoolshowstheschoolbuildingsurroundedby
trees.Thereisasmallgardenatthefrontoftheschoolandthebuildinghasvines
growingallthewaydownit.Student2explainedthat,“itwouldbeverygoodforthe
environmentbecausethereisalotofnature.Thingslikebirdhomesandtrees.It’s
reallyhealthyforeveryonebecausetreesproduceoxygenforusandthevinesmake
itlookreallynice,andmakeitlookhidden.Likeahiddenbuilding.Becauselotsof
peoplelikehiddenbuildings”(Student2,page10).ThevinesthatStudent2
imagineswouldprovideathickboundary,whichisapropertythatChrisAlexander
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addressesinhisbookTheNatureOfOrder.Notonlydothevinesprovideasenseof
thicknessandastrongboundarythatuniteswhatisatthecenteroftheboundary
withtheworldbeyondit(Alexander,2001)butthevineswouldalsoprovideasense
ofintimacy.GastonBachelardrevealshowintimacyandtheimaginaryare
significantincausingjoyinThePoeticsofSpace(1969).
Thereisagreenroofontheschoolthathastrees,bushesandgrassesonitaswellas
abirdhouse.Inthispicturethereisaclassinprogressontheroofaswell.When
askedaboutthegreenroofStudent2saidthatitwouldhelptheenvironmentand
helpthebuilding.
Inthestudentsdrawingstheydrewfeaturesthathadpersonalmeaningforthem.
Forexample,Student2envisionsawindowthatopensrightontothegrass.Inthe
interviewedsheexplained,“that’sanopenwindow.AtBirchland,inthemusicroom,
alongthegroundwehadwindows.Itwasbasicallyanundergroundroomanditwas
ourmusicroomandyoucouldjustwalkupandwindowswereabouteyelevelso
youcouldreachthroughandpullsomegrassandbringthemin”(Student2,page
10).TheexperienceofnaturethatStudent2describeshavingatBirchlandwas
significanttoherbecauseshewasinteractingwiththenaturalworldexperientially.
Pullinggrassoutandbringingitinsidetheschoolisdestructive.Notonlythatbut
grassisusuallyahighlymanicuredaspectofnature.Itisinteresting,then,thatthis
experienceisextremelymeaningfulforStudent2andshethinksthataschool
buildingwithawindowatgrasslevelwouldfosteranattentiverelationshipto
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natureinitsoccupants.Thissuggeststhatourinteractionswithnaturearenot
alwayssymbiotic,andevenwhentheyaredestructivewefeelconnectedtothe
naturalworld.
Beingdestructivetonatureisamindlessthinghumansdo.Afewstudentsspoke
aboutthatindifferentways.Student2feltbeingdestructivewasoneelementofher
meaningfulrelationshipwiththenaturalworld.Anotherstudentspokeabouthowit
isgoodforhumanstoonlybeabletolookatnaturebecauseotherwisenaturegets
hurt.Student5toldastoryaboutchildrenlitteringontheBICSschoolgroundsand
otherchildrenmakingthelittererspickuptheirgarbage.Insocietywhatconstitutes
takingcareofnatureandhavingadestructiverelationshipwithnatureisconstantly
changingbasedonwhatisknownorpopularatthetime.Forexample,notsolong
agoplasticbagswereconsideredanecologicalalternativetopaperbags.Paper
camefromtrees,therefore,tousepaperbagswasdestructivetotrees.Currently,
plasticbagsareknowntodegradeveryslowlyandareconsideredtobemorean
environmentalconcernthanasolution.
Student2includesliveplantsandahamsterinsidetheschool,makingthepointthat
havingwhatsheconsiderstobenatureinsidetheschoolbuildingisimportantin
ordertofosterschooloccupants’relationshiptonature.Thissuggeststhatforthis
studentthedesignofthebuildingandschoolgroundsisnotenough;daily
interactionswiththenaturalworldinsideschoolbuildingsareimportantelementin
havinganattentiverelationshiptotheearth.
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5.4.3STUDENT3
Figure17:Student3’sdrawingofaschoolbuildingthatwouldfosteraconnectiontothenaturalworldinitsoccupantsStudent3’sdrawingshowsheridealschoolhastwofloors,windows,anaquarium,
andanatureclassroom.WhentheresearcheraskedStudent3whyitwouldbe
importanttohaveaclassroomdedicatedtolearningaboutnatureshesaid,“itwould
befun”(Student3,page11).Thenatureclassroomwould“havesolarpanelsand
showhowyoucanbegoodtonatureandstuff”(Student3,page11).Theinclusion
oftheaquariumshowsthatStudent3thinksthathavinganaquariuminsidethe
schoolprovidesanopportunityforstudentstolearnaboutseacreaturesand
connecttotheirimmediateenvironments(giventhatBowenissurroundedbythe
ocean).
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Student3’sdrawingalsohasadetailedschoolground.Thesegroundshaveaforest
“toplayandgetclosetonature”,agarden,abirdfountainandbirdfeeders,anda
fishpond.DuringtheinterviewStudent3explainedhavingthebirdfountainand
birdfeedersbysaying,“Youneverseebirds.Itwouldbereallycooltobeabletosee
birds.Theyarealwayshidingfromus”(Student3,page11).LikeStudent2’s
inclusionofthewindowatgrasslevelStudent3includesdifferentelementsfrom
personalexperienceswithnatureinherdrawing.Student3drewpineconeswith
peanutbutterontheminthetreesinbehindtheschoolinherdrawingbecauseshe
hadmadethiskindofbirdfeedersatschoolduringthewinter.Thisexperience
allowedhertointeractwithbirdsontheschoolgroundinameaningfulwayforher.
TheotherelementsofdesignthatStudent3includedinthisdrawingwereareas
relatingtotransportation.Student3includedaparkinglotbutmadesuretoexplain
theparkinglotatanidealschoolwouldbesmallerthantheonethatcurrentlyexists
atBICS.NotonlydidStudent3includeadominantbikeandskateboardracksothat
therewouldbespaceforpeopletobringandstoretheiralternativeandless‐
pollutingformsoftransportationbutshealsothoughtthereshouldbedesignated
spaceintheparkinglotforstudentstobeabletoridetheirbikewithhelmetson.In
Student3’smindthiswouldencouragestudentstobiketoschoolbecausethere
wouldbeaplacetorideyourbikeatschoolonceyouwerethere.
AlthoughStudent3’sdrawingofheridealschoolhasmanyfeaturesthataredifferent
thanBICSsheexclaimedthatwhensheimaginesaschoolthatisattentivetoher
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relationshiptonatureshesaidsheimaginedaschoollikeBICSbecause“everybody
alltheteachersandeverythingarealwaystalkingaboutnature”(Student3,page
11).
5.4.4STUDENT4
Figure18:Student4’sdrawingofaschoolbuildingthatwouldfosteraconnectiontothenaturalworldinitsoccupants
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Student4imaginedaschoolthatwouldfosterhisrelationshiptonaturethatwas
rightonthebeachandhadanoceaninthefrontyardandaforestinthebackyard.
Hedrewatowninthedistance,emphasizingthedistancebetweentownandthis
idealschool.Student4wantedlotsofwindowsthatcouldallopencompletely“so
youcouldfeelthenaturecomeinyoucouldhearandfeelwindandstuff”(Student4,
page15).Student4madesuretocontrastthewindowsinhispicturewiththe
windowsinhisBICSschoolclassroombystatingthattheywereopen.Hesaid,when
speakingaboutthewindowsinhisclassroom,that,“onlythetopandsomeofthe
bottomwindowsopenbutifthewholewindowwouldopenupwhenthewind
wouldcomeinyoucouldfeelitandyoucouldhearmorethings”.Student4,inhis
drawing,alsohadsunroofsorskylightsonalltheceilingsinsidetheschool“likethe
oneupthere(bigskylightinfrontfoyer)”(Student4,page14).Hefeltlikethe
skylightsfosteredhisrelationshiptothenaturalworld.Therearenoliveanimals
drawninsidetheschoolbuttherearelivefishintheoceanandbirdsintheskyjust
outsidetheschool.IntheinterviewStudent4saidthatwhenheimaginedaschool
thatwouldbeattentivetohisrelationshiptonatureheimaginedaschooltohave
“lotsofwindowsandpottedplantsandthingsinsideandmaybelikealittleanimal
orlikeabirdcageinside”(Student4,page14).ThereforeStudent4didimaginean
animalinsidetheschoolbuildingaswellashavinganimalslivingclosetotheschool,
eventhoughthisisnotevidentinhisdrawing.
ItisunclearwhyStudent4drewvandalismonhisschoolbuilding.Perhapsitwasa
playfulgestureinresponsetoanassignmentgivenbyapersonhedidnotknow
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well.Itisinterestingthoughbecausevandalismisadestructiveaction,aprocess
thattakesawayfromabuilding.Vandalismcouldbeseenasanactthathelpsto
decomposeabuilding,breakingitdowntoamorenaturalstate.
5.4.5STUDENT5
Figure19:Student5’sdrawingofaschoolbuildingthatwouldfosteraconnectiontothenaturalworldinitsoccupantsStudent5’sidealschoolbuildingfocusesontheinterioroftheschoolbuilding.
Student5’sidealschoolisfocusedonthemesbasedondifferentnaturalanimal
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habitats.Forexamplethefrontofficehasvinesandmonkeys;thegymhastrees,
monkeys,leopard,ariver,andpiranhas;oneclassroomhasdeer,bearsandfirs;one
classroomhasadesert,snakes,scorpions,wombatsandwatersnakes;andone
classroomhasanindoorsaltwatertankwithfishandsharks.Inotherwordsthe
interioroftheschoolwouldbefullofnature,mostclassroomswouldhaveanatural
habitatoneithersideandstudents,plantsandanimalswouldbeinteractingallthe
time.WhentheresearcheraskedhowStudent5thoughtthisschoolwouldallow
studentstohaveagoodrelationshiptonature,Student5said,“becausethereare
animalseverywhere”(Student5,page25).Whentheresearcherasked,“whatdo
youthinkyouneedtobeawareofnatureinaschoolbuilding?”Student5replied“to
havethingsliketheseaaquariumthatwehaveorlikehavingallthoseanimals,
havingnaturearoundyoulikeplants”(Student5,page25).ForStudent5,the
presenceofliveanimalsandplantsinsidetheschoolwasthemostimportantfactor
inaschoolbuilding’sabilitytofosterarelationshipwithnatureinitsoccupants.
AlthoughthematerialsStudent5imaginesthisschooltobemadeofareunclear
fromhisdrawing,duringtheinterviewStudent5saidthatheimaginedaschoolthat
wasattentivetoitsstudents’relationshiptonaturetohavemoreglassso“youcould
havetoseeoutindifferentangles”(Student5,page23),“amoreearthydesign
ratherthanjustabunchofblocks”(Student5,page23),andwouldhaveadditional
kindsofshapesratherthanabunchofrectanglesinordertoaddvariety.
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5.4.6CONCLUSIONThestudyparticipants’drawingsof‘schoolsdesignedwithstudents’relationship
withnatureinmind’showelementsthattheybelievemakeadifferenceinthelives
ofstudents.Students14’spicturesincludedetailsthatrevealandstressthe
importanceoftherelationshipbetweentheschoolbuildingandtheschoolsite.The
viewsfromandthesurroundingsoftheschoolbuildingareimportant.Althoughthat
Student5verballystressedthisimportanceintheinterviewhefocusedsolelyonthe
interioroftheschoolbuildinginhisdrawing.Allfiveparticipantsalsoincluded
variousexamplesofindoor/outdoorinterfacessuchaswindows,skylights,indoor
plantsandanimals.
Thesedrawingsincorporateelementsthesestudentshaveexperienced,enjoyed,
andfindmeaningfulaswellasfeaturesthattheyhavenotexperiencedbutimagine
wouldconnectthemtothenaturalworld.Thesedrawingsandthestudents’ideas
areimportanttoreflectonastheyshowpossibilitiesofwhatschoolscouldbe.
Schoolbuildingscanbeenvisionedinanewway.Theactualschoolbuildingcan
becomeatoolthatisassociatedwithlearningandconnectingstudentstothe
naturalworld.Duringthevisualinvestigation,forthestudentsofthisstudy,school
buildingsbecamejustthat,ifonlyintheirimagination.
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5.5RELATINGVISUALREPRESENTATIONFINDINGSTOTHEMATIC
ANALYSISThedatacollectedduringthisstudywasanalyzedusingthematicanalysis.Thematic
analysisisasearchforthemesthatemergeasbeingimportanttothedescriptionof
thephenomenon(Daly,Kellehear&Gliksman,1997).Themainthemes(senseof
freedom,momentsofjoy,aestheticresponse,socialcohesiveness)foundinthe
interviewtranscriptsarealsovisibleinthestudents’picturesofschoolsthatthey
imaginefostertheirrelationshipwiththenaturalworld.Thepresenceofthethemes
inthesepicturesreinforcesandaddsrichnesstothestorytoldbythedatacollected
inthisstudy.Additionallythesepictureswerethefirstthestudentsdrewduringthe
twofocusgroupsandonlythesecondactivityduringthesesessions.Studentsdrew
thispictureveryclosetothebeginningofthetimespentwiththeresearcher,before
theywereaskedinterviewquestions.Theearlypresenceofthesethemes,then,
suggestthattheyareinfactareflectionofstudentsunbiasedideasandexperiences,
ratherthanaprojectionofthewhattheresearcherintendedordesired.Atthe
outsetofthedatacollection,therelationshipofschoolbuildingwithschoolsiteand
indoor/outdoorinterfaces(thetwodesignelementsfoundtoimpactstudents’
relationshipwiththenaturalworld)wereevidentinthesepictures,which
reinforcesthevalidityofthisresultaswell.
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5.6IDEASREGARDINGBUILDINGSANDTHEIRSCHOOLBUILDING
Duringtheinterviewsstudentswereaskediftheythoughttheirschoolbuilding
taughtthemanything,howithelpedandharmednature,andiftheythoughtitwas
possibleforaschoolbuildingtohelpnature.Thestudents’answerstothese
questionsbegintoshowanideaofhowtheyexperiencedtheirschoolbuildingand
howtheyviewschoolbuildingsingeneral.
Insummary,students’answerstothesequestionsonlyprovidednominal
information.Studentsindicatedthattheydidnotthinkthattheirschoolbuilding
taughtthemanything.Manystudentsfeltthatbuildingsdonothelpthe
environment.Insteadbuildingsharmtheenvironmentbecauseinordertobuild
themtreesneedtobecutdown.However,afewstudentsthoughtitwouldbegood
ifbuildingsweredesignedtohelptheenvironment.TheonlywaytheBICSbuilding
wasnotedtohelpnaturewasthepreservationoftheforestbehindtheschool.
Studentsadmittedthattheydidnotoftenthinkaboutdesign,however,theydidfeel
theeffectsofaspectsofbuildingdesign.Studentsspecificallyspokeaboutlightand
howlevelsofbrightnessseemedtoaffecttheirmoodinabuilding,whetheritwas
theirhomeortheirschool.
5.6.1SCHOOLBUILDINGTAUGHTNOTHINGAlthoughmanyoftheintervieweesthoughtthatthepeopleinsidetheschool
buildingortheschool’secologicalattitudetaughtthemthings,manydidnotthink
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thatthebuildingitselftaughtthemanything.Examplesofstudents’answerstothe
questiondoyouthinkthatthisbuildingteachesyouanythinginclude,“notreally”
(Student3,page10)and“notreally.Notthebuildingitself.Butmaybetheschool
attitudewiththewholeconservingwaterandtheyteachyouwhatyoucandoat
hometoconservewaterandenergyandallthatstuffandnottolitterandbe
wasteful”(Student1,page12).Whenaskedifbuildingsingeneralteachher
anything,Student2replied,“notreally.Unlesstheyaredesignedtotellpeopleabout
theenvironment.LikeIheardonthenewsaboutgreenroofs.Somebuildingsthat
areoverthisheightandoverthissizehavetohaveagreenroofwithplantsandall
thatkindofstuffonit.Itreallyhelpstheenvironment,ithelpsthebuilding.”
(Student2,page9).Theseexamplesshowthatthoughsomestudentshadideasof
howbuildingscouldteachtheydidnotfeelthattheirschoolbuildingtaughtthem
anythingtheycouldthinkoforarticulate.
Itisnotsurprisingthattheinterviewstudentsfeltthattheirschoolbuildingdidnot
teachthemanything.Thisconceptdidnotseemimmediatelyaccessibletothese
gradesixandsevenstudents.Theideathatcurriculumisembeddedinevery
buildingandthatthatcurriculumispowerfulandinstructive(DavidOrr,1997)
seemsoutoftheawarenessfortheparticipantsofthisstudy.AlthoughOrr’s
argumentthatbuildingsteach,ifabuildingusesenergywastefully,forexample,“the
buildingtellsitsusersthatenergyischeapandabundantandcanbesquandered
withnothoughtforthemorrow”(Orr,1997,597)ispersuasivethereareno
empiricalstudiesthatshowhowbuildingsteachandwhattheyteach.Thisstudy
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begantheworkofgatheringdatafromstudents’livedexperiencetoseehowthis
argumentisperceivedfrombuildingusers.Eventhoughstudentsspokeabouttheir
experienceintheirschoolbuilding,thisstudywasnotabletoshowtherelationship
betweentheschoolbuildingandwhatthestudentslearnfromthebuilding.There
couldbemanycontributingfactorsforthis.Asitwasdifficultforstudentsto
articulateiforwhattheylearnedfromtheirschoolbuildingwhenaskeddirectly
becauseitisoutoftheirawareness,othertechniquesmighthaveyieldedricher
results.Forexample,ifthishadbeenanethnographicstudyandtheresearcherwas
abletoobservethestudentsforanextendedperiodoftimeitmighthavebeen
possibletoobservebehaviourthatmighthaveindicatedeitherthatstudentslearn
fromthebuildingandhowtheydosoorthattheydonotlearnfromthisbuilding.If
itwaspossibletoconductasecondinterviewwiththesamefiveBICSstudentsafter
theinitialdatawasanalyzedperhapstheresearchercouldaskquestionsinformed
bytheinitialdatathatwouldyieldmorespecificresults.Thelackofsufficientdata
couldalsobeduetotheageofthestudyparticipants.Perhapsifthisstudyhad
focusedontheteachersatBICSitwouldbemoreclearwhatthisparticularschool
“teaches”itsoccupants(inthewaythatOrrspeaksabout).
5.6.2BUILDINGSANDTHEIRENVIRONMENTALCONSEQUENCES
Afewstudentsthoughtitwouldbe“cool”iftheydidlearnthingsfrombuildings
ratherthanjustinsideofthem.Whenaskedhowtheycouldlearnfromtheschool
buildingitselfstudentswereunsureofwhattosay.
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Itbecameevidentthatstudystudentsfeltthatbuildingsdidnothelpthe
environment.Afewexamplesofstudents’commentsare,“it’sabuilding.Itdoesn’t
reallyhelpnature.”(Student3,page9)and“Buildingsjustdon’thelpthe
environmentthatmuch.Buildingsingeneral.”(Student2,page11).Student3
expandedonheranswerbysayingthatinorderforbuildingstobebuilttreesare
cutdown(Student3,page20)andStudent2saidthattheschoolbuilding“took
awayalotofnaturebecauseofhowbigitis”(Student2,page8).Whenaskedifshe
thoughtthewaythatBICSschoolwasdesignedhelpsnatureinanywayStudent2
said,“notreally,exceptthatitissurroundedbyforest.Whichisprettycool.Ilike
forests.”(Student2,page8).
Students’ideasabouthowbuildingsaffecttheenvironmentshowtheirawareness
thatwhathumansdoaltersnatureandthedominanceofbuildingsharmsthe
naturalworldmorethanbuildingscontributetonature.Itwasinterestingthatthe
conservationoftheforestbehindtheschool,whichwasaclearintentionofthe
designoftheprimarywingofBICS,wasmentionedasawaythattheBICSbuilding
helpedtheenvironment.
Althoughmostofthestudentsfeltthatbuildingsdonothelpnatureingeneral,one
studentthought,“buildingsshouldbebuilttohelpnature”(Student1,page21)
because“theentireworldisfocusedaroundglobalwarmingandeverybodytalks
aboutdoingstuffbutnobodyeverreallydoesanything.Somepeopledoofcourse
butIthinkthatwouldbeagoodideabecausewithoutactuallyhavingtoputina
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hugeeffortwhichalotofpeopledonothavetimetodotheycanjustmaketheir
homemoreenergyefficientlikeusebetterproductsandputinbetterlightbulbs
andstufflikethat”(Student1,page21).Student1feelsthatifbuildingswerebuiltto
helpnatureitwoulddemonstratethatpeopleactuallycaredaboutglobalwarming
becausetheywerewillingtotakeactionbybuildingbetterbuildings.Thisstudent
alsofeelsthathavingbuildingsthathelpnaturewouldallowpeopletotreatthe
environmentbetterwithouthavingtoapplymucheffort.
Itisinterestingthatthisstudentwantsbotharchitectsandbuilderstotakeaction
andreduceglobalwarmingbydesigningandbuildingbetterbuildingsandrealizes
thatpeopledonotwanttoputeffortintochangingtheirhabitsinordertobenefit
theenvironment.Ifmoreresourceefficientbuildingsexisted,peoplecouldusethese
efficientbuildingsandcontinuetheirnon‐activeattitude.Thebuilding,bybeing
efficientwoulddotheworkforthem.
5.6.3DESIGNOFSPACESWITHINSCHOOLSOnceitbecameapparentitwasdifficultforstudentstospeakaboutbuildingdesign
theresearcheraskedstudentsiftheythoughtaboutthedesignofspaces(for
examplethewayclassroomsarebuiltorthewaythatthelightsturnonandoff).One
studentreplied,“notreally.SometimesI’lljustnoticesomethinglike,‘thoseare
reallybadlightsforsavingenergyorwhatever’butIdon’treallythinkaboutit.I
don’treallymakeanefforttothinkaboutit.”(Student1,page20).Overthestudyit
seemedthatstudentsdidnotthinkaboutthedesignoftheirschoolmuch,however,
occasionallystudentswouldrefertospecificthingsthatrelatedtoschooldesign.For
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examplewhenStudent1wasspeakingabouttheclassroominwhichshefeltthe
mostconnectedtothenaturalworldinshesaid,“italsohasthisdoorthatyoucan
gooutside.Ithinkthat’sgoodsoyoucanjustgothroughthedoorandyouare
outsideinsteadofgoingthroughtheschoolandgettingoutside”(Student1,page
13).HereStudent1isclearlypointingoutthatshelikesthattheclassroomsheis
speakingabouthasitsowndoor(whichisadesignedfeature)thatgoestothe
outdoors.Insteadofaskingstudentsdirectlyaboutthedesignoftheschool
building,theresearcherfoundthataskingindirectquestionsrevealedmoreofthe
students’ideasabouttheirschoolbuilding.
Whenaskedifstudentsthoughtthatthedesignoftheirschoolbuildingwasneutral
ordidnotmatter,somestudentsdidadmitthattheyfeltdifferentlyindifferent
buildings.Student3’sanswertothisquestionincluded“somebuildingsiftheyare
morebrightthenyoufeelmorecheerful”(Student3,page20).Student1,also
describedfeelingdifferentlyintwodifferenthousesdependingonlevelsof
brightness,sunlight,andaircirculationaswellasamountofspace.Inonehousethat
was“reallybrightandairy”(Student1,page13)shefeltshecould“befreeand
jumpyandexcited”(Student1,page13)and“it’smorefun”(Student1,page13).In
anotherhousethatdidnotallowsunlightinandfelttight,althoughitwasabigger
house,shesaidshe“wasalwaysfeelinguhhhandsosad”(Student1,page13).When
askedhowshefeltintheschoolbuildingcomparedtothetwofeelingsshewas
describingStudent1said,“Ithinkit’ssomewhereinthemiddlebutmoretowards
thehappysidebecauseit’sreallybigandopenandhighceilings,bighallways,it’s
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alwaysreallybrightbecauseofthewindowsandeverythingbutstillit’slikeschool
rightsoI’mnotmyhappiestherebecauseyoucan’tinteractwithnaturemuchmore
thanseeingitinthisschoolandsoit’slikeinbetween”(Student1,page13).
BothStudent3’sandStudent1’sanswerprimaryaddressestheamountoflightand
howthatcontributestotheirhappiness.However,Student1addsthatthesenseof
opennessisalsoimportanttoher.
Theseareexamplesofwhatstudentssaidabouttheircurrentschoolbuildingand
theirideasofbuildingsingeneral.Itwouldbeimportanttoconductfurtherstudies
inordertoexpandonthisworkandcometoadeeperunderstandingofhowschool
buildingsaffecttheiroccupants.
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6.0THEMATICANALYSISANDDISCUSSION
6.1INTRODUCTIONThischapterpresentsthekeyfindingsofthethematicanalysisofthevisual
investigationandfollow‐upin‐depthinterviewsoffivegrade6/7students.There
weretwoaspectsofthedesignofBowenIslandCommunitySchoolthatclearly
informedtheintermediatestudyparticipants’relationshipswiththenaturalworld.
Thesetwodesignaspectswere:
1. Schoolsiteandthepresenceofnearbynature2. Indoor/outdoorinterfacessuchaswindows,skylights,computers,the
seaquaria,naturalbuildingmaterialsandtransitionzones(e.g.stoopsorcoveredporches).
Thethemespresentinthedatacollectedwere:senseoffreedom,momentsofjoy,
socialcohesiveness,andaesthetic/emotionalresponse.Thesethemespointtowards
impactsofstudents’experienceofbothaspectsofBICSdesign,havingaccessto
naturalplacesontheschoolsiteandoutdoor/indoorinterfaces.
Thethematicanalysisisorganizedinthefollowingsections:
A.Students’ResponsestoSchoolSite(orHavingAccesstoNaturalPlacesontheSchoolSite)
1. Senseoffreedom2. Momentsofjoy3. SocialCohesiveness4. Aesthetic/emotionalresponse
B.Students’ResponsestoIndoor/OutdoorInterfaces
1. Senseoffreedom2. Momentsofjoy3. Socialcohesiveness4. Aesthetic/emotionalresponse
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6.2STUDENTS’RESPONSESTOSCHOOLSITE
6.2.1SENSEOFFREEDOMStudentsexpressedhavingasenseoffreedominrelationtohavingaccesstonatural
placessuchastheforest,memorialgardenandthecommunitygarden.
Thereweremanydifferentkindsoffreedomrelatedtothedesignoftheschoolsite
expressedduringtheinterviewsandintheirdrawings.Thesefreedomsincluded
freedomsfrom(e.g.freedomfromwork,freedomfromthenoiseoftraffic)aswellas
freedomsof(e.g.freedomofsolitude,freedomofexpression,freedomof
imagination).
FreedomfromotherpeopleorfreedomofsolitudeStudent1expressedthatthememorialgardenprovidedherfreedom,more
specificallysolitude,whenshewasaskedwhereshehadherbestideasatschool.
Heranswerincludedbeingoutsideinthememorialgarden.Sheexplainedthat,“it’s
rightnexttoagarden,there’scherrytreesthereandthere’splantsagainandthen
overtherethere’sabigtreeandthere’salittleledgeoutbytheoffice.Ilikesitting
therebecausenobodyevergoesouttheresoit’srightthereandit’sverycalming
andnobodybugsmethereoranything.”(Student1,page3‐4).
Thisquotehighlightstheproximityofthegardentotheschoolandthecalmand
privacyStudent1feelswhensheisontheledgewithinthememorialgarden.The
gardenhasaconcentrationofplantsandtheirpresenceisimportanttoStudent1.
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Sheemphasizesshefeelsbothcalmandinspiredaroundplants.Earlierinthe
interviewStudent1mentionedthatshelikeddesigningclothesandtheplantsgave
herideas,whichindicatesthatlikeMoore(1997)suggeststhenaturalworldfosters
hercreativity.
Schoolisoftenbusy,noisy,andchaoticanditisimportantforchildrentohavean
easilyaccessibleplaceonschoolgroundsthatisrelaxingandeveninspiring.
Perhapsnaturalspacescanmoreeasilyofferstudentsaplaceofbeautyandsolitude.
Thephrases“nobodybugsmethere”and“nobodygoesoutthere”alsostandout.It
isclearthatStudent1feelsthatwhensheisinthememorialgardenshedoesnotget
disturbed.Shefeelsfreetobe,think,anddoasshepleases.Thisfreedomcanbe
contrastedtotimesinclasseswheresheisnotfreeeitherbecausesheneedsto
completeataskthatateacherhasassignedtoherorbecausepeoplewilldisturbher
inonewayoranother.InLastChildintheWoodsRichardLouvpresentsastudyof
Finnishteenagersinwhichastudentdescribestheimportanceofgoingintonature
soshedidn’thavetodealwithanyoneelse.Beinginnaturewasherway“toescape
withoutfullyleavingtheworld”(Louv,2008,52).Student1similarlyfeltlikeshe
didnothavetodealwithanyonewhenshewasinthememorialgarden.
Inexpressing“nobodygoesoutthere”Student1alsoshowsthatshefeelsthe
memorialgardenishersandnobodyelse’s.Thisisinterestingbecauseother
studentsdidspeakaboutthegarden,indicatinghowtheywentandplayedinthe
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gardenoften.However,Student1,hasasensethatnobodygoesthere.Itisimportant
toStudent1tohaveherownprivatespaceandtofeelownershipofthisnatural
space.Theownershipthatshefeelsconnectshertoherschoolandpossibly
reinforcesherrelationshipwithnature.
Similarly,thoughexpressedslightlydifferently,whenStudent3wastalkingabout
whyshelikedbeingintheforestontheschoolgroundsshesaidoneofthereasons
wasthatitwasquietandshecouldn’thearthecars(Student3,page2).Student3
feelsfreedomfromnoisewhensheisintheforest,whichalsocanbeseenasakind
ofsolitude.
FreedomofexpressionAlthoughseveralstudentsreferredtothefacttheyfeltfreeroutsideintheforest
thanintheschoolbuildingthebestexamplethatillustratesthefreedomof
expressionthatstudentsseemtofeelinthenaturalplacesontheschoolsiteis
elaboratedbelow.
Student1exclaimedthat,“Notoutsideontheplaygroundbutmoreliketheforest
placesIcanbeme,bymyselfkindof,youknow,whereit’snotalllikeconstruction
andarchitecture.It’sjustnatural.”(Student1,page4)
TheforestisaplacethatStudent1feelsshecanbeherself;thisisapowerfulfeeling.
Shefeelsfreetobeherselfintheforest,whichisnatural,andshedoesnotfeelfree
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tobeherselfontheplayground,whichisconstructed.Boththeplaygroundandthe
forestaresupervisedatBowenIslandCommunitySchool.Istheresomethingabout
naturalspacesthatallowpeopletoacceptthemselvesorgivesthempermissionto
bemoreofthemselves?
Onecommonalitytheplaygroundandbuildingsshareisthatthereisacodeof
behaviourwhenoneisonorinthesekindsofenvironments.Thiscodeofbehaviour
ismorerestrictivethanthelessdefinedcodeofbehaviourforbeinginaforest.This
couldbeonereasonitiseasiertoStudent1tofeelfreeinthiskindofspace.
Perhapstoo,althoughsupervised,onecaneasilyfeellessundersurveillanceinthe
forest.Onereasonforthisisthattherearemorevariationsandlooseparts5than
thereisontheplayground.Therearemoreobjects,suchastrees,tofeelhiddenby,
andthereforeitiseasiertofeelfreetodoasonepleases.Student5statedthathe
triedto“staywithinthetreeparts”asheliked“thetreesmorethantheopenspace”
(Student5,page13).Unfortunatelythisstudentdidnotsaywhathelikedabout
beinginthetreescomparedtobeingintheopen,howeveritispossiblethathefeels
moreprotectedandmorehidden..
5“Loosepartshaveinfiniteplaypossibilitiesandtheirtotallackofstructureandscriptallowschildrentomakethemwhatevertheirimaginationsdesire”(WhiteandStoecklin,1998)
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FreedomofimaginationOneofStudent2’sfavouriteplacesintheworldwastheforestontheschoolsite.She
spokeabouthowherandherfriendwouldoftenplayimaginarygamesthere
(Student2,page6).Similarly,oneofStudent3’sfavouriteplacesattheschoolwas
thememorialgarden.Student3revealedhowshewouldimaginebranchesof
certainbushesandtreesinthememorialgardentobeajailandplaywithher
friendsthere(Student3,page2).Thesetwostudentsfeltfreetouseimaginations,
whilebeinginrelationshipwithothersinnaturalplacesontheBICSschoolgrounds.
Whenstudentsareinnaturealltheirsensesareexcitedwhichcouldcontributeto
theimaginativefreedomtheyfeelbothintheforestandinthememorialgarden.
TheexperiencesthatthesetwostudentsdescribesupportMoore&Wong’s
statementinNaturalLearningthatstates,“naturalspacesandmaterialsstimulate
children’slimitlessimaginationsandserveasthemediumofinventivenessand
creativity”(Moore&Wong,1997).TherearealsostudiesthatsupportNicholson’s
“loose‐parts”theorywhichsuggestthatchildrenaremoreimaginativeinnature
thaninmanufacturedplayareas.The“loose‐parts”theorycanbesummarizedby“in
anyenvironment,boththedegreeofinventivenessandcreativity,andthe
possibilityofdiscovery,aredirectlyproportionaltothenumberandkindof
variablesinit”(Nicholson,1971asquotedinLouv,2008,89).Natureisconsidered
tohave“therichestsourceoflooseparts”(Louv,2008).
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6.2.2MOMENTSOFJOYThereweremanydescriptionsinstudents’accountsoftheirexperiencesinthe
naturalplacesonBICSschoolsitethatstoodoutasspecificmomentswheretheyfelt
joyordelight.
Student1expressedjoywhenshespokeaboutvisitingthecommunitygarden
duringrecessandlunch.Shesaid,“Ijustlikelookingatitandstuff.Causeit’sfunto
watcheverythingbecauseyougointhebeginningoftheyearandthereislittle
sproutsandthenyougolaterandthere’sbigshootsandstuff.”(Student1,page8)
ThegardenisStudent1’sfavouritespaceatschool.Student1doesnotactively
gardenthere,thoughsheisanactivegardenerathome.Insteadshegoesthereto
watchthegarden.Shespecificallyspeaksaboutseeingthesameplantsgrowover
time.AsStudent1observesthelifecycleofplantsshemostlikelyhasfeelingsof
respectandawe.Sheisengaginginobservationandperhapsnoticingdetailsabout
theplantsthatsheiswatchingwhichmightbefuelingotherquestions.
Student1alsotoldtheresearcherthatshelovestobeinthisgardenbecauseit
“makesmefeelreallygood”,“itcalmsmedownandrelaxesmeandallmyfears,
worries,stressjustgoesawayandIcanrelaxandhavefun”(Student1,page5).The
researcheraskedStudent1whatshewasstressedaboutandherreplywas,“well,
usuallyhomeworkorprojectsthatIhavetodoorItakesinginglessonsand
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sometimesifIhaveaconcertcomingupandIhaven’tmemorizedmysongor
whatevertherearejustlittlethingslikethatbutespeciallyhomeworkbecause
homeworkisahugeoneandI’malwaysstrugglingtogeteverythingdonebecause
thereissomuch”(Student1,page5).
Theschoolcommunitygardenisanimportantde‐stressorinStudent1’slife.Itis
importanttohavethiscalmplaceatschoolbecauseschoolworkandsocial
pressuresaremajorinfluencesofstressinchildren’slives.Feelingrelaxed
contributestoStudent1’sabilitytohavefun.
Thisfindingisnotsurprising,asmanystudieshavefoundthatcontactwithnature
canhelppeoplehandlestress.Onestudywithchildreningradestwotofivefound
that“more[nature]appearstobebetterwhenitcomestobolsteringchildren’s
resilienceagainststressoradversity”(WellsandEvans,2003,327).Student1’s
commentsthatthegardenhelpsherfeelmorerelaxedreinforcesWellsandEvans
findingsthatnaturecanbolsterchildren’sresilienceagainststress.
Anotherstudent,Student2,alsoexpressedexperiencingmomentsofjoywhileinthe
communitygarden.WhenStudent2spokeaboutthegardenshesaidthatshe
especiallyenjoyedthegarden,“whenit’ssunny.Andrightafteritrains.Definitely.
Becauseyoucansmellthedewandthereisraindrops.Anditmakeseverything
sparkle”(Student2,page7).
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Student2spokeaboutthegardenhereyeslitup,hervoicegotlouderandshespoke
morequickly.TalkingaboutthegardenafteraraingotStudent2excitedandherjoy
waspalpable.Althoughtheliteratureregardingchildren’sconnectiontonaturedoes
notnecessarilyaddressthejoychildrenfeelasaresultofcontactwithnaturethere
issupportthatshowsthat“mostadultslookingbackontheirchildhoodcitethe
naturalworldasanemotionallycriticalaspectoftheiryouth”(Kellert,2005,71).It
isnotsurprisingthenthatBICSstudents’storiesoftheirexperienceswiththe
naturalworldwerejoyful.
6.2.3SOCIALCOHESIVENESSWhenstudentsspokeabouttheirexperiencesinthenaturalplacesontheschoolsite
manyoftheirstoriesinvolvedbeingintheforestorgardenswithotherpeoplethey
caredabout.Itseemedthatoneoftheimpactsofthesenaturalspaceswasthatthey
fosteredthegrowthofrelationships.
OneofStudent2’sfavouriteplacesintheworldwastheforestontheschoolsite.She
spokeaboutherandherfriendoftenplayimaginarygamesthere(Student2,page
6).Similarly,oneofStudent3’sfavouriteplacesattheschoolwasthememorial
garden.Student3revealedhowshewouldplaywithinthegardenwithherfriends
(Student3,page2).Student3alsotalkedabouttheforestasoneofhertwofavourite
placesatschool.Whentheresearcheraskedherwhatshelikedabouttheforestshe
said,“It’sjustquiet.Andyoucanbuildfortsinit.Wealwaysbuildfortsinit.Andwe
playinthemandstuff.”(Student3,page2).Whenaskedtoelaboratethestudent
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said,“Wood,andtreebranchesthathavefallendownandeverything.Justpilethem
andwebuildlittleshelters.”(Student3,page2).
BuildingfortsintheforestisonewaythatStudent3andherfriendsareshowing
industryandcompetencebycreatingsomethingfromthenaturalmaterialsthey
find.Atthesametimetheyareinrelationshipwitheachother,somewhatawayfrom
theworldofadults.Forchildrenatthisstageintheirdevelopment,establishinga
selfthatisseparatefromadultcontrol(Erikson,1968)isameaningfulactivityand
iswrittenaboutextensivelyinliteratureaboutchildrenandnature.Havingaccessto
naturalplacesatschoolthatallowforactivitiessuchascollectivefortbuildingand
collectiveplayseemstobuildsocialcohesivenessamongstudents.
Therearestudiesintherelatedliteraturethatalsosuggestthatnaturemay
encouragesocialinteraction.Louv,inLastChildintheWoodsstatesthat,“onereason
fortheemotionalbenefitsofnaturemaybethatgreenspacefosterssocial
interaction”(Louv,2008,51).LouvnotesthataSwedishstudyconductedby
Huttenmosershowed“thatchildrenandparentswholiveinplacesthatallowfor
outdooraccesshavetwiceasmanyfriendsasthosewhohaverestrictedoutdoor
accessduetotraffic”(Louv,2008,51).Theinformationgatheredinthisstudy,
thoughitwasnotcomparative,seemstobeinagreementwiththeresults.
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6.2.4AESTHETIC/EMOTIONALRESPONSEStudentsalsoexpressedanaestheticoremotionalresponseforthenaturalplaceson
theschoolsite.
WhenaskedwhereshehadherbestideasatschoolStudent1’sanswerincluded
beingoutsideinthememorialgarden.Shesaid,“Ilikesittingatthebaseofthe
stairs.Idon’tknowwhy.Ijustlikeit(Student1,page3).Whenaskedwhatsheliked
aboutthememorialgarden,sheexplainedthat,“it’srightnexttoagarden,there’s
cherrytreesthereandthere’splantsandthenovertherethere’sabigtreeand
there’salittleledgeoutbytheoffice.Ilikesittingtherebecausenobodyevergoes
outtheresoit’srightthereandit’sverycalmingandnobodybugsmethereor
anything.”(Student1,page3‐4).
Thegardenoffersheraspacethathasanaestheticquality.Thegardenhasa
concentrationofplantsandtheirpresenceisimportanttoStudent1.She
emphasizesthatshefeelsbothcalmandinspiredaroundplants.Earlierinthe
interviewStudent1mentionedthatshelikeddesigningclothesandtheplantsgave
herideas.
Student3,namedthememorialgardenamongherfavouritespacesintheschool.
Whenaskedwhatshelikedaboutthememorialgarden,shereplied,“It’sreally
pretty.Therearelotsofflowersandpeoplemakeithardtomakeitpretty”(Student
3,page2).Whenaskedwhereinthegardenshepreferstobe,sheresponded:“just
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underneaththebranchesandstuff.Meandmyfriendwereplayingpolicecaptures
andwewerepretendingitwasalittlejailthing.Itwasreallyfun”(Student3,page
2).
Student3hasanaestheticresponsetothisnaturalspace.ForStudent3,thebeauty
ofthegardenisimportant.ThisbeautyinspiresStudent3towanttobeinthisspace
anduseherimagination.Shealsomentionstheefforttheschoolcommunityputs
intothemaintenanceofthegardenandseesthatpeopleatherschoolcareaboutthe
gardenandperhapsfeelscaredforbecauseofit.
UnlikeStudent1whospokeaboutsittingattheedgeofthegardenStudent3talks
aboutplayingrightunderthetreesandbushesthatareinthegarden.Thebeautyof
thegardenattractsher.Thisstudentcanbeinsideofthegardenanditisaplacethat
enableshertobesocialwithothersbecauseitprovidesaplacetoplay.Through
play,shemakesthisspacehersbyimaginingandmakingitherownwithherfriend.
WhenStudent1andStudent3spokeaboutthememorialgardentheprepositions
theyusedfortheiractivitiescaughttheresearcher’sattention.Christopher
Alexander,DouglasPatersonandRobertIrwinallpointtowardstheimportanceof
examiningprepositionsinrelationtohowpeopleencounterandoccupyspaces.
Accordingtothislineofthought,oneofthethingsthatmakeaplacespecialisits’
prepositionalpossibilitiesandthemoreprepositionalpossibilitiesthataplacehas
thebetterthedesign.ForexampleGranvilleIslandisspecialbecauseofits’
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“under”ness.IfGranvilleIslandweresimplyanisland,asopposedtoanislandunder
abridge,GranvilleIslandwouldfeellessspecial.BothStudent1and3haveastrong
responsetothememorialgarden.Student1speaksaboutbeing“beside”thegarden
andStudent3speaksaboutbeing“under”thebranchesor“within”thegarden.This
impliesthatthegardenisaspacethathasdifferentprepositionalpossibilities,
whichaddstoitsattractivequality.
Student5describedtheforestas“special”.ThefactthatBICShadanaturalplay
space,theforest,embeddedintotheschoolgroundsdifferentiatedthestudents’
schoolfromotherschools.Whenaskedwhathelikedabouttheforest,“occasionally
adeeractuallywandersintheresoit’sgoodtoseethatandit’sjustachangefrom
whatmostschoolsareit’sjustabiggroundswithoutanytreesonit.It’sjust
special”(Student5,page2).Student5feltthatitwasspecialforaschooltohavea
forestedareaonitsgrounds.ItispossiblethatStudent5’ssenseofprideregarding
theforestconnectshimtotheschool.Itislikelythatthepresenceoftheforestat
schoolincreasesthepossibilitythatStudent5hasadailyrelationshipwiththe
naturalworld.Heseeswildlifeandenjoysbeinginandhavingaccesstotheforest.
Whencomparingthesefindingstotheliteratureitisinterestingtonotethat
HeerwagenandOrionssuggestthatanaestheticoremotionalresponsetoa
landscapeisanimportanthabitabilitycue.Infact,“thesenseofaestheticpleasure
andemotionalenticementassociatedwithnatureis,inWilson’sview,the“central
issueofbiophilia””(Heerwagen&Orions,1993,142).Thisinitialaestheticor
emotionalresponseifpositivecantriggeraprocessofexplorationthatcanlead
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peopletoremaininanenvironmentforeitherabriefamountoftimetoconduct
certainactivitiesorforextendedamountoftime.Theparticipantsinthisstudy,at
leastinregardstothenaturalspacesontheschoolsiteshowedpositiveaesthetic
andemotionalresponses.Thismeansthattheyareattractedtothesespacesand
havedecidedtoexplorethemrepeatedly.
6.3STUDENTS’RESPONSESTOINDOOR/OUTDOORINTERFACESIndoor/Outdoorinterfacesarethepoints,areas,orsurfacesthatcanbeconsidered
tobeajuncturebetweenindoorsandoutdoors.Therewereseveralindoor/outdoor
interfacesatBowenIslandCommunitySchool.Forexamplethemostprevalent
indoor/outdoorinterfacesthatstudentsbothdiscussedanddrewwerethe
windows,whichprovidedaviewtotheoutdoors.Otherindoor/outdoorinterfaces
atBICSwerethetwoskylights,thenaturalbuildingmaterialsusedintheprimary
wing,theseaquaria,computers(incertaincircumstances),andthecoveredarea
thatconnectsthefrontoftheschoolbuildingandthestairs.
6.3.1SENSEOFFREEDOMStudentsindicatedthatcertainindoor/outdoorinterfacesgavethemasenseof
freedom.Thespecificfreedomthatseemedmostprevalentinrelationtointerfaces
seemedtobeafreedomfromtheinterior,boththeinterioroftheschoolbuilding
andtheinteriorofastudentsmind.
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FreedomfromtheinteriorOnestudentfelthedidhisbestworkatschoolinhisclassroomwhenhecouldlook
outthewindow.Helikedlookingoutthewindowbecause“lotsoftimesthere’s
somethingnewtolookat.It’snotthesamething”(Student4,page5).Theviewout
thewindowofferedvariety.Whenstudentswereaskedwhattheycouldseeoutthe
windowtheyreplied,“youcanlookoutsideandseeanimalsandplantsoutside”
(Student4,page11),“thewindowsletyouseeout”(Student5,page17),and“our
classroomhasareallybigwindowthatoverlookstheforestandsometimeswesee
deersandsquirrelsandallthetimetheforestisthereandit’srightnearthegarden
sowecanalwaysseethenatureoutsidethewindow”(Student1,page8).In
additiontovariety,though,lookingoutthewindowofferedstudentssomethingelse
aswell.
Student4feltthatifhecouldn’tlookoutthewindowwhenhewasworkinghe
“wouldn’tfeelasconcentratedand[he’d]getboredprettyoften”(Student4,page5).
Student4explainedthatlookingoutthewindowhelpedhimconcentratebecause
thisactivityaffordedhimashortrespitefrombothhisworkandtheinnerworkings
ofhismindtosomeextent.Lookingoutthewindowinhisclassroomfocusedhis
attentionontheexternalworld,whichhelpedhimwhenhewas“stumped”onhis
work.Theindoor/outdoorinterfaceorwindowprovidesausefulmeansofescape.
Thewindowgivesthestudenttheopportunitytotakehisconsciousnesssomewhere
else.Thisisimportanttothisstudentandhedescribesthisopportunityas
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extremelyhelpfultohimspecificallybecausehefeelsthisabilitycontributestohis
productivity.
Althoughotherstudentssaidthatthewindowortheviewoutthewindowwastheir
favouritepartoftheirclassroomnooneelsementionedthatlookingoutthewindow
aidedtheirconcentration.Thesestudentshoweverdidsaythattheylookedoutthe
windows“allthetime”(Student3,page13),“mostofthetime”(Student5,page19),
“quiteabit”(Student1,page19)and“anenormousamount”(Student2,page13).
Whenthesestudentssharedwhytheylikedlookingoutthewindowtheiranswers
revolvedaroundwhattheysawoutthewindow,suchasaparticularplantthey
liked,animals,thegarden,theforest,etc.Theabilitytolookoutthewindows
allowedstudentstovisuallyinteractwithnatureaswellasgavethemasenseof
freedom.Thewindowexpandedtheclassroominasensetoencompasstheworld
rightoutsidetheschoolwalls.Oneofthingsthatbecameapparentasstudentsspoke
aboutthewindowsinBICSwastherelationshipoftheschoolbuildingontheschool
site.Thisrelationship,thefactthatmuchoftheforestwasleftintactontheschool
groundsandthelocationofthecommunitygardeninthecourtyardhasasignificant
impactonthebuildingoccupants.Thereisafeelingofthe“muchness”ofthe
windowsatBICS–therearemanywindowsofconsiderablesizeandfromalmost
everywindowonecanseeanaturallandscape.Otherschoolbuildingshave
windowsbutoftenthesewindowsfaceconcretelandscapes,housesorschoolfields.
TheviewoutofthewindowsofBICSprovidesadifferentexperience.Theviewat
BICSisaconstantreminderofnaturalworldthatisjustoutsidetheschool’sdoors.
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TheBICSstudent’scommentsregardingthewindowsintheirschoolcanbe
comparedtostudiesthathavefocusedonpositiveeffectsofexposuretonaturein
theworkplace.Althoughthisstudywasqualitativeandfocusedprimarilyonfive
students,Student4’scommentssuggestthathefeltmoreproductivewhenhecould
lookoutthewindowsthatfacedthenaturalworld.Variousresearchers(Heerwagen
&Hase,2001;Boubekri,1991;Browning&Romm,1998;Fisk&Rosenfeld,1997;
Heerwagen&Orians,1986;Kaplan,1995;Katts,2003)havestudiedhowviewingof
natureatworkeffectsworkersandfoundresultssuggestingthatproductivitywas
increasedasaresult.Althoughnoneofthesestudiesusedelementarystudentsasa
studypopulationthesamebenefitsmightapplytostudentsinschool.Inadditionto
studiesrelatingproductivitytoviewsofnature,Faber,KuoandSullivan’s(2002)
studyshowsarelationshipbetweenthenaturalnessofwindowviewsandgirls
abilitytoconcentrate.
6.3.2MOMENTSOFJOYIndoor/Outdoorinterfacesprovidedstudentswithmomentsofjoyandcelebration.
Lookingoutwindowsnotonlyhelpedsomestudentsconcentratebutalsomade
somestudentshappy.ForexampleStudent5saidthatlookingoutthewindowatthe
forestfromtheprimarywingmadehim“feelhappy”(Student5,page19).Another
studentsaidthatshewashappierwhenherdeskinherclassroomfacedthewindow
becauseshecouldseeplantsinthecommunitygarden.Shesaid,“Ilikelookingat
thetreethat’sgrowinginthemiddleandthereisalltheallthegiantsunflowersand
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stuff(Student2,page13).Latershesaid,“wellitjustremindsmeofnatureandhow
luckywearetoliveinsuchabeautifulplace”(Student2,page15).
BeingabletoseethegardenatschoolmadeStudent2feelluckyandacknowledge
thefactthatshelivesinabeautifulplace.Shefeltmostawareandconnectedto
naturewhenshewasinorlookingatthecommunitygarden.Forthisparticular
studentthiswassignificantbecauseshespokeabouthowshedidnotfeelconnected
atschool.Student2’sexperienceofthegardenisamulti‐sensoryone,shetakesin
smells,sights,andsoundsandtheytiehertoBowenIsland,theschoolsite,which
shecalls“herplace”.Shecaresaboutthegarden,andfeelsnurturedbyit.
Indirectcontactwithnatureviathewindowsintheirclassroomsbenefitedthese
BICSstudents’emotionalwell‐being.WithintheresearchofHumanandNatural
Systemssomeofthesamestudiesthatfoundworkerswithwindowsfacingnature
canincreaseproductivitytheresultsalsofoundthatworkershadhigherlevelsof
satisfactionandemotionalwell‐being(Kellert,2005).Theinterviewssuggestthat
thiscouldalsobetrueforstudentsinschool.
Studentsalsospokeabouttheirexperiencelookingatnaturethroughtheskylights
atBICS.Theseskylightsdidmorethanbringnaturallightintothehallways.They
highlightedorcelebratednaturalweatherevents,whichbecamemeaningful
experiencesforthestudents.
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Inadditiontothewindows,skylightswerementionedasattributesoftheschool
buildingthatfosteredawarenessofthenaturalworldinstudents.Thestudents
couldsee“thesky,birds,lotsoftrees”(Student3,page19),“nature”(Student3,
page19),“snow”(Student1,page9),“leaves”(Student1,page9),and“rain”
(Student4,page11)throughtheskylights.Thestudentsnoticedthatitwasdarker
inthehallwayinthewinter,especiallywhensnowwaspiledupontheskylight.
Studentsalsonoticedthatsometimesbirdswouldlandontheskylightandthey
wouldbeabletoseehowaseagullwalkedjustabovethem.
Therainontheskylightswassomethingthatmorethanonestudenthighlightedas
aneventinparticularthatmadethemmostawareofnatureinsidetheschool
building.InthefollowingexampleStudent4speaksabouttherain:“sometimesout
thereinthemainhallyoulookupandthere’stheglassthingsitrainsandyoucan
hearitalot”(Student4,page11).Skylightsaccentuatedtherainandallowedthe
buildingoccupantstocelebratenaturalweatherevents.Student1revealedthatthe
skylightwasonewayshecouldtelltheseasonsinherschoolbuilding.Shesaid,“The
skylight.Wellsnowlandsonitandit’sreallyweirdbecauseit’sdimlylit.Because
theydon’tusuallyhavethatmanylightsoninthathallbecauseofthehugeskylights
soit’salllikedimandweirdkindoflooking.”(Student1,page18)Snowisanother
eventthattheskylightscelebrate.Snowgathersontheskylightsandcreatesa
remarkabledimnessbecausethehalllightsarerarelyturnedon.Otherstudentsalso
referredtothegrandeuroftheskylights.Student3exclaimed,“there’sthatHUGE
windowintheimmediatehallthatjustgoesonandon”(Student3,page8).
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AlthoughtheskylightswerereferredtolessthanotherfeaturesinBICS,students
werecaptivatedbytheexperiencesofthenaturalworldthattheskylightscreated.
SometeachersatBICSusetheskylightsexplicitlyintheirlessonsaboutweather,
whichpossiblyreinforcesstudentstonoticeanddelightinwhatcanbeseenfrom
them.
6.3.3SOCIALCOHESIVENESSWhenstudentsspokeaboutinteractingwithindoor/outdoorinterfacesoftenthey
describedsolitaryexperiences.Onlyoccasionallystudentsmentionedeventsthat
suggestedhowtheseinterfacescontributedtosocialcohesiveness.
However,onestudentsingledoutatransitionzoneasaplaceintheschoolbuilding
shefeltmostinspired.Sheoftenoccupiestheshelteredspacejustoutsidethefront
dooroftheschool.Shesaidwhenshe’stheresheis“with[her]friendsso[sheis]all
happy”andthatfromthereshecould“seetheentireplayground”(Student3,page
5).Thistransitionzoneprovidesshelterfromtherain,agatheringplace,andaview
fromoftheentireplayground.Allthreeofthesecharacteristicsofthisinterface
contributetoitsattractivenesstotheschooloccupants.
Student3’srecollectionofherexperiencehighlightsthepositionalpowersheand
herfriendsfeelwhentheyoccupythistransitionzone.Sheandherfriendshavethe
abilitytoseealargeareawhereotherchildrenareplayingwhichisimportantand
givesthisgroupofstudents’power.Beingabletospendtimeinthisspottogether
alsoallowsthesestudentstodeveloprelationships.Thisrelatestotheideaof
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prepositionsandhowgoodplaceshavemanyprepositionalpossibilities(Paterson,
1993).InthisinstanceStudent3isfeeling“aboveitall”butalsoverymuch“with”
herfriends.Theseprepositionalrealitiescontributetoherenjoymentofthis
interface.
Theotherindoor/outdoorinterfacethattheresearcherobservedfosteringsocial
cohesivenesswastheseaquaria.OnthreedifferentvisitstoBICSstudentswere
gatheredroundtheseaquaria.Oncetheresearchersawthatstudentswerecrowded
aroundthetankjustaftertherecessbellhadrung.Theywereontheirwayoutside
butlingeredandstoppedtolookattheidentificationchartthatrestedonthetopof
thetank.Anotherdaystudentsweresittinginfrontoftankatthebeginningofthe
schooldaymakingobservationnotesintheirjournals.Agroupoffivestudents
wouldcomeandstayforfiveminutesandthenthenextfivestudentscame.Later
thatsamedayanotherclasswasusingtheseaquariaasinspirationforcreative
writingandillustratingtheirstorieswithpicturesofseacreaturesfromthetank.
However,noneofthestudyparticipantsspokeabouttheirexperienceofthe
seaquariainrelationtootherstudents,parents,orteachersduringtheinterviews.
Somestudents,didhowever,drawtheseaquariaastheplaceintheschoolthatthey
feltmostconnectedtothenaturalworld.
6.3.4AESTHETIC/EMOTIONALRESPONSETheseaquariawasoneinterfacethatinspiredastrongaestheticandemotional
responseinstudents.SimilarlytoStudent5’sfeelingabouttheforest,Student2felt
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theseaquariawasspecial.DuringtheinterviewStudent2exclaimed,“youdon’tsee
aseaquariumeveryday.It’smyfavourite,seacucumbers.Yeah,theyspitouttheir
gutsforprotection.Youcanstillseeitsguts.”(Student2,page9).Thisinterfacewas
potentforthisstudent.Shewaslearningabouttheseacreaturesfromher
experienceofwatchingthemandfeltthattheseaquariataughtherthat“naturecan
bereallyreallyreallypretty”(Student2,page9).Thepositiveemotionaland
aestheticresponseinrelationtotheseaquariaStudent2hadattractedhertothe
seaquariaandfosteredherlearningabouttheseacreaturesinsideit.Thepridethat
shefeelsabouthavingthetankinherschoolmostlikelycontributestoherpositive
feelingsabouttheschoolingeneralaswell.
Thenaturalmaterials,particularlythewoodbeams,treecookie,andcedarplanks,
usedintheprimarywingofBICSactedasaninterfacethatbroughttheoutdoors
insidetheschoolbuilding.Althoughthreeparticipants(Student1,Student2and
Student5)pointedouthowtheypreferredeithertheclassrooms,theviewsfromthe
windowsorbeinginthehallintheprimarywingonestudentinparticular
articulatedhowshefeltaboutthisparticularindoor/outdoorinterface.Student2
saidthatshefeltreally“reallyclosetonature”(Student2,page22)whenshewasin
theprimarywing,“becausetheymadethewholeplaceoutoftreesthatwere
standingthereandit’sreallypretty”(Student2,page7).Shesaidthatseeingthe
wood“tellsmetheworldisreallybeautiful”(Student2,page22).Whenthe
researcheraskedifitwouldmakeadifferenceinherschooldayifthewholeschool
buildingwasbuiltthatwayshesaid,“probably.ItwouldmakethisplacelookSO
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muchniceranditwouldputsomanypeopleclosertonature”(Student2,page22).
ThisstudentenjoyedbeingintheprimarywingmorethanintheolderpartofBICS
schoolbuilding.Oneofthebiggestimpactsofthenaturalwoodforthisstudentisan
appreciationofboththeparticularbeautyofthewoodfeaturedinthedesignand
thegeneralbeautyoftheworld.ThepresenceofthewoodalsofostersStudent2’s
connectiontothenaturalworld,particularlyherconnectiontotheforestonthe
schoolproperty.
Itisdifficulttoknowifthewholeschoolwasbuiltusingnaturalmaterialswhether
studentswouldhaveadifferentexperienceofschool,themselves,orthenatural
world.However,Student2preferstobeinthispartofthebuilding,wantstheentire
schoolbuildingtobedesignedusingnaturalmaterialsandthinksthatiftheentire
schoolwasdesignedthatwaypeopleusingthebuildingwouldfeelclosertonature.
ItwashardforStudent2toarticulatewhatwashappeninginsideofherwhenshe
wasintheprimarywing.Perhapsiftherewasmoretimetheresearchercouldask
hermorequestionstotrytodetermineifsheislearningsomethingparticularfrom
theuseofnaturalmaterialsinthisdesignedspaceandifso,whatitwas.However,
Student2’sstrongaffinityforthespacesuggeststhatthereisaninternalreaction
happeninginsideofherwhensheisintheprimarywing.InEnvironmentand
ChildrenChristopherDayclaims“appearancespeaksofunderlyingvalues”(Day,
2007,137).TheprimarywingatBICSisnotsterileandtheuseofthenatural
materialsshowsarelationshiptonature.Perhapsthevaluesthatarepassedonto
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buildingoccupantsincludesterilityisnotnecessaryandthatrelationshiptonature
isimportant.Thewoodistouch‐friendly,warmandalterationtolerant,providinga
welcomingenclosurefortheoccupants.Thescaleoftheprimarywingisnoticeably
smallerthantheoriginalpartofBICS.Thisenablesstudentstofeelvaluedand
welcomedbecauseboththeirsizeandperspectiveisconsidered.
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7.0CONCLUSIONANDRECOMMENDATIONS
7.1SUMMARYOFFINDINGSTheinitialresearchquestionswerehowareintermediatestudents’relationshipswith
thenaturalworldmediatedbythedesignoftheirschoolbuildingandwhichpartsof
BICSschoolmediatedintermediatestudents’experiencesofthenaturalworld? Inthis
section,thefindingswillbediscussedbrieflyinrelationtotheseinitialresearch
questions.
7.1.1 WHICHELEMENTSOFBICSMEDIATESTUDENTS’RELATIONSHIPWITHTHENATURALWORLD
AsdescribedinChapter6,thereweretwodesignfeaturesthatmediatedstudents’
experienceofthenaturalworld.First,therelationshipbetweentheschoolbuilding
andtheschoolsitebothemphasizedandallowedforthepresenceofnatural
environmentssuchastheforest,memorialgardenandcommunitygarden.The
presenceofthesenearbynaturalenvironmentswascriticalinprovidingspacesfor
studentstoregularlyencounterthenaturalworldatschool.Therelationshipofthe
schoolbuildingtothelargerpropertyhighlightedtheexistenceofthesenatural
environments.Second,theindoor/outdoorinterfacessuchasthewindows,
skylights,naturalbuildingmaterials,seaquariaandoccasionallycomputers,invited
studentinteractionswithnatureinsidetheschoolbuilding.Thetransitionzonewas
theexception,providingstudentswithanelementoftheindoors,shelter,whilethey
werejustoutsidetheschoolbuilding.
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7.1.2HOWSTUDENTSEXPERIENCETHEELEMENTSOFBICSTHATMEDIATETHEIRRELATIONSHIPWITHTHENATURALWORLD
Thequestionofhowstudents’experiencetheelementsofBICSthatmediatetheir
relationshipwiththenaturalworldwasbroadinitsscope.Thedatashowedthere
weremanyfactorsworkingsimultaneously.Thefindingsthen,cannotstandontheir
ownbutonlyinrelationtoeachother.
ThroughoutthisstudystudentsrevealedexperiencesofBICSthatwereimportantto
them.Inrelationtotheirexperiencesinthenaturalenvironmentsonschool
groundsandinteractingwiththeindoor/outdoorinterfaces,studentsoftenhadan
aestheticresponseandfeltasenseoffreedom,joy,andsocialcohesiveness.
Severalstudents’experiencesofBICSreinforcethefindingsofvariousrelated
studies.Forexamplethefindingsofthisprojectreinforcethat:childreninmiddle
childhoodhaveastrongpreferenceforoutdoorplaces(Moore,1986);naturecan
bolsterchildren’sresilienceagainststress(Wells&Evans,2003);viewsofnature
canaffectproductivity(Heerwagen&Hase,2001);welldesignedplaceshave
multipleprepositionalpossibilities(Paterson,1993);andcontactwiththenatural
worldcanimproveone’sconcentration(Taylor&Kuo,1998,quotedinLouv,2008,
89)andstimulatecreativity(Moore&Wong,1997).
Inadditiontotheconnectionstorelatedliterature,thisstudyfoundthatBICS
studentsfeltcaredforandspecialasaresultofhavingaccesstonatural
environmentsonschoolgrounds.BICSstudentshadasenseofownershipand
130
investmentinBICSasaschoolandasaplacebecauseoftheirsenseoffreedomand
joyfulandaestheticresponsestotheforestandgardens.Aswellasprovidingjoy,
studentsfeltthataccesstowindowsintheirclassroomsallowedthemtotakemini‐
breaks,whichcontributedtotheirproductivity.Additionally,thewindowsand
skylightsweresignificantinconnectingstudentstotheseasonalchangesofnature.
TeachersatBICSworkwiththeindoor/outdoorinterfaces,incorporatingthe
skylightinlessonsaboutclouds,orusingtheviewofaravenoutthewindow,to
connecttoclasscurriculum.
HavingwoodedandplantedareasonBICSschoolgroundsprovidedaplacefor
studentstobuildameaningfuldailyrelationshipwiththenaturalworldandtheir
peersduringtheirmiddlechildhoodyears.Thepositioningoftheskylightsand
windowsatBICShighlightedthenaturalsurroundingsaswellasprovidingstudents
withdailylearningopportunities.Permeabilitytotheoutdoorgreenspaceprovided
BICSstudentswithasenseoffreedom,happiness,andaestheticpleasure.
7.1.3ASCHOOLBUILDINGTHATFOSTERSANIDEALRELATIONSHIPWITH
THENATURALWORLDThedrawingsinwhichstudentsillustrated“schoolstheyimaginedwouldfostera
relationshipwiththenaturalworldintheiroccupants”revealedimportant
elements,bothgroundedinpersonalexperienceandtheirimagination.Intheir
drawingsstudentsprovidedveryspecificexamplesofsignificantconnectors
betweenthemselvesandnature,suchaspeanutbutterpineconesusedas
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birdfeedersorwindowsatgrasslevel.Thesedetailswouldnotnecessarilyhave
beenrevealedthroughtheinterviewprocessandservedasimportantdatarelevant
tohowstudentsconnectwiththenaturalworldatschool.Studentsalsoimproved
onexistingelementsofBICSintheirdrawings.Afewstudentsincludedwindows
thatopenedallthewayratherthanonesthatsimplyopenedatthetoporbottom,as
thewindowsattheirschooldo.Thestudents’illustrationsalsodrewontheir
imaginations,includingelementssuchasskateboardracks,monkeysintheoffice,
schoolsadjacenttobeachesinfrontoftheocean,vinescoveringtheschool,
fountains,andagreenroofforclasses.Thesedrawingsshowsomeofthemultiple
possibilitiesforeducatorsandarchitectstoconsiderwhenthinkingaboutdesigning
schoolsthatconnectstudentstonature.Thevisualinvestigationprocesswasan
indicationthatschoolbuildingoccupantshaveawealthofideasabouttheirschools
andschoolbuildingsingeneralandcouldbevaluableresourcesinthedesign
process.
7.2IMPLICATIONSOFSTUDY
7.2.1IMPLICATIONSFOREDUCATORSTheresultsofthisstudyindicatethatthedesignofschools,especiallyinregardsto
thepresenceofnearbynatureandindoor/outdoorinterfaces,mightplayamore
significantroleinchildren’srelationshipwiththenaturalworldthanhasbeen
widelyrecognized.Manystudieshaveexaminedthenatureofchildren’s
relationshipwiththenaturalworldbuthaveneglectedtoconsiderhowschool
buildingsplayaroleinthatrelationship.
132
Accesstonearbynatureatschoolcanhavepositiveimpactsonchildren,including
nurturingsolitude,creativity,imagination,expression,socialinteraction,delight,
andrelaxation.Thesefindingsarerelevantforeducatorsandthoseinthefieldof
education.Thesepositiveimpactsaffectchildren’swell‐beingatschool.Thereare
manyschoolsthathavenaturalizedtheirschoolyardsinsomeway,andthesedesign
embellishmentshelpchildrenreceivepreviouslymentionedbenefits.However,it
oftentakesagreatdealoftime,energyandfinancialresourcestocompleteevena
modestschoolnaturalizationproject.Manyschoolsdonothaveforestsorgardens
ontheirpropertyandduetovariousgeographicorsocioeconomicrealitiescannot
undertaketheadditionoftreesorplants.
Perhapsinthesecircumstancestakingadvantageoftheexistingindoor/outdoor
interfacesorcreatingadditionalindoor/outdoorinterfacesaremorerealistic
options.Thisstudyfoundthatindoor/outdoorinterfacesfosteredlearningand
appreciationofbeautyaswellasconnectedstudentstoweathereventsand
seasonalchanges.Studentsindicatedthatindoor/outdoorinterfacesgavethema
senseoffreedom,whichincreasedtheirhappinessatschool.
Ineveryschoolbuildingthereareindoor/outdoorinterfaces,however,thereisa
systemicideathateducatorsandstudentsshouldbesolelyfocusedonacademic
activitiesduringclasstime.Sometimesbecauseofthissystemicnotion,whichfinds
itswayintothecurriculumandteachers’attitudes,interfacessuchaswindowsare
133
seenasdistractionsandarecoveredupinsomeway,usingblindsorconstruction
paper.Thepotentialfortheseinterfacestofosterstudents’relationshipswiththe
naturalworldarethereforeobstructed.Perhapsifthebenefitsofindoor/outdoor
interfacesweremorewidelyacceptededucatorswouldutilizeexistingwindowsand
skylightsdifferently.Forexample,teacherscouldlinkcurriculumtooutside
activities,encouragestudentstoobservesomethingvisiblefromawindow,orturn
offthelightsandusenaturallightingavailabletothem.Takingnoteofnatural
occurrencesmayservetoconnectstudentstothenaturalworldaswell.Creating
moreindoor/outdoorinterfacesmightalsobeaviableoptionformanyschoolsthat
wishtofosterstudents’connectiontothenaturalworld.Theadditionofindoor
plantsoranaquariumcanbesignificanttostudents’schoolexperience.
Theimplicationsforthisworkmaybeparticularlyrelevanttoeducatorsinurban
schools.Studentsfeelcaredforandahavesenseofownershipasaresultofthe
senseoffreedom,joy,aestheticpleasureandsocialcohesivenessinrelationtothe
presenceofmultipleindoor/outdoorinterfacesandnearbynature.Ifthesetwo
elementsareabsentordiminished,urbanstudentsmightfeellesscaredforand
havelessofasenseofownershipatschool.
7.2.2IMPLICATIONSFORTHOSEWHOINFLUENCETHEDESIGNOFSCHOOLSTheproductsofthevisualinvestigationshowedparticipantshadvaluabledesign
ideasforschoolsthatcouldprovideopportunitiesforstudentstorelatetothe
naturalworld.Thisimpliesthatstudentscouldbeimportantcontributorstothe
schooldesignprocess.
134
Additionally,BICSstudentsfoundthattherelationshipoftheschoolbuildingtothe
schoolsiteandthepresenceofmultipleindoor/outdoorinterfaceswereofprimary
importanceintermsoffosteringtheirrelationshiptothenaturalworld.Thesetwo
designaspectsofschoolsarenotunconsideredbyschooldesigners,however,often
theseelementsarethoughtofassecondary.Itisinterestingthenthatschool
buildingoccupantsarestronglyinfluencedbythesefeatures.Whenthepositioning
ofthebuildingontheschoolsiteallowsforandhighlightsthepresenceofnatural
elementsstudents’enjoymentofschoolincreases.Indoor/outdoorinterfaces,such
aswindows,skylights,naturalbuildingmaterialsandtransitionzones,are
significanttostudents’abilitytoconnecttothenaturalworldatschool.Theposition
oftheseinterfacesplaysarole.Windowsthatfaceanaturalizedspaceandskylights
inhallwaysaresignificantconnectorstothenaturalworldthathighlightweather
andseasonalchanges.Transitionzonesthathavemanyprepositionalpossibilities
holdaddedenjoyment.Hopefully,theresultsofthisstudyserveasareminderthat
designingschoolsthatenable,evenencourage,studentstointeractwiththenatural
worldmakesacriticaldifferenceinchildren’slives.
7.3LIMITATIONSOFSTUDY
Therewereseverallimitationstothisstudythatcanonlybeconsideredinrelation
tothelocation,timeframe,participantsandinvestigativemethodsemployedinthe
research.ThestudywasconductedatBowenIslandCommunitySchoolprimarily
duringthemonthofJune2009.Thefivestudyparticipantswereintermediate
135
studentsagedeleventothirteen.Twofocusgroups,lastingforty‐fiveminuteseach,
andfivesemi‐structuredinterviews,lastinghalfanhourtoanhour,were
conducted.
AlthoughapilotstudywasconductedatWindsorHouseSchoolwithintermediate
studentsagedeleventothirteentheresearcherhadlimitedpriorexperience
interviewingchildren.Duringthisstudytheresearcherlearnedalotaboutdoing
researchwithyoungchildren.Theresearcherfoundthatduringtheinterviews
thesestudyparticipantscouldtellstoriesabouttheirexperienceshowever,often
theyneededtobeaskednumerousclarifyingquestions.Thereweretimesduring
theinterviewstheresearcherfelthesitanttoaskparticipantstoelaborateorclarify
astatementduetoafearofbeingintimidatingortakingtoomuchoftheirtime.
Inadditionthelengthoftheinterviewscanalsobeseenasalimitation.Duetothe
ageoftheparticipants,interviewsneededtobekeptwithinatimelimitstudents’
couldmanage.However,givenmoretimetheremighthavebeenachancetoask
furtherclarifyingquestionsandpursuelinesofthoughtinwhichindividual
participantswereinterested.ForexampleinStudent5’sinterviewhesaidthathe
“likedthetreepartsmorethantheopenspace”(Student5,page13).Hadtime
permitted,askingformoredetailsaboutthestudent’spreferencesmayhave
resultedinusefuladditionaldata.Asecondinterviewwitheachparticipantcould
haveprovidedthisextratime,however,duetotheproximitytotheendoftheschool
year,asecondinterviewwasnotconducted.
136
Duringtheprocessofanalyzingthedatatheresearcherrealizedadditional
questionsthatcouldpotentiallyfurtherclarifytheresults.Astheresearcherwas
interestedinfactorsthattriggeredstudents’awarenessofnaturesheaskedthe
studyparticipantswhatbeingawareofnaturemeanttothemandwhereinthe
schoolbuildingtheyweremostawareofnature.However,itmighthavebeenuseful
toaskstudents,“Isbeingawareofnatureimportant?Ifso,why?Ifnot,whynot?”
Answerstothesequestionscouldfurtherinformtheresearchdatathatwas
collectedduringthisproject.
Similarlyalthoughtheparticipantssurprisedtheresearcherbytalkingaboutthe
schoolgroundswhensheaskedthemabouttheirexperiencesinsidetheschool
buildingtheresearcherdidnotask“Isitimportanttohavenaturalspacesonschool
grounds?Ifso,why?Ifnot,whynot?”.Asecondinterviewwithstudyparticipants,
withthesequestionsinmind,mighthaveenrichedtheresults.However,asthe
studentsinthisstudywereinthelasttwogradesatBowenIslandCommunity
School,someofthemwouldhavebeeninnewschools,whichmighthave
complicatedorobscuredthedata.
Theageoftheparticipantsmighthaveinfluencedthearticulationoftheir
experiencesofschoolbuildingsasthecognitiveandlanguageskillsofgradeschool
childrenarenotasdevelopedasadults.Itispossiblethatteacherswouldbegood
additionalindicatorsofhowchildrenexperiencetheirschoolbuildingandwhatthey
137
learnfromit.Thisstudyfocusedonasinglepopulation,intermediatestudents,and
thereforethevoiceandperspectiveofadultsismissingfromthiswork.
Alongerstudyoveranextendedperiodoftimecouldaddresssomeoftheseissues.
Additionalinterviewscouldbeconducted,oralternativelymoreethnographic
observationofstudentsintheirschoolbuildingandontheirschoolgroundsmight
haveaddedtothedata.Thisstudyfocusedonstudents’experienceintheirschool
building.Researchwasconductedattheendoftheschoolyearontheassumption
thatstudentswouldhavehadasufficienttimeintheschoolbuildingfreshlyintheir
mindsandbodiesuponwhichtodraw.However,itispossiblethatalongerstudy
couldbeginwithobservationofstudentsandlater,towardtheendoftheyear,
interviewscouldbeconducted.Withtheadditionaltimetoobservestudentsinthe
schoolbuilding,itwouldbepossibleforaresearchertoexperientiallyhaveasense
ofhowstudentsinteractwithandrespondtobothindoor/outdoorinterfacesand
accesstonearbynature.
Despitetheselimitations,thisprojectbeginstoprovidemuchneededempirical
researchabouthowchildrenexperiencetheirschools,howschoolbuildingsmediate
students’relationshipwiththenaturalworldandhowstudentsimagineschools
couldfostertheirrelationshiptothenaturalworld.Thisstudyisastartingpointand
theresultssparkinterestingquestionsthatstronglysuggestthereismuchmoreto
discoverinthisfield.
138
7.4FUTURERESEARCHFurtherexplorationofhowintermediatestudents’relationshipswiththenatural
worldaremediatedbyschooldesignisnecessary.
Researchingthiswithahighernumberofstudyparticipantsmightprovideagreater
understandingofthecommonalitiesanduniquecharacteristicsofstudents’
experiencewithintheintermediatestudentpopulation.Similaritiesanddifferences
betweengender,age,andculturalbackgroundofthepresentfindingscouldbe
examined.
Thisstudyfocusedonstudents’experienceofaschoollocatedinasemi‐rural
environment.Thepresenceofaforestandtwogardensonschoolpropertyisan
uncommonoccurrence.Asimilarstudyinanurbanschoolcouldprovidevaluable
comparativedata.Itwouldbeinterestingtoseeiftherelationshipoftheschool
buildingwiththeschoolsiteplayedaroleinmediatingstudents’relationshiptothe
naturalworldinanurbanschool.Itwouldbetellingiftheschoolfieldorotherparts
oftheschoolgroundswereexperiencedasnatureforstudentsinurbanschoolsorif
nearbyparksplayedamoresignificantroleinurbanstudents’experienceofthe
naturalworldatschool.Perhapsthisdesignelement,therelationshipbetweenthe
schoolbuildingandtheschoolsite,wouldnotappearindatafromurbanschools.
Perhapsanadditionaldesignfeaturewouldappearasanimportantmediator.It
wouldalsobecriticaltoexplorehowindoor/outdoorinterfacesactedasmediators
139
inurbanschoolswithsmallerwindowsorwindowsfacing“non‐nature”andan
absenceofskylights.Thisstudy’sfindingssuggestthatstudentsfeelcaredforanda
havesenseofownershipasaresultoftheirsenseoffreedom,joy,aestheticpleasure
andsocialcohesivenessinrelationtothepresenceofmultipleindoor/outdoor
interfacesandnearbynature.Ifthesetwoelementsareabsentordiminished,do
urbanstudentsfeellesscaredforandhavelessownershipfortheirschools?Thisis
animportantquestiontoconsider,especiallyinrelationtostudents’productivity,
creativityandabilitytoconcentrateinschool.
Inaddition,longitudinalworkwouldbevaluable.First,itmightcreatericher
qualitativestudy.Second,itcouldprovideinsightintotheimpactsofbothnearby
natureatschoolandindoor/outdoorinterfacesovermultipleseasonsorthecourse
ofbeingastudent.Researchoverthecourseofayearmightexplorequestionssuch
as,“Howdoesaschoolbuildingmediatestudents’relationshipwiththenatural
worldchangeinwinterversussummer?”whereasresearchoverthecourseofafew
yearsmightexplorequestionssuchas,“Howdostudents’needschangeovertimein
relationtotheirrelationshipwiththenaturalworldandhowdoestheschool
buildingmediatethatrelationship?”or“Howdothepresenceofdesignfeaturesthat
fosterstudents’relationshipswiththenaturalworldatschoolaffecttheir
relationshipwiththenaturalworldlaterinlife?”.Longitudinalresearchexploring
howschooldesignmediatesstudents’relationshipwiththenaturalworldovertime
andduringvariousperiodsoflifewouldbeavaluablecontributiontoour
understandingofhowschoolbuildingsaffectourrelationshipswithnature.
140
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APPENDICES
AppendixA:GuardianInterviewConsentFormResearchProject:RethinkingSchoolDesign:howschooldesignmediatesstudents’relationshipswiththenaturalworld
GUARDIANINTERVIEWCONSENTFORM
Iunderstandthatthereasonmychildisinvitedtoparticipateinthisinterviewisbecauses/heisamemberofBowenIslandCommunitySchool.Andisbetweentheageof12and16.Iunderstandthatbecausemychildisunder18yearsofage,forthepurposesofthisstudy,guardianconsentmustbeobtainedpriortotheinterview.Iunderstandthatmychild’sparticipationinthestudyof“RethinkingSchoolDesign:howschooldesigninformsupperelementarystudents’conceptionsofthenaturalworld”isvoluntary.S/hemayrefusetoparticipateorwithdrawfromthestudyatanytime.Iunderstandthatasaguardian,Imaywithdrawmychildfromthisstudyatanytime.Iunderstandthatunwillingnesstoparticipateordecidingtowithdrawfromthestudywillnotbearanyconsequencesformeormychild’ssocialoracademiclife.Iunderstandthatexclusionfromthestudywillnotbemadevisibleorremarkedonbyco‐investigatorIndiraDutt.Iunderstandthatasaguardian,Indiraisavailabletomeetwithmetoreviewtheconsentforminfurtherdetailedifdesired.Mychildisbeingaskedtodedicateamaximumofthreehoursintotaltothisproject:onehalfhourtoreviewtheconsentform,onehourtoconducttheinterview,onehalfhourforafollow‐upinterviewifneeded,andonehourtoreview,amend,ordeletetheinterviewtranscript.TheinterviewwilloccuratBowenIslandCommunitySchoolnolessthanoneweekaftertheconsentformhasbeensigned.TheentireprocesswilloccurbetweenMayandDecember2009.Iunderstandthatapseudonymwillbeusedinallinstanceswherethisinterviewisreferredtowithinoraboutthisproject.IunderstandthatBowenIslandCommunitySchoolwillbenamedinthisproject.IunderstandthatthepersonconductingtheresearchwillbeIndiraDutt,andthatthisprojectwillbeusedforherMAthesisintheDepartmentofCross‐CentreFacultyInquiryinEducationattheUniversityofBritishColumbia(UBC).IunderstandthatDr.RayColeofUBCsupervisesthisthesisandthatthethesiscommitteeofthis
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projectincludesDr.MaryBrysonandDr.DavidZandvliet,whoishimselfamemberoftheBowenIslandCommunitySchoolcommunity.IunderstandthattheinitialinterviewtranscriptwillonlybeavailabletoIndiraDuttandmychild.Iunderstandthatthemodifiedtranscriptwillbeavailabletothoseontheprojectcommittee.IunderstandthatthisthesiswillbeapublicdocumentmadeavailablethroughUBCandBowenIslandCommunitySchool.IunderstandthatIndiraDuttintendstowritefuturearticlesbasedonthisthesis.Iunderstandthatifinthecourseoftheinterviewprocessanyinformationdivulgedwhichleadsco‐investigatorIndiraDutttobelievethatachildmaybeabused,neglected,orforanyotherreasonisinneedofprotection,thiswillbereportedtotheappropriateofficialservices.IunderstandthatifatanytimemychildorIwouldliketocontactIndiraDuttorRayColeaboutanyaspectofthisprojectwearewelcometodosoattheabovecontactinformation.IunderstandthatifmychildorIhaveanyconcernsaboutmytreatmentorrightsasaparticipant,wemaytelephonetheOfficeorResearchServicesattheUniversityofBritishColumbiaat604‐822‐8598.Ihavereadandretainedacopyofthehandout“ResearchatBowenIslandCommunitySchool”andofthisyouthinterviewassentformformyrecords.Iunderstandmyroleandparticipationinthisstudy.Iunderstandmychild’sroleandparticipationinthisstudy.IDO DONOT (circleone) CONSENTtoandapproveof________________________________(child’sname)participationinthisstudyasaninterviewparticipantandIhaveacopyofthisletterformyfiles.Signature:_________________________________ Name:_____________________________________Date:______________________________________IDO DONOT (circleone)CONSENTtohavetheproductsof_________________________(child’sname)in‐classvisualinquiry[seeattachedsheet]beusedasdataforthisproject.Signature:________________________________ Date:______________________________________Co‐investigatorIndiraDuttcancontactme(checkallthatapply):
o ThroughBowenIslandCommunitySchool
o Byemail ___________________________________________
o Byphone ___________________________________________
o Bymail ___________________________________________
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AppendixB:YouthVisualInquiryAssentFormResearchProject:RethinkingSchoolDesign:howschooldesignmediatesstudents’relationshipswiththenaturalworld
YOUTHVISUALINQUIRYASSENTFORMIunderstandthatthereasonIaminvitedtoparticipateinthisvisualinquiryisbecauseIamamemberofBowenIslandCommunitySchool.IunderstandthatbecauseIamunder18yearsofage,forthepurposesofthisstudy,guardianconsentmustbeobtainedpriortoallowingtheproductsofthisvisualinvestigationtobeusedasdata.Iunderstandthatmyparticipationinthestudyof“RethinkingSchoolDesign:howschooldesigninformsupperelementarystudents’conceptionsofthenaturalworld”isvoluntary.Imayrefusetoparticipateorwithdrawfromthestudyatanytime.Iunderstandthatunwillingnesstoparticipateordecidingtowithdrawfromthestudywillnotbearanyconsequencesformysocialoracademiclife.Iunderstandthatexclusionfromthestudywillnotbemadevisibleorremarkedonbyco‐investigatorIndiraDutt.IunderstandthatIambeingaskedtodedicateamaximumofonehourduringclasstimetocompletethevisualinvestigation.Thevisualinquirywillhappeninclasstimeunderthesupervisionofmyteacher.Iunderstandthatapseudonymwillbeusedinallinstanceswheretheproductsofthevisualinquiryclassarereferredtowithinthisproject.IunderstandthatBowenIslandCommunitySchoolwillbenamedinthisproject.IunderstandthatthepersonconductingtheresearchwillbeIndiraDutt,andthatthisprojectwillbeusedforherMAthesisintheDepartmentofCross‐CentreFacultyInquiryinEducationattheUniversityofBritishColumbia(UBC).IunderstandthatDr.RayColeofUBCsupervisesthisthesisandthatthethesiscommitteeofthisprojectincludesDr.MaryBrysonandDr.DavidZandvliet,whoishimselfamemberoftheBowenIslandCommunitySchoolcommunity.IDO DONOT (circleone)
ASSENTtohavetheproductsofmyin‐classvisualinquirybeusedasdataforthisproject.
Signature:_________________________________ Name:_____________________________________Date:______________________________________
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AppendixC:YouthInterviewAssentFormResearchProject:RethinkingSchoolDesign:howschooldesigninformsupperelementarystudents’conceptionsofthenaturalworld
YOUTHINTERVIEWASSENTFORM
IunderstandthatthereasonIaminvitedtoparticipateinthisinterviewisbecauseIamamemberofBowenIslandCommunitySchool.IunderstandthatbecauseIamunder18yearsofage,forthepurposesofthisstudy,guardianconsentmustbeobtainedpriortotheinterview.Iunderstandthatmyparticipationinthestudyof“RethinkingSchoolDesign:howschooldesigninformsupperelementarystudents’conceptionsofthenaturalworld”isvoluntary.Imayrefusetoparticipateorwithdrawfromthestudyatanytime.Iunderstandthatunwillingnesstoparticipateordecidingtowithdrawfromthestudywillnotbearanyconsequencesformysocialoracademiclife.Iunderstandthatexclusionfromthestudywillnotbemadevisibleorremarkedonbyco‐investigatorIndiraDutt.IunderstandthatIambeingaskedtodedicateamaximumofthreehoursintotaltothisproject:onehalfhourtoreviewtheconsentform,onehourtoconducttheinterview,onehalfhourforafollow‐upinterviewifneeded,andonehourtoreview,amend,ordeletetheinterviewtranscript.TheinterviewwilloccuratBowenIslandCommunitySchoolnolessthanoneweekaftertheconsentformhasbeensigned.TheentireprocesswilloccurbetweenMayandDecember2009.IunderstandthatmyguardianhasseenthisconsentformandhasbeengiventheopportunitytomeetwithIndiraforhalfanhourtoreviewitifdesired.Iunderstandthatapseudonymwillbeusedinallinstanceswherethisinterviewisreferredtowithinoraboutthisproject.IunderstandthatBowenIslandCommunitySchoolwillbenamedinthisproject.IunderstandthatthepersonconductingtheresearchwillbeIndiraDutt,andthatthisprojectwillbeusedforherMAthesisintheDepartmentofCross‐CentreFacultyInquiryinEducationattheUniversityofBritishColumbia(UBC).IunderstandthatDr.RayColeofUBCsupervisesthisthesisandthatthethesiscommitteeofthisprojectincludesDr.MaryBrysonandDr.DavidZandvliet,whoishimselfamemberoftheBowenIslandCommunitySchoolcommunity.IunderstandthattheinitialinterviewtranscriptwillonlybeavailabletoIndiraDuttandmyself.
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Iunderstandthatthemodifiedtranscriptwillbeavailabletothoseontheprojectcommittee.IunderstandthatthisthesiswillbeapublicdocumentmadeavailablethroughUBCandBowenIslandCommunitySchool.IunderstandthatIndiraDuttintendstowritefuturearticlesbasedonthisthesis.Iunderstandthatifinthecourseoftheinterviewprocessanyinformationdivulgedwhichleadsco‐investigatorIndiraDutttobelievethatachildmaybeabused,neglected,orforanyotherreasonisinneedofprotection,thiswillbereportedtotheappropriateofficialservices.IunderstandthatifatanytimemyguardianorIwouldliketocontactIndiraDuttorRayColeaboutanyaspectofthisprojectwearewelcometodosoattheabovecontactinformation.IunderstandthatifmyguardianorIhaveanyconcernsaboutmytreatmentorrightsasaparticipant,wemaytelephonetheOfficeorResearchServicesattheUniversityofBritishColumbiaat604‐822‐8598.Ihavereadandretainedacopyofthehandout“ResearchatBowenIslandCommunitySchool”andofthisyouthinterviewassentformformyrecords.Iunderstandmyroleandparticipationinthisstudy.IDO DONOT (circleone) ASSENTtoandapproveofmyparticipationinthisstudyasaninterviewparticipantandIhaveacopyofthisletterformyfiles.Signature:_________________________________ Name:_____________________________________Date:______________________________________IDO DONOT (circleone)ASSENTtohavetheinterviewaudiorecordedandtranscribed.IunderstandthatIwillbegivenacopyofthetranscripttoamendordelete.Iunderstandthatonlythemodifiedtranscriptwillbeshowntoprojectmembersotherthanco‐investigatorIndiraDutt.Iunderstandthatonlythemodifiedtranscriptwillbeusedasdata.Signature:________________________________ Date:______________________________________Co‐investigatorIndiraDuttcancontactme(checkallthatapply):
o ThroughBowenIslandCommunitySchool
o Byemail ___________________________________________
o Byphone ___________________________________________
o Bymail ___________________________________________
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AppendixD:VisualInquiryforResearchRethinkingSchoolDesign:howschooldesignmediatesstudents’relationshipswiththenaturalworldVisualInquiryforResearch:Tobeconductedinasingleclassblockwithgradeteacherpresentintwograde6/7classesatBowenIslandCommunitySchool.PartA:
Drawalinedownthemiddleofyourpaper.Makealistofasmanythingsyoucanthinkthat
relatetonatureononesideandtonon‐natureontheotherside.
(Aftersometime…Haveyouput“people”or“humans”onyoursheetyet?Pleaseaddthem
whereyouthinktheybelongandwriteonesentencethatexplainswhy.)
PartB:
Whatwouldaschoollooklikethathelpsyoutoconnectwithnature?Whatwoulditlookon
theinside?Whatfeaturesinitwouldbeprominent?
Pleaselabelimportantplacesonthepicture.
PartC:
a)Drawaplaceintheschoolbuildingthatyoufeelthemostconnectedtonature.Please
labelimportantplaces/pointsonyourpicture.Writeonesentenceaboutwhyyoufeelthat
way.
b)Drawaplaceintheschoolbuildingthatyoufeelleastconnectedtonature.
Pleaselabelimportantplaces/pointsonyourpicture.Writeonesentenceaboutwhyyou
feelthatway.
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AppendixE:InterviewQuestionsforResearchRethinkingSchoolDesign:howschooldesignmediatesstudents’relationshipswiththenaturalworldInterviewQuestionsforResearch:Contextofparticipant:
DoyouliveonBowenIsland? HowlonghaveyoulivedonBowenIsland? HowlonghaveyoubeenatBICS? Haveyoueverattendedotherschools?Ifyes,whichschools? Howwouldyouliketobedescribedforthepurposesofthisproject?/How
wouldyoudescribeyourself?Whataretheparticipants’viewsontheirschoolbuilding?
Whatareyourfavouritespacesinthisschoolandwhy? Whereareyourleastfavouriteplacesintheschoolandwhy? Aretherespacesintheschoolthatyouareallowedtochangeinsomeway? Aretherespacesintheschoolthatchangeduringtheschoolyear? Wheredoyouhaveyourbestideasatschool? Whereintheschoolbuildingdoyoufeelmostenergetic? Whereintheschoolbuildingdoyoudoyourbestwork?
Whatistheparticipants’relationshiptonature?
Howoftendoyouspendtimeoutdoors?Perday?Perweek? Whatdoyoudooutdoors? Howdoyoufeelaboutspendingtimeoutdoors? Whatdoesnaturemeantoyou?Whatimmediatelycomestomind? WhatplacesonBowendoyouconsidertobenature? WhatplacesonBowendoyouconsidertobenon‐nature? Onascaleof1to10howimportantdoyouthinknatureis?Why? Howoftendoyouspendtimeoutdoorsduringtheschoolday? Areclasseseverheldoutside?Ifso,where? Doyouenjoybeingoutsideatschool? Whatisyourfavouriteoutdoorspace?Whatdoyoudothere?Whoisusually
withyouwhenyouareinthatspace?
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Howistherelationshipbetweenschoolbuildingandrelationshiptonatureunderstood:
Whatdoesitmeanto“beawareofnature”? Whenorwhereareyouintheschoolwhenyouaremostawareofnature? Whataspectsofthisschoolsupportyoubeingawareofnature? Howaretheysupportyoubeingawareofnature? Arethereanyaspectsofthisschoolthatseparateyoufromnature? Howdotheyseparateyoufromnature? Howdoesyourschoolhelpnature? Howdoesyourschoolbuildingharmnature? Howdoesyourschoolprovideyouwithviewsofnature? Whatwouldyourschooldaybelikeifyoudidn’tgettolookoutside? Howareyouableinteractwithnatureinsideyourschoolbuilding? Doyouthinktheschoolbuildingisneutral? Doyouthinkthatbuildingsteachyouanything? Whatdoesthisbuildingteachyou?
Whatistheimaginedpotentialofschoolbuildingstofosteraconnectiontonatureinparticipants?
Howcouldyourschoolbuildinghelpnature?Whatdoyouimagineaschoolthatisattentivetoyourrelationshiptonaturetobelike,looklike,etc.?