Site as experiential playground: Artistic research for a learning landscape
Structural elements of poetry create a unique framework for nature-based schoolyard design
The purpose of this study was to examine the inclusion of the structural elements of poetry in the creation of a nature-based schoolyard design. Guiding philosophies of the project were the value of experiential education in childhood development and the belief that children learn more effectively when given the opportunity to explore freely outdoors rather than being confined in traditional, industrial play spaces.
The implementation site was the grounds of a 550 student, ethnically-diverse elementary school located in Kansas. A primary appeal of this location was the pre-existing relationships between project and school administration and the significant potential for improvement, as the space had endured a period of neglect following a school remodel project. The need to overcome those environmental barriers to play motivated the designer to construct four values: to provide safety and security, create storm water drainage, recognize the school as a critical neighborhood destination, and to emphasize the importance of natural-play environments. Study authors assessed the importance of various design elements through interviews with local stakeholders including school staff, parents and children.
A unique aspect of the design process was the consideration of poetry structural elements in the arrangement of outdoor features. The author developed a working metaphor for poetry as landscape by reviewing specific pieces which evoked an emotional response that could be connected to a school yard element. For instance ‘love’ connected with ‘joy’ which translated into ‘climb,’ exhibited in the design space by a large mound leading up to a slide. Trees lining the play space provide both a shaded buffer and exemplify elements of balance and repetition. Finalized design elements created a tapestry of connected green space features and a walking path that linked the landscape with school grounds and a nearby community park.
This research project presented a unique strategy for planning and designing a nature-based school yard. Further research is necessary to examine such projects which have been fully implemented and are able to be assessed in comparison with other nature-based and industrial school yard designs.
Citation
Kingery–Page, K., Melvin, R., (2013). Site as experiential playground: Artistic research for a learning landscape. The International Journal of Pedagogy and Curriculum, 19(4),
