Abstract:
The main intention of the research is to develop a model for an inner city primary
school building which is responsive to the urban context and reflects the
educational theory of Social Constructivism. The underlying demand for an inner
city primary school was identified as a result of a recent demographic shift which
involves more families living in the centres of New Zealand’s cities. Schools are
an important part of a city’s infrastructure, where quality schools can help to
develop quality cities. There should be a close fit between current educational
theory and contemporary school design. Social Constructivism views learning as
the construction of knowledge through social interaction with peers, adults and the
environment.
The design case study proposes a vertical school that is capable of supporting
strong links with the community through developing a ‘public living room’
alongside retail outlets. While the vertical nature of the school limits some contact
it is possible to develop a ‘learning street’ and other meeting places within the
school. The plan also provides flexible classroom spaces and workrooms to meet
curriculum objectives. A variety of indoor and outdoor spaces can be provided but
it is proposed that the children also access the city’s public open spaces and
amenities. The city can be viewed as an extended classroom, as suggested in
Strickland’s ‘City of Learning’ model. The site for the proposed school was
selected to ensure easy access to amenities and resources. Overall the research
suggests an inner-city primary school building is possible and even desirable for
those living and working in the city.
