(Re)thinking public school architecture as a pedagogical tool

This thesis aims to rethink elementary public-school architecture by exploring its
\nability to become an influential aspect of the pedagogical process in schools. As
\neducational paradigms have historically responded to social, political, and cultural
\nconditions, it appears that the development of educational paradigms has moved
\nfaster than the educational buildings of the 21st century. Paradoxically, the spatial
\nconditions of educational architecture seem to be stuck in the 19th century.
\nAlthough there are notable school buildings that emerged from the 20th and
\n21st century that challenge a conventional school model, the existence of a gap
\nbetween school architecture and pedagogical paradigms is predominant in the North
\nAmerican context.
\nBeginning with an investigation of the current spatial conditions of educational
\narchitecture, specifically in North America, this thesis analyzes the relationship
\nbetween school buildings and pedagogical paradigms that draw upon the history
\nof education and its built institutions. As well, it examines the factors that prevent
\nsuch correlation. Relevant building typologies were studied through orthographic
\ndrawings to create a visual comparison of school buildings from the 19th century
\nto today. This allows us to observe the major spatial transformations that occurred
\nbetween school models over time. Additionally, the analysis addresses how the
\nsocial, economic, and political factors influence the relationship between the design
\nof learning environments and the shift in educational paradigms, uncovering the
\nprinciples of school designs and identifying clear discontinuities between the built
\nforms and educational models. Undoubtedly, most of the contemporary educational
\nbuildings present in the North American context manifest spatial traditions that bear
\nfew relations to the current knowledge of the learning processes.
\nConsidering the significant role of the learning environment in the support of critical
\nthinking, discovery, and creativity, this thesis explores this potential to overcome
\ncentury-old traditions of learning through memorization and subservience to the
\nauthority of the teacher. We use the context of Markham, Ontario, in the Greater
\nToronto Area, to create an elementary school based on the principles seen in
\nMontessori’s, Reggio Emilia Schools, and Lab Ecole projects, which respond to the
\nbasis of the most actual theories of children education. The designs we see today
\nof newly constructed school buildings within the suburban context tend to be
\nan afterthought, prioritizing budget, and fast construction rates with little to no
\nconsideration to how the built environment can aid in the learning process. As a
\nresult, the suburbs provide an ideal setting to explore how the physical environment
\ncan aid in the learning process. Ultimately, using architecture as a pedagogical
\ntool that prompts the physical environment to inspire, stimulate, and encourage
\nexploration and investigation of new ideas while supporting collaboration and the
\ndevelopment of connections beyond the typical school environment.

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