Assignment 1 Samantha Scanlan

Layout

School A (Kindergarten) There are only a small number of artificial lighting as the windows allow for great natural lighting. Use of furniture as dividers to halve the space. Open layout for easy flow of people and activities Large amount of open space allowing for free movement throughout the classroom.

School A (Kindergarten) This classroom follows mainly a Perimeter layout with most activities occurring on the perimeter of the room. Use of wooden platform to define area. Straight pathway from entry to wet area/toilet. Great natural light in wet area with one wall constructed of only windows.

School A (Kindergarten) Use of skylight allowing for more natural light. Quiet area was created using draping, which dimmed the lighting in the area creating a calming safe effect. Tables and displays create dividers between areas.

School B (Pre-school) This classroom follows a maze layout with learning areas scattered throughout the room. Meandering pathways created by desks and activity spaces. Natural light softened by using lace curtains. Boxes used for private and small group interaction.

School B (Pre-school) Great use of hard flooring covering 2/3 of the room allowing for large wet areas. This hard flooring is easily washable allowing wet activities to be spread throughout the room. Carpet used to define the dry area. Artificial and natural lighting keeps the room warm and inviting.

School B (Pre-school) Furniture and carpets are used to divide up areas. The furniture is small and on wheels allowing it to be a flexible divider. Draping used to create a quiet area. This quiet area has also been closed in with a themed wall creating a small nook for more private interactions

Similarities between schools Both classrooms used furniture as dividers in their classroom. Both classroom s used draping to create quiet/intimate spaces. Both classrooms used as much natural lighting as possible.

Differences between schools Classroom B has a large area of hard flooring in the classroom allowing for greater wet activities in comparison to classroom A which only had a very small hard floored area at the back of the classroom as the wet area. Classroom A used more or a straight pathway layout whereas Classroom B used a meandering pathway layout. Classroom A used Perimeter layout strategy whereas Classroom B used a maze layout strategy. Classroom A had a small platform whereas classroom B did not.

Space

School A (Kindergarten) Child sized equipment and objects used so that children can be independent. Wooden/natural objects are used as furniture a well as to hold items adding to the aesthetic properties of the classroom rather then use plastic items.

School A (Kindergarten) Flexible space- is a large space that could be turned into a small space if necessary with dividers. Use of light box to create a brightness as the material blocks out some lighting, all of which give a calm effect. Natural objects on table and the colour schemes used as the aesthetic properties of the classroom.

School A (Kindergarten) Straight pathways creates easy flow in the classroom from entry to wet area/toilet. Child sized furniture is prominent with most chairs and table being child sized. Lots of natural objects and cool colours are present throughout classroom giving a calming feel to the classroom as well as enhancing its aesthetic properties. Many large/open spaces allowing for flexibility in the classroom layout and for creating smaller spaces.

School B (Pre-school) Spatial variety is found in the classroom with evidence of “myspace” which was created by placing netting around bookcase and pillowcases. Without the netting this space would be transformed into “ourspace” being a bigger space however would loose its ‘myspace’ value.

School B (Pre-school) This classroom presents meandering pathways which are created through the use of activity desks scattered around the room. Child sized furniture used- desks, chairs and aprons. Blue colouring seems to be prominent in this classroom which is a cool colour producing a calming effect.

School B (Pre-school) Again “myspace” was created using boxes the children hand painted. This small space was created using netting, backboard and carport to define the area. Child sized equipment- the boxes could only fit one or two children perfect for “myspace” as well as child sized objects which were located inside the boxes.

Similarities between schools Both classroom used child sized furniture and objects Both classrooms only had one entry/exit point. Both classrooms utilised cooler colour schemes to produce calming effects.

Differences between schools Classroom B used “myspace” greater then Classroom A Classroom A used a straight pathway whereas Classroom B used meandering pathways. Classroom A utilised more natural aesthetic qualities as well as materials in comparison to classroom B who used more plastic materials. Classroom A had more open space to allow for a more flexible classroom space.

Materials

School A (Kindergarten) Natural loose items which draws on aesthetic qualities of materials. Diverse natural objects are stored in similar shallow baskets encouraging students to engage with the loose items. Using natural objects usually found outside inside invents new possibilities for use Offers collection of natural materials to highlight a learning domain of nature.

School A (Kindergarten) Use of natural objects and nature colour schemes overall adds to aesthetic value. Materials were selected that would spark children's interests Invented new possibilities for familiar materials The books are displayed within the materials

School A (Kindergarten) Light table is used to spark interest and transform materials with the images set out show how they can be used and extends the interest of children. Cultural wooden toys are stored in weaved baskets which match the aesthetic qualities of the classroom and extend the classes interests in culture. Wooden blocks are present which can be transformed and extend a childs imagination

School B (Pre-school) The use of foam and food colouring can transform and extend children's thinking to use materials in new and different ways. It also allows children to invent new possibility with familiar materials. The use of foam allows children to feel different textures in comparison to usual classroom situations.

School B (Pre-school) Use of natural materials-being the bottlebrush- suggests what the student should paint. This offers complexity and allows for extension of children's artwork by allowing them to first study the bottlebrush and then paint it Use of brown paper gives a natural background colour scheme in comparison to standard white paper sparking new interest to the activity.

School B (Pre-school) Boxes were used from an enhanced view of children as they were large enough for a child perfectly allowing for one or two children to sit in each box. Painting and using the boxes as materials allows the children to invent new possibilities from familiar materials. Boxes can be transformed using paints and materials in congruence with the children's interests and imaginations. Materials were arranged inside and outside of the boxes o offer complexity and extend the children's interests and give suggestions on how to use the materials together.

Similarities between schools Both classrooms supplied materials to extend children's interests Both classrooms offered collections of materials to specify a learning domain Both classrooms had use of natural items to extend children's learning and to offer complexity.

Differences between schools The diverse materials in classroom A were all stored in natural woven baskets rather then plastic containers. Classroom B used more wet materials then classroom A allowing for wider textures to be felt. School A used a wider variety of natural materials throughout the classroom in comparison to classroom B which only used it minimally. Classroom B promoted painting using natural objects to prompt painting the moment you enter the classroom. Classroom A had one easel at the back of the classroom which was not encouraging to use. Classroom B encouraged particular play using structured specifically laid out materials in comparison to classroom A which offered open ended flexible materials for play. Therefore classroom A had more materials that could be transformed. Classroom A presented more orderly beautiful arrangements in comparison to classroom B.