REFLECTION 1

My design 'swamp' is the outdoor library courtyard in the large state primary school in which I work as a teacher. The courtyard is a large open space that is accessible via large sliding doors off the main library building. 

It reminds me of a once beautiful garden, that now lays neglected and untended. The basic structure of the garden remains, however the weeds have begun to creep in and as a result the garden is a shell of its formal glory. With the unpainted besser brick wall and high timber fence, it feels a little cold and imposing. The lack of furniture or seating, also makes the space feel barren and uninviting.

A problem with the lack of comfortable seating or facilities is that students do not use this area. It is a wasted area, which in a large school, could be used in a variety of ways including an outdoor learning space, reading nook or an area for students to hang out with friends and socialise. 

I see great potential for this space to promote student well-being and collaboration. With a little cultivating, I envisage a flexible, relaxing and welcoming space. 

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REFLECTION 2

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My local public library was the site I visited to further inform my learning space design response, using the Biography of a Place heurisitic to gather an awareness of the design features of this learning space (Day, 2003). In my assumed role of a student, the learning space I selected within the library was a communal area adjacent to the library cafe.

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                             Author image: Nature view                                        Author image: cafe zone

Two key learnings to inform my learning space design response

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1. Natural light filled space with nature views

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The library communal area was filled with natural light from large glass windows overlooking open green space and gardens. A view looking out towards mature trees and plants, contributed to a sense of well-being in the space and provided a visually interesting focal point. This is particularly relevant to my learning swamp as this element is currently lacking in the space and the addition of plants and nature would assist with improved student well-being in the courtyard.

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2. Zoned areas in an open space

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The communal library space was zoned into various seating configurations including comfortable arm chairs, couches, bench seating and traditional cafe tables and chairs. Zoning allowed various activities such as socialising with friends, reading the paper or enjoying a coffee to co-exist harmoniously within a larger space. The use of seating zones also allowed library users the flexibility to choose how they would use the area.  The use of zoning in my learning swamp would assist with meeting a variety of needs in the courtyard, while also allowing for flexibility and student choice.

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