Primary school design : the psychological impact on users

Abstract

In the last century, technology developed to a degree, which is providing architects with the means to design better quality buildings. Architects, however, have not always managed to create user-friendly buildings and it has for some time been acknowledged that a balance has to be achieved in the building between the use of modem technologies, climatic factors, and cultural considerations. This indicates that architects should develop a level of understanding of the social sciences, in order to be aware of the effects that their buildings may have on people. Among other things, architects have to realise that potential users have a lot to contribute to the successful fulfilment of design processes. This dissertation is concerned with school-buildings. Such buildings on their own do not determine whether or how much students learn. It is evident however that a sensitively design school can facilitate learning. This study indicates that through the recognition of input from potential users of their buildings, in this case, schools, architects can design buildings capable of providing the space and atmosphere required under modem curriculums. Educational facilities can and should make a significant contribution to the success of educational programmes. Classrooms should not be thought of, as the one-fits all spaces, but the whole learning environment should be conducive to 'learning-by doing'. It should also be available to parents and to the community at large after school hours. In this way the community uses the school facilities and parents can take a more active role in their children's education. The central research question for this dissertation revolves around the analysis of the impact of the physical environment on its users. The study was carried through the analysis a sample of primary schools in Malta, which involved carrying out a survey of a selection of Church, Independent and State schools, and interviews with architects and head teachers. The survey provided the necessary material for a comparison between schools; the interviews with head teachers presented an overview of the way the school is perceived by the user while the interviews with architects highlighted the concepts and ideas school built in different periods in the last century were designed on. From the literature review, interviews and survey carried out, one can conclude that education in Malta is up-to-date in theory with current international research/practice. In the real world, however, some buildings leave much to be desired and are inadequate as primary schools, while other buildings are potentially satisfactory if modified.