Abstract
Increasing interest in the (re)wilding of contemporary education and play1 through the integration of outdoor learning and free play activities into curricula has resulted in educational organisations approaching architectural practitioners for design guidance on reconfiguring their external spaces. Through the lens of three design projects, this practice-led architectural design research reflects on the role of architecture and the Architect in creating outdoor education and play environments for education organisations in the North East of England.
Written from the perspective of the architectural practitioner, the article is divided into two parts. Part one provides an illustrated overview of the three design projects, revealing how design proposals have emerged from close engagement with physical, social, and institutional contexts, and the integration of forest school, outdoor learning and playwork principles. Part two critically reflects upon the challenges, opportunities, and constraints in each project, and reveals moments of discord between the adult-agendas of the design team and the fundamental principles of self-directed outdoor learning and play. In this way, the article functions as a primer for clients and designers who plan on collaborating on projects of this nature in the future.
The research is carried out using design methods synonymous with architectural practice alongside methods from qualitative interpretative research including autoethnography and interviews.
Written from the perspective of the architectural practitioner, the article is divided into two parts. Part one provides an illustrated overview of the three design projects, revealing how design proposals have emerged from close engagement with physical, social, and institutional contexts, and the integration of forest school, outdoor learning and playwork principles. Part two critically reflects upon the challenges, opportunities, and constraints in each project, and reveals moments of discord between the adult-agendas of the design team and the fundamental principles of self-directed outdoor learning and play. In this way, the article functions as a primer for clients and designers who plan on collaborating on projects of this nature in the future.
The research is carried out using design methods synonymous with architectural practice alongside methods from qualitative interpretative research including autoethnography and interviews.
Original language | English |
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Journal | International Journal of Playwork Practice |
Publication status | Accepted/In press - 26 Jul 2024 |