COLLECTION NAME:
Graduate Thesis Collection
Record
Title:
The Kinesthetic Classroom: Redefining the 1950’S Public Elementary School Environment for 21st Century Learners
Creator:
Goldberg, Kayla E.
Subject:
Thesis (M.F.A.) -- Interior Design
Subject:
Savannah College of Art and Design -- Department of Interior Design
Rights:
Copyright is retained by the authors or artists of items in this collection, or their descendants, as stipulated by United States copyright law.
Abstract:
It has been suggested that 85% of students are predominately kinesthetic learners and rely on
kinesthetic intelligence for learning (Lengel & Kuczala, 2010). In order to facilitate a learning-by-doing model,
curriculum and the built environment must go hand in hand. For the 21st century student, emphasis has
been placed on developing skills such as invention, critical thinking, self-direction, information literacy, and
collaboration, through active learning methods. However, the current school interior neglects the use of
the built environment as a teaching tool. As a result, the unique characteristics of this new generation of
students are causing them to collide with how learning is implemented within the classroom environment (CDE, 2013). Despite the changing needs of this user group, the built environment of the public school system
has remained relatively static. Supported by the historical context of school design and public education
curriculum, this thesis explores ways in which to intervene in typical existing models in order to make the
current system functional with minimal intervention. Through literature and research based design, the framework of the existing classroom is revised to
further a paradigm shift, redefining the learning environment. The research findings informed this
exploration of a new kinesthetic prototypical precedent, emphasizing the need for flexibility and studentcentered
learning environments, in which 21st century learners can prosper.
kinesthetic intelligence for learning (Lengel & Kuczala, 2010). In order to facilitate a learning-by-doing model,
curriculum and the built environment must go hand in hand. For the 21st century student, emphasis has
been placed on developing skills such as invention, critical thinking, self-direction, information literacy, and
collaboration, through active learning methods. However, the current school interior neglects the use of
the built environment as a teaching tool. As a result, the unique characteristics of this new generation of
students are causing them to collide with how learning is implemented within the classroom environment (CDE, 2013). Despite the changing needs of this user group, the built environment of the public school system
has remained relatively static. Supported by the historical context of school design and public education
curriculum, this thesis explores ways in which to intervene in typical existing models in order to make the
current system functional with minimal intervention. Through literature and research based design, the framework of the existing classroom is revised to
further a paradigm shift, redefining the learning environment. The research findings informed this
exploration of a new kinesthetic prototypical precedent, emphasizing the need for flexibility and studentcentered
learning environments, in which 21st century learners can prosper.
Publisher:
Savannah, Georgia : Savannah College of Art and Design
Date:
2013-05
Format:
PDF : 72 p. : ill