Biophilic Design Patterns for Primary Schools
Abstract
:1. Introduction
- To address the current lack of systematic analysis of biophilia in schools;
- To identify various biophilic design patterns in different primary schools across the world in selected cases;
- To suggest an evaluative tool for children to assess biophilic design patterns in primary schools in order to engage them in a co-design process.
2. Background
- It requires repeated and sustained engagement with nature;
- It focuses on human adaptation to the natural world that over evolutionary time has advanced people’s health, fitness, and wellbeing;
- It encourages an emotional attachment to particular settings and places;
- It promotes positive interactions between people and nature that encourage an expanded sense of relationship and responsibility for the human and natural communities;
- It encourages mutual reinforcing, interconnected, and integrated architectural solutions.
3. Case Studies
- School design with full integration of nature;
- School design that integrates some natural elements;
- School design that integrates the imitation of nature.
3.1. Vo Trong Nghia’s Farming Kindergarten
3.2. The Green School
3.3. Barn Klong Bon School and Art Spaces
3.4. Eureka Centre in Anglo Colombiano School
3.5. Hazelwood School
3.6. The Garden School
3.7. Paul Chevallier School
4. Outcome: An Evaluative Tool
- Sad;
- I do not mind;
- Happy;
- Very happy.
5. Recommendation for Further Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Theme | No. | Pattern |
---|---|---|
Nature in the Space (Direct Experience) | 1 | Visual Connection with Nature |
2 | Non-Visual Connection with Nature | |
3 | Non-Rhythmic Sensory Stimuli | |
4 | Thermal and Airflow Variability | |
5 | Presence of Water | |
6 | Dynamic and Diffuse Light | |
7 | Connection with Natural Systems | |
Natural Analogues (Indirect Experience) | 8 | Biomorphic Forms and Patterns |
9 | Material Connection with Nature | |
10 | Complexity and Order | |
Nature of the Space (Indirect Experience) | 11 | Prospect |
12 | Refuge | |
13 | Mystery | |
14 | Risk/Peril |
Biophilic Categories | Biophilic Design Patterns | Attributes |
---|---|---|
Nature in the Space | Visual Connection with nature | View to elements of nature, living systems, and natural processes; |
Non-visual connection with nature | auditory, haptic, olfactory, or gustatory stimuli that engender a deliberate and positive reference to nature, living systems, or natural processes. | |
Non-rhythmic sensory stimuli | Stochastic and ephemeral connections with nature that may be analysed statistically but may not be predicted precisely. | |
Thermal and airflow variability | Subtle changes in air temperature, relative humidity, airflow across the skin, and surface temperatures that mimic natural environments. | |
Presence of water | A condition that enhances the experience of a place through seeing, hearing, or touching water. | |
Connection with natural systems | Awareness of natural processes, especially seasonal and temporal changes characteristic of a healthy ecosystem. | |
Dynamic and diffuse light | Leverages varying intensities of light and shadow that change over time to create conditions that occur in nature. | |
Natural Analogues | Biomorphic Forms and Patterns | Symbolic references to contoured, patterned, textured, or numerical arrangements that persist in nature. |
Material connection with nature | Materials and elements from nature that, through minimal processing, reflect the local ecology or geology and create a distinct sense of place. | |
Complexity and order | Rich sensory information that adheres to a spatial hierarchy similar to those encountered in nature. |
No. | Pattern | Experiences and Attributes [18] | Benefits to Wellbeing [2] | Design Examples [19] | ||
---|---|---|---|---|---|---|
Stress Reduction | Cognitive Performance | Emotion, Mood, and Preference | ||||
1 | Visual Connection with Nature | -Plants -Animals -Natural landscapes and ecosystems | Lowered blood pressure and heart rate | Improved mental engagement/attentiveness | Positively impacted attitude and overall happiness |
|
2 | Non-Visual Connection with Nature | Weather | Reduced systolic blood pressure and stress hormones | Positively impacted on cognitive performance | Perceived improvements in mental health and tranquility |
|
3 | Non-Rhythmic Sensory Stimuli | Water | Positively impacted on heart rate and systolic blood pressure and sympathetic nervous system activity | Observed and quantified behavioural measures of attention and exploration |
| |
4 | Thermal and Airflow Variability | Air | Positively impacted comfort, well-being and productivity | Positively impacted concentration | Improved perception of temporal and spatial pleasure |
|
5 | Presence of Water | Weather | Reduced stress, increased feeling of tranquillity, lower heart rate and blood pressure | Improved concentration and memory restoration Enhanced perception and psychological responsiveness | Observed preferences and positive emotional responses |
|
6 | Dynamic and Diffuse Light | Fire | Positively impacted circadian system functioning |
| ||
7 | Connection with Natural Systems | -Cultural and ecological attachment to place -Transitional spaces | Enhanced positive health responses; shifted perception of environment |
| ||
8 | Biomorphic Forms and Patterns | -Images of nature -Natural Colours -Naturalistic forms and shapes -Evoking nature -Natural geometries -Biomimicry | Observed view preference |
| ||
9 | Material Connection with Nature | -Natural Materials -Age, changes, and the patina of time | Decreased diastolic blood pressure improved creative performance | Improved comfort |
| |
10 | Complexity and Order | -Evoking nature -Organised complexity -Integration of parts to wholes | Positively impacted perceptual and physiological stress responses | Observed view preference |
|
Theme | No. | Pattern | Farming Kindergarten | Green School | Barn Klong Bon School | El Colegio Anglo Colombiano | Hazelwood School | The Garden School | Paul Chevallier School |
---|---|---|---|---|---|---|---|---|---|
Nature in the Space (Direct Experience) | 1 | Visual Connection with Nature | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
2 | Non-Visual Connection with Nature | Not evident | Yes | Yes | Not evident | Yes | Yes | Yes | |
3 | Non-Rhythmic Sensory Stimuli | Not evident | Yes | Yes | Not evident | Not evident | Not evident | Not evident | |
4 | Thermal and Airflow Variability | Yes | Yes | Yes | Yes | Yes | Yes | Yes | |
5 | Presence of Water | Not evident | Yes | Yes | Not evident | Yes | Not evident | Not evident | |
6 | Dynamic and Diffuse Light | Yes | Yes | Yes | Yes | Yes | Yes | Yes | |
7 | Connection with Natural Systems | Yes | Yes | Yes | Not evident | Not evident | Yes | Yes | |
Natural Analogues (Indirect Experience) | 8 | Biomorphic Forms and Patterns | Yes | Yes | Yes | Yes | Not evident | Yes | Yes |
9 | Material Connection with Nature | Yes | Yes | Yes | Yes | Yes | Yes | Yes | |
10 | Complexity and Order | Not evident | Yes | Yes | Yes | Yes | Not evident | Yes |
No. | Pattern | How the Patterns Were Applied | |||
---|---|---|---|---|---|
Farming Kindergarten | Green School | Barn Klong Bon School | Eureka Centre in Anglo Colombiano School | ||
1 | Visual Connection with Nature | Three sheltered courtyards with visible tree planting | Vast openings to nature | Indoor plants | Plants in the courtyard |
2 | Non-Visual Connection with Nature | Not evident | Openings allow sound and smell of nature (jungle) inside | Open facades allow light, air, smell, and tough inside | Not evident |
3 | Non-Rhythmic Sensory Stimuli | Not evident | -Open facades allow seeing natural movement within nature -Openness of the building allows air to create movement within the space | Open façades allow air movement within interior (plants and curtains that divide spaces) | Not evident |
4 | Thermal and Airflow Variability | Designed for cross ventilation (naturally ventilated interior) | Air movement creates cooling effect for users and changes in humidity level | Open façades allow air flow, changes in temperature, movement, and humidity | Air circulation is created by opening windows and to the courtyard |
5 | Presence of Water | Not evident | The open facade connects the occupants to water through rainfall (seen and heard from inside) | Not evident | Not evident |
6 | Dynamic and Diffuse Light | -Natural lighting through windows to courtyard facing and outer walls -Louvres filter the direct light | Open façade and roof form to provide natural light throughout the day | -Large openable facades and opaque glass panels diffuse the natural light -Internal courtyard allows light to the centre | Varying intensities of light and shadow creates conditions that occur in nature |
7 | Connection with Natural Systems | -Green roof as an edible garden -Experiencing growth cycle of plants | Open structure enables occupants to connect to the changes in nature | Openable facades allow the occupants to experience the changes of weather conditions | Not evident |
No. | Pattern | How the Patterns Were Applied | |||
---|---|---|---|---|---|
Farming Kindergarten | Green School | Barn Klong Bon School | Eureka Centre in Anglo Colombiano School | ||
8 | Biomorphic Forms and Patterns | Curved building with green roof (natural hill shape with access from the ground | Curves and natural shapes (ranging from the furniture, incorporating the natural features and strength of bamboo) | Images of animals and trees on the walls | -Symbolic references to nature (patterns, textures, and numerical arrangements) -Curved walkways and seating |
9 | Material Connection with Nature | Bricks and tiles are used within the buildings | Natural materials are used throughout the school | Natural, native materials (bamboo) are used within the building | -Minimal processing materials reflect local ecology or geology -Earth tones to create the look of clay have been used as well as brick |
10 | Complexity and Order | Not evident | Sustainable features (solar panels, mini hydro vortex, and water filtration) are visible to users | Structural elements indoors | Ventilation and power systems are visible to the users |
No. | Pattern | How the Patterns Were Applied | ||
---|---|---|---|---|
Hazelwood School | The Garden School | Paul Chevallier School | ||
1 | Visual Connection with Nature | Mature trees around site. Are visible and accessible to students | Window seats allow occupants a view to nature outside | -Vegetable garden -Accessible rooftop with plants |
2 | Non-Visual Connection with Nature | Touching natural materials | Nature sounds are played within the space | Use of natural materials with texture |
3 | Non-Rhythmic Sensory Stimuli | Not evident | Not evident | Not evident |
4 | Thermal and Airflow Variability | Natural ventilation | Natural ventilation | Natural ventilation |
5 | Presence of Water | Indoor pool | Not evident | Not evident |
6 | Dynamic and Diffuse Light | -High level and height glazing -Louvers to filter sun -Light, shadow varied: replicates nature | -Natural lighting inside controlled with blinds | -Natural light in corridors -Floor to ceiling windows -Façade with holes and wood frame |
7 | Connection with Natural Systems | Not evident | Visible view from seats | Nature is framed by the large windows |
No. | Pattern | How the Patterns Were Applied | ||
---|---|---|---|---|
Hazelwood School | The Garden School | Paul Chevallier School | ||
8 | Biomorphic Forms and Patterns | Not evident | -Honeycomb-like seating -Wallpaper (woodlands) | Panels with circular holes that allow lights to the classrooms |
9 | Material Connection with Nature | Materials and elements from nature, such as cork and wood | -Materials to evoke nature -Natural colours | Use of wood internally and externally for walls, façades, and floors |
10 | Complexity and Order | Wooden structural elements | Not evident | Visible wooden structures (frames) |
No. | Feature | Image | Very Happy | Happy | I Do Not Mind | Sad |
---|---|---|---|---|---|---|
No. | Feature | Image | Calm | Happy | Excited | Anxious | Angry | No Feeling |
---|---|---|---|---|---|---|---|---|
Theme | No. | Patterns | Features |
---|---|---|---|
Nature in the Space (Direct Experience) | 1 | Visual Connection with Nature | - Animals (e.g., birds and pets) - Landscape in school ground - Plants inside the classrooms |
2 | Non-Visual Connection with Nature | - Sound of water - Sound of birds’ song - Smell of flowers - Natural materials to touch (bamboo, wood, and stone) | |
3 | Non-Rhythmic Sensory Stimuli | None | |
4 | Thermal and Airflow Variability | - A lot of fresh air from the windows | |
5 | Presence of Water | - A pond in school ground - An aquarium in the building | |
6 | Dynamic and Diffuse Light | - Lots of natural light from the windows - Skylight/roof window (in classrooms and school hall) | |
7 | Connection with Natural Systems | - View to outside to see plants and trees - Plants to grow and look after | |
Natural Analogues (Indirect Experience) | 8 | Biomorphic Forms and Patterns | - Natural form for seats and spaces - Circular or oval windows - Patterns of plants on walls (flowers and leaves) - Patterns on creatures on walls and floors (butterflies and shells) - Curved forms and spaces - Images of landscape on walls - Images of seaside on walls |
9 | Material Connection with Nature | -Natural materials (bamboo and wood) inside the building to see and touch - Natural materials in school ground (bamboo, wood, and stone) - Colourful walls and ceiling - Colourful glasses on the windows and doors | |
10 | Complexity and Order | None |
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Ghaziani, R.; Lemon, M.; Atmodiwirjo, P. Biophilic Design Patterns for Primary Schools. Sustainability 2021, 13, 12207. https://doi.org/10.3390/su132112207
Ghaziani R, Lemon M, Atmodiwirjo P. Biophilic Design Patterns for Primary Schools. Sustainability. 2021; 13(21):12207. https://doi.org/10.3390/su132112207
Chicago/Turabian StyleGhaziani, Rokhshid, Mark Lemon, and Paramita Atmodiwirjo. 2021. "Biophilic Design Patterns for Primary Schools" Sustainability 13, no. 21: 12207. https://doi.org/10.3390/su132112207