Grade 9 Design Unit

Statement of Inquiry: How we feel and act is influenced subconsciously by the environment we created around us. We can change ourselves by changing our environment

Problem: In April 2019 HJIS will open the new Media Centre and currently it is a big empty space and not ready for use.

Design Brief: Your task is to research Media Centres, Libraries, Interior Design, Architecture and, matching with the current and future needs of the HJIS Staff and Students, create a well-designed space that enhances learning and creativity. Students reflect on how the built environment has a large hand in subconsciously shaping how we feel, and therefore how we act. Students design this space so it has a positive effect on the users feelings and behaviour. Students create a scale architectural model that showcases this new space.

Design Specifications: Your DESIGN must

• High Technology incorporated
• Bookshelves that are organize Grade level (Height, sections divided)
• Be a modern design with consideration to Japan style
• Variety of seating
• Variety of spaces
• be neat and tidy
• be able to have two large classes use the room at the same time without disruption
• be visually attractive and inviting
• skillful select furniture to enhance learning and creativity
• meet the needs of the stakeholders and end users
• skillfully use colour to enhance learning and creativity
• be accurate in size and measurement

ATLs Addressed:

• Thinking skills
  
• Communication skills
  
• Research skills

Design Assessment Criteria A:

0 >> The student does not reach a standard described by any of the descriptors below.

1-2 >> The student:

i. states the need for a solution to a problem for a specified client/target audience

ii. develops a basic design brief, which states the findings of relevant research.

3-4 >> The student:

i. outlines the need for a solution to a problem for a specified client/target audience

ii. outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some guidance

iii. analyses one existing product that inspires a solution to the problem

iv. develops a design brief, which outlines the analysis of relevant research.

5-6 >> The student:

i. explains the need for a solution to a problem for a specified client/target audience

ii. constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem, with some guidance

iii. analyses a range of existing products that inspire a solution to the problem

iv. develops a design brief, which explains the analysis of relevant research.

7-8 >> The student:

i. explains and justifies the need for a solution to a problem for a client/ target audience

ii. constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently

iii. analyses a range of existing products that inspire a solution to the problem in detail

iv. develops a detailed design brief, which summarizes the analysis of relevant research.

Library Design Considerations

We've recently opened a new library at UWCSEA Dover. The library has been in R&D for years, I stepped into the teacher librarian role 6 months before opening the new space. We opened January 4, 2016 with the library team making the move over the break. The library assistants at UWCSEA are truly amazing and it is a pleasure working with them every day. The new library is significantly larger, thoughtfully designed, and we're experimenting with various furniture solutions. The library serves over 2,000 secondary students. During break and lunch, the library is visited by between 200 and 500 students at once. Our library is shared with the IT department including Mac doctors, digital learning coaches, and digital media support. This post is be helpful for anyone designing a library or investigating types of library furniture.

The first design consideration is the shape of the library. Ours follows an 'L' shape that cuts down on noise from the entrance. The library is designed so the deeper a patron goes into the library, the quieter the space becomes. The deepest area of the library is referred to as 'the quiet'. Bookable collaboration rooms and a classroom are available to students, staff, and parents.

https://kurtwittig.blogspot.com/2016/01/library-design-considerations.html<br>

Primary Research 

Hi Mr. Watson,Here are some answers to the G9's questions.
1) Can you please share your thoughts about sound in the library?

 When you have more than one class &/or many people - how can the layout help contain noise?Layout is fundamentally important for the sound in the Library. If you're looking to naturally reduce sound, I recommend having a floor library. Two floors will allow the sound to carry up the stairwell/mezzanine. Angles are also an important consideration. Sound will 'die' in 90 degree angles. The ceiling has the greatest opportunity to have sound dampening properties through recessed tiles and sound panels. Also creating areas for small groups to discuss and meet is important. Large wide open spaces in a library filled with tables and chairs will invite large groups to form which can quickly add to noise. Generally, a groups of more than 10 students don't need a Library, they need a gym or classroom. Here is a blogpost about Library design considerations I should have updated with the new additions to the Library. All the info and research is still relevant. 

2) What colours schemes work best to inspire calm, study and focus?

Interesting this question came up. I researched this fairly extensively late last school year. Luckily our school's colors happen to be the best for inspiring calm, study and focus: blue and green. 

3) How do you arrange books for different age groups?

I try to keep this as simple as possible that will facilitate 1. reading and 2. books being easily found. Our Middle School Fiction section is organized by genre as you would find in a book store, Sci-fi, Historical Fiction, Realistic Fiction, etc. The HS Fiction is organized by the first three letters of the author's last name. The Nonfiction sections of MS and HS are together and follow the Dewey decimal system. 

4) Can you identify what furniture works best for a school Library?

Flexible. It should be able to be moved around and serve different purposes. This is true for tables, chairs and shelves.

 
5) Imagine your ideal school Library - describe it.

My ideal school Library would be massive in size. Teachers would not have separate classrooms but would have locations in the Library. The school curriculum would be entirely project based so students would liaise with the specific teachers they need to complete projects. The Library itself would be naturally lit, have flexible furniture, have moveable pods that could connect to make classrooms of different sizes, wired for insanely high speed wireless connectivity, and the furniture would be flexible and sound dampening. 

6) Please list - what NOT to do when designing the layout of a school Library

Do not make it more than one floor. Do not have water features like waterfalls. Do not put libraries in windowless rooms - natural light is one of the most important design considerations. Do not place the library in a corner of upper floor of the school. It needs to be the physical hub of the school. 

7) Any other comments or suggestions about how to design an excellent school Library?

It is important to try to staff the Library with a teacher librarian with a degree in teaching and library sciences. This is not always possible but highly recommended. Libraries are more than physical spaces, they are alive with the people that work in them and use them. Create a culture of respecting one another in the Library. Just because one student loves the sound of their voice, not everybody wants to hear it. I have also attached an IB Extended Essay rough draft a grade 12 student did this year about the design of our Library. I highly recommend you read it and note her primary and secondary research.

Good luck!Cheers,Mr. Wittig