THE EVOLUTION OF OUTDOOR LEARNING ENVIRONMENTS
RICHARD HUNT | SENIOR ASSOCIATE, DESIGN ARCHITECT
Throughout the 20th century, outdoor learning became integrated into educational models as an increased interest in the natural sciences arose. However, as the 21st century approached, the priority of outdoor learning was lost to an increased preparation for standardized testing and increased time for classroom instruction (Miller, 2012). Outdoor learning can be complex – factored by location, systemic support, and differing degrees to which structured and unstructured learning are supported (Oberle, Zeni, Munday, & Brussoni, 2021). However, when the design of outdoor learning environments is influenced by the users and district administration, there is great potential to offer clear social-emotional and academic benefits for students.
In today’s educational landscape, outdoor learning environments have undergone a remarkable transformation, evolving into spaces that seamlessly support the curriculum and extend the boundaries of the traditional classroom. Today’s students, comprising primarily of Generation Z and Alpha, have grown up with an unprecedented level of access to technology, able to inquire on nearly any subject with a simple search. As globally connected and digital natives, students in schools require facilities that allow for the ability to think critically and creatively, to communicate clearly, and to collaborate with others – all setting them up for success in their careers.
These environments have become an integral part of educational facility design, offering a unique opportunity to integrate landscape, technology, and learning resources to foster collaborative learning experiences that transcend the confines of indoor spaces. Recognizing the significance of outdoor play and exploration, these environments provide a rich and stimulating backdrop for cognitive growth, social interaction, physical activity, and emotional well-being.
WHAT HAS CHANGED
In this article, we delve into the pivotal role of client and design team alignment in the success of outdoor learning environments, encompassing spaces like courtyards, outdoor classrooms, and pavilions. Our focus spans across Texas, exploring projects of varying scales, as we explore the driving forces behind this transformative shift. Four prominent categories arise: the importance placed on well-being, the cultural shift intertwining educational curricula with nature, the crucial aspect of safety and security, and the indispensable factors of maintenance and affordability.
With an increased emphasis on social and emotional practices and learning spaces, recent research conducted by our VLK | EDGE® team (Oliveras, Bouillion, Koprowski, 2023), highlights the significance of intentional design and demonstration. Teachers participating in the study reinforced, “spaces assist them with meeting students’ needs associated with an inclusive environment. In sum, four strong themes emerged in the study that support intentional design of flexible learning spaces: ownership, engagement, collaboration, and inclusiveness.” These themes extend to the exterior environments as students and educators are empowered to express ownership and create collaborative strategies from the outdoor environment while intentionally connecting with environmental factors that promote overall well-being. Studies have shown that exposure to green spaces and natural elements can reduce stress levels, improve cognitive function, and enhance overall mood and productivity.
Furthermore, as we witness a cultural shift towards embracing enhanced educational environments at the K-12 level, there is a corresponding increase in student autonomy and mobility, enabling learning to flourish in diverse spaces that cater to individual needs. This shift emphasizes the importance of collaboration across curricula, particularly when courtyards are thoughtfully designed to accommodate multiple stakeholders, with a steadfast commitment to the holistic success of students and teacher support. In this context, the design of outdoor learning environments becomes an integral component of the overall learning model, elevating the educational experience for both students and the wider community.
With safety and security being of the highest importance to communities, outdoor learning environments present a unique opportunity to prioritize secure spaces. When the design of the courtyard incorporates features that promote visibility and controlled access, it enables passive supervision, fosters a sense of ownership among students and staff, and allows for the implementation of site security measures that effectively meet the needs of the educational setting. By implementing intentional outdoor learning environments, there is greater comfort and inclusivity, creating a higher sense of safety for students due to the high visibility of the space, and a facilitation of better interaction between students and staff. The outdoor learning environment can provide a safe and secure space that instills confidence and peace of mind for everyone.
And lastly, when it comes to ensuring the longevity of outdoor learning environments, maintenance practices are to be considered. The utilization and affordability of artificial turf offers a cost-effective solution for maintaining a vibrant landscape without the need for intensive watering or mowing. Additionally, shading devices, made more affordable through advancements in materials and technology, provide essential protection from harsh sun exposure, ensuring the comfort and safety of students and staff. Campus landscaping and maintenance can deliver maximum impact with minimal investment. Thinking with an accessibility- and mobility first mentality provides easy movement throughout the campus with upgraded pathways, sufficient lighting, increased outdoor seating, understandable and friendly signage, and technology upgrades like internet access and outdoor charging stations. Through careful consideration, outdoor learning environments can be designed and maintained to create optimal spaces for education and growth.
THESE ENVIRONMENTS PROVIDE A RICH AND STIMULATING BACKDROP FOR COGNITIVE GROWTH, SOCIAL INTERACTION, PHYSCIAL ACTIVITY, AND EMOTIONAL WELL BEING
LOCKHART ELEMENTARY SCHOOL NO.5
LOCKHART ISD
Elementary students will utilize a courtyard space differently than high school or middle school students. At the elementary level, outdoor space is important for play and exercise as much as outdoor learning. The main courtyard at Lockhart Elementary School No. 5 (LES5) has playground equipment for the younger students to use in a contained and safe environment, separated from older students.
USING THE BUILDING TO ENCLOSE THE OUTDOOR SPACE PROVIDES THE BEST VISUAL AND PHYSICAL BARRIER TO THE OUTSIDE WORLD.
The main courtyard’s primary connections are to the cafeteria and library, with visual connections from the art and music rooms. Functionally the courtyard has a variety of elementary-suitable learning tools. Imbedded in the concrete are maps of the country, state, and county giving students an understanding of geography. The courtyard has dedicated areas for music exploration and science experiments geared to younger students.
The life skills classroom has direct access to the main courtyard with a sheltered area within the courtyard. By being a part of the main courtyard, students in special education are integrated into the activities and afforded opportunities to experience the courtyard with the student body while maintaining the safety and security needed. A secondary courtyard has a large learning stair for older students to use for learning outside the classroom. This learning stair can also be utilized for community events and movie nights with parents. The secondary courtyard has connection to the larger playgrounds serving the older students.
GUS ALMQUIST MIDDLE SCOOL
HUTTO ISD
The most important keys to any successful outdoor learning space are accessibility and functionality, and the courtyard at Gus Almquist Middle School (GAMS) takes both to the next level. The courtyard is the central node around which the classroom wings wrap. Large garage doors allow free movement in and out of the classrooms to the courtyard. The dining commons has a direct connection to the courtyard and features a large overhang for outdoor dining.
EQUALLY IMPORTANT TO A REDILY ACCESSIBLE COURTYARD IS A FUNCTIONAL ONE.
At GAMS there are many learning tools built into the courtyard. Two winding paths define the courtyard, one is stained with stripes of various shades of blue to represent the rivers and streams where hippos (the school mascot) are found in the wild. The distance between the stripes is measured out in meters and gives the students a visual reference for measuring distances. The second path represents the meadows and lands where hippos roam. Represented on this path is a scaled version of the solar system, giving the students an immediate understanding of the scale of the solar system. There are cartesian grids and atomic structures built into the concrete paths and alongside planting beds for gardens – all focused on allowing students to discover and imagine freely.
SHERMAN HIGH SCHOOL
SHERMAN ISD
WHEN ASKED WHAT THEY MOST DESIRED FOR THE NEW HIGH SCHOOL, THE COMMUNITY OF SHERMAN, TEXAS RESPONDED,
“A COURTYARD”
The community viewed a centralized courtyard as a place for community engagement and social gathering for after-hour events at the competition gymnasium and auditorium. The high school administration recognizes the courtyard as a safe and contained outdoor space that students can utilize throughout the day. Students appreciate the freedom and relaxation an outdoor learning environment provides.
The courtyard at Sherman High School (SHS) is a large expanse of open space of roughly 1.8 acres, about the same size of a typical elementary school footprint. The scale of the courtyard provides every part of the high school exposure to the open space. The main hallways are adjacent to the courtyard with windows allowing students and educators constant exposure to the outdoor space as they move through the building throughout the day. The dining commons has a direct connection to the courtyard, allowing students to enjoy lunch either on the outdoor furniture or the many artificial turf berms through the space.
With the courtyard being the nucleus of the building, combined with its campus-wide transparency, the administration can maintain visibility of courtyard activities, giving educators confidence while providing students with freedom to utilize the courtyard as an integrated part of the campus.
IN CONCLUSION
The evolution of outdoor learning environments prioritizes student well-being and holistic development. Kevin Worthy, Educational Planner and Senior Associate at VLK (and former superintendent for Royse City ISD) elaborated,
Outdoor learning environments allow our students to embrace curiosity, foster creativity, and instill a lifelong love for learning. As we continue to develop and design outdoor learning environments, we must focus on the experience the space can provide our students. Through outdoor experiences, our students can learn resilience, ownership, and collaboration. By creating this dynamic setting, learning can become and adventure, sparking creativity, innovation, and a profound connection to the world around us.
Collaborative efforts between clients and design teams have shaped these spaces to enhance social-emotional practices and offer rich experiences for cognitive growth and well-being. Outdoor learning spaces are integral to the educational model, promoting inclusivity, safety, and sustainability while preparing students for academic success and beyond.
REFERENCES
Miller, Elizabeth Strachan (2012). The Evolution of American Outdoor Education in the Twentieth Century. Boise State University Theses and Dissertations, 331.
Oberle, E., Zeni, M., Munday, F., & Brussoni, M. (2021). Support Factors and Barriers for Outdoor Learning in Elementary Schools: A Systemic Perspective. American Journal of Health Education, 52:5, 251-265.
Oliveras, Y., Bouillion, D., Koprowski, S., (2023). Social Emotional Learning Practices and Learning Spaces. Research published by VLK Architects and The University of Texas at Tyler.