Victoria School

Narratives

Architect Narrative

Current trends in learning reflect a move towards more active, collaborative and inter-disciplinary learning. For designers, this signals a paradigm shift in creating environments conducive for group-based project work and hands-on learning.

THE ECO-STREET: A ¡°LIVING LABORATORY¡±

The design marks a new threshold for the new learning. Outdoor spaces are no longer considered secondary, but integrated to become the very heart of the school.

The Eco-Street forms the central artery of the linear plan that relates to the metaphor of a learning journey. The boundaries between building and landscape are blurred, with linkways and footpaths weaving through the lush greenery, revealing a tapestry of nature enriched by student activity and interaction within an ¡°outdoor classroom¡±. The Eco-Street thus assumes the important roles of social and learning space.

Functionally, the Eco-Street takes the form of a central green lung that provides relief space between blocks, where students can linger amidst natural surroundings to rejuvenate their minds and help them learn better.

The flora and fauna provide not only visual and experiential benefits. In tandem with the school¡¯s emphasis on integrating nature into the curriculum, it is designed to form a stage set for outdoor learning driven by research and exploration. A departure from the confines of a classroom, this informal setting removes inhibition, encourages spontaneity and increases interaction with the environment.

ARCHITECTURE AS LEARNING PROP: INTEGRATING BUILDING AND LEARNING

The design attempts to use architectural elements as props for learning. This creates opportunities for discovery, enquiry and discussion- key ideas underlying the new learning. The building is conceived not as a passive container of knowledge but as an integral part of learning. The school has embraced what designers have provided. They have carried out poetry reading, painting and language lessons incorporating different areas of the school as part of the learning process, using the built and natural environment as stimulus for their lessons.

The synergy between building and environment comes alive in the perforated sunscreens with murals of renowned figures that become a historical narrative of the school, while reflecting a passive design strategy sympathetic to the tropics. Walls are no longer silent backdrops but come alive as dynamic canvases that capture the changing moods created by light and shadow, enhancing students¡¯ awareness of changing conditions at different times of the day. Even ceiling areas that are commonly played down are used to advantage by creating constellation patterns with panels and lights of different shapes and colours.

RELATIONSHIP BETWEEN INSIDE AND OUTSIDE: FLEXIBILITY AND ADAPTABILITY

Learning spaces are designed not as isolated rooms but in relation to surrounding environment, allowing flexibility and adaptability for spillover activities. The academic studios (classrooms) and specialised hubs (E.g. Art and Craft Rooms) are designed with easy access to areas that provide instructional and learning materials, such as the Eco-Street, and support spaces for work-in-progress. Even rooms on upper levels have access to outdoor decks and balconies.

This layering of spaces reflects a climate-responsive approach where the school is conceived as a total environment. It is not sufficient for interior spaces to have good thermal comfort. The interstitial and outdoor spaces must also be well-shaded to facilitate use throughout the day.

Educator Narrative

The school was conceived as a ¡°school within a garden¡±. The first step taken by the planners, including the architects and school administrators, was to retain as many mature trees as possible that were part of the existing site on which the school was to be built. The building contractor was given specific instructions to retain at least those trees along the periphery of the site. In the end, more than 20 full grown trees were successfully retained. Interestingly, part of the design of the new school fencing incorporated holes to accommodate some of the existing tree trunks.

A high-rise garden at the parade square on the fifth storey was specifically constructed. In the garden, we grew flowering plants and trees. The objective was to attract butterflies and other insects so students can have first-hand experiences with the insect kingdom. So far, bees have been the main pollinating insects found in the garden.

Besides the retention of trees and the construction of the high rise garden, the school had planned to construct a solar-panel roof, windmills and water recycling and retention systems, as well as an Eco-Street (a central spine of about 60-metres) comprising ponds, gardens, outdoor platforms and a range of tropical flora and fauna. Provisions for all these environmental features were already made in the original design of the school as a result of the ongoing collaboration between the school and designers throughout the entire process. But in the end, due to costs constraints, we chose to develop the Eco-Street as first priority as it was the most crucial and central idea underlying the new school. The Eco-Street was built with clear learning objectives- to integrate ecology into the curriculum and to use the physical built and natural environment for learning.

The teachers have carried out lessons incorporating different areas of the school as part of the learning process. They have used the school building features and special areas as stimulus for their lessons, including poetry reading, painting and language lessons.

Over the last year, the Eco-Street has been fully made use of for learning. Students have conducted studies on water ph level of the pond as well as the cycle of life in the pond. English and Art classes have been held using the pond as the theme. As for the plants and trees, there a project will be started soon to classify the types of plants found within the school, as well as the uses for which the plants could be put to.

The emphasis environmental awareness has also spurred the school to adopt environmentally friendly biodegradable crockery for use in the school canteen. Unfortunately, due to the high price of the crockery, the project was discontinued after 2 months. Nevertheless, the school has not given up and is still sourcing for vendors that are interested in providing such crockery at a reasonable price.

Enthusiasm for the environment has also resulted in the setting up of an environment club. The environment club has recently completed an environment audit for the whole school, including specific areas within the Eco-Street itself. Results will be known at the second half of the year.

The lesson learned by both teachers and students from the projects initiated by the school are that environmental efforts have to be sustained. Commitment is required from all stakeholders ¨C students and staff - to ensure that everyone is aware and appreciates the need to conserve the environment. The school will continue its effort to stress the need to be environmentally friendly. Afterall, the beneficiaries of an environment that is clean and green are the students themselves.