The ‘Nature’ of Vertical School Design—An Evolving Concept

Abstract

Successful urban school design includes green space to counterpoint the built form in cities, where parks and reserves are well frequented. Further integration of landscape and buildings is an aspect of urban development that could improve how architecture is experienced by the wider community. Above all, evidence shows that it enhances the health and wellbeing of inhabitants. By providing green space in buildings, nature can be accessed more directly by its occupants and allow connection with nature to occur more easily. Integrating nature with architecture can improve a building’s self-regulation, energy consumption, and overall performance. Architecture that integrates nature can have a distinctive appearance and character. The co-existence of bricks and mortar with plants and vegetation is one example of integration, whereas the use of natural materials such as timber as part of the building fabric can create distinctive architecture. It is this individuality that can provide a sense of identity to local communities. Access to the outdoors in urban settings is a critical requirement for successful urban school design. This paper focuses on the architectural practise of designing biophilic schools and illustrates how optimising playground opportunities can provide the highly sought-after connection between architecture and nature. Connecting classrooms and pedagogy to the outside environment during the design phases of projects can create unique responses to a place, enhancing the learning experience in environments where architecture and nature can be informed by emerging biophilic evidence. This study strives to develop a strategy where educational clients can be convinced to actively embrace a biophilic school approach. It also seeks to convince architects to adopt a biophilic approach to school design across design studios using the emerging evidence based on biophilia and biomimicry.