Milne s Primary School: Ideas Design Log A patient commitment to learning ambitions and the development of place based relations through landscape.

Milne s Primary School: Ideas Design Log A patient commitment to learning ambitions and the development of place based relations through landscape.

M I L N E S P R I M A R Y S C H O O L Ideas Design Log A patient commitment to learning ambitions and the development of place based relations through landscape.

P R O J E C T O V E R V I E W Lisa Mackenzie Consultancy is a small design led Landscape Architectural practice with a commitment to the design of educational landscapes to support children s development potential. Re-thinking the significance of school grounds to forge new place relationships in communities. Lisa Mackenzie and Tiago Torres-Campos (Landscape Architects and Educators) worked with Samantha Macdonald and Eleftheria Maravelaki of Architecture and Design Scotland to plan the objectives of a consultation exercise with pupils, parents and teaching staff at Milne s Primary. It is very much hoped that through this exercise knowledge fundamental to the making of a new landscape can be given back to the very people it came from. Time spent at the school was invaluable and familiarised the designers with the current working conditions of the external landscape of the school. Primary 6 and Primary 7 pupils became collaborators in research as they communicated their invaluable knowledge through a series of thinking exercises. Teachers, within a workshop context revealed a shining level of ambition for the external spaces and places of the school and parents articulated the importance of practical issues that centred upon travel. Thus, it has been understood that the learning ambition for Milne s external landscape is high and the consequential landscape proposals need to be equally ambitious in their intention. All schools face difficult financial decisions and are challenged in strategising as to their future by very limited resources. The landscape architectural proposals for Milne s Primary are thus intended to embody a set of principles that are workable and sustainable and ultimately can cycle into decision making about the future of the school. The word CAMPUS has been used throughout the Ideas Design Log to reflect the significance of a woven sequence of spaces that function around the school for everyone, through all the seasons and beyond the school day. 10 key ideas have been logged in the information that follows. The prioritisation of these elements has come forward from the pupils, teachers and from a reading of the existing landscape and its inherent climatic and spatial opportunities. The Campus proposals weave together spaces that could be implemented incrementally over time and as they evolve and come into use can be responsive to the changing requirements and aspirations of the school and its wider community. Thought has been given as to the way in which external funding and parental investment could work in alignment with council investment over time. Some of the projects, primarily conceived to be responsive to learning ambitions of the school, are also inclined to meet the principle objectives of potential external funders. It is hoped that as the Campus grows its progress and performance is logged through decisions made as to what to keep, what to erase and what to prioritise for the future. Thus, young people can learn how to assert influence over their local living conditions and lead the necessarily patient but hugely rewarding process of change.

L I S T E N I N G & L E A R N I N G Perhaps the most important skill of being a landsape architect is listening to the people that inhabit the landscape with which you are working and learning from their expertise. During consultation with the school we ran a series of thinking exercises see bottom right for the nature of activities that contributed to the design ideas that follow. Working with shapes and forms in 2 dimensions Working with shapes and forms in 2 dimensions A sketch and note by Hugh A drawing of the big ones area by Daisy Presenting thinking and priorities A note from Daniel A note from Rory Marking invisible boundaries with coloured ropes Thinking Exercises Meet parents to discuss road safety, car and pedestrian movement and travel change opportunities Use coloured shape templates to understand how new spaces might function Talking and drawing findings from site work Use coloured ropes as physical markers within the external spaces of the school to read invisible spaces A drawing and note from Katie A note and sketch from Yasmine Make a walk into the village to understand the pupil s reading of place

A C A M P U S L A N D S C A P E THE HIGH STREET INSTITUTION ROAD THE INSTITUTE THE HEALTH CENTRE STAFF PARKING CYCLE STORAGE MILNES PRIMARY SCHOOL 8. 10. 7. INDICATIVE EXTENSION AREAS 6. PLAY SPACE RETAINED 9. OUTDOOR CABINET PARKING THE CANTEEN 1 SPORTS PITCHES AREA 1 N 0m 10m 20m

A L I V I N G S T R E E T Institution Road is proposed as an alternative streetscape, a Living Street intended to be brought to life with sensory interest, seasonal change and learning potential. The street is proposed to unite the school, the medical center and the Institute in a growing connection that weaves through space encouraging human exploration and ecological enrichment. 7. A H U N D R E D S Q U A R E Using designed stencils to get a rich graphic effect. T W O B E A U T I F U L T R E E S A P L A N T E D V E I L A new vegetative structure to contribute to the historically significant setting of the school. The landscape is designed as a series of foreground layers to the architecture. 8. S P O R T S P L A Y A R E A A Y A R D A programmatically free space for flexible learning. The yard relies apon its edge for seating space and thus observation of the activity within. Consultation with pupils brought to light the significance of defined territories for different age groups and edges in the external envrionment of the School. 9. G R O W I N G S P A C E An upcycled greenhouse and a raised bed area. P A T I O & P A V I L I O N 5. A V E R Y S P E C I A L F E N C E This project explores the fascinating between of inside and outside space through positioning a simple sheltered structure adjacent to a learning patio. This space would benefit hugely from the inclusion of loose materials allowing pupils to plan and construct their own space and invent their own games and artifacts. 10. Designed by an artist, crafted and demonstrated by a carpenter, new making knowledge comes to life in the community! N U R S E R Y G A R D E N A hedged space, thoughtfully designed to maximise inside/outside relationships. With bright markings on the surface and a blossoming tree. 6. 1 1 O U T D O O R A S S E M B L Y G R A N D N E W T R E E S Heavy construction equipment is put to a finer use sculpting lines and moulding a grassy arena in sunny position for teaching, gathering and music.

A L I V I N G S T R E E T LISTENING The school would like to re-write their travel plan and encourage walking to school. The pupils that we engaged with showed a strong affection for the Institute. As an entity in Fochabers it supports in the pupils a sense of rootedness to place (many of them attend significant social gatherings in this space). Pupils were disappointed that the Institute is no longer used as a spatial resource by the school. Many pupils walk through the car park on their way to school and meet their friends in the space before the morning bell. READING THE LANDSCAPE Fochabers has formed around a main street that runs though the centre of the town. Although a recent bypass has positively changed the volume of traffic on this street, it is still dominated by vehicles and thus the wondering learning and play potential is overshadowed. The existing neighborhood comings and goings are seen as positive contributors to the human interest of the street. The street is proposed to unite the school, the medical center and the Institute in a growing connection that weaves through space encouraging human exploration and ecological enrichment. LEARNING AMBITION DESIGN NOTES Walking to school through a rich landscape has physical, social, mental and practical consequences for children s wellbeing Institution Road is proposed as an alternative streetscape, a Living Street intended to be brought to life with sensory interest, seasonal change and learning potential. The street fosters interaction between children and their biosphere and could function as an important binary link between the school, the community and the children themselves. The gradual growing of this project allows for an exciting co-evolution of children and environment through do-able and inexpensive progressive interactions. THOUGHTS ON IMPLEMENTATION This project is inherently participatory and could involve a landscape architect and/or artist working with the school, the Institute and the wider community. Working with the travel plan could leverage some additional funding that sits outside the existing school budget. DESIGN ELEMENTS Rainwater study gardens A wall drawing A beautiful porous surface Enriched planting throughout Institution Road, drawing inspiration from a string of loved gardens in the neighborhood SEQUENCING This project could commence with small, economical interventions to trigger interest. Seeds could be grown in the school to plant out into the streetscape (see Growing Spaces project in the pages that follow).

P A T I O & P A V I L I O N LISTENING DESIGN NOTES In a series of thinking exercises conducted with P6 and P7 pupils it was clear that the boundaries of space and territorial allocations are very important to the pupils. Walls, edges and thresholds are very significant to their spatial comprehension and the way they experience external space. In the teachers consultation workshop the desire for outdoor assembly spaces (which could also support community events) and an outdoor classroom with a board, sink and tap rated very highly amongst teacher priorities. Inclusion of loose materials so that pupils can construct their own space and invent their own games and artifacts. 6. 5. READING THE LANDSCAPE The landscape proposals outline two spaces for flexible use that could be used for gatherings: an amphitheatre (see following pages) and a patio and pavilion space: a simple roofed shelter with a water supply and an adjacent spill out hard landscaped area constructed of upcylced materials in a thoughtful arrangement. Car parking currently dominates much of the external landscape and positive pupil movement is not supported between the main building and the canteen. Teachers lack sheltered space for inside/outside teaching which could be particularly inspiring to primary pupils. LEARNING AMBITION This project explores the facinating between of inside and outside space through positioning a simple sheltered structure adjacent to a learning patio. This space would benefit hugely from the inclusion of loose materials allowing pupils to plan and construct their own space and invent their own games and artifacts. Like other spaces proposed here, this landscape is inherently flexible and seeks to frame and structure space through practical and economic utility. A carpenter would workshop the making of pieces for the fence and share the necessary skills with the pupils and the community so that it could be made incrementally over time. DESIGN ELEMENTS A beautiful fence - designed in collaboration with an artist and a carpenter A pavilion structure with a device to catch rainwater A sink and a tap Making materials - the pupils own construction site! 5 A storage cabinet for outdoor equipment used in the space 6. A whiteboard THOUGHTS ON IMPLEMENTATION It is importanat that this space is a frame for ecological process to invade, vegetation should be low maintenance and robust to allow the children to interact with it freely. A play leader with a thought to the evolution and animation of this space could be an important role. Design notes and a briefing exercise with a landscape architect may be enough to give a member of staff confidence to take on this role. SEQUENCING The workshop and design exercise relating to the new fence could take place before demolition takes place on site. This space could evolve slowly. An advertisement could be placed locally requesting donations of materials that would be welcome in this space. Some kind of outdoor storage unit to collect the materials would be a worthwhile consideration.

O U T D O O R A S S E M B L Y LISTENING DESIGN ELEMENTS The pavilion space and the special fence in the background of the scene The upcycled greenhouse The growing space for vegetables New majestic trees to celebrate a new chapter in the life of the school 5. The soft teraces of the outdoor assembly - an informal amphitheatre DESIGN NOTES vertical edging material could be constructed of a waste material such as old terracotta plant pots, scrap metal or in this area, surrounded by farms field stones donated by a local farmer. READING THE LANDSCAPE The Outdoor Assembly (an informal amphitheatre) is postitioned to maximise sunlight and a flow into the adjacent open space of the playing fields. A backdrop of trees will serve to provide an important and everchanging background throughout the seasons. LEARNING AMBITION This is a space for assembly and learning in larger groups although the rolling banks also provide a useful and informal play space where children can sit with friends and roll down the banks! THOUGHTS ON IMPLEMENTATION This space locks into the potential of necessary works that will take place when the early years building is demolished. With demolition comes necessary financial resource to return the landscape to a useable condition. Heavy construction equipment is put to a finer use sculpting lines and moulding a grassy arena in sunny position for teaching, gathering and music. The vertical edging material that will form the flowing terraces could be constructed of a waste material such as old terracotta plant pots, scrap metal or in this area, surrounded by farms field stones donated by a local farmer. SEQUENCING In the teachers consultation workshop the desire for an outdoor assembly space (which could also support community events) received the highest rating from teachers in terms of their own priorities for the external landscape. During demolition and site works. It is important that the space is drawn prior to demolition works so that contractors can work to an accurate (sculptural) plan and make the necessary provisions for soil stripping and storage.

G R O W I N G S P A C E S LISTENING In the teachers consultation workshop a vegetable garden where the teachers could make curricular relationships to food and to lifecycles got the second top vote in the teachers priorities exercise. During the consulation exercise the children spoke of their desire to use the greenhouse. DESIGN NOTES Pupils find allied spaces within Fochabers to meaningfully distribute plants that they have raised (such as within the living street) READING THE LANDSCAPE A raised and fenced vegetable bed would make a wonderful addition to the school environment and could have year round growing interest. This design component needs to be in full sun and is located in a position that offers a favourable environment. A greenhouse located on the south facing end of the canteen would be a wonderful addition to the school to aid growing. LEARNING AMBITION Earth to Plate Learning, pupils host an open day, pupils host a plant sale, pupils find allied spaces within Fochabers to meaningfully distribute plants that they have raised, older pupils pass on skills to younger pupils. THOUGHTS ON IMPLEMENTATION A raised bed contains good fertile soil that can have added soil amendments. Perennials and vegetables could be grown together in this space. Greenhouses can be upcycled and the school has already made a greenhouse from old plastic bottles. The ideal would be to adapt and extend the existing greenhouse positioned in the grounds of the house and use additional materials (upcycled aluminium storm doors) to make a more robust and attractive growing space. SEQUENCING Raised beds for vegetable growing could be made with parents. The upcycled and extended greenhouse project would need the assistance of a joiner or handy friend. DESIGN ELEMENTS Upcycled greenhouse Raised beds The patio space - see patio and pavilion page Outdoor cabinet

P A I N T E D P L A Y G R O U N D LISTENING DESIGN NOTES Playing is learning! Design a landscape that is open to individual and group skill related behaviours A hundred square in the playground where teachers could undertake curricular exercises related to numbers and maths was very highly rated in the teacher priority exercise. READING THE LANDSCAPE The playground space that overlooks the playing fields would be a good sunny location for new painted surfaces. The pupils currently use boxes in which dressing up clothes are contained. The pupils also have access to music stations. The design of new painted squares could have a beneficial interaction with exisiting resources (the dress up boxes and the music stations) and should be considered as an overall arrangement for learning. LEARNING AMBITION Playing is learning! Work with older pupils outside the primary school and an artist or illustration student, develop numeracy skills, develop phyiscal skills through movement and free play trigger a heightened interaction with surfaces in the external environment. THOUGHTS ON IMPLEMENTATION It might be possible to get hold of unwanted paint to be recycled in this project. This would be a good project to involve a graffiti artist with the high school to make the work in collaboration. Large tyres and painted tree stumps could be brought into the arrangement to give it a 3 dimensional quality. SEQUENCING This exercise needs to take place after all related construction work around and on the surface is complete. DESIGN ELEMENTS Bright, vibrant colourful shapes and numbers should be used to give a strong compelling designed language rather than standard boring numbers and shapes! A set of designed stencils made with senior pupils at the high school would be a great way to harness creative energy accross a range of ages. Abstract patterns could be designed to work on the ground with existing resources of music stations and dress up boxes. Abstract patterns would encourage children to develop their own movement games on the surface of the playground (hopping, jumping, throwing precision games).