Conference Proceedings 2010 [pdf] - Art & Design Symposium ...

The “Peace Village” idea came from turning the Kids’ Guernica art mural into a three-dimensional design
project created using participatory design methods. Thus, it was the coming together of art and design using
the different participatory methods of both.
The School Design Project
Decisions regarding spaces for children are often made by owners or stakeholders who are not the actual
users of the space, building or environment. When this is the case, several important needs of users may be
overseen, causing ineffective use of the space or unsatisfied users. Although, participatory processes seem
to consume more time, energy, and resources, they enable quick results that focus on real needs that are
more difficult to reach with other methods. Extended life for building through user contribution and possibility
of more adventurous solutions due to user backed confidence for project are also other possible advantages
(Hadjioannou, 2007; Hasirci and Demirkan, 2003). The idea that lies behind participatory spatial
programming workshops is that people from different ages and different fields can come together and create
efficient design solutions (Sanoff 1980 and 1990).
In a school design project, the aim was first to start a discussion on learning environments and the design of
products, furniture, interior spaces, playgrounds, and entire building complexes for children. The joint project
between the Faculty of Art and Design of Izmir University of Economics in Turkey and the Department of
Architecture of Chiba University in Japan lasted for three months. In this project, participatory methods were
undertaken with elementary school children and volunteer undergraduate architecture, interior architecture
and industrial design students. Post Occupancy Evaluations on existing city schools, and the design
students’ schools were completed, interviews were done with teachers and students, city plans were
assessed in an effort to evaluate the approach to the school, playground and green areas, and scale. Books
were read and films were watched, and lengthy discussion sessions were held about school design. As a
result, design guidelines for schools were developed, classrooms, desks, and playgrounds were designed.
It was a fruitful process in which the design students learned about participation along with methods of
design programming and awareness on the importance of users and of the special qualities of children’s
environments. The children were happy to be listened to and the design students were excited to be taking
part in this project that required participation on several different levels.
At the end of the summer, designs were exchanged between the two universities, comparing the different
approaches. Both groups of projects were developed according to the needs of the school discovered as a
result of the research period. The need for better designed gathering areas and green spaces were
mentioned frequently, as well as having choices in spending free time within the school and flexibility in
spatial arrangements in classrooms. The learning environment providing for development of motor abilities
and needs for self-actualization were stated as the most critical needs of the children in both Japan and
Turkey.
According to the questionnaires regarding the classrooms completed by the Turkish design students during
their visit to their own elementary schools, the most liked features were colorful furniture, plants or a
connection of the classroom to the outside, large windows, high ceilings, individual desks for students, and
the class providing for interactivity. The most disliked features were, chalk dust, small play areas, hard floor
material, small size of the classroom, noisy chairs and furniture, lack of hooks for coats and bags, lack of
personal area in the classroom, disordered arrangement of classroom, lack of technology, and children not
having their own plants. Regarding the total school environment, most liked features were, school, green
spaces, free gardens, and low building heights. The most disliked features were school, dark colors used in
the interior, lack of hygiene in restrooms, playground full of stones or pebbles, and lack of spaces for sports.
According to the questionnaires completed by the Japanese design students during their visit to their own
elementary schools, the most liked features in the classrooms were, sunny areas in the classroom,
balconies and connections to the outside, high ceilings, easy access to the garden, bulletin boards, plants in
the classroom, variety in seating choices, carpet on the floor large windows, high ceilings. The most disliked
features were, difficulty in seeing the board from the back, seats by the window being cold in the winter,
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