Playground for the Arts and Soprts school

The proposed school within the University of Newcastle occupies vacant buildings on campus historically known as Arts & special education buildings. The selection of the site is a response to both urban planning and social planning. Having a primary school at the university allows more women to access education or work at the university. And as response to the Universities decision to close the arts faculty, the school will have an intensive arts program embedded in.In my proposal I focus on the schools external and internal play areas, such as playgrounds and rooftops, to create playful spaces for children to prompt their learning experience and create a fun journey.The fundamental idea relies on learning by discovery and childrens innocent curiosity. My school design philosophy focuses on the victim of the pedagogical system THE ARTS & SPORTS, two essential subjects to children education that encourages children to use both their creativity and activity by using all parts of their bodies, learning by playing, discovering as they interact with friends, buildings and the landscape.My architecture intends to challenge the pedagogical system and teaching style to insight and promote change in the schooling system enlightened by a series of questions such as grouping children in patches based on age and not their interest or ability and the use of materials or colours in schools.In my design approach, I challenge the pedagogical system by considering the little things that matter to create a creative space for children that are artistic, mindful, and focus on children needs using elements such as light, materials, colour, play areas, adaptable open spaces, and noise to waken up the children to what they have inside them.Allowing external noise to flow through the building is a method to reduce children distractions and increase children�� interaction with their learning material; I use architectural elements to do that by having large openings andconnecting spaces directly to the outside.I blur the boundaries between the inside and outside using circulation spaces, materiality and landscape. One method was breaking the circulation space into multiple wider platforms and shifting them indoors and the garden beds inside to create an easy on the eye transition between indoor and outdoor.Opening spaces and allow for a seamless transition between enclosed and open space��s using lightweight wall partitions and other forms of spaces such as curved or bumpy walls rather than flat walls. The arrangement of spaces challenges the current grouping of children process and make it harder for the pedagogical system to operate in its traditional method. Classrooms are no longer viewed as class