UNIVERSITY OF CINCINNATI Date: 7-Apr-2010 I, Christopher S Jolley , hereby submit this original work as part of the requirements for the degree of: Master of Architecture in Architecture (Master of) It is entitled: Waldorf Architecture: A Pedagogy's Relation to Design Student Signature: Christopher S Jolley This work and its defense approved by: Committee Chair: Aarati Kanekar, PhD Aarati Kanekar, PhD George Bible, MCiv.Eng George Bible, MCiv.Eng 5/26/2010 702 Waldorf Architecture A Pedagogy’s Relation to Design A Thesis Submitted to: Graduate School of the University of Cincinnati on 05/23/10 in partial fulfillment of the requirements for the degree of: Master of Architecture in the School of Architecture and Interior Design of the College of Design, Architecture, Art, and Planning Christopher Jolley B.S. Architecture, University of Cincinnati Committee Chairs: Aarati Kanekar, Ph.D. George Thomas Bible, MCiv. Eng Abstract How can school archtecture respond to and support the pedagogy that takes place wthn t? The Waldorf phlosophy s one of the fastest growng educatonal movements n the world and the schools are typcally run as prvate nsttutons. There s no establshed archtectural model for a Waldorf School n the Unted States that caters to the pedagogy. The pedagogy has strong convctons on how best to foster the student’s development and archtecture can serve to strengthen that approach. Ths thess nvestgates the phlosophy of the Waldorf school to determne the mplcatons t has on the bult form. The pedagogy wll be broken down nto ts man components to determne approprate archtectural responses to each. Studes of desgned and bult Waldorf schools, the Cncnnat Waldorf School, along wth non-Waldorf schools wll nform desgn decsons wth the ntent of creatng a desgn that supports the functons of a Waldorf school and enhances the pedagogy. The desgn wll utlze a ste n Worthngton, Oho, a northern suburb of Columbus, as a model for how to design a Waldorf School influenced by the pedagogy. The pedagogy provdes both drect and ndrect archtectural mplcatons that can strengthen the desgn. The desgn wll be represented n a seres of drawngs, a model, and through wrtng. TableTable of Contents of Contents Introduction iii Abstract i Abstract iv List of Illustrations iv 1 Ohio School History 2 Introduction viii 2 Waldorf Education Development 10 Rudolf Steiner 10 1 TheHistory First ofWaldorf Ohio School School Buildings 11 1 3 2 AspectsWaldorf of theEducation Pedagogy Development 13 8 head, heart,Introduction & hand 13 8 grade schoolRudolf Steinerteacher 14 9 classroom Steiner as ascommunity Architect 15 9 main lessonThe First Waldorf School 17 11 lesson books 18 3 importanceAspects of of the nature Pedagogy 20 12 inclusion Introduction of the arts 22 12 role of Partmusic to Whole: Head, Heart, & Hand 23 12 eurythmy Community Leader 25 15 handwork Classroom as Community 27 17 children’s Main festivals Lesson: Development of a Topic 29 20 Lesson Books: Personal Reflection of Knowledge 21 curriculum 30 Importance of Nature 22 Inclusion of the Arts 26 4 Project Role of Music 2736 Regional Eurythmy Context 36 30 Site ContextHandwork 36 32 Design Children’s Intervention Festivals: Gathering of the Communites 3439 A Review of the Waldorf Curriculum 37 Bibliography Diagram of Architectural Principles 40 41 4 Project 44 Regional Context 44 Site Context 44 Design Intervention 47 Bibliography 51 iii List of Illustrations 1.1 Reverend Thomas’s Select School, 1819 McCormck, Vrgna E. Educational Architecture in Ohio From One-Room Schools and Carnegie Libraries to Community Education Villages. New York: Kent State UP, 2001. 31 1.2 Washngton Heght’s School, 1873 McCormck, Vrgna E. Educational Architecture in Ohio From One-Room Schools and Carnegie Libraries to Community Education Villages. New York: Kent State UP, 2001. 34 1.3 Outhwate and Case, 1874-76 McCormck, Vrgna E. Educational Architecture in Ohio From One-Room Schools and Carnegie Libraries to Community Education Villages. New York: Kent State UP, 2001. 50 1.4 Campbell Street School, 1885-86 McCormck, Vrgna E. Educational Architecture in Ohio From One-Room Schools and Carnegie Libraries to Community Education Villages. New York: Kent State UP, 2001. 52 1.5 Lncoln Elementary School McCormck, Vrgna E. Educational Architecture in Ohio From One-Room Schools and Carnegie Libraries to Community Education Villages. New York: Kent State UP, 2001. 60 2.1 Second Goetheanum http://en.wkpeda.org/wk/Fle:Goetheanum_Dornach.jpg 3.1 Orjan School Ste Plan Coates, Gary. Erik Asmussen, Architect. Stockholm: Byggförlagte, 1997. 28 3.2 Sliding Classroom Door at Kaneyama Junior High School Educational Facilities: New Concepts in Architecture & Design. Tokyo, Japan: Meisei Publcatons, 1994. 88 3.3 Dry Water Channel at Njo Castle Author 3.4 Filled Water Channel at Kyoto Imperial Palace Author 3.5 Teacher as Communty Leader Author 3.6 Class gathering on the floor for a story Mtchell, Davd. Windows into Waldorf. AWSNA Publcatons, 2006. 11 3.7 Fourth Grade Classroom Author 3.8 Eghth Grade Classroom Author 3.9 Free Waldorfschule Ground Floor Plan Blundell, Jones Peter. Peter Hübner: Bauen Als Ein Socialer Prozess = Building as a Social Process. Stuttgart: Edton Axel Menges, 2007. 188 3.10 Student Drawng n Lesson Book wth Crayon v Mtchell, Davd. Windows into Waldorf. AWSNA Publcatons, 2006. 12 3.11 Students Vstng a Cattle Farm Mtchell, Davd. Windows into Waldorf. AWSNA Publcatons, 2006. 15 3.12 Orjan School Nature Dagram Coates, Gary. Erik Asmussen, Architect. Stockholm: Byggförlagte, 1997. 28 3.13 Free Waldorfschule Central Atrum Blundell, Jones Peter. Peter Hübner: Bauen Als Ein Socialer Prozess = Building as a Social Process. Stuttgart: Edton Axel Menges, 2007. 188 3.14 Fuji Kindergarten Aerial “Kindergaten in Tokio.” Detail (2008) V.3: 187-99. 191 3.15 Tree Penetratng Through the Space Gregory, Bob. “Learning Curve.” Architectural Review Aug (2007): 32-39. 39 3.16 Columns Mmckng the Form of Trees Blundell, Jones Peter. Peter Hübner: Bauen Als Ein Socialer Prozess = Building as a Social Process. Stuttgart: Edton Axel Menges, 2007. 261 3.17 Young Student Workng wth Water Colors Mtchell, Davd. Windows into Waldorf. AWSNA Publcatons, 2006. 11 3.18 Voln Rehearsal Durng Musc Class Mtchell, Davd. Windows into Waldorf. AWSNA Publcatons, 2006. 13 3.19 Parthenon n Athens Greece Moffet, Maran, Mchael Fazo, and Lawrence Wodehouse. Buildings Across Time: An Introduction to World Architecture. New York: McGraw Hll, 2004. 52 3.20 Unte d’Habtaton Moffet, Maran, Mchael Fazo, and Lawrence Wodehouse. Buildings Across Time: An Introduction to World Architecture. New York: McGraw Hll, 2008. 528 3.21 Students Usng Rods Durng Eurythmy Class Carlgren, Frans. Education Towards Freedom. Ednburgh: Flors, 2008. 79 3.22 Dagram of Volumetrc Experences Author 3.23 Student Using Wood Needles to Knit a Scarf Mtchell, Davd. Windows into Waldorf. AWSNA Publcatons, 2006. 13 3.24 Play Performance Durng a Festval Mtchell, Davd. Windows into Waldorf. AWSNA Publcatons, 2006. 14 3.25 Interor of Audtorum by Erk Asmussen Coates, Gary. Erik Asmussen, Architect. Stockholm: Byggförlagte, 1997. 117 3.26 Currculum Map Author v 3.27 Part to Whole Relatonshp Author 3.28 Classroom as Communty Author 3.29 Brng Nature nto the Classroom Author 3.30 Golden Raton, a proportonng system Ching, Francis D.K. Architecture, Form, Space, and Order. New York: John Wiley & Sons, Inc., 1996. 287 3.31 Dfferent Ways to Experence Space Author 3.32 Gatherng of the Communtes Author 4.1 Ste Map wth Surroundng Buldng Types Author 4.2 Ste Plan Author 4.3 Buldng Sectons Author 4.4 Frst Floor Plan Author 4.5 Second Floor Plan Author v Waldorf education places the development of the individual child in the focal point, convinced that the healthy individual is a prerequisite for a healthy society ¾The Internatonal Conference on Educaton of UNESCO1 Jack Petrash, Understanding Waldorf Education: Teaching from the Inside Out (New York: Gryphon House, 2002) 11 v Introduction In the State of Oho, and across the naton, the way chldren have been taught has gone through several changes over the past 150 years. The schools started out as a sngle room where one teacher nstructs all age groups at the same tme. As the populaton grew, the students could be taught wth others of the same age group. To meet the demand of a greater student populaton, mult-room unon schools were bult n the major ctes of Oho. The rooms dd not necessarly cater to the pedagogy, but to the need for more space. In many cases, the unon schools followed the archtectural style of the tme and became landmarks n the communty. However, as the system has developed, numerous rules and regulatons have been put nto place that greatly mpacts the way schools are desgned and operated. In most nstances, the buldng has become a smple, cheap, and unattractve structure caterng to cost and mantenance concerns. The rules for desgnng a school n Oho are lad out n the Oho School Desgn Manual publshed by the Oho School Facltes Commsson. The manual does not address concerns about the phlosophy or pedagogy of the school and that s what ths thess seeks to explore. To explore the relatonshp between pedagogy and ts archtectural desgn mplcatons, the thess wll nvestgate Waldorf educaton. The reason being, that Waldorf education has a very specific philosophy to relate to and accordng to the Assocaton of Waldorf Schools of North Amerca, Waldorf educaton “Is the fastest growng educatonal movement in the world.” For most Waldorf schools in the United States of America, they are occupying existing structures not designed specifically for their needs. Typcally these are ether old Catholc schools or vacated publc school buldngs. As more students jon the Waldorf movement, a greater v need wll arse for buldngs to be desgned to relate the pedagogy to the buldng.