Experiencing Nature
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Anna Hollyman is a British architect based in Shanghai who has previously worked on a number of ‘green’ school projects in the UK. Anna is the Director of Environmental Architecture at Liberation Creative Consultants, and has previously worked in firms such as RMJM as well as Total Environmental Design. She is currently pursuing a Masters in Advanced Energy and Environmental Studies, researching the extent to which a school’s physical learning environment may affect the way children develop their environmental awareness, attitudes and behaviour.
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Experiencing Nature
- 1. EXPERIENCING NATURE learning for all our future (or why we should care) 体验自然 为了我们的未来（及我们为何应该关心） Sustainably Designed Education Spaces - 27 March 2014 - annahollyman@gmail.com
- 3. WHAT IS NATURE? 何为自然？ “…areas containing elements of living systems that include plants and nonhuman animals across a range of scales and degrees of human management, from a small urban park through to relatively ‘pristine wilderness.’” “……包含生物系统元素的区域，这些元素包括受一定程度人为管理的一 系列植物和非人类动物，例如小型的城市公园及相对原始的‘野外’”
- 4. WHAT IS EXPERIENCE? 何为体验？ passive 被动 active 主动
- 6. SHIFT IN CHILDREN’S PLAY 衍伸至儿童 游乐 more indoor, structured, supervised play 受制定和监管的室内活动越来越多 sport image
- 7. SHIFT IN CHILDREN’S PLAY 衍伸至儿童 游乐 more barriers to outdoor play 室外活动越来越受限
- 8. WELLBEING 健康 children playing in nature are more: 在自然中玩耍的儿童更具有： active - coordinated - focused - imaginative - creative 主动性 – 协调性 – 专注度 – 想象力 – 创新性
- 9. contact with nature affects: 受自然影响： WELLBEING 健 康 • ADHA ADHA • self-discipline 自律 • cognitive functioning 认知功能 • Depression 抑郁 • healing 治愈
- 10. ‘Nature deficit disorder’ ‘自然缺失症’ ‘Psychological ecosystem service’ ‘心理性生态系统服务’ WELLBEING 健 康
- 11. “No one will protect what they don’t care about; and no one will care about what they have never experienced.” DAVID ATTENBOROUGH “没有人会保护他们漠不关心的东西；没有人会关 心他们从未经历的事物.” 大 卫·爱登堡
- 12. • childhood experiences and lifepath 童年经历和生命轨迹 • connection to nature and behaviour 与自然和行为的联系 • long lasting impact 长期影响 ATTITUDES 态 度
- 13. • BIOPHILIA hypothesis 亲生命性假设 • requires nurture 需要养育 • childhood experience key 童年经历的关键 CONNECTION 联系
- 14. • school building 25% of influence on learning 校舍设计对学习产生25％的影响 • day to day experience in nature 每天在自然中体验 • promote wellbeing 提倡健康生活 • catalyst for change 改变的催化剂 SCHOOL DESIGN 学校设 计
- 15. • environmental features 环境特点 • natural shapes & forms 自然形状和形式 • natural pa2erns & processes 自然模式和过程 • light & space 光照和空间 • place based rela7onships 以空间为基准的关系 • human-‐nature rela7onships 人类和自然的关系 BIOPHILIC DESIGN 亲生命性设 计
- 16. environmental features 环境特点 natural shapes & forms natural pa2erns & processes light & space place based rela7onships human-‐nature rela7onships BINH DUONG SCHOOL. VIETNAM 越南 BINH DUONG学校 BIOPHILIC DESIGN 亲生命性设计
- 17. environmental features 环境特点 natural shapes & forms natural pa2erns & processes light & space place based rela7onships human-‐nature rela7onships BIOPHILIC DESIGN 亲生命性设计 BERTISCHI LIVING SCIENCE WING SEATTLE 西雅图BERTISCHI生态科学院
- 18. environmental features natural shapes & forms 自然形状和形式 natural pa2erns & processes light & space place based rela7onships human-‐nature rela7onships ‘PEANUT’ KINDERGARTEN, HIROSHIMA 广岛花生幼儿园 INTERNATIONAL SCHOOL, IKAST_BRANDE IKAST-BRANDE国际学校 BIOPHILIC DESIGN 亲生命性设计
- 19. MOSQUE, KASHAN, IRAN 伊朗喀山清真寺 BRICK VAULTED PRIMARY SCHOOL, MALI 马里砖砌小学 environmental features natural shapes & forms natural pa2erns & processes 自然形状和形式 light & space place based rela7onships human-‐nature rela7onships BIOPHILIC DESIGN 亲生命性设计
- 20. environmental features natural shapes & forms natural pa2erns & processes light & space 光照和空间 place based rela7onships human-‐nature rela7onships BIOPHILIC DESIGN 亲生命性设计 MUKUO LEIMONDO NURSERY SCHOOL, KYOTO PREFECTURE 京都府 MUKUO LEIMONDO 幼儿学校
- 21. environmental features natural shapes & forms natural pa2erns & processes light & space 光照和空间 place based rela7onships human-‐nature rela7onships MUKUO LEIMONDO NURSERY SCHOOL, KYOTO PREFECTURE 京都府 MUKUO LEIMONDO 幼儿学校 BIOPHILIC DESIGN 亲生命性设计
- 22. TEIKYO UNIVERSITY ELEMENTARY SCHOOL 帝京大学小学 environmental features natural shapes & forms natural pa2erns & processes light & space place based rela7onships human-‐nature rela7onships BIOPHILIC DESIGN 亲生命性设计
- 23. environmental features natural shapes & forms natural pa2erns & processes light & space place based rela7onships 以空间为基准的关系 human-‐nature rela7onships BIOPHILIC DESIGN 亲生命性设计 TEIKYO UNIVERSITY ELEMENTARY SCHOOL 帝京大学小学
- 24. CHILDREN’S LIBRARY BURUNDI 布隆迪儿童图书馆 environmental features natural shapes & forms natural pa2erns & processes light & space place based rela7onships human-‐nature rela7onships 人类和自然的关系 BIOPHILIC DESIGN 亲生命性设计
- 25. • passive and active experience 被动和主动的体验 • direct, indirect and symbolic nature 直接的，间接的，以及象征性的 • biophilic design elements 亲生物的设计元素 • outdoor classroom - indoor nature 户外教室－室内自然 KEY DESIGN POINTS 设计观点
- 26. day-to-day experience in nature: 每天在自然中体验 • promotes wellbeing 促进健康 • encourages ‘connection’ 鼓励“连接” • changes attitudes for life 改变生活态度 Schools could be the catalyst for REAL change 学校可以是本质改变的催化剂 SUMMARY 设计观点
- 27. “Education’s greatest crime is to have removed men from nature… All great ideas and impulses were born in the open air, close to nature.” LOUIS SULLIVAN “教育的最大罪行是让人类脱离了自然......所有 伟大的思想和冲动都孕育自靠近自然的开放空间.” 路易斯·沙利文