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Research papers, Victoria University of Wellington

As cities evolve, change and grow, the need and desire for adaptable architecture becomes evident across the nation. Architecture needs to undertake techniques that are flexible in order to adapt and align with the development of future generations in New Zealand.  The Education industry is a primary example of a sector which requires flexibility within both classroom architectural form and interior configuration. This is a resultant of the recently updated Ministry of Education requirements; which state that every new classroom built or renovated nationwide, must implement the MoE classroom design standards for Innovative Learning Environments.  ILE teaching spaces are configured as an open plan interior, supporting flexibility in classroom arrangement and teaching techniques. ILE classrooms are capable of evolving and adapting as educational practices evolve and change, allowing schools to remain modern and future focused.  As part of this movement to ILE, the Ministry of Education has also recently made an attempt to improve the quality of temporary classrooms. This has been done by looking into the initiation of a programme that utilizes relocatable classroom buildings. Relocatable classrooms have been selected for multiple reasons, primarily flexibility. Flexibility is key for a school environment as it allows the school to actively respond to fluctuating school rolls. It is anticipated that the programme will provide a faster delivery process with a standardised design that allows the classrooms to be relocated from one school to another with relative ease.  Following the devastating February 2011 earthquake the Greater Christchurch Region, the Education sector is in the midst of the Canterbury Schools Rebuild Programme. As a repercussion of this natural disaster, the majority of Christchurch schools have redevelopment or rebuild projects in progress, with preliminary design phases already in action for a small group of select schools regarded as high priority.  The primary funding for these projects are sourced from insurance money, implementing tight budget restrictions, affecting the architectural design, quality and speed of the construction and repair works. The available funding limits the affordable classroom options to basic teaching spaces that have been stripped back to simple architectural forms, dictating not only the re-design, but also how our future generations will learn. Thus causing the development of the new student-led learning ILE concept to become controlled by existing construction techniques and the Rebuild Programmes budget restrictions.  This thesis focuses on the future proofing of New Zealand schools by providing an affordable and time efficient alternative option to the current static, traditional construction, an option that has the ability to cater to the unpredictable fluctuating school rolls across the nation.  This has been done by developing a prefabricated system for standalone classroom blocks. These blocks have the ability to be relocated between different school sites, dynamically catering to the unpredictable school roll numbers experienced across New Zealand. This site flexibility is reflected with the interior flexibility in the classrooms, enhancing the internal teaching space composition and challenges the existing design standards set by the Ministry of Education for Innovative Learning Environments. This system is called “Flexi-Ed”.  Flexibility has been a key driver for this thesis, as the prefabricated structure is have to be flexible in three ways; first in the sense of being easy to assemble and disassemble. Second by offering flexible interior learning environments and thirdly the joints of the structure are designed with the ability to be flexible in order to cope with seismic activity. These three principles will provide schools with long term flexibility, minimal on-site interruption and heighten the standard of ILE across the nation.  I strive to provide schools with long term flexibility and minimal site interruption, whilst heightening the standard of Innovative Learning Environments across New Zealand.

Audio, Radio New Zealand

Primary and intermediate teachers marching in Christchurch echoed the message of their colleagues further north - they also want pay increases and improved working conditions. But they say that their classrooms are even more complex as they continue to deal with the effects of the earthquakes - and the associated trauma.

Images, eqnz.chch.2010

If you look very closely, running from the nearest right desk to the second desk on the left hand side, you can see my 'fault-line', - the crack that runs the length of the classroom under the lino.

Images, UC QuakeStudies

A cordoned off area in Christ's College where bricks from the heritage buildings have been removed and stacked. Scaffolding can be seen on the building in the distance and a prefab building to the right which was being used as classrooms while the buildings are still unsafe to enter.

Images, UC QuakeStudies

A photograph of an All Right? Canterbury Rollercoaster on a whiteboard in a school classroom. Children have written their initials on the cab magnets and placed them on the rollercoaster to show how they are feeling. All Right? posted the photograph on their Facebook page on 21 July 2014 at 11:00am.

Images, UC QuakeStudies

A photograph of an All Right? Canterbury Rollercoaster on a whiteboard in a school classroom. Children have written their initials on the cab magnets and placed them on the rollercoaster to show how they are feeling. All Right? posted the photograph on their Facebook page on 21 July 2014 at 11:00am.

Images, UC QuakeStudies

The new staff room at Avonside Girls High School with the new classrooms in the background. The photograph has been captioned by BeckerFraserPhotos, "Avonside Girls High School staff room. We spoke to two Science teachers who talked enthusiastically about their new Science labs and how great it was to return to their own campus again".

Research papers, University of Canterbury Library

Background: Earthquakes are found to have lingering post-disaster effects on children that can be present for months or years after the disaster, including hyperarousal symptoms. Young children have the most difficulties in regulating their emotions, especially when they are highly aroused. Colouring-in mandala designs have been found to reduce hyperarousal symptoms of stress in young adults. The purpose of this study was to determine if the same effects of colouring-in mandalas would be seen with children showing signs of hyperarousal. Research Question: To identify what effect colouring-in mandala designs would have on the heart rate in a young child showing signs of hyperarousal. Method: Following approved procedures for informed consent, two 6-year-old girls from a Christchurch primary school were chosen for the study. Heart rate was measured using a Fitbit in a single subject design. The baseline, colouring-in and a second baseline phase were conducted during mathematics. The participants and their teacher reported on arousal, enjoyment, and positive and problem behaviours. The study took 26 school days to complete. Results: Compared with baseline, the average heart rate data showed no decrease in heart rate (i.e., calming effect) during the mandala colouring-in task phase. Conclusions: The participants enjoyed colouring-in the mandalas, but the average heart rate data did not show that colouring-in pre-drawn designs reduced heart rate, a measure of arousal. Major study limitations included; not having suitable participants or a suitable setting for the colouring-in task, and not being able to observe both participants.

Audio, Radio New Zealand

Education advisors are warning that children could suffer mental health problems for years to come if schools botch their return to the classroom. They say the Christchurch earthquakes and Australian bushfires show teachers should resist the temptation to launch straight back into normal lessons after a major event. Principals are hoping to learn today when they will move into alert level two and how many of their students will be able to return to school. RNZ's education correspondent John Gerritsen reports.

Images, UC QuakeStudies

Members of the University of Canterbury's Digital Media Group in their temporary office in KB02 in Kirkwood Village, the complex of prefabs set up after the earthquakes to provide temporary office and classroom space for the university. The photographer comments, "The e-learning group and the video conferencing team are now located in the Kirkwood Village at the University of Canterbury. It's a very impressive project, about 60 buildings arranged in various configurations with some used for teaching or computer labs, and others as staff offices. We will probably stay here for several years now. Looking across the centre desks to the advisers' area".

Images, UC QuakeStudies

The entrance to KB02, the University of Canterbury's Digital Media Group temporary office in Kirkwood Village, the complex of prefabs set up after the earthquakes to provide temporary office and classroom space for the university. The photographer comments, "The e-learning group and the video conferencing team are now located in the Kirkwood Village at the University of Canterbury. It's a very impressive project, about 60 buildings arranged in various configurations with some used for teaching or computer labs, and others as staff offices. We will probably stay here for several years now. The front doors. We'll need to advertise our presence once we're settled in".