Page 65 - ANAHEIM 2019

SESSIONABSTRACTS continued...
OBJ #3 With examples shown in both new and existing facilities, attendees will be able to compare the advantages and disadvantages of providing a project-based learning environment in a new facility, as opposed to one that is renovated/existing.
OBJ #4 Understanding that programmatic elements can shift, and future-ready design is crucial in the current age, attendees will be able to differentiate between a modern “traditional” school and a modern “project-based learning” school.
A Day at the Museum Part II: Executing elements of children’s museum design within PK-12
learning environments
Bridget Supplitt, CannonDesign / Mike Corb, AIA, Pittsburgh Office Practice Leader, CannonDesign / Anne Fullenkamp, Associate AIA, MBA, MArch, BFA, Director of Design, Children’s Museum of Pittsburgh / Pacific / AIA CEU: 1. 0 LU / Primary Core Competencies: Design of Educational Facilities / Secondary Core Competencies: Educational Visioning
As a follow-up to their engaging presentation at LearningSCAPES 2018, Mike Corb of CannonDesign and Anne Fullenkamp of the Children’s Museum of Pittsburgh will dive into the design execution of Seneca Valley School District’s new K-6 Building, which is utilizing elements of children’s museum design within its learning environments. Speakers will outline the strategies that can be used to de-silo various stakeholder groups during the design process
to encourage real time engagement vs. having to create a consensus via separate user group meetings. They will also discuss the importance of focusing on the emotional and physical response to PK-12 learning environments, as well as how incorporating both mental and physical wellness elements are crucial to creating more responsive spaces. Finally, speakers will address lessons learned from the design execution thus far, specifically the realities of incorporating elements of interactive museums within PK-12 learning spaces.
Learning Objectives
OBJ #1 Audience members will be able to employ realistic, pragmatic design elements influenced by children’s museums within learning environments through utilizing a more emotional discovery process.
OBJ #2 Audience members will be able to de-silo key stakeholder groups to engage with each other and act as curators vs. consumers during the design process, resulting in a more cohesive understanding of project goals and experiences.
OBJ #3 Audience members will be able to demonstrate how projects can become learning and future work opportunities for the students utilizing the facilities.
OBJ #4 Audience members will be able to support and educate clients on properly utilizing their new learning environments.