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CEFPI Victorian Chapter April Newsletter 2013,

NEWSLETTERVictorian ChapterApril 2013

Calendar of EventsApril CEFPI Conversations, venue TBA Theme: TRANSITION� � ��WK�$SULO��GHWDLOV�WR�EH�FRQ¿UPHG�

May CEFPI Australasia Annual Conference Details: http://cefpi.org.au/conferences/2013/ 29th - 31st May, Auckland, NZ

June CEFPI Conversations, venue TBA Theme: CONFERENCE REFLECTIONS 25th June

July A. Registrations open for CEFPI Victoria Awards B. Site Visit Theme: COMMUNITY/INTEGRATION 25th July

August CEFPI Conversations, venue TBA Theme: TRANSITION 22nd August

September A. CEFPI Victoria Awards submissions close B. TASMANIA SITE VISIT, details TBA

October CEFPI Annual General Meeting & Site Visit Location: Knox Innovation, Opportunity Sustainability Centre 10th October

November A. BIG CEFPI DAY OUT B. CEFPI Victoria Awards� � 'DWH�WR�EH�FRQ¿UPHG

From the ChairGreetings colleagues, and welcome WR� WKH� ¿UVW� �� QHZVOHWWHU� IRU� WKH�Victorian membership.

The year’s program launched with a visit to the Swanston Academic Building at RMIT, housing the Business College. What an incredibly busy building with HYHU\� QRRN� DQG� FUDQQ\� ¿OOHG� ZLWK�students. James Wilson from Lyons Architects and Garry Bradley from RMIT provided a compelling narrative RI� WKH� EULH¿QJ� DQG� GHVLJQ� SURFHVV��followed by a tour of the building. The expanding retail presence has been designed to keep students within the building; cloud-based software enables student access to specialised programs from their own mobile devices; informal lounges and terraces provide a multitude of spaces for students to undertake group work or private study between classes. The building was alive with the buzz of learning.

HAVE YOU REGISTERED FOR THE REGIONAL CONFERENCE YET? The conference, to be held in Auckland from 29th - 31st May, promises to be an engaging forum for learning and networking, with the theme of ‘disruption’ to be explored. There is a wonderful array of well known regional and international guests who will conduct workshops and presentations. There will also be tours, Awards, dinners and socialising. CEFPI Victoria will be sponsoring one or two Education students to attend the conference, an initiative that commenced last year. One of inaugural recipients, Kelvin Broadway shares his experience of attending last year’s conference on the Gold Coast, see page 8. Register soon to avoid disappointment.

Thank you to the many contributors to this newsletter, in particular Janet Mattiske, Ben Cleveland, Judith North and Kelvin Broadway. We hope you enjoy the read.Cheers, Jo Dane

What’s HotThe 2012 Volume of Victorian Awards Project Entries, titled ‘Places For Learning: Contemporary Designs in Education’ is out! To order, complete the form on page 5.


REFLECTIONS ON CEFPI IN VICTORIA Report by Janet Mattiske

The detailed formation of the Australian Chapter RI�&()3,�EHJDQ�LQ�9LFWRULD�LQ��ZLWK�DQ�RI¿FLDO�launch at the LETA Conference in Adelaide in September of that year. Following this, a small group of Victorian members busied themselves LQ�SODQQLQJ�DQG�UXQQLQJ�WKH�¿UVW�1DWLRQDO�Conference held in May 2001.

The conference “Performance Focussed Buildings” was held at Melbourne University with some 120 attendees. The program covered µVWXGHQW�FHQWUHG�OHDUQLQJ¶�ZLWK�3UDNDVK�1DLU�WR�‘educational leadership-teachers as learning navigators’ with Professor Michael Hough. Other topics included community development in the Docklands ,opportunities for redevelopment of community spaces, ecologically sustainable building design and a practical example of innovation with information and communication technology by Ron Lake, the then Principal of Bendigo Senior Secondary College. Everyone felt that this was a most successful conference and a good beginning for the organisation.

Following this Conference, Victorian members continued meeting regularly forming what was called in our minutes, “The Victorian CEFPI Working Group”. The group actively supported the Chapter activities and national Conferences in Perth, Brisbane and Sydney. The aims set out in the Chapter’s strategic plan included not only the growth of the organisation but ��6KDULQJ�RI��LQIRUPDWLRQ��3URPRWLQJ�QHZ�LGHDV�DQG�QHZ�ZD\V�RI�GRLQJ� things��3URPRWLQJ�FRPPXQLW\�HQJDJHPHQW��$OORZLQJ�IRU�GLVFXVVLRQ�DQG�UHYLHZ��3URYLGLQJ�DGYLFH�DVVLVWDQFH�ZKHUH�UHTXLUHG

The priority was seen to be to increase our membership and involvement. So in 2004 WKH�ZRUNLQJ�JURXS�GHFLGHG�WR�KROG�WKH�¿UVW�Victorian CEFPI FACILITIES AWARDS. These awards were based closely on the International MacConnell Award. These Awards created much interest and attracted 15 entries across 2 categories. The Jury consisted of Phillip Goad, the then President of the Victorian Branch of the Institute of Architects, Rod Reed from &DWKROLF�(GXFDWLRQ�2I¿FH�DQG�5RQ�/DNH��D�school Principal. Both Categories had shared winners. Category 1 recognised the Science and Technology Centre at Trinity Grammar and the Victorian Gene Technology Centre at University High School. Category 2 recognised Mac Robertson Girls High School Redevelopment and the Early Learning Centre at PLC.


As the organisation grew nationally the Australian Chapter in 2005 was granted the status of becoming the Australasian Region which allowed Victoria to formally become a Chapter in our own right. It was at the Hobart Conference in 2005 that we were given approval to elect an Interim Board and moved ahead by tabling Bylaws, VHWWLQJ�XS�¿QDQFH�DQG�PDQDJHPHQW�SURFHVVHV�and ensuring the future of our Awards program. We could really now focus on our continued growth and development.

It was the Awards that sparked the interest and impetus for a school visit program that has been so successful and has continued each year in our calendar of activities. Do you remember YLVLWLQJ�7ULQLW\�*UDPPDU¶V�6FLHQFH�7HFKQRORJ\�Buildings? Chem West Lab Building with Peter Jamieson at Melbourne University? Wooranna Park Primary School? Fitzroy High school when some 50 people attended? The John Monash Science School? Dandenong? Hoppers Crossing? The list is very long and I cannot possibly acknowledge all of the visits, but they presented excellent opportunities for us to share ideas, see for ourselves how problems can be addressed and importantly how the teachers and students use these spaces.

1HHGOHVV�WR�VD\�WKH�)DFLOLWLHV�$ZDUGV�3URJUDP�itself has continued and grown from strength to strength in not just numbers and interest but in the range of issues being addressed including WKH�PRVW�UHFHQW�LQWURGXFWLRQ�RI�D�ODQGVFDSH�outdoor category. The Publication of our Awards entries in booklet form has allowed us to develop a resource to share broadly the ideas and the design solutions of merit developed for a range of Victorian educational institutions. Importantly the Awards have not lost sight of a key issue in our organisation, facility planning and who is involved: good planning must involve the education practitioners.

With regard to other Victorian Chapter activities over the years we have been visited by two International Chairmen and two International CEO’s. We have steadily grown to our current number of 141 Victorian members.

To summarise some of the other Victorian initiatives: ��6HPLQDUV�ZLWK�YLVLWLQJ�VSHDNHUV�IURP�RYHUVHDV�as well as local education experts. ��:H�KDYH�IRVWHUHG�FORVH�OLQNV�ZLWK�0HOERXUQH�University both in Architecture and in Education. ��$�VHFRQG�QDWLRQDO�&RQIHUHQFH�LQ��´5DGLFDO�Learnings: Abandonment & Regeneration”. ��:H�KDYH�ORRNHG�DW�6FKRRO�EXLOGLQJV�IURP�the outside, from a maintenance perspective, the relationship with the outdoors, with the landscape, from the indoors, spaces, comfort, sustainability, functionality, furniture. ��:H�FRQGXFWHG�D�VHPLQDU�FDOOHG�µ6WXII�,W¶�IRU�teachers & designers to use for furnishing learning spaces ��7KH�µ6WXII�,W¶�VHPLQDU�ZDV�SURGXFHG�DV�D�'9'�toolkit titled ‘Learning Furniture’ (still available for purchase on the latest Award Book order form.) ��)RXU�VHSDUDWH�$ZDUGV�%RRNV�UHSUHVHQWLQJ�Awards entries since 2007.

8SRQ�UHÀHFWLRQ�&()3,�KDV�DGGUHVVHG�D�P\ULDG�RI�LVVXHV�RYHU�WKH�ODVW��\HDUV�EXW�WKH�TXHVWLRQ�remains, what has been the impact of our group on educational facilities in Victoria? The challenge is still there for the future. Many of the TXHVWLRQV�ZH�ZHUH�DVNLQJ�LQ��DUH�VWLOO�EHLQJ�debated today: ��:KDW�LV�WKH�VXFFHVVIXO�³ÀH[LEOH�DJLOH´�EXLOW�space??��+RZ�FDQ�ZH�JURZ�RXU�PHPEHUVKLS�ZLWK�educators?

6R�LI�WKHUH�DUH�ROG�TXHVWLRQV�UHPDLQLQJ��ZKDW�DUH�WKH�QHZ�TXHVWLRQV�WKDW�ZH�DOVR�QHHG�WR�EH�addressing?

Importantly the Awards have not lost sight of a key issue in our organisation: ...good planning must involve the education practitioners.


‘TRANSITION’:A focus for CEFPI Victorian Chapter in 2013Report by Dr. Ben Cleveland

With increased interest in social and constructivist learning modalities, the pedagogical settings desired by educators across the education sectors are becoming increasingly similar. The types of settings once exclusive to Early Years contexts are increasingly being integrated into primary schools to support VWXGHQW�SDUWLFLSDWLRQ�LQ�LQTXLU\�EDVHG�OHDUQLQJ�H[SHULHQFHV��Similarly, an increasing number of secondary schools are developing pedagogical approaches that have been informed by problem- and project-based learning models. Higher Education has not been immune to the push for ‘social learning’ either. Universities across Australia are investing heavily in both formal (timetabled) and informal (non-timetabled) spaces that are intended to foster collaboration and provide students with the opportunity to ‘construct’ knowledge and understanding via interaction with fellow students and teachers. The corporate and medical worlds are also adopting collaborative work practices and learning models and are creating spaces to support these objectives. Even corridor spaces, once considered connecting spaces for transition between activity settings are being rethought and regenerated to facilitate communication and the sharing of ideas.

In 2013, CEFPI Victorian Chapter hopes to explore the pedagogical continuum that is emerging across the education industry and connecting through to contemporary workplaces. Member engagement and discussion about the spatial implications of this emerging trend will be supported by site visits to facilities that link to the theme of ‘transition’.

6RPH�RI�WKH�ELJ�SLFWXUH�TXHVWLRQV�WKDW�ZH�KRSH�WR�explore include: What commonalities and differences exist in the pedagogical settings in the different education sectors?

Why are such commonalities and differences LPSRUWDQW�DW�GLIIHUHQW�HGXFDWLRQDO�GHYHORSPHQWDO�stages?

What cultural and structural habits persist within sectors that may disrupt a smooth transition between sectors?

What role can the built environment play in supporting a smoother pedagogical transition between sectors?

How can CEFPI engage with a wider audience to explore the theme of ‘transition’?


ORDER FORM

DETAILSName

Company

Postal/Delivery Address

Suburb State Post Code

Country Member No (if applicable)

Email

PAYMENT OPTIONS

Direct Debit Payment (Please clearly note Remitter name)

Account Name: BSB No: CBA Account No:

CEFPI Australasia Ltd Vic Chapter 06 3449 1019 0893

Cheque Payment Cheques payable to: CEFPI Australasia – Victorian ChapterPost payment to: CEFPI Australasia – Victorian Chapter

c/- Hayball Architects, Suite 4/135 Sturt Street, Southbank VIC 3006

2012 Awards book2007 / 2008 Awards book 2011 Awards book2009 / 2010 Awards book Learning Furniture DVD

AWARD BOOKS “Places for Learning: Contemporary Designs in Education” Four books displaying a record of submissions in the annual CEFPI Victorian Chapter Awards

MEMBER’S PRICE NON-MEMBER’S PRICE Books required:$75 (1 book only) $90 (1 book only) 2007/08$130 (any 2 books) $160 (any 2 books) 2009/10$160 (any 3 books) $180 (any 3 books) 2011$190 (all 4 books) $210 (all 4 books) 2012

DVD LEARNING FURNITURE An interactive DVD developed by CEFPI on how to use learning experiences to define learning spaces

MEMBER’S PRICE NON-MEMBER’S PRICE$55 $70

(all prices are inclusive of GST and shipping charge)

ORDER: (Please select from the following:)


VICTORIAN CEFPI AWARDS 2012See also: http://cefpi.org.au/awards/2012-awards/2012-victorian-chapter-award-winners/

CAT 1NEW EDUCATIONAL FACILITY CONSTRUCTION/ENTIRE NEW FACILITY

CAT 2NEW CONSTRUCTION/ NEW INDIVIDUAL FACILITY

CAT 3RENOVATION/MODERNISATION OVER $1MILLION

CAT 4RENOVATION/MODERNISATION UNDER $1MILLION

CAT 5EDUCATION INITIATIVE OR DESIGN SOLUTION FOR AN INNOVATIVE PROGRAM

CAT 6LANDSCAPING/OUTDOOR LEARNING ENVIRONMENT(NEW CATEGORY)

Knox Innovation, Opportunity Sustainability Centre (KIOSC)WOODS BAGOT

Warrnambool College Science and Language CentreNOW ARCHITECTURE

St. Monica’s Middle School, Moonee PondsBALDASSO CORTESE

Chelsea Primary School, The Bunjil CentreCLARKEHOPKINSCLARKEARCHITECTS

1. La Trobe University Learning CommonsBALDASSO CORTESE 2. Places for Learning PublicationKNEELER DESIGN &CEFPI COMMITTEE

St. Macartan’s Primary School, Outdoor LearnscapesLAW ARCHITECTS

WINNERS COMMENDATIONS

1. Belmont Primary School, Moonee PondsCLARKEHOPKINSCLARKEARCHITECTS2. Hartwell Primary SchoolBALDASSO CORTESE

Mt. Beauty Primary School, Kiewa Room, Yrs 3/4 Learning SpaceNO. 42 ARCHITECTS


VICTORIAN CEFPI AWARDS 2012

Category 1 WinnerKIOSC Woods Bagot

Category 2 WinnerWarrnambool Secondary College Science & Language Centre

NOW Architecture

Category 3 WinnerSt. Monica’s Middle School, Moonee Ponds Baldasso Cortese

Category 4 WinnerChelsea Primary School, The Bunjil Centre

ClarkeHopkinsClarke

Category 6 WinnerSt. Macartan’s Primary School, Outdoor Learnscapes

Law Architects


STUDENT REFLECTIONSof the 2012 Conference, Gold CoastReport by Kelvin Broadway, Monash University

I would like to thank the Victorian chapter of CEFPI for the opportunity to attend the 2012 Gold Coast Conference. I thought it ZDV�UHDOO\�ZHOO�RUJDQL]HG�DQG�TXLWH�LQVSLULQJ�WR�VHH�WKH�LQWHUDFWLRQ�between the two domains of Architecture and Education. The diversity of the speakers’ topics promoted the importance to me RI�FRQWLQXDOO\�OHDUQLQJ�IURP�RWKHUV�DQG�IURP�IXUWKHU�D¿HOG�WKDQ�RXU�LPPHGLDWH�EXEEOH�RI�SHHUV��,�¿QG�LW�LQWHUHVWLQJ�WKDW�ERWK�WKHVH�domains take their inspiration from a range of sources and through UHÀHFWLRQ�WKH\�FRQWLQXH�WR�EH�VKDSHG�DQG�UHVKDSHG��VR�LW�ZDV�JUHDW�to see them intertwined so closely at this conference and more importantly through the organization of CEFPI.

I was lucky enough to visit a range of educational settings over the second and third days and took something from each of these. I was particularly taken by the emphasis that good design went into solving VSHFL¿F�SUREOHPV�DQG�SURPRWLQJ�D�FRQGXFLYH�HQYLURQPHQW�IRU�WKH�teachers and students to learn and collaborate together. Many of the results also created interesting and aesthetic spaces which I also think places an importance on the role education plays and makes these spaces more enjoyable to be around. The Steiner school at 0XOOXPELPE\�ZDV�D�JUHDW�H[DPSOH�RI�WKLV��WKHLU�SHGDJRJ\�UHÀHFWV�VR�well in the built and open spaces. The Bryon Bay Community School also I think did too, but this time within the greater constraints of a much smaller site.

However the inference that well designed and aesthetically pleasing VLWHV�FDQ�LQÀXHQFH�OHDUQLQJ�ZDV�FKDOOHQJHG�RQ�DQRWKHU�WRXU��$�Principal asserted that the building conditions are no excuse for poor UHVXOWV�LQ�OHDUQLQJ�DQG�IXUWKHU��KH�ZDV�LQLWLDOO\�XQDEOH�WR�FRQ¿UP�WKDW�LPSURYHG�VSDFHV�FDQ�SRVLWLYHO\�LQÀXHQFH�OHDUQLQJ�UHVXOWV��+H�GLG�go on to state that better working conditions make it easier to retain VWDII�DQG�SURPRWH�WKH�FRQ¿GHQFH�LQ�IDPLOLHV�WR�KHOS�HQUROPHQWV��EXW�KH�VWLOO�ZDQWHG�WR�VWUHVV�WKH�TXDOLW\�RI�WKH�WHDFKHU�SOD\V�WKH�PRVW�important role in learning. Whilst I acknowledge the importance WKH�TXDOLW\�RI�WKH�WHDFKHU�SOD\V�ZLWKLQ�OHDUQLQJ��WKH�UROH�RI�WKH�µWKLUG�teacher’ – the teaching environment - cannot be underestimated.

It was also interesting on the tours, and a recurrent theme of many of WKH�NH\�QRWH�VSHDNHUV��WR�VHH�KRZ�TXLFNO\�FKDQJH�LV�IRUFHG�XSRQ�WKH�schools. By the time built spaces were ready to use or shortly after, PRVW�KDG�IDFHG�D�FDWDO\VW�WKDW�UHTXLUHG�D�FKDQJH�LQ�KRZ�WKH�EXLOGLQJ�and other existing spaces would be utilized. Despite the best laid SODQV�XQIRUHVHHQ�UHTXLUHPHQWV�RU�FLUFXPVWDQFHV�PHDQW�WKH�VSDFHV�would not be utilized as they had initially been designed. For me it is a credit to both the design of the built spaces and their designers that this would have otherwise been transparent if we were not alerted to the changes.

This conference has instilled in me an understanding that learning VSDFHV�QHHG�WR�EH�ÀH[LEOH�WR�DGDSW�WR�WKH�FKDQJLQJ�GHPDQGV�RQ�DQG�of the educational setting. Furthermore it has raised an awareness that these spaces will shape their available use and will continue to be reshaped to allow for different uses. I was genuinely thrilled to see so many speakers and attendees speak passionately about the future of education and the role built (and open) spaces will play in positively helping today’s learners face their changing future worlds.


Join us in Auckland for anoutstanding conferenceexperience.The conference theme is DISRUPTION. Disruption may occur through natural disaster or by planned design – disruption is both tragic and shattering, and an opportunity to take a new page, wipe away the established, traditional and entrenched patterning of behaviour and reshape priorities without baggage.The Conference offers:

Enlightening keynote speakers.Visits to Auckland’s most innovative and challenging

learning spaces led by their practitioners.Case study workshops engaging with real life design

challenges led by their educators and architects.Hospitality at Auckland’s leading venues.

13th Annual CEFPIAustralasia Region Conference

29-31 May 2013SKYCITY Hotel,AucklandNew Zealand

C E F P I 2 013 AUC K L A N D C O N F E R E N C E

To keep in touch with conference updates, please email the Conference Manager [email protected] or Claire Yildiz [email protected] +64 9 367 0423 926

Visit the CEFPI website www.cefpi.org.au

BCC ManagementPh +61 3 8679 5460

Fax +61 3 8679 [email protected]

We are delighted to announce our confirmed keynote speakers:

The focus of Julia Atkin’s work has been researching how people learn. The principles of effective learning which she has developed define the architecture of learning and have been translated into a set of design tools for developing educational programs. She has extensive experience of developing innovative and purposeful learning environments.

Stephen Harris is the Principal of Northern Beaches Christian School, New South Wales, and Director of Sydney Centre for Innovation in Sydney. Stephen will look at the key role of design and furniture in enabling teachers to change pedagogy which is seen as being pivotal to school transformation.

Trung Le is a pioneer of Cannon Design’s education practice and has an incessant passion for learning. Le is widely recognized as an advocate for incorporating multiple intelligences and learning styles in the design of education environments. As the lead designer for Cannon Design’s education group, he creates spaces that encourage inquiry and imagination and offer students a sense of what it means to be a part of a global community.

Christian Long is an educator, school planner, and passionate advocate for innovative learning communities. Christian speaks nationally and internationally on topics ranging from emerging trends in education to innovative school planning practices and is well known for his work on The Third Teacher.

Mark Treadwell is an independent New Zealand consultant who will address how we should design spaces for learning given the current paradigm shift in education.

Mike Anderson and John Leonard Mike Anderson is Principal at Waimairi Primary School and an avid promoter of the use of ICT in primary school teaching. Mikes’ school of over 500 students was hit hard in the February earthquake. His work on keeping his community together and basing it on strong learning has been recognised throughout Christchurch.

John is on leave from his usual role as Principal of Freeville school, he is currently working for Ngai Tahu with their education team leading them in creating a professional development model to enhance Maori student achievement. John’s school was devastated by the quake, with the majority of his school zone now red, yet he has maintained his roll and is still the school of choice in the area.

VISITS to see learning space design in action. 20 + visits to choose from

Stonefields School – opened 2010 and committed to maximising opportunities presented by open learning spaces.

Ormiston Senior College – opened 2011 and designed to support personalised learning and 21st century technologies.

And many more...

Case Study Workshops 20 + to choose from Albany Senior High School.How to create learning spaces that support self direction and

environmental engagement on a narrow, road bound site.

And many more…

Christchurch Pre-Conference TourOn Tuesday 28 May, the day before the conference officially begins, there will be an organised tour of Christchurch. If you are interested in joining this tour please email [email protected] to express your interest in attending. Details will follow later.


A STUDY TOUR OF REGGIO EMILIA Report by Judith North

Last April I had the pleasure of a tour of the Ray of Light at the Loris Malaguzzi International Centre in Reggio Emilia, Italy. Reggio Children which is based at the Centre is recognised as a world leader in infant education (0-6 years), has been borne out of the philosophies of the eminent Italian educator, Loris Menaguzzi and the circumstances of reconstruction of the Education system in the city of Reggio Emilia after World War 2.

Their global educational project, which is practiced in the Municipal Infant-toddler Centresand Preschools around the city of Reggio Emilia has inspired schools all over the world. It is based on a number of distinctive characteristics: the participation of families, the collegial work of all the personnel, the importance of the physical and psychological educational environment, WKH�SUHVHQFH�RI�WKH�$WHOLHU�DQG�WKH�¿JXUH�RI�WKH�$WHOLHULVWD��IDFLOLWDWRU�JXLGH�WHDFKHU��DQG�WKH�SHGDJRJLFDO�FRRUGLQDWLQJ�UHVHDUFK�WHDP��,W�LV�comprised of the ateliers, the in-school kitchen, the exhibition space and the conference facilities.6LJQL¿FDQW�LQIRUPDWLRQ�UHJDUGLQJ�WKLV�KLVWRU\�DQG�the philosophy is available on www.reggiochildren.it

The philosophy has now been extended such that Reggio Children has constructed a Primary School which has just commenced operation.The Ray of Light within the Centre is one example of their approach to education developed through research. The exploration of light is effectively a tool for the atelierista to provide strategies for teachers to engage and inspire 0-6 year olds. But with its atelieristas, the Atelier is also available to the city’s Primary and Secondary Schools and Universities with a heavy diary of visitations over each year.

7R�TXRWH�WKH�H[SODQDWLRQ�RQ�WKH�ZDOO�DV�RQH�enters the Atelier:“The atelier space is designed for interactive

inquiry and for individual and groups

experimentation; a place where children and

young people can explore different aspects of

light. The atelier is organised around

illuminatories; purposely conceived environments

proposing issues for enquiry through tools and

materials, sustaining the construction of

hypotheses and theories in a dimension of

exchange and comparison of viewpoints.

Hypothesis and theories which embrace

imagination, the fantastic narrative as forms


of interpretation and explanation, in interaction

ZLWK�PRUH�VFLHQWL¿F�DQG�UDWLRQDO�IRUPV��7KHilluminatories do not orient us in a single direction

or towards a single solution, but enable

us to investigate the same concept from different

point of views, manipulating light and its

properties in different ways.”

The Illuminatories are then labelled through the Atelier: –Light Scenery –Compositions in Light and Colour –The Colours of Light –Rebounding Light – Interferences of Light –Drawings of Shy Light – Invisible Light –Dark Light

Sub-groups of a maximum of 5 pre-schoolers (or other age group) in consort with their class mates (20-25 max) move through a series of spaces or zones (Illuminatories) assembled within the Atelier or studio. Each Illuminatory H[SRVHV�WKH�OHDUQHU�WR�VSHFL¿F�H[SHULHQFHV�RI�light about which the experienced atelierista draw awareness from the learners about feelings, FRORXU��VKDGRZV��UHÀHFWLRQ��UHIUDFWLRQ��ZDYHV��ÀXRUHVFHQFH��SKRVSKRUHVFHQFH�WR�QDPH�MXVW�some of the concepts. The skill of the atelierista is not to give answers of why certain things happen, but to inspire awareness of the learners of their surroundings and to engage them in debate within their group of 5.

The experience concludes after about 2 hours when the whole class meet up in another part of the studio. Here the day to day teachers of the group of pre-schoolers and the atelierista discuss observations further with the whole JURXS��7HDFKHUV�WKHQ�WDNH�WKH�EXUQLQJ�TXHVWLRQV�WKDW�DURVH�DERXW�ZK\�WKLV�RU�WKDW�KDSSHQHG�was experienced, etc back to the class room for further exploration.

Other programmes developed at Reggio Emilia similarly focus on inspiring the child to gain self motivated awareness of their physical and emotional world. Children go out into the city with cameras and are asked to undertake activities such as photograph tall things, short things, bright things, moving things, etc. They return to their space where rich conversation, debate and learning ensues. Another experience saw the children go into the city to map its sounds. They listen, become aware of the variety of sounds, discuss the possible reasons and instigators of the sounds. Then back in their space they consider and decide on symbols to represent the sound and map the location of each of the sounds. The display of the children’s work in the exhibition space was delightful and amply demonstrated the vitality and breadth of growth in such young children. The strategies rapidly draw out their natural curiosity and ability for fast learning thus strengthening their base for learning for life.

For further information on Reggio Emilia SKLORVRSK\�DQG�RU�WRXUV�SOHDVH�UHIHU�WR�WKH�Reggio Emilia Australia Information Exchange:KWWS��ZZZ�UHDLH�RUJ�DX��

Excerpts of Exhibition of Reggio Emilia student work


THE CEFPI BIG DAY OUTReport by Jo Dane

All photos courtesy of Hal Cutting.

Further to the website news in December reporting on the overwhelming success of the Big CEFPI Day Out, I would like to share a couple of memories of my own.

The day commenced with a visit to Meadows Primary School who graciously hosted our 70+ contingent. Following the formalities of the guest speakers we were hosted to the most wonderful morning tea. Students, parents and community helpers baked an array of delicious cakes and scones - including their ‘famous’ hummingbird cake. Many of the ingredients were grown in the School’s kitchen garden. Students also had jam & chutney for sale, also made with produce from the garden.

Upon return to Melbourne University (and more food) we were all treated to a series of emotional presentations IURP�WKH�WKUHH�0D\¿HOG�3URMHFW�groups. Young professional architects, designers and teachers collaborated to research the theme of ‘Schools as Sanctuaries of Hope’, exploring how School helps communities recover from disasters. The groups investigated issues such as refugees, poverty and EXVK¿UHV��,W�ZDV�FRPSHOOLQJ�and inspiring, leaving us with the challenge of how we, the CEFPI community, could become more involved with disaster recovery. For those who were not present at the presentations I have included the project summaries in the following pages.

The plan is for the Big CEFPI Day Out to become an annual event to coincide with the Victorian CEFPI Awards.

For more insights of the day, refer WR��KWWS��FHISL�RUJ�DX�QHZV�YLF�QHZV�FHISLV�ELJ�GD\�RXW�LV�D�ELJ�hit!


A SAFE PLACESchools are a safe place. They provide a warm and welcoming HQYLURQPHQW��)RU�WKRVH�ÀHHLQJ�FRQÀLFW��6FKRRO�KDV�EHFRPH�D�SODFH�to connect and engage with the local community….a ‘sanctuary of hope’.

7KH� UROH� RI� 6FKRRO� SRVW� FRQÀLFW� ZLOO� EH� H[DPLQHG� E\� WKH� 6RXWK�$XVWUDOLDQ�0D\¿HOG�3URMHFW�WHDP�EDVHG�RQ�LQWHUYLHZV�ZLWK�D�GLYHUVH�range of stakeholders who are delivering what is referred to as the ‘Hills Program’. This delivers an intensive English program together with diverse activities for the children of families who are placed at the Inverbrackie Detention Centre and transported to local Schools.

Our team will visit the three local Schools that are delivering on the goal to ‘achieve personal best while living in harmony with others’ at 2DNEDQN��+HDWK¿HOG�DQG�8UDLGOD��

We will observe and participate in conversations about ‘home, space and belonging’ in the context that the learning opportunities UHÀHFW�ZKDW�FDQ�EH�GHOLYHUHG�LQ��ZHHNV�IRU�GHWDLQHHV�LQ�WUDQVLWLRQ�

A key aspect is the development of cross-cultural understanding. Life skills are established based on sound moral values, cooperation, participation, contribution, resilience, persistence and achievement.

An appreciation that we all share a common humanity is a key outcome that has built a stronger local community who appreciate that the world is a global village.

Our team will seek to understand why and how the positive outcomes are being achieved and apply our architectural skills to test opportunities to further improve learning by adapting existing VSDFHV�DQG�SODFHV�WR�UHÀHFW�WKH�XQLTXH�QDWXUH�RI�WKH�µ+LOOV�3URJUDP¶�

South Australia

THE MAYFIELD PROJECT 2012Schools as Sanctuaries of Hope

TEAM:Peter Moeck

Tracey RoughanaChloe Summers

Kyra WoodLara Mackintosh (mentor)


Western Australia THE LEARNING VILLAGESchools are at the heart of a community. Across the world today, the role of ‘school’ in the midst of severe poverty and economic KDUGVKLSV�LV�EHLQJ�UHGH¿QHG�WR�SURYLGH�QHZ�ZD\V�RI�FRPPXQLWLHV�developing ‘Learning Villages’ as sanctuaries of hope.

��HPEUDFLQJ�WHFKQRORJ\��HQJHQGHULQJ�SULGH�DQG�RZQHUVKLS��HPSRZHULQJ�FRPPXQLWLHV�WR�FRQQHFW�DQG�VXSSRUW�HDFK�RWKHU��HQDEOLQJ�OLIHORQJ�OHDUQLQJ�RSSRUWXQLWLHV��HQFRXUDJLQJ�LQQRYDWLRQ��H[SORULQJ�VXVWDLQDELOLW\�LQ�DOO�LWV�IRUPV

7KH�3HUWK�EDVHG�0D\¿HOG�3URMHFW�WHDP�ZLOO�SUHVHQW�LQVSLULQJ�FDVH�VWXGLHV�ZLWK�FULWLFDO�DQDO\VLV��VHHN�WR�GH¿QH�WKH�HFRQRPLF�challenges and explore models of partnerships that span distance DQG�VRFLR�HFRQRPLF�JURXSV��7KURXJK�WKLV�UHVHDUFK�DQG�UHÀHFWLRQ��the team will propose an effective model of partnership and creative design concepts that give true meaning to the ‘Learning Village’.


TEAM:1LFROH�%HVW

Kelly RattiganDani MartinBill Cordner

Phil Idle (mentor)


Victoria BUILDING RESILIENCE: THE ROLE OF SCHOOL POST NATURAL DISASTER7KH�9LFWRULDQ�0D\¿HOG�3URMHFW�7HDP�ZLOO�LQYHVWLJDWH�KRZ�VFKRRO�communities in the Kinglake area responded to the Black Saturday EXVK¿UHV��7KH�REMHFWLYH�RI�WKLV�UHVHDUFK�LV�WR�GHYHORS�EHWWHU�understandings of the role that school communities and school infrastructure can play in supporting recovery in post natural disaster situations.

.H\�UHVHDUFK�TXHVWLRQ��:KDW�LV�WKH�UROH�RI�VFKRRO�LQ�D�SRVW�QDWXUDO�GLVDVWHU�VLWXDWLRQ"

7R�DGGUHVV�WKLV�TXHVWLRQ��WKH�WHDP�ZLOO�LQYHVWLJDWH�WKH�UHEXLOGLQJ�creation of two schools: 1. A new school being created by community member Daryl 2. The (re)construction of a school by DEECD or CEOM

5HVLOLHQFH�WKHRU\�ZLOO�SURYLGH�D�OHQV�WKURXJK�ZKLFK�WR�FULWLTXH�WKH�different approaches.The Victorian MP Team will bring together interviews, images and video to detail how people in the Kinglake area have approached the process of ‘building resilience’ into their school and wider communities.


TEAM:Claire Murdoch

Lisa HortonHsuhan Chiang

Dr. Ben Cleveland (mentor)


Victorian Chapter Board 2013Chair Jo Dane [email protected]

Past Chair Richard Leonard [email protected]

Chair Elect Sandy Law [email protected] Treasurer Doug Harnetty [email protected]

Secretary Angela Williams [email protected]

General committee: Judith North [email protected]

Vincent Bok [email protected]

Rob Bienvenu [email protected]

Hal Cutting [email protected]

Janet Mattiske [email protected]

Dr. Ben Cleveland [email protected]

Laurence Robinson [email protected]

Gerard Hogan [email protected] Regional Council Representatives: Richard Leonard (Regional Chair Elect) Jo Dane Laurence Robinson� � � 'U��%HQ�&OHYHODQG��0D\¿HOG�3URMHFW�

Did you know?The Victorian Chapter Board members also participate in sub-committees.

Events:Sandy Law, Vincent Bok & Gerard Hogan

Publications & Awards:Angela Williams & Rob Bienvenu

Membership & Communications:Hal Cutting, Laurence Robinson & Judith North

Research:Jo Dane, Ben Cleveland

Finance:Doug Harnetty

If you are interested in getting more involved with one of the sub-committees, please contact Jo Dane or a relevant committee member.

newsletter victorian chapter april 2013 - a4le.org.au · newsletter victorian chapter april 2013...

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