Posts Tagged ‘SCHOOLS’

THE SCHOOLYARD IS SICK

As part of an ongoing effort to make content more accessible, LAM will be making select stories available to readers in Spanish. For a full list of translated articles, please click here.

BY JANE MARGOLIES

FROM THE JUNE 2019 ISSUE OF LANDSCAPE ARCHITECTURE MAGAZINE.

 

Not long ago, the schoolyard of Eagle Rock Elementary, in the Eagle Rock neighborhood of Los Angeles, was a sea of cracked asphalt. Now it has rows of budding trees that divide up the three-acre expanse, and there’s a large grassy area and little enclaves with stumps and log seating away from the hustle and bustle. By offering a variety of settings, the schoolyard gives students the ability to choose where and how they spend their time at recess. Claire Latané, ASLA, the Los Angeles-based ecological designer who led the renovation of the grounds, says it also should improve their mental health.

Latané believes supporting the mental health of students is key to their happiness and well-being. Her conviction is based on decades of academic research by others, her own experience analyzing and designing schoolyards, and her gut feeling about the topic, as both a designer and a mother. Despite all we know about the impact our surroundings have on us—and the progress being made to introduce therapeutic environments to health care facilities—schools aren’t being designed with mental health as a consideration, let alone a priority. They are defensive (and ever more so, even provisionally, given gun violence in schools). Many schools have as much charm as storage facilities these days, and the worst are, in their environmental design, practically penal.

Through advocacy, writing, and teaching, Latané is trying to change that reality. She has encouraged the Los Angeles Unified School District (LAUSD), (more…)

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BY JEFF LINK

A pilot study suggests playground equipment can provide social and emotional benefits for children with sensory disorders.

FROM THE JUNE 2018 ISSUE OF LANDSCAPE ARCHITECTURE MAGAZINE.

Lucy Miller lost her sight when she was 16 and, in 1970, underwent one of the nation’s first corneal transplants. A procession of specialists flitted in and out of her recovery room—doctors, nurses, residents, fellows—but she recalls thinking that only the occupational therapist was interested in her as a person.

Shortly after her release from the hospital, she abandoned her plans to go to law school and headed to graduate school at Boston University to study occupational therapy. It wasn’t only the care and attention of her former occupational therapist who had led her to this decision. In the hospital, over several months when her eyes were surgically detached from her skull, she noticed her other senses had grown sharper. She wondered why, neurologically, this had happened, and was determined to find out. So, in her early twenties, still in graduate school, she embarked on a summer mentorship at the Torrance, California, clinic of Jean Ayers, the originator of a then-emerging field exploring the relationship between the sensory processing dysfunction and the behavior of children with disabilities.

Nearly half a century later, Miller, who is the clinical director of the STAR Institute for Sensory Processing Disorder just south of Denver, has become one of the nation’s preeminent scholars on sensory processing disorder (SPD). This term is used to describe difficulty with “one or more of the sensory processes that occur along the neurological pathway, from detecting stimulation to regulating the input and output, to interpreting the sensations correctly, to responding accurately, and finally, to turning the sensory input into meaningful responses,” as she explained in her 2014 book, (more…)

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BY BRADFORD MCKEE

FROM THE JUNE 2018 ISSUE OF LANDSCAPE ARCHITECTURE MAGAZINE.

 

I’m not sure how many magazines with advisory boards actually put them to work, but at LAM, we meet with ours monthly by phone and find their advice invaluable. The LAM Editorial Advisory Committee (you can see its members on our masthead, page 6) is drawn from a cross section of ASLA’s membership. Each month, a different member leads the call, along with a backup, and those two people together set the agenda and lead the conversation. The topic is entirely of their choosing. Those of us on the magazine staff occasionally chime in, but mainly we listen.

A recent call was led by two early-career professionals who focused the conversation on the ways landscape history is taught in landscape architecture schools. In particular, they wanted to address the overwhelming bend in the history curriculum toward European design traditions and values. “We don’t see a lot of landscape architecture not designed by white men,” one said. “What do we accept as ‘high design,’ and how can we challenge how these [notions] are rooted in Eurocentric design principles?”

The question expands easily beyond high design to human spatial behavior, preference, and need. In any case, it’s an especially pertinent subject given the broad recognition within landscape architecture that the profession is overdue for diversification if it is to address the issues confronting the modern world. “In the past, landscape architecture history was taught along European garden types and sprinkled in other influences such as Chinese and Japanese gardens,” noted one of several committee members who is a university educator. “Now that it’s a global profession, people are talking about other influences. A lot of people elsewhere are trying to make sense of (more…)

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