Early Childhood and Elementary

Playscapes designed to address the unique needs of early childhood and elementary-age students require multiple areas for physical play that are inclusive yet challenging. Early elementary play can be more focused on motion and spinning, which provided positive, vestibular stimulation for brain development. “Spinning is an important form of sensory input that the brain takes in and processes that can help with balance, decision-making, and even attention span,” says GMB landscape architect Dana Hernalsteen. “Incorporating different areas of play also gives students a choice in how they want to explore and engage with their surroundings.” For example, pavement activities can take many shapes and promote different types of play, from group games like foursquare, to active learning from painted maps or solar systems, and social emotional needs like peace paths and buddy circles.

Ludington’s new elementary school aimed to create meaningful connections to the outdoors, an important initiative for the district. All the classroom wings connect outside through covered outdoor learning areas to playgrounds that encourage both outdoor learning and play. Multiple playgrounds address the needs of students from kindergarten through 5th grade on one campus. Broken down into distinct age categories, each playscape was designed to create meaningful play as students grow. For the youngest learners, areas that promote balance, like spinners and climbers, and creativity, like chalk and sandboxes, were included. For the oldest group, more challenging spaces for parkour and rope climbing encourage strength building, teamwork, and competition.

Special Education and Accessibility Needs

Creating an inclusive and accessible playscape presents students with many opportunities. Completely barrier-free design, with compliance for national standards, can be just as fun, intentional, and creative as traditional play areas. Incorporating the necessary signage, railings, fencing, and transitions into the natural surroundings where possible makes the accessibility requirements feel like just another part of the design. At Hamilton Community Schools, a special education wing’s new playground provides accessible play for all students. An ADA accessible ramp into the rubberized surface area for wheelchairs is the first impression of accessible use. The playground also includes equipment that can accommodate wheelchair users plus their adult paraprofessionals. “Incorporating different kinds of sensory elements from texture, sound, height levels, spinning, and signage gives the playscape something for everyone,” said GMB landscape architect Chris Markham. “Multiple zones throughout the area and the new equipment allow kids of different abilities to interact and play together without physical constraints.”

Serving Multiple Age Groups

At schools where multiple age groups share a single campus or facility, outdoor spaces can be creatively utilized to address the needs of multiple age groups. By blending programs together in flexible spaces that promote both play and learning on a smaller footprint, yet intentionally separating age group activities, districts can accommodate outdoor play for any age group. Potterville Public Schools is utilizing their shared campus to create outdoor areas that fit students from kindergarten through high school. Similar age zones are placed near each other to create the appropriate separation of activities while maximizing their square footage. The youngest group’s play area is enclosed in a courtyard and requires the least amount of space, while the middle school group will have play structures of varying scale and opportunity for free play. High schoolers will be able to physically exert themselves on play fields if they choose or can utilize seating with shade to read, study, and converse.

Designing an AI Empowered Student Workshop

Members from GMB’s design team, alongside Dave Tebo and elementary educators, conducted an AI-empowered student design workshop at Holland Public Schools. The district, where 66% of students are economically disadvantaged and 18% have disabilities, exemplifies the need for inclusive and equitable learning solutions. The workshop focused specifically on West Elementary, a school currently lacking collaboration spaces essential for fostering student interaction and teamwork. With a planned renovation, the objective was to incorporate student input into the design of grade-level extended learning areas (ELA) within the school.

The workshop aimed to engage K-5th grade students in the design process, empowering them to express their ideas and preferences, learn basic design concepts, and collaborate with professionals to bring their visions to life. Inclusive participation was paramount, allowing every student, regardless of background or ability, to have a voice in the design process. A lesson plan co-designed with district staff ensured alignment with their educational goals and included the development of a curriculum tool that the district can use for future student-led projects.

The workshop was structured into 18 separate sessions, each lasting 45 minutes, conducted during STEM class periods. Students from kindergarten through 5^th grade participated in visioning exercises that helped them imagine their ideal learning environment through storytelling and vision boards showcasing other inspirational student spaces. Students would then spend time ideating through drawing, writing, or using symbols or speech to express their ideas. The designers and educators assisted students in turning their brainstormed ideas into simple sketches or drawings and creating language to prompt the AI program. The workshop activities were tailored to meet the different needs of students — kindergarteners focused more on pictures, while 4^th and 5^th grade students were able to express ideas in writing or floorplan design.

Students were asked to formulate themes for the types of spaces they wanted to see. Common themes included learning spaces that emulated a forest, beach, outer space, treehouse, robots, and underwater. Students would gasp and squeal with delight when the AI-generated designs would pop up on the screens, showing their ideas come to life in real-time. Comments of “I would want that!” or “It looks really realistic,” would echo throughout the classroom. Children from each age range were visibly inspired and engaged with the program, providing the team with several thematic and design ideas to include in the future learning spaces.       

What Comes Next?

Post-workshop, the collected ideas and feedback will be used to inform the design elements of the new extended learning areas at West Elementary. This collaborative approach not only encourages engagement with the learning environment but also instills a sense of agency and pride among students. By leveraging AI technology, we can ensure that all students, regardless of their abilities or backgrounds, have the opportunity to contribute their ideas. This approach not only fosters creativity and autonomy but also sets the foundation for a more inclusive and dynamic educational experience.

“Seeing the kids’ faces light up and get excited about the possibilities of their future learning spaces was inspiring to be a part of” added Jeff Hoag, educational planner with GMB, “Every student learns differently and giving them the tools they need to express their needs and wants will make a big difference in how the experience learning.”

What is Experiential Graphic Design?

Experiential Graphic Design is the integration of brand and message within physical spaces, transforming how individuals interact with and perceive their environment. Unlike its previous name indicates, Environmental Graphic Design, the term Experiential Graphic Design was adopted over ten years ago to better represent the focus on creating immersive and meaningful experiences rather than solely implying environmental sustainability.

EGD combines various elements such as signage, maps, symbols, colors, and other communication materials to guide individuals through the built environments. This approach not only complements architecture, interior design, branding, landscape, and furniture but also creates a cohesive and engaging spatial experience. Today, EGD can also leverage digital spaces to present dynamic content through motion or interactive graphics, allowing for rich interactions between building users and the presented information.

From the moment students approach their school, experiential design can create a welcoming atmosphere. Exterior signage and wayfinding systems, designed with thoughtful typography, color schemes, and imagery, help students and visitors navigate the campus with ease. These elements not only provide essential information but also establish a sense of place and belonging.

Interior spaces can further enhance the student experience by incorporating graphics that complement the curriculum. Wall murals, informational displays, and interactive installations can make hallways, classrooms, and common areas more engaging and inspiring. Digital displays and motion graphics can present dynamic content, making lessons more engaging and accessible. By creating visually stimulating environments, EGD helps maintain students’ interest and enthusiasm throughout their educational journey.

Additionally, EGD can create themed environments that align with specific subjects or educational goals. Edgerton Trails Elementary School’s colorful interior is inspired by the district’s elementary science curriculum, with each grade level housed in distinct neighborhoods that reflect local habitats. The neighborhoods — The Pond (DK), The Woodlands (K-1), The Lakes (2-3), and The Dunes (4-5) — provide age-appropriate and fun environments that connect back to what they are learning. Students can feel emotionally and physically safe as the layout ensures they interact primarily with their peers in spaces designed specifically for their developmental stage. These immersive environments stimulate curiosity and creativity, encouraging students to explore and engage with their subjects more deeply.

Supporting Mental Health and Well-Being

The design of educational spaces can have a significant impact on students’ mental health and well-being. Experiential graphics can contribute to creating a positive and supportive atmosphere by incorporating elements that promote relaxation, focus, and emotional comfort. For example, calming color palettes, nature-inspired imagery, and thoughtful spatial layouts can reduce stress and anxiety, fostering a sense of calm and security.

EGD can also promote social interaction and community building by designing spaces that encourage collaboration and connection. Interactive displays, communal areas, and shared information boards can help students feel more connected to their peers and institution, enhancing their overall sense of well-being.

To embrace the student and school connection to the Shelby community, each academic wing at the Shelby Elementary School was given an identity from elements found in the natural environment that include an orchard, forest, and lake. Bright colors and illustrations are infused throughout the facility with experiential hallway graphics and flexible furniture. Shelby has a large population of students who speak English as a second language, so each graphic in the school is represented in both English and Spanish to create an inclusive environment.

Guiding Student Focus and Learning

Experiential graphics can also play a supportive role in guiding student focus and enhancing learning environments. Creating personalized spaces, like built-in nooks, can offer calm areas for individual reflection or focused work, and can promote a sense of ownership and comfort. Enhancing these areas with dedicated graphics, schools can support students in finding their unique place, fostering an environment that positively impacts well-being and individual growth.

Additionally, EGD that incorporates place-based learning concepts into the design and application can inspire students to engage more deeply with their everyday surroundings. EGD, when thoughtfully integrated, can transform ordinary spaces into interactive learning environments that stimulate curiosity and creativity. This approach not only enhances the educational experience but also propels schools and universities towards innovative and effective learning strategies.

At Ludington Elementary School, inspired by the school’s land and its connection to Native American culture, each grade-level neighborhood has an identifiable animal (like an owl, wolf or bear) to connect to and identify with. Each animal was chosen specifically through feedback from the local indigenous tribe. This strategic use of coordinating displays creates a feeling of belonging for young learners and fosters student connection to the physical environment.

Interacting with Digital
Designs

Digital technologies play an increasingly important role in experiential graphic design. Interactive kiosks, digital signage, and learning-centered motion graphics can present dynamic content that adapts to the needs of students and visitors. These technologies allow for real-time updates, personalized information, and interactive experiences that enhance the overall environment.

The open lobby at Calvin University’s new School of Business facility features a digital running stock ticker so that students feel continually immersed in business culture. A large video wall showing the active stock market, market highlights, or campus news in the same space complements the feeling of learning in a real, global business setting.

In the early 2000s, transitions in STEM curriculum created opportunities for robotics programs to grow in K-12 settings. While robotics education used to be out of reach for many public schools due to cost and lack of teacher availability, it is now becoming more affordable through corporate sponsorships, repurposing of equipment, and increased access to resources.

Today’s students have never known a world without internet access and education that supports future career paths in technology is essential. Robotics are a considerable tool in many of today’s industries and early interaction with robotics is encouraged. Students in robotics can learn the ins and outs of in-demand skills like engineering, coding, manufacturing and more. Connecting robotics principles to overall academics gives students the opportunity to apply their knowledge in real-world applications and fosters a love for lifelong learning. Beyond technical skills, robotics teaches students critical thinking skills, teamwork, and leadership while also building their confidence.

Mason Public Schools continues to enhance their robotics program, dubbed Tractor Nation, at all ages throughout the district. To meet the growing demand, a new robotics competition space was proposed and supported through the district’s bond and sinking fund. The completed space, housed within the high school, has become a state-of-the-art area for students to learn, create, and compete. The robotics center features a new fabrication workshop, a full-size practice FIRST Robotics field, and adjoining classroom. The center also supports programs for other local schools to practice, collaborate, and learn from each other.

Mason Public Schools has successfully integrated robotics curriculum at the middle school and high school levels within their district. The middle school robotics class introduces students to VEX IQ coding and building, while the high school classes include Introduction to Robotics, Competitive Robotics, and 3D Printing classes. Introducing these concepts into the curriculum helps connect student’s academic knowledge in engineering, mathematics, and science, while also spreading awareness of robotics education.

“This is real-world application,” explained Ben Shoemaker, the Lead Mentor for Team 3655, to WILX News 10 at the facility’s ribbon cutting. “We’re teaching kids how to run equipment, we’re teaching kids how to build things…the robot is a vehicle for us to teach kids how to problem solve no matter what discipline they’re interested in doing or what their future plans are.”

Grandville Public Schools signature extracurricular robotics program consists of the Grandville Robodawgs team for high school age students and the Grandville Robotics that serves 3^rd – 8^th graders. Their programs have recently finished their first competition season in the newly constructed robotics arena, one of the largest built-for-purpose robotics competition centers in the United States. The robotics arena can host a variety of competitions with up to 2,000 spectators. The venue can be used for FIRST Robotics Competitions (FRC), VEX Robotics, Lego League and even aerial drone robotics with multiple competition fields and pits for up to 120 teams. The polished concrete floors are low maintenance and scratch resistant, the perfect surface for battle bot events. Acoustics in the space were specifically designed to dampen the sounds of robotics use with perforated acoustical roof deck and wall panels. Air flow disseminated from the ductwork controls arena temperature and does not disrupt the sensitive ariel drone competitions. The arena is also supplied with separate electric circuits that will not impact the rest of the school building during high volume electrical usage times.

The adjoining multi-purpose gymnasium space with a traditional wood floor can also be combined to host large tournament events. Adjacent woodshop spaces, mini hardware store, concessions, and multiple load-in points with large rollup doors allow for robot building and practice, 3D printing, storage, and multi-purpose use. The district can control the amount of access to the school’s non-academic spaces for after-hours use, keeping the academics wing secure while still welcoming groups for events or extracurricular activities.

“This is a game changer for all West Michigan robotics and their programs who can use this top-notch facility to build their programs,” said Roger Bearup, Grandville Public Schools Superintendent.

As part of a larger bond program, Comstock Public Schools will begin construction of a new K-8 STEM Academy this summer to replace a 75-year-old facility with a purpose-built STEM school. The new school will feature intentional design that celebrates the future of STEM and ensures that the programming is thoughtful, inclusive, and relevant to today’s technology and resources. The project team held a design workshop with multiple stakeholder and community groups to develop a functional and flexible design that evolves and adapts to the changing needs of students.

Current STEM Academy students participate in a variety of hands-on, enriching science projects. For example, a flagship program for the third-grade class is the Maple Tree Tapping Unit, which teaches students the entire process of creating maple syrup – from tapping the trees and boiling the sap, to enjoying the final product. The new academy will even feature an on-site sugar maple grove for this specific program, truly integrating the program’s curriculum into the school design. Extended learning areas throughout the school and outdoor areas will put learning on display and encapsulate the innovation happening within the academy.

The new STEM Academy is set to become the area’s go-to facility for STEM education. The academy offers 8th grade students the opportunity to earn high school credit, accelerating their future ability enroll in dual enrollment and earn free college credit courses. Offering STEM-specific education in a district with a historically underserved student population has increased enrollment and retention for the district. Comstock’s STEM Academy is even the highest performing school in Kalamazoo County.

Grandville Public School’s new middle school features more than 200,000 square feet of teaching and learning space that is flexible and student focused, giving students a variety of specialized spaces for a well-rounded educational experience. Collaborative spaces throughout the school and ample transparency into learning spaces supports curiosity and connects students across programs, like STEM. The middle school’s dedicated STEM education for the 7^th grade students courses focus on hands-on activities surrounding planes, cars, 3-D printing, and robots; while the 8^th grade level focuses on project-based Applied Construction and the Science of Speed.

The design for the middle school also included a significant upgrade in facilities for the district’s signature extracurricular robotics program, the Grandville Robodawgs. The new specialized robotics arena can host a variety of competitions and includes an adjacent gymnasium and woodshop area. The venue can be used for FIRST Robotics Competitions (FRC), VEX Robotics, Lego League and even aerial drones with multiple competition fields and pits for up to 120 teams. Robotics exemplify STEM principles and teach students programming, safety, and engineering skills to get them college or career ready. STEM concepts also allow students to learn lifelong skills in teamwork, leadership, and communications. These programs span multiple grade levels and even give elementary-aged students, and students from neighboring districts, exposure to robotics.

“The whole school is connected to academics – from robotics, STEM, traditional classrooms – we want to connect the concepts and ideas to real world application,” says Grandville Superintendent Roger Bearup.

Technology is ever changing with new and innovative advancements that aim to enhance instruction and student learning. At Ivy Tech’s East Chicago Welding Lab, the use of technology is changing the way they teach welding, what they are calling a 22^nd century growing industry. A new way to immerse students in welding techniques is through the college’s new virtual welding simulators. Bays of virtual reality (VR) welding trainers, equipped with TV monitors on the wall, mirror the small virtual display unit so instructors, peers from the class, and other building users can see the technology in use. With realistic sounds and sparks, demonstrations and replay mode, the VR system enhances welding curriculum with safe, teachable training for all levels of students. When balancing a variety of learning styles with hands-on skills training, virtual learning and in-person instruction, technologies can bring students together in a way that provides an equitable experience for all learners.

However, it’s no coincidence that an emphasis on outdoor learning in higher education settings is also in focus. In what is perhaps a counter pendulum swing to the technology generation, we’re seeing health and wellbeing facilities and spaces being designed on college campuses everywhere. From outdoor meditation gardens and labyrinths with no WiFi signal, to spaces in residence halls and academic buildings that offer quiet personal time for contemplation, rejuvenation, and creation. A new residential master plan GMB completed included a new green space on campus with the purpose to foster additional opportunities for student connection and community-building, with features like a hammock park and outdoor firepits. As designers, we’re challenged with creating places where students and faculty alike can balance both their virtual and physical worlds.

AIA’s annual Honor awards celebrate excellence in local architecture and architectural design by honoring projects completed, individual architects, students, and community leaders for their contributions to the profession. Founded in 1857, AIA is the preeminent professional organization for architects across the country, working to create more valuable, healthy, secure, and sustainable buildings, neighborhoods, and communities through the creation and promotion of ethical standards and code of conduct for all members.

Ludington Area School District and the surrounding community decided to consolidate the district’s three elementary schools and early childhood center into one new, centralized facility as part of their 2019 bond proposal. The new elementary complements the district’s forward-looking approach to curriculum design, facilities planning, and classroom design. The resulting building delivers spaces that are flexible and transitionally appropriate for each age group, with extended learning areas throughout to provide opportunities for students to find their place and help propel the district in a new direction around collaborative learning.

“The design of Ludington Elementary School was one of those rare feats that meets the needs of everyone,” said Dr. Kyle Corlett, Ludington Area School District Superintendent. “Our students love it, our staff love it, and our parents love it.”

The 155,00-square-foot elementary building establishes a learning ecosystem within the community and breaks down the classroom wings into smaller, grade-level centered neighborhoods that feel more approachable to an elementary-aged student. Recognizing that learning doesn’t happen only in the classroom, Ludington Elementary was designed with outdoor learning areas, dedicated extended learning areas, and niches in the corridors that function as an accommodated learning space. All of the shared amenities and special programs are organized along a center spine that connects all the neighborhoods together, creating a clear wayfinding path and circulation loop around the building.

“Ludington’s elementary students will experience a real transformation in their learning with this new facility, and it was such a rewarding process to work with the district’s team who really went above and beyond to approach education differently,” said Thom Danckaert, project architect with GMB. “Ludington believes that learning happens everywhere for everyone, and this building is a true testament to that belief.”

The Ludington Elementary School has been recognized as an award-winning project that will inspire other education leaders by American School & University Magazine for a 2022 Outstanding Design Award and by Learning by Design Magazine for a 2023 Outstanding Project Award. The project has also been featured in Education Snapshots, Learning by Design Magazine, and School Construction News.

In addition to the architectural design and engineering services provided by GMB, the elementary school was constructed by The Christman Company, a leading construction management firm. More information about the award-winning school can be found at this link.

Social-emotional learning is an educational method that aims to empower kids to identify their emotions and develop interpersonal relationship skills with self-advocacy strategies that promote positive conflict resolution. When students are equipped with the skills to recognize their mental health needs, they are more proactive in seeking out resources and can better identify at-risk behaviors in their peers. This development can improve student achievement by 11% and can improve a student’s overall attitude towards school. Addressing social and emotional development in schools, alongside their cognitive development, is a natural step in the progression of how schools have changed over the past century. Schools used to be designed to support the work of the 20th century, often repetitive manufacturing jobs that required little creativity or imagination. A teacher would lecture to the students, who largely sat in even rows and columns with little movement or interaction. Now, schools have evolved to become more student centered and encourage the 4 C’s of 21st century learning which include critical thinking, collaboration, creativity, and communication skills.

Launching a district-wide mental health program may seem like an overwhelming undertaking. Grandville’s Superintendent, Roger Bearup, shares the three things districts can do to successfully start the process. First, invest in a research-based mental health program, which is proven to be more effective. Second, the program needs to be easy to follow and should employ simple strategies that can be remembered and impactful. Third, this must be a district-wide roll out that is universal and age-specific. Lesson plans can include an introduction to mental health, decreasing stigma, signs of depression or anxiety, suicide warning signs, personal mental health changes, available resources, risks and protective factors, and an action plan.

“I learned a lot of new strategies and protective factors about depression and that it was all real-world situations. I also told some of my friends that I am here for them if they need help,” said one Grandville Middle School student of the be nice. program.

To make this educational model most effective, school design that focuses on the whole child is paramount. Methodologies for social-emotional learning supported design can include:

• Development of learning communities – Design that breaks down the scale, physically, in the building into smaller groups. This creates familiarity among students and allows them to build a rapport with staff and one another.
• Intentional and unintentional collaborative spaces – Students can come together in small or large groups for meaningful interactions, which enhance relationship building and empathy.
• Sensory for all – We can adopt an attitude that prioritizes sensory elements for all students by creating spaces for de-escalation, being mindful of lights and sounds, and other settings that could distract students from learning. Must also consider that some students need to bring up their energy levels, as opposed to those that need de-escalation.
• Accessibility to counseling – Relocate counselors to a place that is readily accessible and visible to students, to normalize its function and rebrand its purpose.
• Nature rich learning – Actively connect students to the natural environment visually and physically, which promotes physical development, encourages hands-on learning, and enhances emotional well-being.

FHN took a bold step to offer their students a new way of learning through a project-based program called Project NEXT in 2018. Project NEXT is a 4-year parallel path program of study that was driven by the school and teachers’ visions to provide students with hands-on and collaborative ways of learning. Educators participated in project-based learning training through the Buck Institute for Education to gain the knowledge and skills needed to support the curriculum. The program originally began as a pilot initiative in the media center with just a handful of students. At the time, a modest investment was made in the pilot program by designing and refreshing the school’s media center with new, flexible furniture more conducive to next-generation, collaborative learning.

As the program has grown in popularity and success, it was clear this type of learning required more dedicated space to continue. Redesigning the school’s west wing to accommodate those musts started with converting a courtyard into a central learning commons, known as the Design Center, which acts as the hub of the program. Project NEXT now supports over 90 students in the high school and continues to grow as students express interest in this new way of teaching and learning. 

“This project was really unique because the architecture complemented the already established program and better supported the curriculum,” said GMB Project Lead, Chris Arntzen, about the project. “We were able to work with the district and teachers to create really intentional spaces based on the class work they had already practiced.”

The goal of Project NEXT is to prepare students for life through soft skills like communication, teamwork, public speaking, and independent thought. The specially designed spaces are intended to be multipurpose, flexible, and connected to achieve the program’s vision. Students in the program must identify and propose solutions to real-world problems, so spaces that fuel collaboration and creativity were essential. The Design Center includes a dedicated presentation area, an extension of a classroom set up for technology/computer lab overflow, and a mimicked coffee shop area. Next to the commons, each grade level has its own classroom pod of four classrooms and a breakout space. The pods can be interconnected for collaboration and co-teaching as needed.

“Students engaged in their learning tend to enjoy school more, retain their learning for a longer period, and build the necessary skills to succeed after high school,” said former Forest Hills North High School principal, Jon Gregory. “The new space allows for this type of learning to occur in a variety of ways due to the flexibility of the space and furniture. Students have commented on how easy it is for them to collaborate and engage with each other in their learning.”

To meet the needs of today’s students, colleges and universities are getting creative with repurposed square footage and building new kinds of facilities. Existing student gathering spaces, like an on-campus library, can adapt to engage students with new ways of learning by transforming underutilized spaces for book collections and lecture-style seating into digital learning hubs with augmented and virtual-reality labs. Computer labs can be converted into individual content spaces or repurposed into larger, flexible active classrooms for in-person instruction, small group breakouts, and informal social gatherings. New diversity, equity and inclusion spaces along with collocated student service buildings are taking shape across the nation as priorities on inclusion and mental health have shifted. Grand Rapids Community College recently adapted a portion of a shuttered mall into a thriving and modern campus that consolidated dispersed programs on the West Michigan Lakeshore.

What does a future space look like that accommodates multiple learning styles and how can higher education campuses strike the right balance between creating purposeful student experiences while still concentrating on exceptional higher education? Academic spaces that are designed with program curriculum, multidisciplinary learning experiences, or project-based learning in mind offer a glimpse into the future of the higher education experience. The recently completed Calvin University School of Business facility is putting these new, multidisciplinary ideas into practice. Attached to the existing DeVos Communication Center, each building has its own identity and entrance, but also shares a central hub that creates a common culture and meeting place on campus. Drawing on the idea of deepening connections, this hub gives students, faculty, and visitors from all over campus an interconnected space that brings meaning, collaboration, and energy to the area while reflecting the future of the collaborative workplace.