Sailer, K; (2018) Corridors, classrooms, classification – The impact of school layout on pedagogy and social behaviours. In: Tse, HM and Daniels, H and Stables, A and Cox, S, (eds.) Designing Buildings for the Future of Schooling: Contemporary Visions for Education. (pp. 87-112). Routledge: Abingdon, Oxon.

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Abstract

School buildings have undergone significant changes in their structure, layout and interior organisation over the last centuries. Steadman (2014) traced the development of English elementary schools from the 1870s to 1930s showcasing how school buildings turned from tall compact buildings into low open pavilion types as concerns for hygiene and daylight increased. In an even broader historic overview of school buildings from the 17th century onwards, Thomas Markus argued that a school is an “instrument for shaping society” (Markus 1993, 93) and that pedagogy and design are deeply intertwined. Evidencing the development of shifting building forms – from factory-like halls for vocational training and skills development for boys and girls in the 18th century; to the open halls, naves and teaching galleries of the Sunday schools of the early 19th century and the monitorial schools of the mid-19th century, shaped by long rows of desks and hierarchical furniture arrangements; followed by typical corridor and classroom schools at the end of the 19th century, to the open school movement of the 20th century – Markus showed how industrial, economic and societal developments coincided with changing ideas of pedagogy, teaching and learning, and as such bore the construction of matching spatial structures that supported the power models inscribed into society at that time.

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