AIM AND OBJECTIVES OF THE COURSE
The course aims at a holistic interrogation and analysis of the requirements for the design of educational spaces and relevant services facilities. It addresses considerations such as the integration of specific educational models and programs, and the psychological and social construction of livable space. Students are encouraged to use a wide range of tools and techniques for the representation of their ideas, including hand drafting, 3D computer models, sketching, and diagramming. Special emphasis is given to physical model-building, as part of this course is held at the school's purpose-specific lab and supported by trained instructors.

COURSE DESCRIPTION / CONTENT
This course is based on the synthesis of theory and studio, as theoretical inquiry is constantly informing studio based design throughout the semester. This part is supported by a series of lectures aiming to present a multi-faceted approach to the design of educational spaces. The lectures address topics such as the psychological, social, and pedagogical dimension of space, the integration of environmental, technological and functional aspects of the design of educational facilities, a historical account of educational models and their impact on the development of learning facilities, and the current aesthetic inquiry, based on the particularities of children's perception of space, functional behavior and ergonomics.
For the part of the studio, teams of students are asked to redesign an existing school facility, forming an approach consistent with inquiries linked with the theoretical part of the class. The project is developed by groups of students and is divided into two segments: the analytical part, which includes all the preliminary framing of the given problem (covering issues such as literature reviews and case studies, preliminary functional analysis, conceptual models, diagrams and sketches), and the design part which covers the structuring and development of a core idea into a fully refined design proposal. This proposal extends to the in-depth study of a chosen space at scale 1:25.
The same teams are also required to develop a small paper based on the themes covered in the theoretical part of the class, in coordination with the theoretical implications of their own design proposals. This paper is also submitted at the end of the semester and it accounts for part of the final grade.

EXPECTED LEARNING OUTCOMES
At the completion of this course students will be able to:
Design educational spaces, which, apart from accommodating educational and social purposes, will have a perceptual image that corresponds to the modalities and needs of a child's age. Theoretical support to their design. Realization of an integral design presentation and enhancement of their proposal. 

BIBLIOGRAPHY
Greek:
1. ΓΕΡΜΑΝΟΣ Δ., (1998), Χώρος και διαδικασίες αγωγής, Αθήνα, Gutenberg
2. ΓΕΡΜΑΝΟΣ Δ., (2002), Οι Τοίχοι της Γνώσης, Αθήνα, Gutenberg
3. ΚΑΡΕΤΣΟΣ Σ., (2005), Βιοκλιματικό Σχολείο: Εκπαιδευτικό πλαίσιο οργάνωσης-Υλοποίησης-Διαχείρισης, Επιστημονικές αναφορές Cosmos του υπουργείου Παιδείας: Karetsos S., http://www.srcosmos.gr/srcosmos/showpub.aspx?aa=8159
4. ΜΑΤΣΑΓΓΟΥΡΑΣ Η., (2005), Η Σχολική Τάξη. Χώρος-ομάδα-πειθαρχία-μέθοδος, Αθήνα, Γρηγόρη
5. ΜΑΤΣΑΓΓΟΥΡΑΣ Η., (2007, πέμπτη έκδοση), Στρατηγικές Διδασκαλίας. Η κριτική σκέψη στη διδακτική πράξη, Αθήνα, Gutenberg
6. ΜΠΟΤΣΟΓΛΟΥ Κ., (2010), Υπαίθριοι χώροι παιχνιδιού και παιδί, Αθήνα, Τυπωθήτω
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8. Περιοδικό: Σύγχρονα Θέματα, τεύχος 99, (2007), Célestin Freinet
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12. ΠΟΥΡΚΟΣ Μ.,(2008), Ενσώματος Νους, Πλαισιοθετημένη Γνώση και Εκπαίδευση, Διεπιστημονικές Προσεγγίσεις, Αθήνα, Gutenberg

International:
1. DEROUET-BESSON M.C., (1998), Les Murs de l'école, Paris, Métailié
2. DEWEY J., (2004), L'école et l'enfant, Paris, Fabert
3. DUDEK M., (2000), Architecture of Schools: The new learning environments, Architectural Press
4. DUDEK M., (2005), Children's Spaces, Architectural Press
5. DUDEK M., (2007), Écoles et jardins d'enfants - Projets et réalisations, Infolio. (original title: Schools and Kindergartens - A Design Manual)
6. MAZALTO M., (2008), Architecture scolaire et réussite éducative, Ouvrage collectif, Paris, Fabert
7. MEDICI A., (1990, 13e édition), L'Éducation Nouvelle, Paris, PUF, coll. Que sais-je ?
8. Ouvrage collectif δίγλωσσο, (2003), L'école de plein air / Open-Air Schools, Dijon-Quetigny, Recherches
9. SORRELL J., SORRELL F., (2005), Joined Up Design for Schools, Merrell Publishers Ltd
10. SNEIDER M., (2002), Do School Facilities Affect Academic Outcomes? http://www.ncef.org/pubs/outcomes.pdf
11. SPENCER C. (Ed), BLADES M. (Ed), (2006), Children and Their Environments: Learning, Using and Designing Spaces, Cambridge University Press
12. UPTON D., (2004), L'architecture scolaire, Essai d'historiographie internationale, No spécial de la revue Histoire de l'éducation, INPR