2. DESIGN DRIVERS
Non-negotiable considerations for the design of a Lovett classroom that
empowers the Vision for Learning.
• Balance working arrangements
• public/private
• group/individual
• collaboration/independence
• Teach for multiple learning modalities
• Provide choice and agency to students
• Incorporate purposeful reflection
• Present, share, show and tell
• Create opportunities for students to articulate,
refine thoughts
3. DESIGN DRIVERS+
Non-negotiable considerations for the design of Mr. Spann’s classroom.
• Immerse class in media that “excites the mind”
• Stage the class and provide opportunities for the
theatrical and curious
• Empower cultural and media literacy
• Emphasize humanities and interdisciplinary learning
6. ZONES & DESIGN CONCEPTS
studio stage
production, presentation,
collaboration, storytelling, nook
flexibility, workshop
viewing
multimedia,
center,
consumption
7. LARGE HARKNESS
A strong setting for everyday,
this modified u-shaped
harkness/kitchen table
focuses the attention on the
hearth area. It is ideal for
discussion, debate, or
reflection as a group.
Complementary furniture can
be laid out to fit the social
and break-out goals of the
larger room.
NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
8. STAGE
When the classroom is
partitioned into rough thirds,
it is easy to wheel chairs to
the “stage” area for
demonstration or
presentation that requires
more wall space.
9. DIAGONAL HARKNESS
This is an ideal setting for
starting group work in which
you are asking the class to
divide into halves or pairs.
Tables can easily pull apart
into 2-4 person groups or
divide the class in half for
debate. Its orientation also
provides a strong invitation to
the front door of the
classroom.
NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
10. FUNNEL - TALK SHOW
This funnel-shape allows for a
large class arrangement in a
similar style to a u-shaped
arrangement. The intimate
table-chair setting at the core
makes it feel more like a talk-
show interview, ideal for
digesting reading as a group,
interviewing one another, or
intimate presentation.
NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
11. DIAMOND - HOT SPOT
This diamond-shaped
arrangement is ideal for class
instruction that doesn’t
involve heavy media. Placing
the high-table and stools at
the center allows for
discussion to be put on stage
for the rest of the class. Good
for role playing and group
discussion.
NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
12. LARGE U-SHAPE
A traditional U-Shaped
arrangement that allows for
more space for instruction
and demonstration, versus
dialogue. Useful for meeting
settings and presentation. The
opening to the “U” can be
rotated to open towards the
presentation screen as well.
NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
13. SMALL GROUP SETTING
This small group setting
allows groups to spread easily
throughout the room. A
simple pivot of the tables
ensures a smooth flow of
traffic in the space. A stool at
each table allows for easy
check in for peers/teachers
or presentation out to the
room. File cabinets or carts
within easy reach allows for
hands on making in a pinch.
NOTE: All rooms featured set for 16. However, there are 18 class chairs for larger classes.
16. USING COLOR
The colored walls in the room add a burst of brightness, but
also have practical application.
• Use the lime wall next to the pale green wall as a
way to highlight important content or “for later”
information.
• Use the lime wall in the back as a graffiti wall that is
owned by students.
Lovett Classroom 2’-2” 9’-0” 6’-0” 3’-0” 3’-0” 2’-6”
• Use color to divide the room into 1/3 - 2/3
IDEA PAINT IDEA PAINT
(lime panel) or in half (to navy panel)
COLOR
BLOCK
IDEA PAINT
IDEA PAINT IDEA PAINT IDEA PAINT
2’-2” 9’-0” 6’-0” 3’-0” 9’-0”
17. WORKBOOK SUGGESTIONS
• Select a focus: Choose a focal point for the room, either where a key
artifact will be, where content will be displayed, or where people will speak
from.
• Divide and conquer: If you are creating an arrangement that partitions
the room, draw a grid of key latitudes and longitudes that you are activating
within.
• Consider transitions: Either within the class or between classes,
consider how one formation evolves into another. Can you save time by
choosing a particular framework?
• Map a project or lesson: As practice, try mapping the shifts of the
classroom over a particular unit or project. What is the choreography over
time? What type of class interaction does it facilitate?
