Student Architects in Action
The architectural process is the perfect hands-on learning experience for students of all ages. Engagement strategies may include career shadowing, personal interviews, visioning sessions, guided tours, and other interactive activities that help students understand how design choices impact end users.
Fourth-grade students at Crestview Elementary School in North Kansas City Schools, one of Missouri鈥檚 largest school districts, collaborated with members of our (bridging organization, learning, and design) and design teams in two challenge-based learning experiences. These dynamic and immersive sessions introduced students to the fundamentals of architecture while encouraging them to consider the real-world implications of design. The experience was especially meaningful as students played an active role in shaping the vision for their new school.
Engaging Fourth Graders in Architectural Thinking
The first activity started with the students investigating a central big idea. They explored how architecture supports animals and how design enhances the user鈥檚 experience with animals in captivity. We guided the students through a process to help them understand the balance of design, functionality, and empathy in spaces designed for animals and the people who interact with them.
They worked together to ask four key questions about the role of design in creating environments that benefit both inhabitants and visitors, including:
- What is design?
- What does it mean to support animals?
- How does design shape the visitor experience?
- Why is this topic important?
These discussions encouraged students to think critically about how design serves multiple stakeholders, both the animals in captivity and the visitors who come to experience them.
A Deep Dive into Design
Students used the key questions and conversations to frame a comprehensive, week-by-week exploration of the architectural design process. Their journey began with foundational research. They asked a series of additional questions such as 鈥淲ho are we designing for?鈥� and 鈥淲hat do the users need to be successful?鈥� They also investigated the spaces they would be designing for, including where structural systems would be located, what spaces needed to be incorporated, and why the space was being designed in the first place.
After answering the preliminary questions, students considered site and landscape design. They explored the location of the building, structural and system placement, and necessary outdoor spaces. The students worked to determine how inside, and outside spaces could connect seamlessly, creating a harmonious flow that benefited both animals and visitors. Moving from outside in, students dove into architecture and interiors. They investigated how spaces should be organized and the essential role of aesthetics in architecture. They also considered the importance of color and furniture to ensure comfort and functionality for all users.
Following the development of interior concepts, students learned about the structural, mechanical, and plumbing elements that made their designs not just beautiful but functional. They studied how buildings stand up, whether they should be heated or cooled, and what sustainable energy sources like solar or wind energy could be used. They even considered the role of water in design and how it could be incorporated thoughtfully into their project.
Finally, they synthesized the concepts they had learned, combining diverse elements into a cohesive whole. The final design wasn鈥檛 just a building; it was a dynamic space that supported animals, enhanced the visitor experience, and was sustainable for the long term.
Using Architecture to Shape Experiences
This deep dive provided a unique opportunity for students to engage in architectural thinking at a young age. By working on this challenge-based activity, the students learned that design is not just about aesthetics, it鈥檚 about solving real-world problems and considering the needs of all users. The process of designing spaces for both animals and visitors gave them a deep understanding of how architecture can shape experiences, promote empathy, and contribute to a more sustainable world. This project demonstrated that the power of design extends far beyond the walls of a building. It has the potential to improve lives, create memorable experiences, and enhance the relationship between humans and the environments they inhabit
Designing For Students, With Students
After completing the activity outlined above, we returned to the students with a new challenge. We asked them to envision what the future Crestview Elementary School could look like. With unfiltered creativity and bold imagination, the students eagerly took on the task of designing their dream school. Some imagined structures as ambitious as a building shaped like their beloved mascot, the cheetah. When asked what they envisioned for their future classrooms, their responses were clear and inspiring. They wanted spaces that felt modern, colorful, bright, and welcoming. They dreamed of openness, a strong connection to nature, and plenty of opportunities for collaboration.
These student-driven aspirations became the heart of Crestview’s new design. From the vibrant, themed learning pods and the open, light-filled media hub to the generous use of natural light and outdoor learning areas, every element of the new school reflects the voices and dreams of its students. The result is a beautiful, imaginative space brought to life by its youngest designers, the students themselves.
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