This thesis explores the ecological design of schoolyard environments. It employs a systems approach, and considers energy, hydrologic, biotic, and social systems and their interrelation. The question of how to integrate experiential learning with the school landscape is also examined, as the concept of empowerment through experience in the landscape is a strong component of this project. With insights gained from an extensive literature review, the author tests the design position through the design explorations of a single schoolyard. The design process, described herein, illustrates the potential for ecological schoolyard design. / Master of Landscape Architecture

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Mary Catherine (Katie) Kingery-Page / It is estimated by the Center for Disease Control and Prevention that approximately 1 in every 88 children are diagnosed with some level of autism or various degrees of Pervasive Developmental Disorders (2012). Pervasive Developmental Disorders are commonly referred to as Autism Spectrum Disorders (and hereafter referred to as autism). Many children with autism have difficulty communicating, must cope with their disorder, and may need special considerations in the classroom. Needs of children with autism vary from child to child, but they all can benefit from environments that are designed with awareness of challenges and characteristics associated with autism. Schoolyards commonly contain asphalt, turf, and traditional play structures that do not take into consideration the needs of children with mental or physical disabilities. However, schoolyards can be designed to provide therapeutic benefits on these children without segregating them from the larger school community. In order to understand how a schoolyard might be designed as a therapeutic environment for children with autism the challenges, needs, and common therapies for children with autism must be understood. The characteristics of therapeutic landscapes for children must be considered in addition. After examining both therapeutic landscapes and the many facets of autism, the researcher applied lessons learned to the design of a schoolyard master plan for Amanda Arnold Elementary School in Manhattan, Kansas.

Twenty years ago the public schoolyards in Boston, Massachusetts were in a deplorable state: most were entirely paved, seriously neglected and used predominantly for parking. Since 1995, the Boston Schoolyards Initiative (BSI) has worked to transform these spaces into vibrant environments of recreation and learning. Renovations typically include adding play structures, gardens, murals and seating that can engage children at recess or support an educational activity. Recent research has shown that BSI renovations have had a positive impact on student academic performance (Lopez, Jennings and Campbell, 2008), but little attention has yet focused on how these revived and greened spaces have contributed to citywide urban greening efforts and to the environmental quality of their surrounding neighborhoods. This study uses design plans and GIS data to compare pre- and post-renovation canopy cover and pervious surfaces at 12 BSI schools. Data analysis included both an examination of the percent increase in canopy cover and pervious surfacing as well as exploration of the spatial configuration of green space and play space within the newly designed schoolyards. Data indicates that overall BSI renovations have a slightly positive impact on canopy cover and pervious surfacing, but gains are not uniform and many schools are left not meeting citywide goals for canopy cover and pervious surfacing. In addition, schoolyard designs emphasized traditional play structures and paved spaces, subordinating opportunities for children to interact with vegetation. Although eight school renovations included an outdoor classroom with natural features, only one provided any space for children to interact more informally with vegetation. Schools are organized into five different typologies based on the proportions of spaces they contain and spatial configurations, and one typology is recommended as a model for future renovations. In conclusion, this study addresses the challenges and constraints facing urban schoolyard renovations and proposes a framework for integrating recommendations in an iterative experimental manner.