For most of us, formal education begins the day we set foot in a classroom. For youngsters at Malvern College Pre-School, this much remains true – save for the part where the classroom is defined by four walls.
A spacious, linear volume on the ground level of Coronation Circle, Malvern’s 8,000sqft floor size is carefully distributed, with non-teaching areas – the staff office, storage and restrooms – adjacent to the mall, and the remaining space dedicated to the open-plan “classroom.“
The learning areas weave fluidly around three large pillars, as though a stream ambling across the room. These spaces transform according to use – the Play Hut, for instance, can at any given time be a kitchen or restaurant, a flower or pet shop, a hospital or an animal clinic. In one corner, a sand pit rests above elevated steps, which double as seating.
Abundant sunlight, through greenery by the glass front, filters into the high-ceilinged space. Wooden furnishings and veneers are dominant throughout, as are hues of bamboo, sand and grass. Two flexible partitions provide options while retaining the space’s integrity as an open-floor layout.
It’s a design that aligns with the Reggio Emilia philosophy of education, which emphasises learning through direct interaction with the environment. It encourages free play and highlights the role of the natural world – such as sunlight, plants and water – in imparting skills and knowledge to children.
The renovation was led by Thomas Chow Architects, which has also worked on Diocesan Boys’ School and Island School. “When designing schools, it’s always about the 'hardware' and the 'software',” explains lead architect Billy Tam. “The teaching approach and philosophy is important.”
For Tam and his team, working on Malvern was unique in that the environment would play an active, direct part in the children’s education. A successful project, he says, is one where the software and the hardware go hand-in-hand. “Everything about this project is well put-together – the site, the environment, the teaching,” says Tam. “We see too many cases of putting on stickers of trees, but anyone can do that – everyone can make a shelf look like a tree. But until it’s part of your teaching, and the way you teach, it’s superficial. It’s just decoration.”
Acoustics was a major consideration for the large room. To address this, the team ensured ceilings and floors used sound-absorptive materials to minimise reverberation. Of course, teachers play a part in working with the environment, too – as do the students. “If the kids get too noisy, they'll try to control their voices,” says Tam. “This is part of their education as well.”
We sometimes forget that children are quick learners. At Malvern, this fact is considered with every table, surface and activity. “Children have good memory of spaces, so the quality of natural light and texture is important,” says Tam. “Twenty years later, when they become adults, they’ll start to appreciate it. They will see the difference.”
Photography by Edgar Tapan
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