Integrated Design
Image Credit: Architect George Vlastos
Head Start classroom of the future with educational components (envisioned as portable)
cation area (writing and literacy); science
and math area; mirrored area for per-
ception of self, theatrical makeup and
costumes, drawing; sewing and weaving
area; library and quiet zone; a weather
station; coat storage area; deck to the
outside. The green house was a student
magnet for plant growth (botany) who
nourished life outside of themselves.
Nearly 17 years later, I received a call
from one former kindergarten student,
now in college, who was writing a paper
on her unique experience in that early
learning environment and how much it
affected her life and learning.
Head Start Classroom
of the Future
The Taylor-Vlastos Head Start class-
room prototype combined “zones” with
deployability. The values-driven design
of portable environments was based
on a fulcrum with a series of columns
38 essentials | summer 2019
delivering electricity overhead through
arched pipes. (Wireless technology
could change the delivery system.)
Foldout tables, which were nested, low-
ered out of trylon columns that could
be rotated 359 degrees, transforming
into deployable learning zones. A space
frame “soft nest” was in the center from
which all things emanated and returned.
(This was compatible with the Isleta Na-
tive American pueblo of “plaza” where
the experiment took place.) Students
interacted with an induction cooktop,
design studio with drop down light
tables (a favorite), a media center with
computers, headphones, and a DVD
player, a mirrored zone for drawing, and
creative dramatics. There was a building
system and construction zone and one
for growing plants. The contemporary
and functional feeling of the environ-
ment interested children more than
literal housekeeping corners in Head
Start classrooms.
The Programming Process
The learning environments consult-
ing expanded and involved students.
Students in Stockton said, “Why are
you designing us a new high school?
We already have one with swimming
pool, soccer and football field, fine
arts center and more.” “Well,” we said,
“what is it you want?” “We want a farm
and an environmental study center on
the San Joaquin Delta!”
The Taylor-Vlastos programming
process, a grass-roots approach, a de-
mocratization of architecture, involves
the philosophy of Ecosophy posited by
Arne Næss from Norway. In the past,
many educators as clients wrote prede-
termined programs for architects, with
so many “teaching stations” leading to
a double loaded corridor and prede-
termined square footage for traditional
spaces. My method of programming
spaces, turns Health and Safety (body),