Ludic Provocation

Play is a physical act of discovery and exploration. Learning through the act of play for children is well documented and understood. Whether play is experienced physically or cognitively, there are clear pedagogical benefits to play in education.

When architecture catalyses interaction unrestricted by formal social etiquette, children are constantly engaged with improvised play in the schooling environment.

The traditional horizontal model of schooling supports this act of unscripted play; however, in the transition to the vertical school model, these spaces are easily lost as efficiency is privileged. As seen in overseas examples, the high- rise school typology development typically centres on optimising space circulation. In response, play space is typically relegated to a green roof, a sports court, or perhaps a formal play area.

And yet, schools play a critical role in developing the creativity and expression of the youth in our community. With the population inWellingtonCentralexpectedto grow by 11,700 people in 2030 and the WCC plan is to develop a new primary school, vertical schools are a viable option for the future. However, there is a risk that the qualities of these spaces will be more reflective of the corporate office than a school.

This thesis aims to develop a vertical primary school building model within Wellington City that prioritises play.

Thus, the research statement becomes; Using a vertical school typology and employing play theory this creative body of work explores how the design of a vertical primary school in wellington can be driven through the lens of play.