When the school garden teacher at my kid’s school asked if I would volunteer to design the schools learning garden I was excited by the prospect. I drew up some plans with hopes of inspiring the next generation to getting involved with stewardship of the land. The goal was to create a space were children all abilities could have access to the process of growing food, tending to soils and recognizing the human connection with the natural world. With an emphasis on edible plants, the garden also incorporates native plants, plants that attract pollinators and plants that build soil. The garden includes a composting system, and a log circle to use as and out door classroom space. Unfortunately, half way through the installation of this garden the school was closed due to covid and no one was allowed on campus for 6 months. The garden fell into disrepair. As we slowly emerge from the pandemic the school is coming back to life and parent volunteers are allowed back on to campus. With that the garden is coming back as well. The rain harvesting nets and outdoor kitchen did not end up coming into reality. But through the pandemic we learned an even grater importance of outdoor class room space and the power of engaging with the outdoor world.

When the school garden teacher at my kid’s school asked if I would volunteer to design the schools learning garden I was excited by the prospect. I drew up some plans with hopes of inspiring the next generation to getting involved with stewardship of the land. The goal was to create a space were children all abilities could have access to the process of growing food, tending to soils and recognizing the human connection with the natural world. With an emphasis on edible plants, the garden also incorporates native plants, plants that attract pollinators and plants that build soil. The garden includes a composting system, and a log circle to use as and out door classroom space. Unfortunately, half way through the installation of this garden the school was closed due to covid and no one was allowed on campus for 6 months. The garden fell into disrepair. As we slowly emerge from the pandemic the school is coming back to life and parent volunteers are allowed back on to campus. With that the garden is coming back as well. The rain harvesting nets and outdoor kitchen did not end up coming into reality. But through the pandemic we learned an even grater importance of outdoor class room space and the power of engaging with the outdoor world.

When the school garden teacher at my kid’s school asked if I would volunteer to design the schools learning garden I was excited by the prospect. I drew up some plans with hopes of inspiring the next generation to getting involved with stewardship of the land. The goal was to create a space were children all abilities could have access to the process of growing food, tending to soils and recognizing the human connection with the natural world. With an emphasis on edible plants, the garden also incorporates native plants, plants that attract pollinators and plants that build soil. The garden includes a composting system, and a log circle to use as and out door classroom space. Unfortunately, half way through the installation of this garden the school was closed due to covid and no one was allowed on campus for 6 months. The garden fell into disrepair. As we slowly emerge from the pandemic the school is coming back to life and parent volunteers are allowed back on to campus. With that the garden is coming back as well. The rain harvesting nets and outdoor kitchen did not end up coming into reality. But through the pandemic we learned an even grater importance of outdoor class room space and the power of engaging with the outdoor world.

When the school garden teacher at my kid’s school asked if I would volunteer to design the schools learning garden I was excited by the prospect. I drew up some plans with hopes of inspiring the next generation to getting involved with stewardship of the land. The goal was to create a space were children all abilities could have access to the process of growing food, tending to soils and recognizing the human connection with the natural world. With an emphasis on edible plants, the garden also incorporates native plants, plants that attract pollinators and plants that build soil. The garden includes a composting system, and a log circle to use as and out door classroom space. Unfortunately, half way through the installation of this garden the school was closed due to covid and no one was allowed on campus for 6 months. The garden fell into disrepair. As we slowly emerge from the pandemic the school is coming back to life and parent volunteers are allowed back on to campus. With that the garden is coming back as well. The rain harvesting nets and outdoor kitchen did not end up coming into reality. But through the pandemic we learned an even grater importance of outdoor class room space and the power of engaging with the outdoor world.

When the school garden teacher at my kid’s school asked if I would volunteer to design the schools learning garden I was excited by the prospect. I drew up some plans with hopes of inspiring the next generation to getting involved with stewardship of the land. The goal was to create a space were children all abilities could have access to the process of growing food, tending to soils and recognizing the human connection with the natural world. With an emphasis on edible plants, the garden also incorporates native plants, plants that attract pollinators and plants that build soil. The garden includes a composting system, and a log circle to use as and out door classroom space. Unfortunately, half way through the installation of this garden the school was closed due to covid and no one was allowed on campus for 6 months. The garden fell into disrepair. As we slowly emerge from the pandemic the school is coming back to life and parent volunteers are allowed back on to campus. With that the garden is coming back as well. The rain harvesting nets and outdoor kitchen did not end up coming into reality. But through the pandemic we learned an even grater importance of outdoor class room space and the power of engaging with the outdoor world.

When the school garden teacher at my kid’s school asked if I would volunteer to design the schools learning garden I was excited by the prospect. I drew up some plans with hopes of inspiring the next generation to getting involved with stewardship of the land. The goal was to create a space were children all abilities could have access to the process of growing food, tending to soils and recognizing the human connection with the natural world. With an emphasis on edible plants, the garden also incorporates native plants, plants that attract pollinators and plants that build soil. The garden includes a composting system, and a log circle to use as and out door classroom space. Unfortunately, half way through the installation of this garden the school was closed due to covid and no one was allowed on campus for 6 months. The garden fell into disrepair. As we slowly emerge from the pandemic the school is coming back to life and parent volunteers are allowed back on to campus. With that the garden is coming back as well. The rain harvesting nets and outdoor kitchen did not end up coming into reality. But through the pandemic we learned an even grater importance of outdoor class room space and the power of engaging with the outdoor world.

Study space and mid-sized transitional gender-neutral light wood floor kids' study room photo in Charlotte with multicolored walls

The drop zone for this home is the mudroom, which features lockers for backpacks and sporting equipment, as well as shoe cubbies, all concealed behind beautiful custom cabinetry from Riverside Custom Cabinetry. The metal grates on the shoe storage cabinet doors give footwear breathing room while providing a unique touch to the shaker panel door. The custom desk holds school supplies and acts as a charging station for electronics. The designer chose a beautiful stone tile in a mix of sizes and large pendants to give this mudroom a touch of class. Designer: Meg Kohnen Photography by: William Manning

When the school garden teacher at my kid’s school asked if I would volunteer to design the schools learning garden I was excited by the prospect. I drew up some plans with hopes of inspiring the next generation to getting involved with stewardship of the land. The goal was to create a space were children all abilities could have access to the process of growing food, tending to soils and recognizing the human connection with the natural world. With an emphasis on edible plants, the garden also incorporates native plants, plants that attract pollinators and plants that build soil. The garden includes a composting system, and a log circle to use as and out door classroom space. Unfortunately, half way through the installation of this garden the school was closed due to covid and no one was allowed on campus for 6 months. The garden fell into disrepair. As we slowly emerge from the pandemic the school is coming back to life and parent volunteers are allowed back on to campus. With that the garden is coming back as well. The rain harvesting nets and outdoor kitchen did not end up coming into reality. But through the pandemic we learned an even grater importance of outdoor class room space and the power of engaging with the outdoor world.

The drop zone for this home is the mudroom, which features lockers for backpacks and sporting equipment, as well as shoe cubbies, all concealed behind beautiful custom cabinetry from Riverside Custom Cabinetry. The metal grates on the shoe storage cabinet doors give footwear breathing room while providing a unique touch to the shaker panel door. The custom desk holds school supplies and acts as a charging station for electronics. The designer chose a beautiful stone tile in a mix of sizes and large pendants to give this mudroom a touch of class. Designer: Meg Kohnen Photography by: William Manning

Bob Greenspan
Example of a small minimalist built-in desk cork floor home design design in Kansas City with white walls

Ladd Suydam Contracting
Mid-sized elegant u-shaped vinyl floor enclosed kitchen photo in St Louis with a farmhouse sink, shaker cabinets, white cabinets, stone tile backsplash, granite countertops, white backsplash, stainless steel appliances and no island

Photo: Rikki Snyder © 2015 Houzz
Mid-century modern home design photo in New York

The site is located on the Mitchell House preparatory school campus in Polokwane. The client's brief called for an early childhood development centre which would accommodate 122 learners and requested that the building be evident of it's young and playful users. Curiosity, wonder and intrigue would become defining criteria in an attempt to create a conducive learning environment for young learners to grow, a building where children would be encouraged to interact with their environment. The construction methodology of the building would remain apparent, allowing its users to analyse the assembly of components. Due to the age group of the users, the building would need to function semi-autonomously from the rest of the school, while allowing for controlled interaction and inclusivity as is the norm for Mitchell House. A linear plan which coincides with the developmental progress of the learners was identified as the appropriate building typology. The spatial constraints of the site required this plan to be moulded into the available space between the existing infrastructure, however the linear process was maintained. From the access-controlled reception and administration area one would move past the creative arts and exhibition space towards the Northern wing where the youngest learners are taught. These would share connected ablutions and storerooms between classes to enable fluid movement and assistance throughout the teaching and service spaces. The East wing of the centre would house the elder learners who would be in the process of being integrated with the fabric of the main school campus. These classrooms include storage areas, however, have separate ablution facilities. The two wings of the building surround a courtyard where play and interaction are in abundance.

Elizabeth Strianese Interiors and Meredith Heuer photography. We opted for a classic inspired bathroom with literally "splashes" of fun for these little girls. The triple laundry sink serves the 3 children nicely with it's deep basin and built in soap holders. Simplicity was key when selecting a class marble hex floor tile and white subway tile for the bulk of the room - but then we had a little fun with the colorful glass mosaic tile in the tub niche. Handblown locally made light fixtures from Dan Spitzer over the sink keep my signature of "local and handmade" alive.

Example of an urban dining room design in Los Angeles

The site is located on the Mitchell House preparatory school campus in Polokwane. The client's brief called for an early childhood development centre which would accommodate 122 learners and requested that the building be evident of it's young and playful users. Curiosity, wonder and intrigue would become defining criteria in an attempt to create a conducive learning environment for young learners to grow, a building where children would be encouraged to interact with their environment. The construction methodology of the building would remain apparent, allowing its users to analyse the assembly of components. Due to the age group of the users, the building would need to function semi-autonomously from the rest of the school, while allowing for controlled interaction and inclusivity as is the norm for Mitchell House. A linear plan which coincides with the developmental progress of the learners was identified as the appropriate building typology. The spatial constraints of the site required this plan to be moulded into the available space between the existing infrastructure, however the linear process was maintained. From the access-controlled reception and administration area one would move past the creative arts and exhibition space towards the Northern wing where the youngest learners are taught. These would share connected ablutions and storerooms between classes to enable fluid movement and assistance throughout the teaching and service spaces. The East wing of the centre would house the elder learners who would be in the process of being integrated with the fabric of the main school campus. These classrooms include storage areas, however, have separate ablution facilities. The two wings of the building surround a courtyard where play and interaction are in abundance.

The site is located on the Mitchell House preparatory school campus in Polokwane. The client's brief called for an early childhood development centre which would accommodate 122 learners and requested that the building be evident of it's young and playful users. Curiosity, wonder and intrigue would become defining criteria in an attempt to create a conducive learning environment for young learners to grow, a building where children would be encouraged to interact with their environment. The construction methodology of the building would remain apparent, allowing its users to analyse the assembly of components. Due to the age group of the users, the building would need to function semi-autonomously from the rest of the school, while allowing for controlled interaction and inclusivity as is the norm for Mitchell House. A linear plan which coincides with the developmental progress of the learners was identified as the appropriate building typology. The spatial constraints of the site required this plan to be moulded into the available space between the existing infrastructure, however the linear process was maintained. From the access-controlled reception and administration area one would move past the creative arts and exhibition space towards the Northern wing where the youngest learners are taught. These would share connected ablutions and storerooms between classes to enable fluid movement and assistance throughout the teaching and service spaces. The East wing of the centre would house the elder learners who would be in the process of being integrated with the fabric of the main school campus. These classrooms include storage areas, however, have separate ablution facilities. The two wings of the building surround a courtyard where play and interaction are in abundance.

The site is located on the Mitchell House preparatory school campus in Polokwane. The client's brief called for an early childhood development centre which would accommodate 122 learners and requested that the building be evident of it's young and playful users. Curiosity, wonder and intrigue would become defining criteria in an attempt to create a conducive learning environment for young learners to grow, a building where children would be encouraged to interact with their environment. The construction methodology of the building would remain apparent, allowing its users to analyse the assembly of components. Due to the age group of the users, the building would need to function semi-autonomously from the rest of the school, while allowing for controlled interaction and inclusivity as is the norm for Mitchell House. A linear plan which coincides with the developmental progress of the learners was identified as the appropriate building typology. The spatial constraints of the site required this plan to be moulded into the available space between the existing infrastructure, however the linear process was maintained. From the access-controlled reception and administration area one would move past the creative arts and exhibition space towards the Northern wing where the youngest learners are taught. These would share connected ablutions and storerooms between classes to enable fluid movement and assistance throughout the teaching and service spaces. The East wing of the centre would house the elder learners who would be in the process of being integrated with the fabric of the main school campus. These classrooms include storage areas, however, have separate ablution facilities. The two wings of the building surround a courtyard where play and interaction are in abundance.