For example, architects and educators working together might delineate how careful attention to signage selection for the school entryway and office area will benefit student vocabulary development, reading comprehension, graphics awareness, provide a sense of school identity, and emphasize multi-lingual learning. Large tables on wheels rather than individual desks in classrooms will provide deployable, horizontal working surfaces for student design projects. Tiling in the cafeteria might be designed to display mathematical patterns and sequences. Schools that eliminate lockers can transform hallways into cultural museums. The possibilities are endlessly rich.
Concepts also play another role in programming.
They are used by architects as a basis for asking the client questions about space needs. As architects learn about educational content, students explore architectural concepts used for planning and for design. Students learn that programming concepts differ from design concepts. Pe a lists common programming concepts ranging from priority to hierarchy, character, density, grouping, energy conservation, access, function, orientation, safety, cost control, schedule, and safety. The whole learner is reached across a continuum of body, mind, and spirit, as shown in Table 3.