3. SWAMP ENTRANCE

The Entrance

Grand-Opening

While the SWAMP is the object of the project, even the entrance to the SWAMP can emotionally impact the success of the room ahead. As you peer, your reflection and that of nature rebounds from the door. You have a glimpse into what is ahead of you.

Cabinet-of-Learning

The entrance to the SWAMP waiting area has a cabinet of surprises. Why this is important is that the cabinet contains useful teaching and learning experiences of other teachers. This becomes a tool to stimulate their senses and think of innovative ways, that they can use to engage their students. Moreover, the selection of teaching aids in the cabinet uses different lines and curves of objects to create visual effect. This in its self can change the rhythm of the local atmosphere and change the mood of the seer.

Sit-Meet-Think

Finally, the entrance to the SWAMP provides a well-constructed meeting place before the students enter the computer and lecturer lab. People need time to bond. Chatter may be meaningfully or not, but an opportunity to greet each other and discuss what is or what will be done soon, is a necessary social tool, in bonding human participation and respect. As you can witness from the picture there is amble seating, light and standing room.  While some designers may dismiss the need for a waiting area, research does show that a group of people in such a setting can have positive effects.  This is based on the concept of social facilitation theory (Baker & Cameron, 1996). The concept is that the ‘mere physical presence of others… increase one general drive level’ (Baker & Cameron, 1996, p.345). Increased drive motivates the individual in positive behaviour, feeling and upbeat mood swings. Just what is needed for a class of students, and more beneficial than a gulp of caffeine!

References:
Baker, J. and M. Cameron (1996), "The effects of the service environment on affect and consumer perception of waiting time: An integrative review and research propositions," Journal of the Academy of Marketing Science, 24 (4), 338-349.