COLOR CONNECTIONS
Primitive Kindergarten Project
Spring 2022 | St. Louis, Missouri
Instructor: Petra Kempf, Amela Parcic
Skills: Rhino 3D, Adobe Illustrator, Adobe Photoshop, Woodworking
This project explores how the mechanics of a children’s board game can inform the design of an interactive kindergarten classroom. Through an iterative process, the concepts of play—stacking, embedding, compacting, and movement—were translated into spatial strategies that encourage exploration and engagement. By integrating modularity, verticality, and color theory, the design creates an immersive learning environment that stimulates cognitive development while fostering intuitive navigation.
The primary challenge was to develop a kindergarten classroom that extends beyond traditional layouts, creating an environment that encourages play-based learning and active engagement. How can a board game’s mechanics shape the physical experience of space? How can movement and color serve as functional tools for navigation and interaction? The goal was to design a space that supports exploration while maintaining a clear organizational structure that is both intuitive and stimulating for young children.
CHALLENGE
DESIGN
Color played a key role in guiding interaction and reinforcing spatial identity. Yellow was assigned to communal and high-activity areas, including the main learning space, shared bathrooms, and the outdoor courtyard, emphasizing social engagement. Green was used for transitional and resting spaces, offering visual cues that encourage movement while providing moments of pause. As children at this developmental stage begin to recognize and associate colors with meaning, the strategic use of color enhances wayfinding and fosters an intuitive understanding of the environment.
CONCEPT
The project began with an in-depth analysis of Fox in a Box, a board game that involves stacking and embedding modular blocks within a grid. These actions became the foundation for the spatial framework, inspiring a kindergarten design where volumes appear to emerge from the ground, creating a dynamic relationship between the built environment and the children’s movement through it. Rather than relying on conventional walls to define spaces, the design uses modular extrusions to establish different zones while maintaining openness and connectivity.
![Isometric Sections P4 [Recovered]-02.png](https://static.wixstatic.com/media/bb9fda_7da1994d63e84ca78a35ef1780cda6bb~mv2.png/v1/fill/w_980,h_653,al_c,q_90,usm_0.66_1.00_0.01,enc_avif,quality_auto/Isometric%20Sections%20P4%20%5BRecovered%5D-02.png)
In addition to its visual and spatial organization, the design integrates interactive elements that support hands-on learning. A prominent yellow kitchen island serves as a central gathering point, encouraging group activities and participation in food preparation. Adjacent to this space, a garden provides children with the opportunity to engage with nature, fostering an early understanding of sustainability and food cultivation. Elevated platforms extend from the modular blocks, blurring the boundary between exterior and interior spaces and reinforcing a seamless, explorative flow.
