“Impact” refers to the collision between two bodies. We often speak of a point of impact, like a meteorite crashing into the Earth. Figuratively speaking, it implies a consequence, a repercussion, an effect produced, an action exerted, a backlash, or an influence. “Impact” can therefore impart a feeling of vulnerability.

The question of the impact of architectural space on the individual is not new and has been part of scientific research for many years. 

The Environmental Design Research Association, founded in 1968 in the United States, aims to advance and expand the knowledge of environmental design in order to increase the number of environments that are better suited to human needs. 

In San Diego, California, the Academy of Neuroscience for Architecture, founded by members of the American Institute of Architects in 2003, funds research at the intersection of architecture and neuroscience. It was created to analyze how our brains react to the physical environment.

Other examples show the willingness of researchers to integrate their research into the concrete. 

In 2012, the “Designing Workplaces” training opened within the Universities of the Center for Research and of Higher Education at Paris-Est Marne la Vallée. Architects, ergonomists, work psychologists, and even human resources managers are made aware of the impact of workplaces on our well-being. The training is based on two types of approaches--design and management. (Préventica, 2011) Lighting, ventilation, noise and visual pollution, psychosocial risks, and planning for the integration of people with disabilities are all subjects covered in this training. (UPEM)

Third Teacher 

In the 1940s, Loris Malaguzzi, an Italian professor and psychologist, spoke of the environment as a “third teacher”. According to him, like parents for young children, then teachers for students, the school building teaches. It is not only a school building, but a learning space, in the sense that it is in itself a teaching entity. 

Marc Mimram, through his choice of an apparent structure for the extension of Nantes Superior National School of Architecture (France), wanted to “make the students feel the structure and show them that it can be non constraining, even liberating”. (AMC Le Moniteur, 2015) 

This school and its architect are a good example of the notion of the Third Teacher. Mimram wanted to convey a message to the students through the school itself, through its architecture, and to teach them something with this message. 

Berry Architecture applied the principle of the Third Teacher in a recent educational project— Westpark Middle School, where the building itself functions as an interactive learning environment.

“We shape our buildings; thereafter they shape us” Winston Churchill, October 28, 1943 
For indeed, the architect does not always measure the impact that he will end up having on himself one day. And unfortunately, it is sometimes the architecture which prevents us from living together; it sometimes imposes its character on the people who live within it, which is constraining, instead of liberating. And yet, it is the architect who is the designer, draftsman, builder of architecture. Architecture is a part of the key ingredients of our cultural influence and of the evolution of the mores within our societies."

Exterior View 

A 2008 study by Kenneth Tanner, director of the University of Georgia’s Design and Planning Laboratory, showed that the view of a building can affect the ability to concentrate. This study demonstrated that students with windows overlooking natural areas performed better than students whose classrooms overlooked urban structures.

Let’s take green space as an example. We can read more and more about the benefits of the presence of nature on the human being. Psychologists, doctors, and scientists have studied these benefits and we have at our disposal many research results and studies on the subject. 

Indeed, contemplating a garden or a forest improves cognitive abilities. An experiment showed that students who saw nature from their dorm room had higher concentration scores than those who had only buildings as a prospect. 

We also know that green spaces would be particularly beneficial for young people with attention deficit disorder. (Sullivan, 2000). 

Another large study conducted in Chicago by Sullivan showed, after two years of analysis, that vegetation in a living space reduces violence and agitation. It brings improved calm, better self-control, and helps us to blossom. It connects us to positive values within ourselves. (Kuo and Sullivan, 2001)

According to a concept developed by psychologists Stephen and Rachel Kaplan, from the University of Michigan, these benefits result from a restorative mental effect. 

According to their theory, the tasks of modern life can cause mental fatigue, and the observation of nature can rest the mind. Nature is more soothing than the city because human beings have a natural tendency to feel good in nature, according to American psychologist, Erich Fromm. 

Barbara Bonnefoy, a social and environmental psychologist, also tells us how green spaces have an impact on the individual by reducing depression, anxiety, and stress. She tells us that nature induces reflection, attention, and autonomy, as well as better interpersonal and intra-personal behavior. (Bonnefoy, 2007) 

Bonnefoy also talks about the “stress reduction theory”, which explains that the presence of nature allows a better concentration and a better efficiency of work capacity and of the “theory of restoration” which shows that because the individual is more relaxed, he will have a better mental and cognitive recovery. This leads to personal development and fulfillment. This restoration will allow the individual to better accomplish his missions and activities.

Another group of researchers also follow this direction and take up the “stress reduction theory”. 

These researchers from the University of Melbourne tell us that “Looking at nature makes you more productive”. Here is an overview of their study in which they wanted to experiment with the impact of nature on the individual. 

150 subjects had to press continuously on the keys presented on a computer screen for 5 minutes. They all had a 40 second break. During the forty second break, the image of a roof surrounded by buildings appeared on the screen. 

Half of the subjects saw this roof surrounded by buildings, and the other half saw a roof covered with greenery and flowers. Then they were asked to resume their task. 

The researchers found that the subjects who had seen the roof and the buildings had an 8% decrease in concentration, leading to a decrease in their performance. Those who had seen the greenery had an increase in concentration and efficiency of 6%.

To these experimental measures, called SART, the researchers correlated brain scan readings. They were able to demonstrate in these numerous experiments that “micro green breaks”, as they call them, improve attention and performance at work. They relied on the studies of the “Attention Restoration Theory” (Kaplan, 1980) which demonstrated that natural environments allow us to restore our reserve and attention capacities. In addition, they have shown that after a “micro green break” the atmosphere at work or in a group is more friendly and people report being more willing to help others. (Sargent et al., 2015) 

We see through this compelling research how much the presence of green spaces is beneficial to an individual’s and a group’s well-being, as much as in personal space at work.

Berry Architecture is aware of the importance of green spaces in architecture. When designing our main office, George Berry created a green roof which offers a great ‘green break’ to our team during our day. As well as having an environmental purpose, by collecting rain water for example, it is a place where everyone loves to hang out and meet to have a discussion, relax, or admire the view, while breathing fresh air and listening to the water fountain.

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