For decades, aesthetics were the last consideration in public school architecture. School administrators were quick to demand safety standards and an efficient use of space, but the idea that schools should incorporate artistic standards in their design? Don’t be ridiculous. But even in an economic climate where many school budgets are being slashed, the concept of creating visually dynamic school buildings is beginning to take hold. A growing number of educators are shaking things up by investing in school designs that challenge the eye and the mind.

Opened just a year ago, the Christopher Columbus Family Academy in New Haven, Connecticut is a prime example of this new movement. This kindergarten through 8th grade school serves a working-class neighborhood and it replaces a typical bunker-style structure built in the early 70s. The old school’s only work of art was a mural in the cafeteria that was rendered practically invisible because of poor positioning and bad lightening.

The new Christopher Columbus incorporates imaginative design and structural elements that are more like a cultural institution than a school. The chief architect of the project is also a sculptor and he worked to incorporate images and forms representing historic and scientific themes in his design. As a result, the physical plant of the school functions as a teaching tool – the lobby floor is also an inlaid night sky, the rich use of materials and innovative designs allow students to explore shapes, angles and forms. The teachers and administrators have developed a curriculum guide, incorporating the school’s design elements into classroom application.

“Looking at art is not just an aesthetic; it’s a learning resource,” says the school’s principal. “We’ve created a framework for everybody to find a connection to the art in the building — and to the building itself.”

This creative approach to school design and construction is catching on – both New York City and Los Angeles have embraced this new philosophy. And breakthroughs in construction technologies have made these ideas feasible and affordable. In NYC, the recently completed Frank Sinatra School of Performing Arts features integrated video displays in the hallways that showcase students’ work. Both Maine and Washington State have started programs to install curriculum-inspired (and inspiring) art works in existing schools. “We’re always trying to connect our teaching to real life and how good is this?” enthused the principal of a school in Peru, Maine.

In some school districts, parents are pitching in and raising funds for art installation programs. In a Boston suburb, parents raised 75K to purchase three hanging science-themed sculptures in the high school lobby three giant sculptures.

Student reaction and receptivity to these exciting new school designs has been overwhelmingly positive. Says one New Haven 7th grader, “It’s so cool. It motivates me to find new things to do.”