This study, using the Eisner's Educational Criticism Model, examines the role school architecture plays in eliciting creative, self-directed, child-centered responses in elementary school students. An evaluation of 11 play environments; 7 learning environments; an integrated third grade curriculum known as the City Classroom is presented; and the evolution of their design, arts criteria, and evaluation of their impact on learners are described. The relationship of the role school architectural design and art has in developing individuals' capacities to deal with change is explored. The evolution of school building and school yard design is followed from the one- room school to a contemporary elementary school to investigate why educational facilities take the form they do. A three-dimensional evaluation matrix, comprising the three axes of environment, curriculum, and human needs is proposed for assessing learning environments. Five principles of design used in this study are discussed: environment; perception; conception; diversity; and scale. A hypothetical elementary school design (the Suburban School) is proposed using the matrix with these five principles. The study concludes that children exhibit increases in both ludic and epistemic behavior when interacting with rich and varied school learning environments. (Contains 55 references.) (GR)