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Woo, Wing-tat Alfred. "Deconstructing the Faculty of Architecture : the architectural school 2001 /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953175.
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Woo, Wing-tat Alfred, and 胡榮達. "Deconstructing the Faculty of Architecture: the architectural school 2001." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984939.
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Boström, Johanna. "Rethinking Schools." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-133141.
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Knapp, Petra C. "The Architecture of Education: Public Schools in Akron, 1890-1920." Connect to resource online, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1252415666.
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Classey, Eric. "The architecture of the urban school : London's comprehensive schools 1945-1986." Thesis, University of East London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532874.
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Post-War educational policies were radical, but not radical enough for London's social educational agenda. The London County Council, the largest education authority in England, pursued a revolutionary type of education that led to a completely new type of secondary school, despite the urgent need to repair considerable war damage. The launching of the new comprehensive school was a daring operation involving the controversial closing of numerous established schools. Their policy was divisive, generating opposition from politicians of both sides, from the government and even within the council. This thesis charts the history of the architecture of the London comprehensive school. It is a critical review comparing London with national developments, and examines the way the new educational requirements led to a new architecture for the new comprehensives. Architects were at last able to practise modernist architecture for a social purpose, and design for increased complexity in architecture and function. The authority's architects, together with numerous private practices, were able to creatively design schools with a great diversity of modernist architecture. The architecture and how it was perceived together with educational planning is examined. The early difficulties faced in launching the new schools and the special problems of the city school are highlighted. System construction and the reasons why it was not relevant for London are also discussed. This is the first time a wide-ranging selection of London schools has been collated, examined and evaluated. It reveals a rich collection of English modernist architectural developments. The London urban school, ranging from the fifties with Kidbrooke school, to the eighties and into the age of High-Tech with Waterfield, is recorded. Comprehensive schools are now being radically reinvented, altered or demolished, and this work attempts to record the making of their architecture before the history is lost.
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Wilson, Margaret A. "The development of architectural concepts : a comparative study of two schools of architecture." Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/848582/.
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There are both intuitive and theoretical bases to the notion that differences exist in the way in which architects and non architects construe their physical environment. Despite their procedural constraints, many previous studies have added empirical weight to this assumption. As it is most likely to be within the schools of architecture where the socialisation of professional values takes place, the thesis explores changes in the structure and content of architectural concepts and evaluations as a function of time spent in training. Further, the thesis considers the variation in architectural orientation amongst the students, and explores the adoption of school specific values. The study focusses on two schools of architecture, one university based, in the north of Britian, and one polytechnic based, in the south. A cross-sectional sample of fifteen students in each year of training were interviewed at both schools. Data were collected using the Multiple Sorting Procedure, an open-ended yet structured sorting technique, and analysed using Multidimensional Scalogram Analysis (MSA) and Smallest Space Analysis (SSA). The results demonstrate the development of architectural concepts from concrete tangible concepts, to more complex abstract ones. The students' evaluative judgements show both development with each year sampled, and school specific differences in the type of architecture preferred. Architectural evaluation is shown to be based upon architectural style. The students' judgements of the buildings, combined with their architectural 'heroes' allows the proposal of a model of stylistic orientation in architecture. Case studies indicate that the results derived from the Multiple Sorting Procedure accord well with the students' orientation in architecture; in the focus of their architectural interests, in their evaluative judgements, and in the type of architecture they design. The architectural, educational and methodological implications are discussed.
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Barrera, Agustin J. "Planning of schools as communities." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/1406.
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The purpose of this research paper was to conduct a literature review to explore both the physical and historical aspects of schools and their communities in order to ascertain the nature of the disconnect that exists today between schools and communities. This paper reviews the purpose of the public school, from the origin of the one-room schoolhouse to today's urban schools; the impact of immigration, segregation, technology and industrialization on the public school and the forces behind public school reform. The reform processes and the programs developed to stimulate the public school including the transformation of the learning environment in the communities they serve was discussed. The research indicates that the return to a community school with small learning environments that involves communities and residents in the planning of schools as communities, is the most promising form of public school reform.
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Quadri, Mahjabeen 1977. "Beyond the traditional : a new paradigm for Pakistani schools." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/69448.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Architecture, 2003.<br>Includes bibliographical references (leaves i-iii).<br>Pakistan's greatest resource is its children, but only a small percentage of them make it through primary school. Pakistan needs to improve its literacy rate if it hopes to transition from a developing to a developed country. However, the 2-room government schools found in most parts of the country do not offer any of the amenities of a modern educational institution and most are in a state of disrepair since the government is unable to meet the cost of maintenance. Lack of educational resources and dreary physical conditions are some of the main contributors to the low enrollment and high dropout rates. Presented in the thesis is a proposal for improving teaching and learning conditions of the 2-room government schools, taking into consideration both the limited resources of the government and the poverty of the communities the schools are located in. The thesis is based upon a government school in Manghopir, Karachi that is run by the community. It proposes a framework that makes the school a "socially responsive school," which better serves the educational, psychological and physical needs of the children and makes the community a part of the school. A "socially responsive school" has been approached through three components: architecture, education and community linkages. The architectural component seeks to increase the utility of the 2-room school by creating a framework that supports a sustainable program for maintaining and improving the school facilities and its environment and provides spaces that can serve the multiple needs of the children and which foster positive interactions with the community. The educational component is an approach that supplements, but does not replace the official curriculum. It introduces the children to scientific concepts outside the classroom and makes learning fun for them. The community component defines different levels of relationship at which "community participation" in the school can occur. These relationships are more sensitive to the limitations of a poor community and allow the community and the school to choose the degree of interaction between the two.<br>by Mahjabeen Quadri.<br>S.M.
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Meyer, Sean. "Delft Campus Of Schools - A Network Of Educational Offerings." Master's thesis, Faculty of Engineering and the Built Environment, 2019. https://hdl.handle.net/11427/32075.
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With a personal interest in youth, it became my primary point of departure, which acknowledges the fact that youth development within local income areas is hindered due to the lack and inadequate resources and spaces. The focus on youth is imperative to address social transformation and release them from the grip of poverty. Following on from my Honour year investigations of the youth as active agents in the urban environment, this Masters dissertation looks at youth development through an educational lens.
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Thomas, Valerie. "Designing landscapes for grieving children at elementary schools." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/15662.
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Master of Landscape Architecture<br>Department of Landscape Architecture/Regional Planning<br>Anne Beamish<br>Death and loss are natural processes of life, but even so, that does not make them any easier to cope with. For children who may not understand loss, adjusting to life after it can become a nearly impossible feat. Children’s reactions to loss and the grief often include anger, anxiety, confusion, fear, sadness, shock, guilt, and regret (Murthy & Smith, 2005). Nature and art have been used as healing methods in the past, but rarely in schools. Because children spend much of their day at school, outdoor landscapes could be designed to that help alleviate children’s grief and commemorate their memories.
This master’s project proposes a set of guidelines and a palette of elements that can be used to create landscapes for grieving in elementary schools. To define these guidelines I combined stages of grieving from two different psychological models with design elements that could help children at each stage of their grief. These guidelines and elements were then tested by applying them at three different elementary schools in Manhattan, Kansas: Marlatt Elementary, Northview Elementary, and Theodore Roosevelt Elementary.
The designs at the three elementary schools help illustrate the flexibility of the guidelines and palette of design elements. Not only can the selected elements vary, but the sites can range in size and location. The palette of elements will enable schools to implement landscapes for grieving in a range of places and conditions.
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Johnson, Brian Edward. "Pedagogical methodology & architectural facilitation." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/johnson/JohnsonB0510.pdf.
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Pedagogical methodology has rarely been considered as a driving force in educational facilities planning and design. Because of constantly changing learning modalities, state standardization of learning and incredibly diverse educational demographic, designing learning spaces that support various pedagogies is paramount if our students are to succeed in the knowledge-based economy. From its beginnings as the rural one-room school house to the contemporary single volume, teaching and learning methodologies are continually changing and adapting to contemporary necessity. Little emphasis has been placed over the qualitative aspects of facilities planning, and how children may benefit from varying spatial environments. No practical and consistent concept of open-space learning has ever been established when considering open-concept education. This is the fundamental tenet to this master's thesis. This thesis will analyze contemporary learning methodologies with particular emphasis on physical learning and the transition to digital learning. Through the analysis of varying pedagogies specific qualitative themes, modalities, and hierarchical mechanisms will be made known and the architectural design strategies will draw upon these themes. The thesis presents information necessary to designing within a neighborhood sensitive to history and place. The rich significance of place in the Mississippi/Yazoo Delta will be a driving force in the design of a K-6 Elementary school to replace the existing school. The thesis will additionally draw upon the analysis of various precedents, demographic studies, site analyses, and code analyses to establish an architecture rich in character and performative qualities necessary for growing minds.
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Uduku, Nwola. "Factors affecting the design of secondary schools in Nigeria." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359416.
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Worner, Scott Charles. "A study of the architecture and curriculum of Virginia high schools." Diss., Virginia Polytechnic Institute and State University, 1995. http://hdl.handle.net/10919/88628.
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The purpose of this study was to document pictorially the exterior architectural style and the interior configurations of Virginia high schools, and to relate these designs to major curricular trends. This study, using historical research methods, will preserve Virginia's secondary educational institutions for future resource. A history of the high school in Virginia was developed as a background for the study of school architecture.
The methodology used in this study produced a selection of high school buildings which best represented an architectural period, beginning with the oldest high school building still in use to the most recently constructed schools. All 284 public high schools were surveyed to obtain data on the date of construction, condition of the structure, presence or absence of additions, and other pertinent data concerning the building. From this population, seventeen schools were chosen to represent school buildings in each of the decades covered. Selection of the schools was based on the following criteria:
1) Date of original construction;
2) Completeness of original structure (The pristine element of an existing building is dependent upon the absence of major renovations, changes, or additions to the structure which would drastically alter the architectural style.);
3) Overall rating by the building principal (condition, design, and functional ability to serve students, staff, and community);
4) Noteworthy architectural or unique educational features; and
5) Subjective comparison, (examining floor plans and photographs).
Each of the buildings in the sample was visited to obtain data relating to curricular emphasis in the design. Each architectural period was researched for significant educational and curricular trends that may have influenced high school design.
The outcome of this study was a document containing a written and pictorial history of the architectural and curricular features of Virginia high schools.<br>Doctor of Philosophy
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Clarkson, Peter. "Chivalry and medievalism in Cheltenham's Victorian public schools 1841-1918." Thesis, University of Bath, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275783.
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Whilst the chivalric aspect of public schools has received some academic attention, most notably from Mark Girouard in The Return to Camelot (1981) where he explored Clifton College, few authors have examined provincial public school architecture using an approach that goes beyond mere description. Girouard's work was the departure for my own thesis. There has been no adequate or full study of the influence of chivalry, its history and myths, on the architecture of public schools and the effect that the resulting Gothic ambience had on students. Previous studies concentrated exclusively on boys' schools; my thesis is the first study to contrast the effect of the chivalric myths between Cheltenham College (1841) and Cheltenham Ladies' College (1854), undeniably crucial exemplars of Victorian public schools. These schools were established in a formative period for modern Britain, a period of urbanism, educational revolution and religious revival - all of which have left an imprint on their architecture. The close physical proximity and foundation dates of the schools, their shared governors, architects and patrons, make them an appropriate, rewarding and self-contained case study. The provincial location of these schools has allowed their architecture to be overshadowed by their more illustrious cousins. I contend that both schools inhabit buildings of outstanding architectural importance deserving of attention.
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Carpenter, William Joseph. "Center for Art and Architecture: Center for Art and Architecture at the Aspen Institute for Humanistic Studies, Wye River Plantation, Queenstown, Maryland." Thesis, Virginia Polytechnic Institute and State University, 1991. http://hdl.handle.net/10919/53286.
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Engelbrecht, Nadine. "University of Pretoria : school of motion picture production." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-11212008-103253.
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Harrison, Juliet Anne. "Extending sites of education: patterns for adaptable shared facilities to upgrade existing schools." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/18172.
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Includes bibliographical references<br>Extending sites of education is an architectural design-research project that takes a typological approach to the upgrade of existing old-stock public schools in Cape Town. The focus is on parallel linear-block type schools built in neighbourhoods in the 1960s-80s. The defining decision was to extend existing schools, both spatially and programmatically, through a set of patterns that have relevance at multiple sites of similar condition. Rather than design a model, which may compound the problem of a-contextual school buildings, the project explores an architectural strategy that balances between the generic and the particular. Thus, although the design elements may be replicable, the architectural intervention helps to ground the school in its urban context. The new programme is intended to support and broaden the existing schools to enrich their role as places of learning and create opportunity for the campus to be shared with the community. Montagu's Gift Primary School in Grassy Park was selected as a case study to exemplify this approach.
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Smith, Kelsey. "The role of architecture in rehabilitating food sovereignty and nutritional education within secondary schools through collaborative participation." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78655.
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“Food insecurity goes beyond the problem of not having enough food to eat. It includes aspects of food quality, psychological factors such as worry about food sourcing, and nutritional and non-nutritional consequences of inadequate access to food.” Audrey Pereira for (UNICEF, 2016).
There is a common saying that says; “As long as we have a roof over our heads and food on the table, we will be fine.” To many, that statement might be true, but when contextualizing the
issue within a South African environment, we are proved otherwise. The research in this dissertation demonstrates that those two crucial elements, food and shelter, can both be found within in an environment however that does not necessarily mean that they will function to their fullest
potential without the correct configuration or know-how.
This study is focused on analysing food sovereignty and architecture with the intention to understand the need and opportunity for design to promote nutritional wellbeing.
This dissertation investigates the influence that spatial design has on feeding schemes in South African secondary schools. It focuses on the intersection of food consumption, as a result of the current school feeding scheme, run by the National School Nutrition Programme (NSNP), and the architecture of the dated existing government school typology. The research considers Tsako
Thabo High school in Mamelodi East, Gauteng as a case study school to investigate the spatial conditions, systems and programmes impacting on food security and sovereignty within this school that presents itself with limited resources.
The school’s pupils, staff and community members were crucial role players in the research and design proposal.
The research proposal was fostered in 2019 as part of the Urban citizen studio brief focusing on co-design at Tsako Thabo in Mamelodi. The initial data collection and collaboration revealed findings that expressed that although certain programmes and policies are in place in order to feed students in assigned schools, the neglected spatial requirements attached to these are
resulting in an unsuccessful implementation of school feeding programmes as well as shed light unto the inaccessibility of school feeding during non-school days and in current circumstances, during a global pandemic.
The design development focuses on the restoration of existing classrooms and landscape, the reconfiguration of built space and the addition of a lightweight exoskeleton to the existing school structure. The design informants and generators are a result of practical workshops and investigations done in the existing school and regarding the surrounding Khalambazo communities food culture. The intent is that through the restoration and addition process, programme can meet space seamlessly and that the two may function because of each other. The overall intention proposes to create a place of growth, preparation, production and distribution that catalyses its success to its surrounding environment and creates an educational ecosystem that promotes nutritional wellbeing for all.<br>Mini Dissertation (MArch(Prof))--University of Pretoria, 2020.<br>Volume 1 forms part of the NRF Research Project: STINT Stitching the city, a collaborative research project between the University of Pretoria and Chalmers University in Sweden in which a a research methodology was created to collect and store data from participatory action research done during fieldwork in the architecture discipline.<br>Architecture<br>MArch (Prof)<br>Unrestricted
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Dejesús, Estrada Sonia Mariana. "Environmental design & sustainability : strategies for teaching and learning in UK schools of architecture." Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/3457/.
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Wessels, Anton. "STDC State Theatre dance centre." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-10122006-121626.
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Walz, Loretta Jean. "The artful struggle for the integration of computers in schools." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1311.
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Vaikakul, Savalai 1976. "Examining pervasive technology practices in schools : a mental models approach." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/32501.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2005.<br>Includes bibliographical references.<br>Studies of computers and education have failed to account for the relevance and importance of tacit assumptions and unquestioned expectations that underlie educational technology practices. A major premise of this dissertation is that it is these taken-for-granted interpretations of technology that most significantly influence how technology is used in the sphere of education. It is thus analytically useful to examine technology use in education by investigating the assumptions on which currently pervasive educational technology practices are built. I employ the concept of "mental models" to study current educational technology practices. An examination of the literature revealed key elements of the prevailing mental model of technology in education, which I call the mental model of computers as information technology and multimedia machines. In this mental model, computer technology is viewed as a means to provide students and teachers with Internet connectivity and access to extensive, up-to-date information. The computer's multimedia authoring capacity can then be utilized to synthesize the wealth of information culled from Internet sources into presentations with integrated text, graphics, sound, and video. I investigated how this mental model organizes thinking about technology use and education within a large-scale initiative to implement one-to-one computing in public schools, the Maine Learning Technology Initiative (MLTI) The MLTI study highlights the pervasive influence and inherent inertia of an entrenched mental model.<br>(cont.) When users of technology draw upon a well- established and widely-shared mental model to drive their actions around technology, they will likely develop the tendency to view the particular mental model as the way technology is supposed to be used. Their technology experience and pattern of use, guided by the existing mental model, in turn reinforce the community's established mental model of technology use, institutionalizing a set of technology practices and routines. An entrenched mental model can have pervasive influence in limiting individual and collective capacities to pursue possibilities outside of the established approach, or to recognize the need for such pursuit. This was observed during the first years of the MLTI, and is happening on a larger scale in the education system as more and more computers become available in classrooms.<br>Savalai Vaikakul.<br>Ph.D.
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Pinheiro, Nuno Santos. "O islamismo e o arco ultrapassado na Península Ibérica-sua influência na arquitectura alentejana." Phd thesis, Instituições portuguesas -- UTL-Universidade Técnica de Lisboa -- -Faculdade de Arquitectura, 1990. http://dited.bn.pt:80/29768.
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Berger, Francisco José Gentil 1940. "Manuel da Costa Negreiros no estudo sistemático do barroco joanino na região de Lisboa." Phd thesis, Instituições portuguesas -- UTL-Universidade Técnica de Lisboa -- -Faculdade de Arquitectura, 1990. http://dited.bn.pt:80/29771.
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Fernandes, Maria João Rocha Simões. "Francisco da Silva Rocha (1864-1957)-arquitectura arte nova, uma primavera eterna." Master's thesis, Instituições portuguesas -- UP-Universidade do Porto -- -Faculdade de Letras, 1999. http://dited.bn.pt:80/29185.
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Pinheiro, Susana Marta. "Manoel Caetano de Sousa." Master's thesis, Instituições portuguesas -- UNL-Universidade Nova de Lisboa -- FCSH-Faculdade de Ciências Sociais e Humanas -- -Departamento de História da Arte, 1989. http://dited.bn.pt:80/29757.
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Ñahui-Enríquez, Erick-Franco. "Centro educativo comunitario como activador social en el distrito de Carabayllo." Bachelor's thesis, Universidad de Lima, 2017. http://repositorio.ulima.edu.pe/handle/ulima/4889.
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La investigación propone un local educativo público, equipado con una mediateca, programas educativos de inclusión social para la comunidad en su entorno y un espacio público abierto, dicho programa nace a partir de las necesidades existentes de la zona.<br>Tesis
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Mello, Mirela Geiger de. "Arquitetura escolar pública paulista. Fundo Estadual de Construções Escolares - FECE/ 1966-1976." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/16/16138/tde-29082012-135732/.
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Esse trabalho é uma pesquisa da produção arquitetônica do Fundo Estadual de Construções Escolares - Fece, o primeiro órgão do governo do Estado de São Paulo a ter como única atribuição planejar, projetar, construir, ampliar e manter a rede pública estadual de ensino. Foi o pioneiro no Brasil e na América Latina a ter essa incumbência. O estudo identificou cerca de 900 novos edifícios escolares construídos pelo Fece em seus 10 anos de atividade, entre 1966 e 1976, quando foi substituído pela Companhia de Construções Escolares do Estado de São Paulo - Conesp. O objetivo desse trabalho é investigar o que a arquitetura pública paulista produziu nesse período, e até mesmo a arquitetura paulista de forma geral, uma vez que suas histórias se confundem ao longo do tempo. Cerca de 230 arquitetos elaboraram projetos para o Fece. Selecionamos 15 edifícios escolares como representativos dessa produção, de autoria de Abrahão Sanovicz, Décio Tozzi, Eduardo Corona, Francisco Petracco, João Baptista A. Xavier, Luiz Carlos Costa e Francisco Crestana como colaborador, João Clodomiro B. de Abreu, João Walter Toscano, Júlio Roberto Katinsky, Júlio Teruo Yamazaki, escritório Rino Levi, Ruy Othake, Sérgio Ferro, Rodrigo Léfèvre e Flávio Império. O período é caracterizado por uma grande explosão de demanda de vagas na área educacional e é o momento da ampliação da rede física de ensino em larga escala. Até 1965, existiam aproximadamente 2.260 edifícios escolares. Em apenas 10 anos foram construídos pelo Fece o equivalente a aproximadamente 40% do que havia sido construído nos 75 anos anteriores, desde o início da República. Pelo que pudemos observar, essa produção com tamanhas proporções foi permeada por questões econômicas, visando construir o maior número de edifícios possível. Tais parâmetros estão expressos nas Normas Fece Para Elaboração de Projetos de Arquitetura Escolar. Nos 15 projetos selecionados constatamos que a resposta dos arquitetos paulistas face a esse desafio é excelente. Com recursos espaciais, construtivos e plásticos muitas vezes extremamente simples e de baixo custo, projetaram edifícios que surpreendem tanto espacialmente como também pelo aspecto plástico e volumétrico. Esperamos com esse trabalho contribuir para que tantas outras análises sejam feitas a partir do levantamento documental dessa produção.<br>This work is a research on the architectural production of the State Fund for School Buildings- FECE, the first government agency in the state of São Paulo to have as its only commission to plan, to design, to build, to enlarge and to maintain the state public education network. It was the pioneer agency in Brazil and in Latin America tobe entrusted withthis assignment. The study identified around 900 new school buildings constructed by FECE in its 10 years of activity, between 1966 and 1976, when it was replaced by the State Company of School Buildings in the State of São Paulo (CONESP). This work aims at investigating what the public architecture in São Paulo has produced in this period, and even further, what the architecture in São Paulo brought forth in general, once their stories are interwoven along time. Around 230 architects produced designs for FECE. Fifteen (15) school buildings were selected as portraying this production, designed by AbrahãoSanovicz, DécioTozzi, Eduardo Corona, Francisco Petracco, JoãoBaptista A. Xavier, Luis Carlos Costa and Francisco Crestana as collaborator, JoãoClodomiro B. de Abreu, João Walter Toscano, Júlio Roberto Katinsky, JúlioTeruo Yamazaki, Rino Levi´s office, RuyOthake, Sérgio Ferro, Rodrigo Léfèvre and FlávioImpério. The period is characterized by a great explosion in demand for places in the educational field and this is the moment of large scale physical expansion of education network. Up to 1965 there were about 2.260 school buildings. In only 10 years FECE built an amount corresponding to approximately 40% of what had been built in the preceding 75 years, since the beginning of the Republic. As far as we could notice, such an extensive production was permeated by economic issues, aiming at building the largest number of buildings as possible. Such parameters are comprised in FECE Rules for the Production of School Building Designs. In the 15 designs selected, the answer of the architects in São Paulo in coping with this challengeproved to be excellent. Making use of spatial, constructive and plastic resources, which many times were extremely simple and economical, they designed buildings which strike onenot only in terms of space but also as regards plasticity and volume. This work attempts to further many other analyses which might benefit from the documental survey presented in this research.
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Nascimento, Mario Fernando Petrilli do. "Arquitetura para educação: a construção do espaço para a formação do estudante." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/16/16133/tde-19062012-122428/.
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Esta dissertação busca mostrar a relação entre os aspectos pedagógicos do edifício escolar e o seu projeto arquitetônico. Para uma melhor contextualização, a pesquisa parte de uma breve introdução das principais ideias pedagógicas surgidas ao longo da história (com ênfase em suas implicações espaciais), passando pelas mudanças trazidas com o movimento das Escolas Novas, pela trajetória das políticas educacionais no estado de São Paulo e pelos paradigmas pedagógicos contemporâneos. Em seguida, são investigadas as origens e a evolução da arquitetura escolar, mostrando, por meio de exemplos, de que forma os diversos aspectos pedagógicos foram incluídos em seu programa de necessidades. Por fim, duas escolas de Ensino Fundamental construídas na década de 2000 são analisadas de maneira mais aprofundada, com o objetivo de apontar a relação entre essas duas áreas do conhecimento em casos concretos. A realização deste trabalho evidenciou a necessidade de maior diálogo entre os profissionais da arquitetura e da pedagogia durante a elaboração de projetos escolares, tornando os espaços propostos mais ajustados às exigências educacionais. O papel do arquiteto no processo de criação do espaço escolar deve ser o de fornecer as condições físicas necessárias para que a escola seja um lugar de participação, debate e construção de conhecimento, por meio de ambientes que ampliem as possibilidades de interação entre os alunos.<br>This thesis seeks to show the relationship between the pedagogical aspects of the school building and its architectural design. For better context, the research starts with a brief introduction of the main pedagogical ideas that emerged throughout history (with emphasis on their spatial implications), through the changes brought about by the movement of New Schools, the trajectory of educational politics in the state of São Paulo and the contemporary educational paradigms. They are investigated the origins and evolution of the school architecture, showing, for example, how the various pedagogical aspects were included in its program needs. Finally, two elementary schools built in the 2000\'s are analyzed in depth, with the aim of pointing out the relationship between these two areas of knowledge in specific cases. This work highlighted the need for greater dialogue between professionals of architecture and pedagogy during the development of school projects, so that the spaces become more suited to the proposed educational requirements. The role of the architect in the school design process should be to provide the necessary physical conditions to turn the school into a place for participation, discussion and knowledge construction, through environments that expand the possibilities for interaction among students.
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Lee, Corina Yuan Shiu. "Towards an architecture of reality." Thesis, Virginia Polytechnic Institute and State University, 1992. http://hdl.handle.net/10919/53325.
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De, Jager Leon. "An analysis and assessment of the strategic architecture of a capita selecta of international business schools." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/21374.
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Thesis (MBA)--Stellenbosch University, 2011.<br>The demand for business schools has risen worldwide over the last decade as new and emerging
challenges confront the competitive business landscape. It is estimated that there are currently
over 700 registered business schools around the globe. Potential students, therefore, have a wider
choice between business schools especially since more business schools have internationalised
their curricula. Business school reputation, amongst others, is still regarded as the single most
important criterion of choice for students in their endeavours to obtain an international business
qualification.
This study analyses and assesses the strategic architecture of a capita selecta of international
business schools. It also summarises the significant similarities and differences between the
strategic architecture of the schools assessed. The research question can be stated as follows:
What can be learnt from the strategic architecture of a Capita Selecta of international business
schools?
A related question is:
What are the similarities and differences between the strategic architecture of these schools?
This study focuses on a qualitative methodological approach and is done from a functionalist
research paradigm. An encompassing literature review was undertaken during which different
accreditation vehicles and the importance of an organisation’s strategic architecture in ensuring its
competitive advantage and profitability are discussed and argued
The empirical investigation is aimed at analysing and assessing the strategic architecture of five (5)
international business schools. The case study is used as investigative instruments. The research
findings have shown that accreditation alone, although very important, is not the main differentiator
and source of competitive advantage. Schools employ various strategies to ensure their relevance
and competitiveness.
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JAHNIGEN, CHARLES J. "THE INTEGRATED ENVIRONMENT: AN UPDATED APPROACH TO THE MONTESSORI LEARNING ENVIRONMENT." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147898930.
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Daley, Mark (Mark S. ). "Landscape boogie-woogie." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/79023.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1991.<br>Odd-number pages numbered; even number pages blank. Pages 170 and 171 blank.<br>Includes bibliographical references.<br>The intent of this work was to explore an additive working method as a way to generate building form. It was initiated without any preconceived ideas about the project's final outcome. Instead, it focused on observations, associations, and attitudes of existing experiences and information. Working from the position that "one perception must immediately and directly lead to a further perception," a decisions were made. The design of an elementary school was the vehicle for the process.<br>by Mark Daley.<br>M.S.
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Tomizawa, Susan A. "Planning our nation's schools : considerations for community and site design." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1292542.
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This creative project examines trends in school planning and design at both the community and site levels. At the community level, two trends have shaped many of the decisions made in school planning: consolidating schools into mega-sized schools and placing schools on the periphery of development. These practices contribute to sprawl, urban disinvestment, racial and social segregation, environmental degradation and educational inequality. Alternatives in school planning such as school renovation and schools as community centers, are examined through case studies.At the site level, schools are typically built on acres of land covered by lawn, sports fields and asphalt parking. Research shows that school grounds can serve as valuable educational resources when designed as learning landscapes. A conceptual master plan for Storer Elementary School in Muncie, Indiana illustrates how a bland school landscape can be transformed into an educational resource to improve learning, environmental quality, safety and health.<br>Department of Landscape Architecture
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Chewning, John Andrew. "William Robert Ware and the beginnings of architectural education in the United States, 1861-1881." Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/14983.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Architecture, 1986.<br>MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING.<br>Bibliography: leaves 482-490.<br>William Robert Ware (1832- 1915) planned and directed the first collegiate program in architectural education i n the United States. He was educated in the liberal arts and civil engineering at Harvard University and received further training in architects' offices before entering into practice with Henry Van Brunt (1832-1903). In 1865 Ware was appointed to the newly established Massachusetts Institute of Technology. He remained on the faculty until 1881, when he was called to Columbia University to organize still another collegiate program in architecture. During 1866-67, Ware traveled in Europe, paying particular attention to the role of national schools and professional organizations in the teaching of architecture in Britain and France. Formal instruction in architecture at M.I.T. began in the fall of 1868. Ware devised a curriculum, which he adjusted throughout the 1870s, including drawing and design, architectural history, and construction and practice (i . e., building materials and components, specifications, and contracts). In the spring of 1872, he recruited Eugene Letang (1842-1892), an alumnus of the Ecole des Beaux-Arts, to teach design. From this time on, the routine studio problems at M.I.T. began to emulate those of the Ecole, and the eclectic neoclassicism of the Beaux-Arts began to predominate in students' drawings. The Department of Architecture at M.I.T. in these earliest years functioned best in providing a one- or two-year course of special study for persons who were graduates of four-year colleges or who had some experience in architects' offices. It also served to prepare Americans for the formal or informal study they intended to pursue in Paris. Ware's department offered, in effect, a postgraduate program, a program in continuing education, and a preparatory program for advanced study at the Ecole des Beaux-Arts. By virtue of its location in cosmopolitan Boston, the M.I.T. Department of Architecture emerged in the 1870s as the preeminent American collegiate program, attracting more students from more diverse parts of the country than the other important early programs at Cornell University and the University of Illinois. Ware trained some 235 students at M.I.T., and many of them became the leaders in architecture and architectural education in the late nineteenth and early twentieth century.<br>by John Andrew Chewning.<br>Ph.D.
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Abreu, Ivanir Reis Neves. "Convênio escolar: utopia construída." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/16/16138/tde-13052010-152451/.
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Esta dissertação tem como objeto de estudo a análise de um conjunto de escolas construído entre os anos de 1949 e 1953, quando vigorou o 2º Convênio Escolar, acordo entre Estado e Município, com a finalidade de zerar, até as comemorações do IV Centenário, o grave defict de salas de aula na cidade de São Paulo. A equipe de profissionais, contratados para a concepção e desenvolvimento dos projetos, dirigida pelo arquiteto Hélio de Queiroz Duarte, era composta pelos arquitetos Eduardo Corona e Roberto Goulart Tibau, cariocas formados pela Escola Nacional de Belas Artes e pelos paulistas Oswaldo Côrrea Gonçalves, engenheiroarquiteto, e Ernest Robert Carvalho Mange, engenheiro, ambos formados pela Escola Politécnica da Universidade de São Paulo. O trabalho dessa equipe resultou na construção de 52 edifícios escolares aos quais foram aplicados, em seus programas arquitetônicos, os conceitos de uma escola aberta à comunidade, conforme apregoava o educador Anísio Teixeira, com quem o arquiteto Hélio Duarte trabalhou, na Bahia, no planejamento de uma rede de escolas públicas voltada à inclusão das crianças carentes, que não tinham acesso à educação pública. Esse convívio entre o educador e o arquiteto traduziu-se em sólidos conceitos pedagógicos, aplicados na concepção dos projetos arquitetônicos do convênio escolar: arquitetura e pedagogia, a partir dos princípios utópicos da arquitetura moderna e das idéias libertadoras da escola nova resultaram na unidade que caracterizou esse conjunto de escolas. O meu objetivo em pesquisar esse conjunto de obras está na possibilidade de reconstruir a história da moderna arquitetura brasileira através do viés da educação e, para tanto, traçar uma linha histórica, objetivando localizar o início da ligação entre os pedagogos escolanovistas e a arquitetura. No início dos anos 30, em plena era Vargas, assistimos à construção de um plano visando ao desenvolvimento do país, a partir do estabelecimento de um parque industrial nacional. Esse movimento provocou profundas mudanças na estrutura social brasileira. A educação, através do movimento escolanovista, passou a ser indutora dessa transformação, ao lutar pelo direito de todas as crianças de freqüentarem uma escola pública, além de apresentar um novo modelo pedagógico decorrente dessa nova postura que levou à necessidade de um novo espaço físico para abrigar essa escola renovada. O plano de desenvolvimento nacional, no plano cultural, uniu políticos e intelectuais na construção de uma identidade nacional, e a arquitetura, enquanto expressão de um tempo, apropriou-se dos conceitos racionalistas da arquitetura moderna internacional que, nas mãos de jovens arquitetos, pôde encontrar na arquitetura escolar um rico campo de experimentação. O cenário desse movimento é a cidade de São Paulo que, em meados da década de 40, já havia se transformado em metrópole internacional e revelava, em seu espaço urbano, a contradição entre a riqueza e a pobreza, na divisão entre centro e periferia. As escolas do convênio escolar vieram atender aos bairros que tiveram, na escola pública, o primeiro sinal da presença de um Estado que, saído da ditadura de Getúlio Vargas, democratizava-se.<br>This thesis focuses on the analysis of a set of schools built between 1949 and 1953 in São Paulo, during the 2nd School Agreement (2º Convênio Escolar), a contract between state and municipality authorities ,which its main purpose was to extirpate the serious lack of classrooms,until the Celebration of the 400th Anniversary of the city of São Paulo. The team engaged in the conception and development of the projects was coordinated by the architect Hélio de Queiroz Duarte and composed by two architects from Rio de Janeiro, Eduardo Corona and Roberto Goulart Tibau, both graduated at Escola Nacional de Belas Artes, Oswaldo Correa Gonçalves, engineerarchitect and Ernest Robert Carvalho Mange, engineer, both graduated at Escola Politécnica from University of São Paulo. The result of their work are 52 schools which have been built with a specific architectural programme, concepts of a school opened to the community, according to Anísio Teixeiras beliefs, educator, with whom Hélio Duarte has worked in Bahia, developing a public school planning to include deprived children and give them opportunity to attend a school. This exchange of ideas between architect and educator resulted in solid pedagogic concepts, and were applied on the projects of the Convênio Escolar ,architecture and pedagogy, beginning with the idealistic principles from modern architecture and the renewal ideas from New School Movement in Brazil (Escola Nova), coming from the international movement Education Act, resulted in an identity which characterized this set of schools. The objective of this research is to create the possibility to recognize the history of Brazilian Modern Architecture from the educational perspective and design a time scale to locate the beginning between pedagogues from Escola Nova movement and architecture. In the beginning of 1930s, during Getúlio Vargas era,we watched the construction of a national development plan, from the establishment of a national industrial park.This movement caused deep changes into social Brazilian structure. Education, through Escola Nova movement, became the guide line of this transformation, fighting for the childrens right to attend public school, besides presenting a new pedagogical model structured from this new attitude which claimed for a new space to reflect this renewal model of school. The national development plan, at the cultural sphere, got together politicians and intelectuals to build a national identity, and architecture, meaning here the expression of a time, appropriated the rationalism of modern international architecture that, in the hands of young architects could find a rich field of experiment. São Paulo is the scene of this movement, that in the mid of 1940s, was already an international metropolis and revealed in its urban space, the contradiction between richness and poorness, between center and outskirts. The schools of the Convênio Escolar came to serve the districts which have, in the public school, the first sign of the presence of a State Government that, coming from the dictatorship of Getulio Vargas, start a new democracy phase.
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Hýlová, Adéla. "Škola, základ života - Soubor školských staveb v Ostravě na Černé louce." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2014. http://www.nusl.cz/ntk/nusl-216048.
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The main idea of this project was a playful school. The shape of the building follows the river. The group of these objects escalates from small hills to the big corten building on the corner. This corten object is connected with the Black Meadow. The project works with shape of the roofs.
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Bernhard, Jayne M. "Stores as Schools: An Adaptive Reuse Alternative For Communities Dealing With Underutilized Commercial Space and Overcrowded Schools." Connect to this title, 2008. http://scholarworks.umass.edu/theses/144/.
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Vernon, Mitzi Renee. "A place for learning: a phenomenology of geometry and material." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/53112.
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This work is comprised of two parts: The Inspiration and The Institution.
The Inspiration concerns what originated the work—the conception of the idea. It lies within the realm of those things which are timeless. Therefore, it is what gives character to the building of the place or the institution. The inspiration is the beginning.
The Institution is the formulation of the work--the "building" of the idea. It is a place crafted with the methods of its time. ln this sense, the institution is circumstantial, and therefore representing the end. However, in its completion there is the reflection of its beginning, its inspiration.
What we call the beginning is often the end
And to make an end is to make a beginning.
The end is where we start from.¹
What inspires this work is the architecture of the ancient communities of the Anasazi. More specifically and fundamentally, the inspiration for this work lies in the phenomenon of geometry and material in these ruins. Further, it is seated in such ideas as concentricity or nestedness and the opening of a wall. These are the ideas which are timeless. This is the beginning and the end.
What formulates the work is a school. As an institution of learning, it already constitutes fertile ground for teaching. Therefore, with architecture as the medium, the building can teach about the play of geometry and the use of material. The function of the school is purely circumstantial, and it has little to do with the inspiration. Still, the geometry and material of the place made are founded in the inspiration. Hence, the architecture will continue to be a place for learning regardless of the functions of its past or future.
The aspiration of the work is the development of a work of architecture as a place which nurtures the position of learning and as an institution which becomes a revelation of its inspiration.<br>Master of Architecture
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Sheehan, Daniel. "Can secondary school architecture build community, encourage working successfully and enhance well-being? : student and staff evaluations." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/17941.
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In Britain, the ‘Building Schools for the Future’ (BSF) programme numbered among its aims: ‘the building of sustainable communities in which students and teachers alike [could] thrive’ (DfES, 2003, p.88). Modern, purpose-built and ecologically efficient architecture was regarded as central to this. What is less clear is how particular architectural features could contribute to the positive effects hypothesized in BSF literature. Vischer (2008) has identified three areas in which environmental psychology research explores the effects of workspaces and workplace design on individuals: Territoriality and Belonging (how much users feel a part of the organisation, as a result of using the space); Productivity (how the space affects the performance of the individual, the team and the organisation) and Satisfaction (how users feel about the physical and aesthetic aspects of a space). However, the experiences of children working in schools may be very different to that of adults working in offices; and the role of the architecture in these different contexts may also vary between them. In addition, there remains an opportunity to explore these issues in secondary school settings as BSF was initially set-up in response to concerns about secondary school architecture. This research re-conceptualized Vischer’s three areas as Community (Territoriality…), Working Successfully (Productivity) and Well-being (Satisfaction), to explore experiences of architecture in a school context. This study over two phases operated from a Realist perspective (Blaikie, 1993) and used an Exploratory Evaluation Research methodology (Clarke, 2005) to explore the responses of students and staff to the architecture in 8 secondary schools: Schools A-D in the South-West of England (total sample n=105 students; n=26 staff) and Schools E-H in London (total sample n=83 students; n=2 staff). Schools A, E, F and H are BSF schools; B, C, D and G are non-BSF (mixed architectural styles). Phase 1 used questionnaires and semi-structured interviews to explore student and staff responses to the architecture in their schools; and how this architecture affects their sense of Community, Working Successfully and WellBeing. Phase 2 used a classroom-based computer-aided design (CAD) activity to explore whether participants could offer architectural design solutions for classrooms and schools, according to their needs. Thematic analysis revealed common definitions of Community, Working Successfully and Well-Being across all schools; design choices which aimed to maximize natural light; beliefs that SEN status is central to school functioning well as a community; and beliefs about the role of curved architecture in improving acoustical quality. Implications for EP practice are considered and future research directions proposed.
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Moreira, Rafael 1947. "A arquitectura do renascimento no Sul de Portugal-a encomenda Régia entre o moderno e o romano." Phd thesis, Instituições portuguesas -- UNL-Universidade Nova de Lisboa -- FCSH-Faculdade de Ciências Sociais e Humanas, 1991. http://dited.bn.pt:80/29854.
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Lebre, Pedro Jorge Ribeiro Guedes. "Diálogo entre a tradição e a modernidade-razões para uma especifidade na cultura arquitectónica modernista portuguesa." Master's thesis, Instituições portuguesas -- -Universidade Lusíada, 2000. http://dited.bn.pt:80/29369.
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Silva, Nuno Eduardo de Távora Miranda Gomes da. "Dois livros e uma igreja-aspectos da ideia de história na arquitectura do século XX." Master's thesis, Instituições portuguesas -- -Universidade Lusíada, 2000. http://dited.bn.pt:80/29531.
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Milheiro, Ana Cristina Fernandes Vaz. "O gótico e os sistemas de desenho presentes na arquitectura oitocentista - produções teóricas europeias e a recensão portuguesa manifesta na obra escrita de Possidónio da Silva." Master's thesis, Instituições portuguesas -- UTL-Universidade Técnica de Lisboa -- -Faculdade de Arquitectura, 1997. http://dited.bn.pt:80/29888.
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Villamariz, Catarina P. Oliveira M. Madureira. "Claustros góticos portugueses-séculos XIII a XV." Master's thesis, Instituições portuguesas -- UNL-Universidade Nova de Lisboa -- FCSH-Faculdade de Ciências Sociais e Humanas, 1997. http://dited.bn.pt:80/30031.
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Ribeiro, Maria Isabel da Cunha Donas Boto. "Arquitectura e sociedade em Inglaterra 1660-1714." Instituições portuguesas -- UC-Universidade de Coimbra, 1998. http://dited.bn.pt:80/30299.
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Batista, Luís Manuel Morgado Santiago. "Arquitectura em transição-construção versus desconstrução : a condição problemática e antinómica do objecto criado." Master's thesis, Instituições portuguesas -- UTL-Universidade Técnica de Lisboa -- -Faculdade de Arquitectura, 1998. http://dited.bn.pt:80/30377.
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Arroz, Ana Paula de Almeida Casimiro. "Casas, ambientes e arquitectos do movimento moderno na área de Lisboa." Master's thesis, Instituições portuguesas -- -Universidade Lusíada, 1998. http://dited.bn.pt:80/30401.
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Valente, Carlos Luís da Fonseca. "A Escola Brotero e a arquitectura de Coimbra na primeira metade do século XX." Master's thesis, Instituições portuguesas -- -Universidade Lusíada, 1999. http://dited.bn.pt:80/30423.
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Janeiro, Pedro António Alexandre. "A significação na construção e na descodificação da imagem." Master's thesis, Instituições portuguesas -- UTL-Universidade Técnica de Lisboa -- -Faculdade de Arquitectura, 2003. http://dited.bn.pt:80/30435.
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