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Relevant bibliographies by topics / Liverpool School of Architecture

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Academic literature on the topic 'Liverpool School of Architecture'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Liverpool School of Architecture"

1

Stamp, Gavin. "Charles Reilly and the Liverpool School of Architecture, 1904-1933." Journal of the Society of Architectural Historians 56, no. 3 (1997): 345–48. http://dx.doi.org/10.2307/991247.

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Cunliffe-Charlesworth, H. "Review: Design Culture in Liverpool 1880-1914: The Origins of the Liverpool School of Architecture." Journal of Design History 17, no. 1 (2004): 118–19. http://dx.doi.org/10.1093/jdh/17.1.118.

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Holland, Jessica, and Iain Jackson. "A Monument to Humanism: Pilkington Brothers’ Headquarters (1955–65) by Fry, Drew and Partners." Architectural History 56 (2013): 343–86. http://dx.doi.org/10.1017/s0066622x00002537.

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The architect Maxwell Fry (1899–1987) is widely recognized as one of the key protagonists in the development of Modernist architecture in Britain. Discussion of this role perhaps inevitably tends to focus on Fry's early involvement in the Modern Architectural Research (MARS) Group and his inter-war work, particularly his prestigious partnership with the Bauhaus-founder Walter Gropius. Post-war, emphasis shifts to Fry's advancement of ‘Tropical Architecture’ in former British colonies with his wife and partner, the architect Jane Drew (1911–96). Despite a string of important commissions on home soil, their post-war work in Britain has been sidelined due to a historical narrative focused on the rise of ‘New Brutalism’. This article contributes to a reassessment of Fry, Drew and Partners’ work in 1950s and 1960s Britain. It uses the Pilkington Brothers’ Headquarters (1955–65) in St Helens as a case study to examine post-war industrial patronage and how this affected the architectural approach of the project's lead designer, Maxwell Fry. In particular, it investigates his background in civic design at Charles Reilly's Liverpool School of Architecture. Furthermore, it examines Fry's reassessment of pre-war Modernist theory and practice during the mid-1950s and his response to the younger generation of MARS members, such as the Smithsons and Denys Lasdun.

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Shasore, N. E. "‘A Stammering Bundle of Welsh Idealism’: Arthur Trystan Edwards and Principles of Civic Design in Interwar Britain." Architectural History 61 (2018): 175–203. http://dx.doi.org/10.1017/arh.2018.7.

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AbstractThis article provides the first account of key texts and concepts in the theory and criticism of Arthur Trystan Edwards. Edwards's notion of ‘civic design’, which emanated from the Liverpool School of Architecture in the second decade of the twentieth century, was part of a broader international trend (particularly in the US and Europe) towards formal, axial and monumental planning. Edwards imbued civic design with a philosophical and political sophistication that set him apart from many of his non-Modernist contemporaries. The article discusses the underlying precepts — such as ‘subject’, ‘form’, ‘urbanity’ and ‘manners’ — in some of Edwards's critical texts, including Good and Bad Manners in Architecture (1924). The final section traces his pioneering interest in high-density, low-rise housing, which culminated with the establishment of the Hundred New Towns Association in 1933–34.

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Phillips, Richard. "Muslim Geographies." American Journal of Islam and Society 25, no. 3 (2008): 147–51. http://dx.doi.org/10.35632/ajis.v25i3.1466.

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“Muslim Geographies,” a conference and public lecture organized byRichard Phillips (University of Liverpool) with support from the Economic&Social Research Council (ESRC Research Grant RES-000-22-1785), tookplace on 4-5 April 2008 at Liverpool University and the Merseyside MaritimeMuseum. The event had several goals: to draw together and advancegeographical research involving Muslims, provide a forum for debate aboutthe spaces that shapeMuslimlives, and establish informed dialogue betweenMuslims and non-Muslims as well as between academics and activists.These goals were pursued through a public lecture and debate, to whichmembers of Muslim, activist, and other local communities were invited. Tomake the conference as inclusive as possible, the eventwas free, some of the sessions were held off-campus, and researchers in architecture, sociology,religious studies, anthropology, public policy, geography, and other disciplineswere invited to participate.The opening session, “Envisaging Geographies of, for, and byMuslims,”traced current trends and future directions in geographical research involvingMuslims. Peter Hopkins (Newcastle) presented, and the ensuing discussionfeatured panelists Claire Dwyer (University College London), Ayona Datta(London School of Economics), and Kevin Dunn (New South Wales). Thepanelists complicated the term Muslim geographies by acknowledging theheterogeneity of Muslims’ experiences and identities and expressed concernabout how academic research represents Muslims. Nevertheless, they identifiedthe purchase of geographical research on key areas of Muslim life,including their integration, relationships, surveillance, and identities ...

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Davies, Peter N. "The Liverpool School of Maritime History." International Journal of Maritime History 17, no. 2 (2005): 249–60. http://dx.doi.org/10.1177/084387140501700214.

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Kirby, Tony. "Profile: Liverpool School of Tropical Medicine, UK." Lancet 387, no. 10027 (2016): 1502. http://dx.doi.org/10.1016/s0140-6736(16)30190-8.

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Cook, G. C. "‘Malaria Liverpool’: an illustrated history of the Liverpool School of Tropical Medicine 1898–1998." Transactions of the Royal Society of Tropical Medicine and Hygiene 94, no. 2 (2000): 229. http://dx.doi.org/10.1016/s0035-9203(00)90291-8.

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ZALLEN, DORIS T. "The power of partnerships: the Liverpool school of butterfly and medical genetics." British Journal for the History of Science 47, no. 4 (2014): 677–99. http://dx.doi.org/10.1017/s0007087414000417.

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AbstractFrom the 1950s to the 1970s, a group of physician–researchers forming the ‘Liverpool school’ made groundbreaking contributions in such diverse areas as the genetics of Lepidoptera and human medical genetics. The success of this group can be attributed to the several different, but interconnected, research partnerships that Liverpool physician Cyril Clarke established with Philip Sheppard, Victor McKusick at Johns Hopkins University, the Nuffield Foundation, and his wife Féo. Despite its notable successes, among them the discovery of the method to prevent Rhesus haemolytic disease of the newborn, the Liverpool School began to lose prominence in the mid-1970s, just as the field of medical genetics that it had helped pioneer began to grow. This paper explores the role of partnerships in making possible the Liverpool school's scientific and medical achievements, and also in contributing to its decline.

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Teague, Edward H., and Alexandra de Luise. "ARCHITECTURE SIG: Architecture School Publications." Art Documentation: Journal of the Art Libraries Society of North America 6, no. 1 (1987): 24–26. http://dx.doi.org/10.1086/adx.6.1.27947709.

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Dissertations / Theses on the topic "Liverpool School of Architecture"

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Brown, Anne Patricia. "An evaluation of after school nutrition clubs in Liverpool primary schools." Thesis, Liverpool John Moores University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549430.

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Hussein, Mohamed M. Fageir. "Urban regeneration and the transformation of the urban waterfront : a case study of Liverpool waterfront regeneration." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/28746/.

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The transformation of urban waterfronts is one of the key urban design and planning stories of the late twentieth century. The decline of the waterfront in post-industrial cities meant the deterioration of both a physical and social nature of significant portions of urban fabric. Cities have reacted to this state of affairs with substantial regeneration programs, approaching the decline of waterfront as an opportunity rather than a problem. However, since the success of early regeneration programs in North America, changing urban waterfronts on a global scale has led to a manifestation of globalisation, becoming a synonym of uniformity and monotony of cities. The urban waterfront also has become a battleground for a number of intersecting forces and different interests and desires. This research aims to study the phenomenon of urban waterfront regeneration, specifically analysing how it has operated within the UK context since the late 20th century until the present. It focuses on investigating the process of transformation of the urban waterfront in the city of Liverpool. Liverpool has suffered from a serious urban decline following the degeneration of its seven miles of docks due to a number of internal and external factors. However, since the 1980s, the image of an abandoned waterfront has started to change with massive waterfront regeneration schemes that aim to improve the physical, environmental, social and economic conditions of the area. This research argues that by understanding the process and the context of this regeneration, several lessons can be learned and models of good practice can be identified. The research is based on a series of lengthy interviews with key stakeholders closely linked with the development in the city, a review of documents related to the regeneration of Liverpool waterfront, including urban design policies and guidance, a substantial review of relevant news articles that were written throughout the periods of the recent transformation of the city, and numerous site visits to reflect upon the development carried out recently. The research also identifies and discusses a number of key urban issues such as image and identity, cultural built heritage, place marketing and branding, urban governance. The research identifies three distinctive eras of waterfront regeneration and several key regeneration schemes. Each of these eras reflects the many factors that shaped the urban landscape. The research argues that there are no specific models that can create successful waterfront regeneration, yet, what is important is ensuring the complexity and the inclusiveness of the process of the regeneration. An inclusive and a complex process will result in attaining urban competitiveness besides securing distinctive, genuine and imaginative urban identity. The research also highlighted the central role of urban design as a mediator between the numerous processes and different forces that shape the urban landscape.

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Qian, Kun M. Arch Massachusetts Institute of Technology. "Sharing school of architecture." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/103485.

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Thesis: M. Arch. in Real Estate Development, Massachusetts Institute of Technology, Department of Architecture, 2016.<br>Thesis: S.M. in Real Estate Development, Massachusetts Institute of Technology, Program in Real Estate Development in conjunction with the Center for Real Estate, 2016.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (page 96).<br>Pedagogical experiments played very important role in shaping architectural discourse and practice in the second half of the 20th century. Along the history, the architecture discipline developed and struggled for new territories by articulating its relationship to the technological, socio-political and cultural transformations of the time -- and education became a vehicle for these actions. The rise of information technology brought sharing economy to urban life. Accessibility to spaces has been redistributed along with the notion of private and public territories. As companies starting to build platforms like Airbnb, Breather to accelerate the mixing of multi-programmatic spaces, institutional organizations tend to stay unchanged for their spatial arrangements. With the title of "Sharing School of Architecture", this thesis is putting together an argument as well as an attempt to push architecture school to the frontier of sharing economy by reimaging its spatial and programatic organization in the contemporary urbanism context, which eables architecture elements to access, curate and reinvent spaces into pedagogical programs. Instead of a static campus with traditional curriculum, architecture school should be an ever-growing network of spaces as part of urbanization, and a system continuously generating creative content that fullfills people's contenporary urban life.<br>by Kun Qian.<br>M. Arch. in Real Estate Development<br>S.M. in Real Estate Development

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Gaudreault, Geoffrey P. "A School of Architecture." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33319.

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I propose to create a building whose formal architectural elements; floor, wall, column, and stair, all transform to provide for the needs of the user. The structure will exist as not just a support for an enclosure, but a system where the furniture, storage, and other systems are integrated parts of the building itself. This is the central idea that I will use to create a form language that can be applied to a building whose parts serve all of the functions of the building. If the building itself changes to accommodate the needs of the creator, then the building would become an integral tool in the creative process.<br>Master of Architecture

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Bernal, Jorge L. "Design and Architecture High School." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/31126.

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This thesis is about learning from architecture, it is about teaching design at an early age, and how light and space speak about architecture. It is about teaching design and architecture at the high school level, and the ideas, metaphors and sources of inspirations used to achieve this. Design students require a sense of the sublime, the ability to respond to art and architecture, and challenge to aspire to greatness. Schools of design must teach about nature, the metaphysical and the fragility of mankind, moving away from prior schools of thought including "form follows function" and replacing the traditional teaching of architecture with a more inclusive approach.One way to develop thought processes that lead to inclusivity is through the metaphor. Metaphors are the foundation of the imagination. Strongly developed metaphorical channels are essential to any designer. They offer opportunities to contemplate a proposed work in another light. They inspire the designer to probe new sets of questions and develop new ideas and interpretations. Several metaphors formed the basis of this thesis, "Learning as Light," "A new light every dawn," and "Education by Design," which proposes that twenty?first century design educators rely more greatly on the use of metaphors in their teaching curriculum. Above all, the search for the metaphysical "soul of the building" is and will continue to be the most integral element in the teaching of design and architecture. Art, architecture and archeology are essential elements to a robust design education, for they provide the context for the history, challenges and changes of the field. This thesis proposes a Design and Architecture High School in downtown Washington, a design developed through careful consideration of the elements essential to the transfer of knowledge.<br>Master of Architecture

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Form, Stephen (Stephen Robert). "School of Architecture : reimagining a home for Architecture at MIT." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/85827.

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Thesis: S.B. in Art and Design, Massachusetts Institute of Technology, Department of Architecture, 2005.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (page 28).<br>The Massachusetts Institute of Technology is home to the oldest architecture school in the United States, yet curiously, this department has sat in the shadow of the other programs at MIT for much of its history. Today, however, the Department of Architecture is one in transition, between presidents, deans, and department heads. At this point it seems crucial to reevaluate the direction of this program. This project is meant to address three problems regarding the identity of the Department of Architecture: a lack of identity as seen by our students, identity as seen by the Institute, and identity as seen by the world of architecture. The goal of this thesis is to redesign the spaces which comprise our home at MIT. Specifically, the project seeks to house entire school together on MIT's main campus. Expanding and transforming the current structure of Bosworth's neoclassical buildings, this new School of Architecture provides for itself, the Institute, and the world, a visible new home for a neglected portion of MIT.<br>by Stephen Form.<br>S.B. in Art and Design

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MEYER, MATTHEW A. "Back to School: The Adaptive Reuse of Public School Buildings." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212086328.

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Alfred, Jovlunden. "DropIN School." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-138820.

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Williams, Travis Andrew. "Ground-play yard-school play-school : a Ludic typology for primary education." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/79140.

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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2013.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (p. 218-221).<br>This thesis explores how free play can be promoted, incentivized, and enabled through architecture to reinterpret the elementary school typology within the urban context of the Los Angeles Unified School District. The project is not a playground, but it is not just a school either. It functions as a play of ground that uses manipulated terrain to serve the programmatic needs of a school while also allowing for playful reinterpretation during its use. It combines the school yard with the school through the wielding of a visual datum of 56 inches that allows the space to be inhabited differently by adult faculty compared to young students. The system of ground is designed to be dextrous enough to create scalar variations in space and complex relationships between interior and exterior. It also exists as a recognizable language of objects, pauses, slopes and cliffs. These construct schools within schools, and rooms inside of other rooms serving students individually and collectively within a continuous volume where walls do not exist. In the end, the school tries to re-present a programmatically recognizable example of a typical school for the LAUSD. However, it does this while also creating a combination of play and school that is greater than the sum of those two parts and allows for scales of socialization that promote endless iterations of play.<br>by Travis Andrew Williams.<br>M.Arch.

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Zelenock, Julie Ann. "Ecology, architecture, education, design." PDF viewer required Home page for entire collection, 2008. http://archives.udmercy.edu:8080/dspace/handle/10429/9.

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Books on the topic "Liverpool School of Architecture"

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Design culture in Liverpool, 1880-1914: The origins of the Liverpool School of Architecture. Liverpool University Press, 2002.

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Sharples, Joseph. Charles Reilly & the Liverpool School of Architecture, 1904-1933: Catalogue of an exhibition at the Walker Art Gallery, Liverpool, 25 October 1996 - 2 February 1997. Liverpool University Press, 1996.

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Polska Szkoła Architektury w Wielkiej Brytanii, 1942-1954: Polish School of Architecture in Great Britain, 1942-1954. Marek Woch, 2013.

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Architecture School Librarians' Group (Conference) (7th 1996 Liverpool). Finding and meeting users' needs: Proceedings of the 7th Conference of Architecture School Librarians, Liverpool, John Moores University, July 1996. University College Dublin Library, 1996.

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Conference on Education in Computer Aided Architectural Design in Europe (17th 1999 Liverpool). Architectural computing from Turing to 2000: Proceedings of the 17th Conference on Education in Computer Aided Architectural Design in Europe : 15-17 September 1999, CAAD Research Unit, School of Architecture and Building, University of Liverpool, UK. University of Liverpool, 1999.

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HIGHER EDUCATION FUNDING COUNCIL FOR ENGLAND. University of Liverpool: Architecture. HEFCE, 1994.

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Hughes, Quentin. Seaport: Architecture & townscape in Liverpool. Bluecoat Press in association with Merseyside Civic Society, 1993.

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Hughes, Quentin. Seaport: Architecture & townscape in Liverpool. Bluecoat Press in association with Merseyside Civic Trust, 1993.

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ENGLAND, HIGHER EDUCATION FUNDING COUNCIL FOR. Liverpool John Moores University: Architecture. HEFCE, 1994.

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Bridge, Norman. My Liverpool schools. Countryvise, 1992.

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Book chapters on the topic "Liverpool School of Architecture"

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Cook, Peter. "The School As Orchestra." In Lives in Architecture. RIBA Publishing, 2021. http://dx.doi.org/10.4324/9781003212799-6.

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Castro, Antonio, and Leonel Santos. "Refurbishment Informational School Architecture." In IFIP Advances in Information and Communication Technology. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38411-0_11.

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Segawa, Hugo. "The Affirmation of a School 1943–1960." In Architecture of Brazil. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5431-1_6.

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Sanusi, Aliyah Nur Zafirah, Aida Kesuma Azmin, Fadzidah Abdullah, and Mohd Hisyamuddin Kassim. "Climatic Adaptations of Colonial School Buildings in Malaysia." In Sustainable Vernacular Architecture. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06185-2_14.

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Zuccoli, Franca. "Education and Architecture: Seeking Grounds for Dialogue." In Renewing Middle School Facilities. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19629-5_2.

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Wilson, Dreck Spurlock. "University of Pennsylvania School of Architecture." In Julian Abele. Routledge, 2019. http://dx.doi.org/10.4324/9781351021661-4.

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Cappai, C., and A. Venturini. "A Bioclimatic School in Venice." In 1989 2nd European Conference on Architecture. Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-017-0556-1_170.

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Gaudin, G. "The Elisa Lemonnier Bioclimatic School." In 1989 2nd European Conference on Architecture. Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-017-0556-1_182.

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Nye, Edwin R., and Mary E. Gibson. "Ross and the Liverpool School of Tropical Medicine." In Ronald Ross: Malariologist and Polymath. Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1057/9780230377547_8.

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Boscagli, Maurizia. "The Furniture of Alter-Modernism." In Modernist Objects. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979503.003.0011.

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Eileen Gray’s choice to be her own woman, as well as her eclectic aesthetic, not attached to any particular school and, in fact, queering different design and architectural styles, might account for her relative obscurity after the 1930s. Gray’s work points to a different understanding of the modern, what I call here alter-modernism. This is an aesthetic in open contrast with the technological, productivist, and fast-paced view of modernity that lies at the core, even today, of the dominant narrative of modernism. To the accelerated and streamlined style of which Le Corbusier was one of the chief representatives, with its minimalism organized according to the principles of function, order, hygiene, heroic verticality, and visual exposure, Gray designed objects and spaces for the subjects excluded by the heroic heteromasculinity of the engineer. This essay pits the orientalizing, obsessive form of male specularity against another type, and use of, orientalism, that of the fin de siècle male aesthete, who turns to the ornamentation and decadence associated with “the Orient” in order to signal his homosexuality, in a coded aestheticism which Gray reworks in the two projects discussed here, La Pirogue and E. 1027.

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Conference papers on the topic "Liverpool School of Architecture"

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Popplestone-Helm, Sarah. "P-7 Empowering school staff to enable a balanced and healthy view of death, dying and bereavement throughout the school environment." In People, Partnerships and Potential, 16 – 18 November 2016, Liverpool. British Medical Journal Publishing Group, 2016. http://dx.doi.org/10.1136/bmjspcare-2016-001245.31.

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Gölemen, S., N. Taş, and M. Taş. "The changes of sustainable primary school buildings." In ECO-ARCHITECTURE 2016. WIT Press, 2016. http://dx.doi.org/10.2495/arc160021.

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Holland, M. C. G. O. "The Virtual School of Architecture and Design." In DIGITAL ARCHITECTURE 2006. WIT Press, 2006. http://dx.doi.org/10.2495/darc060131.

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Dyas, Marilyn. "O-6 School is the link for children facing loss." In Leading, Learning and Innovating, Hospice UK 2017 National Conference, 22–24 November 2017, Liverpool. British Medical Journal Publishing Group, 2017. http://dx.doi.org/10.1136/bmjspcare-2017-hospice.6.

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Garrison, M. "Designs for the Global South: a sustainable primary school in Uganda." In ECO-ARCHITECTURE 2014. WIT Press, 2014. http://dx.doi.org/10.2495/arc140141.

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Galiana, Miguel, and Lucía Seguí. "IMPLEMENTING FLIPPED CLASSROOM IN THE SCHOOL OF ARCHITECTURE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0877.

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Wilcocks, Tricia, and Sue Marshall. "P-261 Thrown in at the deep end – school students’ experiences on a six-month inpatient work placement." In Leading, Learning and Innovating, Hospice UK 2017 National Conference, 22–24 November 2017, Liverpool. British Medical Journal Publishing Group, 2017. http://dx.doi.org/10.1136/bmjspcare-2017-hospice.286.

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"Evaluation of School Zone Improvement Scheme." In 6th Annual International Conference on Architecture and Civil Engineering (ACE 2018). Global Science and Technology Forum, 2018. http://dx.doi.org/10.5176/2301-394x_ace18.55.

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Phokajang, Arpaporn, and Paniti Netinant. "Developing Software Architecture for A Smart School Digital Framework." In ICSIM 2021: 2021 The 4th International Conference on Software Engineering and Information Management. ACM, 2021. http://dx.doi.org/10.1145/3451471.3451475.

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Cho, Kyun-Hyong, Hung-Chan Jeon, and Doo-Sung Choi. "A Study on Environmental Impact Assessment through Input Materials of School Building." In Architecture and Civil Engineering 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.124.13.

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Reports on the topic "Liverpool School of Architecture"

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Hepworth, Nick. Reading Pack: Tackling the Global Water Crisis: The Role of Water Footprints and Water Stewardship. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.109.

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The K4D professional development Reading Packs provide thought-provoking introductions by international experts and highlight the emerging issues and debates within them. They aim to help inform policies that are more resilient to the future. K4D services are provided by a consortium of leading organisations working in international development, led by the Institute of Development Studies (IDS), with the Education Development Trust, Itad, University of Leeds Nuffield Centre for International Health and Development, Liverpool School of Tropical Medicine (LSTM), University of Birmingham International Development Department (IDD) and the University of Manchester Humanitarian and Conflict Response Institute (HCRI). For any enquiries, please contact helpdesk@k4d.info

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