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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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Rodríguez-Noyola, Joanna. "School construction in Sierra Leone." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/61212.
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Thesis (S.B. in Art and Design)--Massachusetts Institute of Technology, Dept. of Architecture, 2009.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 71).<br>After years of British rule and a decade of civil unrest, rural communities in Sierra Leone were left with the residues of a colonial mentality and the psychological, physical and economic ravages of war. As a result, people are trapped in a mindset that discards vernacular architecture as obsolete and unpractical, and that associates modernity with the "concrete and zinc" model. Thriving to overcome extreme poverty, these villages plan to develop stronger economies and encourage education by building permanent school structures. The aim of this thesis is not to just provide villages with an economical school design, but to inspire a new mentality towards architecture and a construction system that can adapt to a diverse range of situations and be applied in Sierra Leone and beyond. In order for them to propose a new architecture; I suggest they 5 look back to their roots. The only way to produce sustainable and practically cost-free buildings is by making the most of locally abundant and renewable resources, such as earth to their full potential, thus giving an effective and interesting twist to traditional architecture. The new system breaks up the school into subunits that serve as a "kit of parts" that may be arranged to suit any condition. Furthermore, these individual units must take into consideration function, daylighting, waterproofing, and ventilation. When an entire community comes together to create exciting and innovative architecture, a new window of opportunity will be opened and a better standard of living can be reached.<br>by Joanna Rodriguez-Noyola.<br>S.B.in Art and Design
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Silva, Luis Ernesto. "Community School." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33765.
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"School began with a man under a tree, who did not know he was a teacher, discussing his realization with a few, who did not know they were students. The students aspired that their sons also listen to such a man. Spaces were erected and the first school became. It can also be said that the existence-will of school was there even before the circumstances of the man under the tree"
Louis Kahn<br>Master of Architecture
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Talbott, Michael John. "(Expanding on architecture) a new School of Architecture Planning and Preservation, UMCP /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7832.
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Thesis (M. Arch.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: School of Architecture, Planning and Preservation Architecture. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Wadeskog, Emil. "Yoga school KTH- campus." Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-231991.
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Guk, Elena. "Primitive architecture: Sailing School at Lidingö, Sweden." Thesis, KTH, Arkitektur, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-96772.
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The thesis project aims to investigate a Form Finding process as a design tool as well as the generator of a structural system, in this case a process of intersecting cones to create surface network logic, for a sailing school at Lidingö, Stockholm. Specifically the research aims at the blurring of the cone shape and the diffusion of a cellular logic by a process that increases the complexity and definition of the whole system. And as a result, a design method that generates and shapes the space.
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Song, Kanda. "Knowledge organization : Beichuan Middle School architecture design." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54556.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Architecture, 2009.<br>Page 67 blank. Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 65-66).<br>This Thesis is comprised of two interrelated parts: the first part attempts to incorporate Design and Methodology into the framework of Knowledge Organization, tries to refine/ redefine the workflow, and establishes a working model which represents/guides the process from the formation of ideas to the solutions of fabrication/construction using BIM. The second part further explore the meaning/connotation of Knowledge Organization, reconfigure the model and accordingly adjust the methods being used, considering the specific context and conditions at the earthquake area of Beichuan County in China.<br>by Kanda Song.<br>S.M.
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Kranbuehl, Donald David. "Interplay - An Architecture School for Duke University." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/31478.
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Architecture is explored as an interplay between nature and a composition of forms. This thesis involves a project, an architecture school for Duke University, and examines the idea of composition as a type of â structured play.â Structured play is used as a method to study reciprocal relationships in architecture. This exploration focuses on the relationship between inside and outside in order to create a place for education which unites nature with the man-made.<br>Master of Architecture
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Morkel, CA. "An agricultural high school for Ceres." Thesis, Faculty of Engineering and the Built Environment, 2021. http://hdl.handle.net/11427/33395.
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It is essential for this country that a progressive policy shall be adopted in the field of agriculture for it can be said that the agricultural industry of the Republic plays a leading part in the development of its potential resources and is of great importance to the country's wellbeing. It is the backbone of the country's economic structure, being equalled to in importance only by our mining industry.
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Skevk, Therese. "Art and Music Profile School." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135474.
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Hjälmeby, Amanda. "Permanence in architecture." Thesis, KTH, Arkitektur, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-279045.
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How can we generate sustainable architecture in relation to permanence and aging? How can we bring knowledge about old existing buildings in the design process for new architecture? I think it is important to reflect on choice of material because of a buildings life span. Also to be aware of what frame of references are the start for the designprocess. I have been investigated old existing buildings in Småland with focus on permanence in architecture that I think have aged well. I think it is a gap between the design process and the manufacturing industry in Småland. To maintain and develop the knowledge and work close together I think it could gain the whole process to add education in the region. The outcome of this investigation is an art and design school as boarding school in a rural area in the outskirt of Eksjö. The design proposal are based on some concept out of the site analysis and the wooden survey. Organic shaped volumes in relation to a structural grid system is the main construction at the site. This kind of architecture creates an interesting contrast to the existing built environment at the site.
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Sheehy, Christopher Patrick. "Playtesting Educational Architecture." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83926.
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Architecture and game design both have very similar goals: they both are seeking to create 3-dimensional environments that deliver an optimal user experience. In game design, these environments are simulated, whereas in architecture these environments are eventually made real. Architects are uniquely able to envision fully realized 3-dimensional environments from abstract 2-dimensional drawings. Because of this, the spatial qualities of a building can remain obfuscated to anyone besides the designer until the building is actually constructed. Tools from game design offer the opportunity to not only communicate a building's spatial qualities to users and clients during the design process, but also the ability to establish metrics against which the success of a current design iteration can be tested. In game design, this is called "playtesting". Playtesting in this project involves porting a digital model of of the building into a game engine, and allowing a designer or user to interact by moving around the model with a controller. This "playtesting" process allows a designer to gather meaningful and informative feedback from users during the design process, by observing and inquiring about the user's experience during the playtest. In addition, these tools simulate the experience of movement through the space, something very difficult to understand from static drawings.
This thesis was explored through the design of an elementary school in Alexandria, VA. Elementary schools are often the subject of extensive study on user experience, because creating an optimal learning environment is so crucial to the success of young students. .<br>Master of Architecture
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Balasubramanian, Ms Kiruthika. "An Experiential Approach to Architecture: Design of an Architecture School and Student Housing." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/71654.
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"The architectural experience silences all external noise, it focusses attention on one's very existence."
An architecture of the Seven Senses: Juhani Pallasma
As I sat down thinking about this quote images of the courtyard of the Salk institute, the central reading area of the Library of Congress, Tadao Ando's Church on Water and light, the step wells of Adalaj in India, Peter Zumthor's Therme Vals came to my mind.
I feel that the scale and being part of something larger than what man could create such as the sky, the ocean and an experience that appeals to the senses, one that is a perfect orchestration of the color of light, the pattern of shadows, the materiality of the wall, the feeling of warmth, the sound of waves, the reflection of the waters creates a sense of calm within.
Drawing from my personal experiences, the thesis shall explore the above idea in a school of architecture with a public interface located along the waterfront.
"Buildings should be monumental and spiritually inspiring."
Louis Kahn<br>Master of Architecture
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Schnädelbach, Holger Martin. "Mixed reality architecture." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/16045/.
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This thesis develops and investigates Mixed Reality Architectures (MRA), dynamic shared architectural topologies, which span physical and virtual spaces. A theoretical framework is developed to describe the field of possible architectures. As the result of a first pilot study, this is then extended with the concept of the Mixed Reality Architectural Cell (MRACell). MRACells consist of one physical and one virtual space, linked by a two-way video and audio connection. The video of a real physical space is rendered on an MRACell, which can move within the virtual environment. A projector and screen in the real space renders an image of the virtual environment from the point of view of that MRACell. Inhabitants can move their MRACell in relation to all others within the shared virtual environment, allowing ad hoc as well as planned remote social interaction. In this sense MRACells can be described as novel architectural interfaces extending real physical space, via a shared virtual environment to link to other real spaces. An in-depth study lasting one year and involving six office-based MRACells, used video recordings, the analysis of event logs, diaries and an interview survey. This produced a series of ethnographic vignettes describing social interaction within MRA in detail. The study found that the MRA was effective at supporting remote social interaction between users. Usage patterns appeared to be motivated by awareness and communication or conversely privacy requirements. This usage maintained and strengthened social ties. Social interaction was both visible to others and part of the everyday activities at the respective office spaces. It resulted from the virtual adjacencies introduced by MRA that allowed the ‘spatial’ integration of remote locations. However, the virtual spatial framework making this possible, introduced new topological limitations on the number of concurrent connections that were available. Overall, it was found that the dynamic architectural topology directly affected social interaction, while social interaction itself re-shaped the topology. These findings are of direct relevance to current developments, which aim to use communications media to overcome the spatial dispersion of work groups in modern organizations. Finally, the differences in use that were observed between groups of inhabitants suggest that spatial cognition in Mixed Reality is affected both by the interface technology and by the social practices surrounding it. In response, it is suggested that in order to investigate the new generation of mixed physical and virtual technologies, cognitive science should take into account their affordances as ‘virtual extensions’ to both our bodies and to our environment.
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Lund, Ellen. "Archive of Experiences : Toulluvaara Outdoor School." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-171763.
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Jolley, Christopher S. "Waldorf Architecture: A Pedagogy's Relation to Design." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276954474.
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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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Clonts, Kelly A. "Methods to improve school design in Sierra Leone." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65735.
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Thesis (S.B. in Art and Design)--Massachusetts Institute of Technology, Dept. of Architecture, 2011.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 80-83).<br>Most schools in Sierra Leone are constructed using a standard design with little variation from building to building. They are relatively high-cost and have poor ventilation, lighting and thermal comfort. In January 2010, thirteen primary schools in Sierra Leone were analyzed in order to identify design changes that will improve performance and reduce costs. One struggle that this analysis revealed is that construction methods have not changed for decades, as local builders resist changes in the current design. This thesis aims to explain small-scale alterations for primary school buildings in Sierra Leone and list the impact on daylighting and thermal comfort performance for each alteration. For each design alteration, the daylight performance, air flow, and thermal comfort of the new design are compared to the standard design. The overall goal of this thesis is to create guidelines that can be used to reduce the risk of design changes and improve the performance of schools without raising costs.<br>by Kelly A. Clonts.<br>S.B.in Art and Design
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Wittkamper, Aaron Matthew 1977. "Living information as a socially-mediated high school." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/27872.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2005.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Some pages folded. Page 122 blank.<br>Includes bibliographical references (p. 89-90).<br>(cont.) In this blurred area, a project/group-based curriculum can be developed to involve casual work areas that can fluctuate in size, based on the specifications of the project. Through the cultivation of this type of environment, the social energies of the students can begin to infect the rigid aspects of education in a positive way, thus creating an environment that is a mediated cross-fertilization of the social and the academic. The end goal is an involved type of learning that feeds off of the irrepressible social energies of the high school student.<br>"The present epoch will perhaps be above all other epochs of space. We are in an epoch of simultaneity: We are in an epoch of juxtaposition, the epoch of near and far, of the side by side, of the dispersed. We are at a moment I believe, when our experience of the world is less that of a long life developing through time than that of a network that connects points and intersections with its own skin." -Michel Foucault' Social Network Theory suggests that aspects of quantum systems can effectively describe a constantly evolving invisible web of live information that is entirely contingent upon the varying degrees of trust and social interaction among a defined group of people. Despite traditional assumptions about social structure, order, and hierarchical systems, a vast web of tacit knowledge (i.e. embodied, living information) evolves within a group of people, entirely due to naturally informal social interactions. When placed within the socially charged realm of the high school, this premise suggests that significant moves can be made in the design of a school (both in physical form and curricular format) in order to positively engage (rather than suppress) an educational program with the enduring social tendencies of a student body. My thesis proposes a high school with a distinct spatial layout that mediates between the student body's inherent manner of socially constructing information among peers, and the curriculum's way of academically propagating knowledge. The design incorporates a layering of densely programmed spaces that reveal void conditions or between spaces that are free to be programmed in a variety ways, thus providing opportunities to blur the often strict boundary between social space and academic space.<br>Aaron Matthew Wittkamper.<br>M.Arch.
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Kim, Kyu Ree M. Arch Massachusetts Institute of Technology. "Back to school : the alternate ground of integration." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/42107.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2007.<br>Page 120 blank.<br>Includes bibliographical references (p. 116-118).<br>This thesis embraces the leftover spaces along the back alleyways and turns them into fronts. It proposes inhabitation of spaces below,above and in-between the warehouses through strategic and programmatically specific engagement. As such this project aims to devise a system that integrates both physical and sociological urban fractures.The site is the Los Angeles Fashion District. It is a place of constant transformation; with its evolving fashion trends, new techniques of production, a changing workforce and new buildings. Yet, despite all the sociological and technological changes, the apparel industry still remains labor intensive. Furthermore, the LA Fashion District concentrates the large number of recent immigrants who are mostly undereducated or uneducated. In response to this situation, I am proposing the School for Apparel Industry Workers. Modeled based on current education facilities for adult immigrants, it provides learning opportunities to the workers at their workplace. The school also acts as an architectural connector. It creates mutual relationships among buildings in the alleyways. Pleating, an apparel industry technique, is employed here as an architectural strategy to develop the system of the project that establish physical and sociological connections. It is also a tool in the organization of school programs as well as a technical solution in appropriating existing structures. Its structural and spatial flexibility exploits the diverse shapes extant in existing structures, providing both visual and physical connections between workplace and learning, while fostering greater acceptance and knowledge of immigrants in the community at large. Key words: immigrant, apparel industry, informality, school for immigrant workers, infill, pleat<br>by Kyu Ree Kim.<br>M.Arch.
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Taylor, Christopher (Christopher Jordon). "Tectonic studies in Beichuan : rebuilding the Beichuan Middle School." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/47836.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2009.<br>Includes bibliographical references (p. 107).<br>In his essay, Studies in Tectonic Culture, Kenneth Frampton asserts that the built environment is "first and foremost a construction, and only later an abstract discourse." Building upon this logic, this thesis asks how can we evaluate and critique architecture on it's material, tactile and tectonic dimensions, as opposed to the purely figurative, spatial or iconographic representations that have become so commonplace in Modern architecture? In developing the notion that the architect serves as a link between available resources and the project's needs, this thesis aims to create a tectonic building system for a new middle school in Beichuan county, Sichuan Province, China. How can traditional construction methods and locally available materials be developed into a sound construction typology that will provide the flexibility to adapt to the various scenarios and sites that are inherent in a large scale project? How can it retain key design issues and serve as a catalyst for the future development of the surrounding community?<br>by Christopher Taylor.<br>M.Arch.
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Duncan, Shawn Adrian. "UP hotelier school : a school of hospitality management." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-11242008-230853.
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Sobrero, Maurizio. "Inter-organizational architecture and innovative processes." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10291.
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Mattsson, Nicodemus. "English - Dancing Trees Culture School : Organized vs. Organic." Thesis, KTH, Arkitektur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-168641.
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The assignment for this project was to design a culture school for kids. The site for this project is located in Älvsjö at the bottom corner of Stockholms Mässan. It is here where I was inspired to create a school that danced its way around the exisiting trees, allowing for the characterstics of the tree to reflect its way into the different stories of the building. "No trees were harmed in the making of this structure". It is a dance between the organization of a 2.7x6x5 meter modular system that learns to live in harmony with all of the existing nature. It is a study in how urbanization can land naturally whilst taking nature into consideration. If we keep chopping down trees eventuelly there won´t be any left, lets learn to adapt our architecture to nature instead of let architecture forcing its way into it.<br>Uppdraget för detta projekt var att utforma en kultur skola för barn . Platsen för detta projekt ligger i Älvsjö i nedre hörnet av Stockholms Mässan . Det är här där jag blev inspirerad att skapa en skola som dansade sin väg runt exisiting träd , vilket möjliggör vilka krav på trädet för att spegla sig i de olika berättelserna av byggnaden . " Inga träd harmed i danandet av denna struktur " . Det är en dans mellan organisationen av en 2.7x6x5 meter modulsystem som lär sig att leva i harmoni med alla befintliga naturen . Det är en studie i hur urbaniseringen kan landa naturligt samtidigt som natur beaktas . Om vi håller hugga ner träd eventuelly det kommer inte att bli några kvar , kan lära sig att anpassa vår arkitektur till naturen i stället för låt arkitektur tvinga sin väg in i den .
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Russo, Paul John. "An information architecture for the Naval Postgraduate School enterprise." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA289699.
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Thesis (M.S. in Information Technology) Naval Postgraduate School, September 1994.<br>Thesis advisor(s): Magdi Kamel, Arthur Schoenstadt. v.2 is Appendix D. "September 1994." Bibliography: v.1 (p. 242-271). Also available online.
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Wiedenhoeft, Paul Eric. "Analysis of the Naval Postgraduate School computer network architecture." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA289749.
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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, September 1994.<br>Thesis advisor(s): A. Schoenstadt, James C. Emery. "September 1994." Bibliography: p. 153-161. Also available online.
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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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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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Comella, Lawrence. "An urban waterfront room in Georgetown: an architecture school." Thesis, Virginia Polytechnic Institute and State University, 1995. http://hdl.handle.net/10919/53394.
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Proportions
Dangerous liaisons
Ultimately this project was approached
As a kind of architectural choreography.
As in all choreography motion plays a
Major role. The motion of the participants
Through the spaces, and the placement of
The pieces in relation to each other. On a
Smaller scale a choreography of duality.
Mute, mute, light
Enclosed space, enclosed space, volume
Horizontal and vertical
This project being a vehicle for discovery
Various amounts of play and exploration
Are allowed within this choreography.
The amount of play allowed is both the strength and weakness of this project.
With something of this range and scope there are:
Direct hits,
Near hits,
Near misses,
Direct misses,
All within the whole.
Finally as with anything that is thoroughly
Done it is fuel for beginning and not an end
In and of itself.<br>Master of Architecture
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Garcia-Montagna, Maria Natalia. "Breathing & Playing Architecture: Bagpipe School, Museum and Workshop." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/34274.
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"This project is my way of saying thanks. My intention is to recognize the people who were able to transmit the passion and love for the land of my grandparents Asturias, with its heritage, history and music. My architectural purpose is to strengthen the tradition and culture by recovering the past. It is in this way , we will be stronger in the present and inspire future generations"<br>Master of Architecture
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Hunter, Sandra Morris. "An Addition to the Virginia Tech School of Architecture." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/72848.
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This project is an addition to Cowgill Hall, the building that houses the College of Architecture on the Virginia Tech campus. Cowgill Hall is located on the north edge of campus, on a direct northern axis with the centerline of the campus drill field, which is the heart and center of the Va Tech Blacksburg campus. Cowgill Hall is a 4 story concrete and glass structure, built in 1969, with a dry moat-like hardscape on three sides around it and a wide bridge connecting the building at the second level to the campus via a large plaza.
My solution was to use the bridge as the way to connect an addition to the existing Cowgill Hall building. By extending the bridge the axis is also extended, and the addition can become a terminus to the axis. I wanted the addition itself to promote and enhance the Va Tech School of Architecture methodology of design education, which is that of constructive exploration and student collaboration. Being able to observe the design process of other students seems to be fundamental to design education. Therefore, I sought to provide a design that would enhance the student's experience of a daily architectural education. The student experiences the building through a variety of pathways vertically through it, that path being a progression also of daylight to darkness, openness to closed, public to private. The path begins at the plaza, where the bridge takes the student from the campus into Cowgill Hall. My design extends the path out the other side of the building, creating another bridge. The addition is a semicircular four story form with a radial pattern of stair towers, with a slight skew and offset which serves to enhances a tension between the original Cowgill Hall building and the addition and thus become a dynamic large-occupancy gathering space and open lecture hall.
The building structure is concrete and waffle slab. The exterior is two layers; the outer one comprised of stone and concrete, the inner one comprised of glass and steel. The building in plan is surrounded by ramps rising up and to the east, and the outer layer of the exterior supports a series of stacked and parallel ramps, which serves as one method of navigating the building vertically; one path. Always above the ramp is the inner layer, which consists of a slim-profile steel curtainwall glazing system. As the ramp moves towards ground level, the stone and concrete cladding peel away and the curtainwall expands, allowing more daylight and views in the desirable direction towards the mountains.
The stone cladding is topped by precast concrete panels, the stone rising to the underside of the highest perimeter ramp on the building. which peels away as the building rises from the ground. The cladding consists of precast concrete and Virginia Bluestone, which is the stone most buildings on campus are built with. The bluestone is rough cut and heavy, and anchors the building to the site. Precast concrete tops the bluestone, aligning with the ramp, and easily allowing punched-openings to align squarely with the slope of the interior ramp system. The outer layer being heavy masonry grounds the building while giving it the mass and distinction that the surrounding Virginia Tech campus requires.
The project's vertical structure is comprised of radial concrete walls which are in pairs. They support the waffle slab floor and roof structure, while housing the stairs. Movement inside the building vertically may be accomplished through any one of these radially located stair towers, which differ in their degree of solidity. Depending on the mood of the student or the educator, the path vertically can be chosen by the personal desire to be seen or to see others. One can sneak quietly or strut through the building openly. One can look through the stair walls to the student desks below and observe while being observed, or observe discreetly and without being intrusive. The path through the building is experiential, while the progression of spaces in the building provide unique and appropriate arenas for private introspection, collaboration and group learning.
The spaces in tension create gathering spaces for education and reflection. The whole promote movement, observation and interaction.<br>Master of Architecture
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Berríos, Negrón Luis Rafael 1971. "The Turtle : an American school of architecture : a radical mediocracy." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/34649.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2006.<br>Vita.<br>Includes bibliographical references (p. 98-103).<br>This thesis evolves as a curatorial exercise with three phases: revisiting the practical and aesthetic position of the architecture thesis, structuring a design environment within MIT for fellow thesis candidates, leading to the development of a 1:1 test case - the Turtle. The Turtle will transport past student theses while also serving as a remote "pin-up" review space. The unit travels through and out of campus, in order to place greater publicity on the output of MIT both within and beyond the Institute. This provides theses candidates with a prop for their respective presentations allowing for more informed contributions to the MIT School of Architecture. The Turtle ultimately aims to serve as cultural equipment towards informing a broader sphere of knowledge that becomes more accessible to the contemporary architecture student, their critics/consultants, and their respective audiences. Considering MIT's digital thesis search engine, D-Space, these additional terms are addressed: a new type of specialist, authorship, collaboration, collective imagination, communication, digital, Venturi's duck, education, endless, fact, faction, fear, fiction, Gehry's fish, hegemony, human, infinite, interference, knowledge, lack of knowledge, learning, material, mode of production, movement, myth, need, open source, optimism, party, political imagination as risk society, practice, propaganda, property, public programs, Goulthorpe's rabbit, relations, research, reticulation, rhinoceros, scale, simulation, spiritual, student tools, students as medium, teaching, technological, truth, turtle, variation.<br>by Luis Rafael Berríos Negrón.<br>M.Arch.
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Lambert, Yaminah Nzinga Lashanta. "Emotional Resonance and Transference in Architecture." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/74953.
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This thesis examines the notion of unseen factors that a user leaves behind once departing from a space. When properly engaged, an inhabitant forms an emotional attachment to a space. This attachment can be felt by later occupants as an experiential, phenomenological quality that cannot be removed from the space.
This thesis asks questions such as: Which spaces lend themselves to what emotions? How does the architect compel a user to feel positive emotional attachment to a space? How does a building react to user changes over time? Can a building give off a "vibe" as an inanimate object?
This thesis aims to investigate the following thesis statement: "What happens to the emotions in a building after its users leave?"<br>Master of Architecture
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ZIOLA, ZACHARY J. "Beyond the Board: Social and Mental Evolution in School Design." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212118509.
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Hootman, Heather. "Lessons in sustainable design : case study of a school in Chicago." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/67141.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, September 1994.<br>"June 1, 1994."<br>Includes bibliographical references (p. 175-179).<br>This thesis develops an approach to environmentally sustainable design through the hypothetical redesign of the South Loop School in Chicago. Sustainable architecture seeks to reinforce ecological relationships to the greatest extent possible, be they among humans or between humans and other species. Increasingly, pressure mounts in our society to design with such ecological sensitivity. This is especially true in regard to buildings for children- a population vulnerable to environmental problems and significantly influenced by surroundings. The design of an elementary school facility in particular also has the potential to both act sustainably and, on some level, teach sustainability. If, in addition to implementing materials that are nontoxic in ways that conserve energy, the built environment can simultaneously heighten an appreciation of the forces of nature, then it might truly be called sustainable. Thus, this thesis pushes sustainable design beyond its marginalized role of technical implementation by linking it to architectural theory about the relationship between architecture and nature. Sustainable design in this thesis attempts to translate environmentally conscious strategies into active and expressed design elements while fostering an appreciation of natural elements through architectural form.<br>by Heather Hootman.<br>M.Arch.
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Karadsheh, Mais. "The fashion of architecture skin + body /." PDF viewer required Home page for entire collection, 2007. http://archives.udmercy.edu:8080/dspace/handle/10429/9.
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Galyean, Taylor. "Architecture for environmental learning : a National Outdoor Leadership School in Baja, Mexico." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/66359.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1994.<br>Includes bibliographical references (leaves 113-114).<br>An understanding of people, program, and place establishes a foundation from which to make architectural decisions. The focus of this thesis is to understand the needs of those involved in an outdoor education school in Baja, Mexico and assemble a comprehensive architectural solution to these needs. The outdoor education school has the mission to be the best source and teacher of wilderness skills to protect the user and the environment. The people of this school share a common interest to live harmoniously with their surroundings and work to achieve a life-style that has a minimum impact on the natural environment. The site is in a desert coastal ecosystem on the east coast of the Baja peninsula. The school is acquiring additional property and has the need for a master plan that looks to their long term needs. The master plan interweaves the issues of building in a small community and the organization of the program with the natural environment. At all scales the focus of the facility is education. Building designs are direct solutions to the needs of the people in this environment. The site embodies the workings of the school and a relationship to the surrounding area. The natural environment does not act as the setting for the architecture of the school, but is seen as the focus allowing the architecture to become the framework through which one observes the natural environment.<br>by Taylor Galyean.<br>M.Arch.
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Ozler, Derin. "A School of Culinary Design for Alexandria." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/71714.
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The need for a space for the community to gather and the underutilization of the waterfront led to the design of a public space for Alexandria. A school of culinary design was chosen to elevate the current situation of the site by supporting the open space and giving back to the community.
The culinary school served as a vessel to explore the truthfulness of materials and structure, and the aesthetics of the unfinished. The design of the culinary school conveys the story of its making by revealing the structural elements and not covering them with unnecessary finishes. The materials used in the design are true to their nature.
The project serves as a place to create culinary art and to express the spirit of the architecture.<br>Master of Architecture
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Woods, Lois. "Children's perspectives of primary school environments." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51143/.
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It has been recognised for many years that children learn from direct experiences with their surrounding environments (Weinstein and David, 1987). Considering children spend the majority of their early lives occupying school buildings, the quality of this built environment is important as it is thought to have an impact on their learning, social development and well-being. The architectural design of school environments, procured over the past 15 years has been constantly evolving with the need for new and improved school buildings coupled with significant changes in education over the past few decades. In the UK, during the 2000s, there was significant investment in the Building Schools for the Future (BSF) programme, with a desire to achieve high quality inspirational environments that enhance learning (DfES, 2003c), where design quality was considered an important factor to address issues of sustainability, flexibility and adaptability (DfES, 2002b). As such, there has been significant research undertaken into school design, which has found that certain elements of the environment may have an impact on learning and achievement. However, a change in government in 2010 led to the existing school building programmes at the time being axed and the Priority School Building Programme (PSBP) being introduced in 2011, with baseline design guidelines and the aim to make school construction more cost-effective (National Audit Office, 2017). During the economic downturn, it became apparent that some elements of school design were being omitted to reduce building costs. Considering the current situation, this poses the question: what impact does the latest wave of school buildings have on the users and their experiences in these new settings? Optimising the design of school buildings remains important, and in order to achieve this, we need to examine some of our existing and recently constructed school buildings. This thesis reviews the current situation by investigating the impact of ‘new’ primary school buildings on children’s experiences and their daily lives at school, conducting a post-occupancy investigation of four case study schools. The qualitative research targeted the end-users, the children themselves, by exploring their views on their schools. The research also highlights the potential of participatory techniques through use of creative methods, providing an understanding of primary school buildings through the children’s eyes, giving them a voice within the research. The findings identify that, from the children’s perspective, new primary schools are to an extent, providing sufficient spaces in which to learn. However, it remains that there are some environmental issues which are affecting children. The importance of the holistic school environment has been highlighted as well as desirable spaces and places for children at school, with an emphasis on outdoor spaces and the natural environment. By providing insights into their daily experiences, the findings suggest that such spaces ought to be considered higher priority in the design process. The research aims to set a precedent for architects and designers, providing an insight into four post-occupancy case studies, whilst looking forward to integrating participatory techniques in future school evaluation and design. By enriching existing knowledge in the area of school environments, it provides fresh information that will continue to aid the future design of schools by architects, which ultimately, has the potential to have a positive impact on development and well-being.
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Martins, Fausto Sanches 1939. "A arquitectura dos primeiros colégios jesuítas de Portugal-1542-1759 : cronologia, artistas, espaços." Phd thesis, Instituições portuguesas -- UP-Universidade do Porto -- -Faculdade de Letras, 1994. http://dited.bn.pt:80/30026.
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Dias, Teixeira. "Todos os Santos-uma casa de assistência jesuíta em São Miguel." Phd thesis, Instituições portuguesas -- -Universidade dos Açores, 1997. http://dited.bn.pt:80/30029.
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