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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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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.Master of Architecture
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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.Page 67 blank. Cataloged from PDF version of thesis.
Includes bibliographical references (p. 65-66).
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.
by Kanda Song.
S.M.
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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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Rossouw, Renee Elizabeth. "A new learning environment: designing an urban school dedicated to the learner and the community at large." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/24370.
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My project is the design of a primary school in an urban context with an interest in developing a school that speaks about new type of learning environments. This typology will address the challenges of designing a school in an urban context, Cape Town, while rethinking how schools are designed with regards to its programme and layout. I am concerned with designing a school which will truly be a space for the learner. This environment is a space where he/she can work/learn together as a group or individually, in classes or in self-study-activities. This environment is a place where the learner can meet and play in an ungoverned manner, where the school building has an equal emphasis on learning and playing. The design of this building should address the needs of the learner as a child that needs to learn, express, move, run. At the same time, the school-building is no longer a sole institution used only by its learners. Rather, it becomes a building which can bring together learners from different schools, and other members of the public to become an active community building. This document will reveal the process of uncovering that Circulation-space is one of the primary spatial components in new School Design - This component will resolve my above-mentioned inquiries as it becomes the solution to architecturally resolving it. This document is divided into the following processes: Chapter l (The Design Principles): I will investigate 3 case studies of three different types of schools and conclude with design principle which will act as design informants for the school I will design. The primary conclusions will then be developed into conceptual ideas whose architectural expression will be addressed in chapter 4. In Chapter 2 (Site Selection), I start of by investigating 6 schools and their facility deficiencies located in close proximity to each other in the city of Cape Town. These deficiencies act as informants to what the Semi-public Shared facilities will be as part of the programme of my school. This chapter also includes diagrams and investigation into the site I have chosen. In Chapter 3 (Timber as Material) I look at different used of timber as a material in school design. Chapter 4 (Design Development), I focus my-design as responding to the challenges of an urban school, as well as further developing the concept of Circulation as one of the primary spatial components in School design. The rest of the chapter will include the spatial explorations of designing the new type of urban school.
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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. .Master of Architecture
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Reves, Ian P. "New assemblies for learning : flexible construction systems aimed at new concepts of learning environments." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39616.
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The design and construction of American public high schools are forcibly influenced by ultra-cost effective techniques demanding simplicity in construction and durability of material. The inflexibility and banality of the architecture this paradigm typically delivers begs for exploration of the feasibility of innovative construction technologies. Technologies that influence both form and technique such as prefabrication of modular elements, utilization of CAD/CAM techniques to mill customized parts and pliable materials (i.e. plastics) crafted to achieve dynamic forms. More engaging, flexible learning environments could be realized that significantly increase the performance of the architecture, both formally and ecologically, as well as ennobling students.
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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 KahnMaster of Architecture
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Mierke, David S. "project: spARCH: Igniting Design Thinking Through Architecture How the Architectural Design Process can Inspire Social Entrepreneurship." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1346171281.
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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.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 80-83).
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.
by Kelly A. Clonts.
S.B.in Art and Design
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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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Novak, Sharon (Economist). "Sourcing by design : product architecture and the supply chain." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9773.
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Thesis (Ph.D.)--Massachusetts Institute of Technology, Sloan School of Management, 1999."June 1999."
Includes bibliographical references (leaves 83-84).
The first paper presents a model of the supply organization problem in the automotive industry that characterizes both ownership of and access to productive assets. Contracting between a manufacturing firm and a parts supplier is modeled using an incomplete contracting framework that synthesizes those of Grossman-Hart (1986) and Rajan-Zingales (1998). Optimal assignments of ownership and access at key milestones in the product development process are analyzed with respect to their incentive effects on non contractible investment. The merits of this approach are argued using case study evidence from an original five year study of parts contracting in the automotive industry. By incorporating quantifiable measures of design complexity from the product development literature, this model also lends itself to more refined testing of vertical integration behavior in a broad range of industries. The second paper focuses on the coupling of product architecture and sourcing decisions using empirical evidence from the auto industry. The emphasis is on two decisions that a firm must make: whether to manufacture products in-house or to outsource - the make/buy decision, and on product complexity. There has been much research into product architecture and the make/buy decision in the auto industry, yet to the best of the authors' knowledge these decisions have never been studied jointly. The central hypothesis is that increasing complexity in product architecture will drive vertical integration, in that a firm seeking to minimize the coordination costs associated with developing a complex part will internalize production. This proposition is consistent with transaction cost theory regarding asset specificity. Product architectural complexity is proposed as a better proxy for asset specificity than those used previously in empirical testing of transaction costs. Original data is used to test an empirical model of the link between product architectural complexity and make/buy decisions within the context of automobile systems development. Results provide evidence of complementarity between product architectural complexity and vertical integration, as well as evidence of clustering within the auto industry around high performance combinations of the two choice variables. This has implications for optimal incentive structures within firms as well as for interpreting the performance outcomes of firms.
by Sharon Novak.
Ph.D.
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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.Master of Architecture
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Pino, Yancovic Marco. "Architectural Experience : A design exploration for a New School for the Blind." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1281451214.
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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."June 1, 1994."
Includes bibliographical references (p. 175-179).
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.
by Heather Hootman.
M.Arch.
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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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Shabha, Ghassan Saleem. "The relationship between design and flexibility of school buildings in use." Thesis, University of Bath, 1991. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280605.
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Srinivasan, Rajesh 1972. "Architecture design of a collaborative decision support system." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/86770.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science; and, (S.M.)--Massachusetts Institute of Technology, Sloan School of Management; in conjunction with the Leaders for Manufacturing Program at MIT, 2001.Includes bibliographical references (p. 87-88).
by Rajesh Srinivasan.
S.M.
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Doyle, Ryan P. "Framing history through cinematic storytelling." This title; PDF viewer required. Home page for entire collection, 2006. http://archives.udmercy.edu:8080/dspace/handle/10429/9.
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Hunter, Katie. "Environmental Psychology in Classroom Design." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1131581482.
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Szufnar, Elizabeth A. "The dissemination of the Chicago school of architecture in the Midwest." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1133731.
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The tall office building is a uniquely American invention, designed to meet the demands of industry and commerce. The technical and architectural achievements of the Chicago school of architecture marked the beginning of a new style of architecture for commercial buildings.The creative vitality that was so prevalent in Chicago was felt throughout the Midwest. Chicago style structures in a selected number of Midwestern cities are examined in the context of this thesis and these structures are promoted as historically significant to their locales and as a body of work in general. The purpose of this thesis is to document these structures and to discern the possible reasons for the dissemination of the Chicago school of architecture in the Midwest.Department of Architecture
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Ramey, Rachel A. "Designing School Community: Changing Inner-City Middle School Culture Through Interiors." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5474.
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While the knowledge of disrepair in inner-city schools is fairly common, the impact that school facilities are having on students and faculty is not as widely known. More recently, the closing of inner city schools has greatly increased across the United States; Reduction in public school enrollment from 2006-2013: Detroit -63%, Cleveland -32%, Indianapolis -27%, D.C. -23%, L.A. -23%,etc. (Journey For Justice Alliance,2014).
Due to budget cuts, threat of school closings from poor facility conditions, large class size, and pressure to raise test scores, inner city schools struggle to keep teachers (Journey For Justice Alliance,2014). Poor teacher retention along with a lack in care for educational facilities has created a toxic environment for inner-city students.
Although there are many reasons that inner-city schools suffer, negativity within school culture seems to be a common denominator within many of these problems. With larger population percentages of minority, economically disadvantaged and disabled students, difficulties arise in communicating student-to-student and teacher-to-student (Bellwether Education Partner, 2016). The question becomes, how does one design a space to provide comfort, safety and communication in order to foster healthy relationships?
This research will inform the design of a middle school that focuses on community and communication. The goal will be to design a school where flexibility and team work is made easier through furniture and layout solutions in order to foster growth and respect for students and teachers.
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Farrell, Stephanie C. (Stephanie Cahill). "School, community, home : usuing architecture and urban design in creating an integrated learning environment." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/65985.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1997.Includes bibliographical references (p. 70-71).
This thesis tests the assertion that the design of the physical environment plays a role in the effective integration of school and community. The design of most existing urban schools fails to recognize the integral role communities play in their children's education. Most schools are insular, turning their back physically and programmatically on the adjacent neighborhood. The identities of the community and its children are seemingly negated. Almost unintentionally, the design of such institutions mirrors the dislocation of the urban poor from mainstream society. To be effective, the formal (school) and informal (family and community life) components of a child's education must act symbiotically. Continuity among the educational systems of many inner-city children, however is often foiled by the socioeconomic and cultural differences between parents and teachers, administrators and community members. The disparities between school and community are further complicated in the condition of extreme urban poverty. Schools, often run by middle class outsiders, stand as physical manifestations of a system ill-equipped to recognize and facilitate the unique needs of urban communities and their children. The complete educational system, therefore, falls victim to stereotypes and a lack of understanding between educators and the community. At present, educational reform efforts are directed toward establishing meaningful communication between these diverse, and often adversarial, components of a child's education. Programmatic initiatives alone, however, will not be enough. While successful as social programs, these strategies fail to address the influence of the physical environment. This thesis explores the role urban design and architecture can play in redefining the interaction among schools, families and communities th rough the redesign of the destitute West Baltimore community of Poppleton. The (public) school becomes the new neighborhood center. This learning center should not only meet the traditional educational needs of children, but also serve as a vehicle for the physical and programmatic reintegration of family and community members into the pedagogical process.
by Stephanie C. Farrell.
M.S.
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Mozaffar, Farhang. "A suggested approach for school design based on psychological and communication theories for Iran." Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264435.
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Denning, Brittney R. "Reducing Violence, Increasing the Perception of Safety Within A School." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427796485.
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Abdun-Nur, Roy D. "School for Autism - Responding to Autism." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3836.
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Schools can often be overstimulating environments for children with autism. Creating a space where these children can thrive is what this project explored. The site used for this exploration was the Lewis Ginter Recreation Association on the north end of Richmond, VA. Children with autism have very sensitive needs, so exploring these needs within the context of an educational setting provided for an in-depth journey into the lives of those affected by autism.
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Verhulst, Catharina A. "Design criteria for purposefully ambiguous expression : proposal for a theater / performing arts school in Kenmore Square." Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/78069.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1986.MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH
Includes bibliographical references (p. 137-142).
Inclusion of zones which possess sufficient ambiguity to provide multiple use, character and meaning, generating an environment supporting freedom of interpretation and expression, is explored in this thesis. Conceptually, examples are borrowed from ecology, Futurist painting , and humor. A new theater / performing arts school complex is designed for Kenmore Square in Boston, Massachusetts, to interpret and communicate ideas. Creating forms which have the character of overlap, lack of fit, and incompleteness allow for physical architectural expression which may be purposefully ambiguous. To be purposefully ambiguous presupposes an underlying, and often subtle, level of conflict. The potency of architectural ambiguity is suggested by the amount of humor or surprise generated. This thesis explores the nature and character of regions of overlap. Such regions can be generated by introducing design elements which suggest their opposites and lead to confrontation. Disturbance can be both external to the design (allogenic) and internal (autogenic). It is my contention that this condition of dissonance is as beneficial in the architectural world, as it has been to the growth of artistic expression in painting. Rather than primarily relying on historical precedence, the principles of hierarchy, subordination, proportion and inflection are used within an environment of instability to generate relationships for the design of a theater school complex. Architectural comparables and conceptual models have been utilized to illustrate design intentions.
by Catharina A. Verhulst.
M.Arch.
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Butler, Ninah. "High school campus design elements for outdoor-based education amenities." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/16935.
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Master of Landscape ArchitectureDepartment of Landscape Architecture/Regional and Community Planning
Huston Gibson
The research conducted in this thesis explores the relationship between high school campus planning and the potential for high school sites to be used as outdoor classrooms. A review of the design of school buildings and the educational pedagogy that has influenced campus planning and design is presented before exploring current design practices. Precedent studies are offered as examples of exemplary design strategies for multi-use campuses. This leads to the question, “What variables allow future outdoor based education opportunities to be anticipated by site designers of high school campuses?” Four units of analysis and their relationship with site planning will be addressed in this research: environmental factors, space requirements, building proximity, and activity type. A case study based on these units of analysis is used in a multiple case study investigation of three school campuses in the Wichita, Kansas area: Goddard High School, Eisenhower High School, and Maize High School. The methodologies of organization, implementation and analysis of the variables are presented. The patterns found from the multiple case study and the variables developed in response to these findings are offered and discussed. Finally design alternatives for the three case study sites and future research opportunities are provided.
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Tuulse, Johanna. "Finding Corners : How can architecture help children concentrate better?" Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-222026.
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Swedish legislation states that a school is required to make the necessary adjustments to include all children, regardless of circumstances or disabilities. However there are no clear guidelines as to how these adjustments should be carried out in the physical environment when it comes to cognitive disabilities such as ADHD, Autism Spectrum Disorder or Language Disorders. This thesis projects aims to design a school that takes the needs of these children into account, with the belief that this will, in the end, benefit all children, and help them succeed in school.Svensk lagstiftning säger att skolan förväntas göra de anpassningar som är nödvändiga för att undervisningen skall inkludera alla barn, oavsett svårigheter eller funktionshinder. Det finns dock inga klara riktlinjer för hur dessa anpassningar skall göras i den fysiska miljön när det gäller kognitiva funktionshinder som ADHD, Autismspektrum eller språkstörningar mm. Detta exjobb syftar till att formge en skola som anpassar sig till dessa barn, med utgångspunkten att detta i slutändan kan gagna alla barn, och hjälpa dem lyckas i skolan.
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Dupakoski, Sarah Elizabeth. "Education, toys and architecture utilizing educational products to derive principles for elementary school design /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1179168913.
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DUPAKOSKI, SARAH ELIZABETH. "EDUCATION, TOYS AND ARCHITECTURE: UTILIZING EDUCATIONAL PRODUCTS TO DERIVE PRINCIPLES FOR ELEMENTARY SCHOOL DESIGN." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179168913.
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Crawford, Jennifer Marie. "Edinburgh Art School." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/74870.
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Mahoney, Michelle A. "Educational Facilities: Designing for Everyday Stress in Public, Primary School Environments." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1428048435.
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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.Department of Landscape Architecture
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Ortiz, Perez Mariela. "Finland's Education: A Methodology for Design." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522342170846077.
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Cullis, Robert Ian. "Children's relationships with their physical school : considerations of primary architecture and furniture design in a social and cultural context." Thesis, Bucks New University, 2010. http://bucks.collections.crest.ac.uk/9995/.
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In recent years substantial investment has been made to replace or refurbish state schools in England and Wales and, although research has unsuccessfully sought to prove its contribution, the discipline of Design continues to be identified as a facilitator of educational transformation. Results to date, however, are mixed and there is an evident failing at the design briefing stage to understand how children interact with their educational settings and, notably, an avoidance of direct challenge to the primary school classroom and its practice. In response, this thesis asks how the social and cultural study of children’s relationships with their physical school can suggest a meaningful approach to primary school architecture and furniture design. A model of well-being is developed to clarify misused terminology and to present a realistic expectation of design in which the contradictory goals of inclusion and the development of the individual are appraised. Sitting within a diverse grounded methodology, the concept of belonging is then explored as a basis for evaluating the contribution of different aspects of the physical school to children’s well-being. The primary school environments studied were found to limit the possibilities of a child’s well-being. School architecture through to classroom wall displays were complicit in restricting physical and social expression in favour of school organisation and, furthermore, the central child-teacher relationship was found to be unnecessarily devalued by behavioural concerns derived from the setting. By ethically interpreting the rich variety of children’s voices, priorities for what is coined here as child-teacher centred design are established and a clear relationship between architecture and furniture is offered. The thesis recommends that architecture continues to perform a protective classroom role to support objectives of inclusion whilst school furniture supports more affective, individualistic goals through less prescriptive and more varied settings for learning.
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Bergman, Kyle. "A school of architecture addition & renovation: a design pertaining to our process of education." Thesis, Virginia Polytechnic Institute and State University, 1994. http://hdl.handle.net/10919/53366.
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The goal of this thesis project is to gain a greater understanding of how architects are being trained. The project is a renovation and addition to a building serving as a school of architecture. The design of the school reflects the architectural educational process.
"It is not enough to teach a man a specialty. Through it he may become a kind of useful machine but not a harmonious developed personality. It is essential that the student acquire an understanding of and a lively feeling of values. He must acquire a sense of the beautiful and the morally good. Otherwise he - with his specialized knowledge - more closely resembles a well-trained dog than a harmoniously developed person. He must learn to understand the motives of human beings, their illusions, and their sufferings in order to acquire a proper relationship to individual fellow man and the community."
Albert Einstein from the New York Times, 10/5/52.Master of Architecture
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Escott, Anthony James. "Alan Cuthbert : colour theory and practice [1957 -79] English art school change in the early 1960s." Thesis, Kingston University, 2005. http://eprints.kingston.ac.uk/20219/.
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The core of this research are the paintings and cultural context of Alan Cuthbert, a hitherto un-researched figure who trained in the English art school of the late 1950s under the Constructionists Kenneth and Mary Martin and subsequently became the Head of the Foundation course at Wimbledon School of Art from 1963-1979. Cuthbert produced a substantial body of over a hundred geometric abstract paintings, lecture papers and writing and played a significant role in training future generations of artists and designers from the 1960s onwards. This thesis proposes that Cuthbert is part of a broader tendency in British art schools and that practice and teaching is intimately connected to the reorganisation of the art schools and the introduction of the Foundation course in the early 196Ös. I put forward the argument that through a study of Cuthbert and the shifts in art schools one can map a much under-researched aspect of British art. This research encompasses the three fields of art history, art education and art practice and centres on an artist-lecturer, a subject of study largely ignored by the majority of art historical writing, which is dominated by the modernist model of monographs, movements/groupings, and periods. In placing the case study of an artist-lecturer in a critical and historical context, this study maps British art through organicism, Constructivism and the Bauhaus art school pedagogy and colour as they pertain to basic design and the changes in art school teaching between 1955 and 1979. Through this case study of a colourist and systems painter this thesis suggests a different, Continental orientation for British post-war geometric abstraction.
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Machado, Tatiana Gentil. "Ambiente escolar infantil." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/16/16136/tde-25032010-141702/.
Full textAbstract:
A temática do Ambiente Escolar para a Infância vem recentemente ganhando mais espaço e tendo reconhecida sua importância na discussão sobre o desenvolvimento infantil. No entanto, as características físicas destes ambientes continuam sendo geralmente negligenciadas no planejamento de espaços infantis coletivos. Atendidas as necessidades mínimas e cumpridas as exigências de segurança, acessibilidade, manutenção, etc., faz-se necessário projetar além da funcionalidade, da praticidade e da usabilidade, concebendo o ambiente não apenas como pano de fundo ou cenário para a interação, mas como estrutura de oportunidades para a aprendizagem. Questiona-se aqui a usual primazia do espaço em detrimento do ambiente, feita tanto por parte de arquitetos como de educadores, entendendo a complexidade como um aspecto fundamental no desenvolvimento de projetos ambientais escolares.Although the discussion on the significance of School Environment for the child development has gained importance, the physical aspects of these environments are still neglected when they are planned. Once basic needs are supplied and security, accessibility and maintenance demands are fulfilled, environments should be developed not as merely backdrops to children interaction, but as structures of opportunities for the process of learning (taking into account more than functional and practical issues). In this work, the usual supremacy of space over environment (commonly granted by architects as much as by educators) is called in question, while the concept of complexity is presented as an essential aspect on the development of school environment projects.
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Halem, Adam Douglas. "Discover a new approach to communicating architecture through the design of a school for special education." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/66777.
Full textAbstract:
Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1997.Includes bibliographical references (p. 30).
Communication is a shortcoming of our profession. Go ahead and ask the ordinary person on the street to name a few famous architects. Hmmm- Frank, maybe Le Corbusier, maybe. How can we express our ideas and convey our process? How can we show our design in all its glory so that the client, the funder, the trustee, the guy that pays our bills, understand its purpose, form and function? Clearly we could just write a paper. We could include a couple of models, even a walk through on videotape. We could go to the client and show him all these things and try and convince him to hire us. Then we could hope that he will tell others involved in the funding and the building what we showed him. We could do this. We do, do this. I wanted to discover a novel approach to communicating architecture. I want you to see my approach. This thesis is my new approach to th is age old problem. I believe, as do a small number of other architects and designers, that the new approach lies in the use of today's multimedia technology. Oh a big buzz word "MULTIMEDIA". What a weird word. Multi - meaning many and Media - meaning, well just about anything, pictures, video, text, audio, 3D, 20, you name it. So multimedia means lots of anything! The word tells me everything and yet it tells me nothing. Its ambiguous. You see this is just the point. I cannot tell you. I cannot show you. You need to experience it yourself. This does not mean turning on a tape and playing it from beginning to end. It means much more; it means anything. We are finally free to do anything and everything to convey our ideas as much or as little as we want, and the whole time leaving the viewer, the client, in control. This thesis is embodied in an interactive CD-ROM which is attached to this document or available from the librarians desk. It requires an interaction with the reader. This mode of interaction results from my investigation of how communication between the lay person and the architect should occur. I argue that this affords a richer and more complete understanding of a building and its purposes than do conventional methods.
by Adam Douglas Halem.
M.C.P.
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Chen, Lisa. "Skolans mellanrum." Thesis, KTH, Arkitektur, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-298458.
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Mitt examensarbete syftar till att undersöka skolarkitektur med fokus på skolans mellanrum - det som ofta går under benämningen "kommunikationsyta" eller "sociala ytor" i en skolmiljö. Skolan är en komplex sammansättning av prioriteringar, intentioner och föreställningar om lärande. I Sverige har vi något som kallas skolplikt, vilket innebär att barn som omfattas av den, måste gå i skolan och delta i den verksamhet som anordnas där. Med andra ord är skolan en plats där den huvudsakliga brukargruppen, dvs. eleverna inte alltid valt sin omgivning. En stor utredning visar också att 84% av all mobbing sker utanför klassrummet. Beroende på ålder sker det oftare i utomhusmiljön där gömda utrymmen finns eller just i korridorer och uppehållsytor där eleverna är när de inte har lektion. Detta säger också något om hur vi behöver ägna mer uppmärksamhet åt Skolans mellanrum. Ambitionen har därför varit skapa en en sammanhängande F-9 skola som främjar rörelse, nyfikenhet och gåtfullhet i ett kommunikationsstråk genom skolan samt trygghet genom vuxennärvaro och överblickbarhet. Skolan passas in i naturtomt i södra Stockholm och platsens karaktär tas hand om i både skolhusets placering och gestaltning.My thesis project aims to investigate school architecture and specifically the spaces in between the learning environment which usually goes by the terms "circulation area" or "social areas" in a school. The school is a complex composition of priorities, intentions, and ideas about learning. In Sweden, we have something called compulsory schooling, which means that children covered by it must go to school and participate in the activities that are organized there. In other words, a school is a place where the main user group - the students don't always get to choose their environment. Studies also show that bullying is more common in spaces outside the classroom, i.e. in the schoolyard, in the corridors, or the social spaces where the students are when they're not in class. This says something about the priority these spaces are given in the planning process. The ambition has been to design a cohesive school that promotes movement, curiosity, and social interaction in the circulation spaces by having clear nodes for integration. The teacher and staff spaces are placed strategically along the main circulation space to promote a sense of security through the presence of adults. The project is situated in the southern part of Stockholm and has great qualities in terms of access to nature. The character of the location has inspired both the placement of the school as well as the exterior and interior design and organization.
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Abrahams, Richard Warren. "Sky Above, Earth Below: Design of the Sun School for Environmental Studies." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/33096.
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With the increasing destruction of our natural environment, and with the realization that we ultimately depend upon this environment, my thesis explores the role of Architecture in designing the built environment to be harmonious with the natural one. How can Architecture be a teaching tool for the natural and built environments? Through the design of The Sun School for Environmental studies involving the integration of a building’s site, photovoltaic technology, daylighting, and natural ventilation, how can Architecture encourage a building to teach about itself? How can a building respond to its occupants, and to sun, wind, daylight and temperature? How can Architecture encourage the occupants to interact with the building, learn about it, respond to it, and consequently to increase their awareness of it?Master of Architecture
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Chang, Cathy Yen-Lin. "Towards a more hospitable learning environment : a design exploration of public, private, and the zones in-between for an elementary school in Boston." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/65038.
Full textAbstract:
Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1994.Includes bibliographical references (p. 68-69).
This thesis is the design exploration of an elementary school in the urban setting of South End, Boston. The intention is to arrive at a socially oriented learning environment by addressing the multiple use of space from the collective, to small group, to individual, both inside and outside the classroom. There should be "capacity" built into these zones to allow for a multitude of activities to take place, thereby fostering social interaction among children and adults. A delicate balance between the public, the private, and the transitions in-between can help accomplish flexible use of space. This balance should occur at the classroom level, the hallway level, and the school level. The thesis focuses on this issue in a design exploration for the elementary school, where children first encounter learning as an institution. The assumption is that a rich experience between the public, private, and the zones in-between, for both the students and the teachers, will result ultimately in a more healthy and joyful environment conducive towards learning.
by Cathy Yen-Lin Chang.
M.Arch.
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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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Deliberador, Marcella Savioli 1983. "O processo de projeto de arquitetura escolar no Estado de São Paulo = caracterização e possibilidades de intervenção." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/258194.
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Orientador: Doris Catharine Cornelie Knaltz KowaltowskiDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo
Acompanhado de anexo em CD-ROM: Apêndice 4: Entrevistas estruturadas gravadas
Made available in DSpace on 2018-08-16T20:29:30Z (GMT). No. of bitstreams: 1 Deliberador_MarcellaSavioli_M.pdf: 13949564 bytes, checksum: c9d9b5c1fa4754f133902873958aa599 (MD5) Previous issue date: 2010
Resumo: Essa pesquisa investigou os processos de projeto dos profissionais arquitetos que colaboram com a Fundação para o Desenvolvimento Escolar (FDE) em projetos de prédios escolares no Estado de São Paulo, com o objetivo de conhecer e caracterizar tal processo e identificar oportunidades de intervenção que favoreçam a melhoria do ambiente escolar público estadual. Avaliações pós-ocupação em prédios escolares, divulgadas na literatura, apontam problemas, principalmente relativos ao conforto ambiental e à funcionalidade, remetendo-se, de forma especial, às falhas de implantação e de projeto. Essa constatação e a crescente complexidade do projeto em arquitetura diante de exigências e responsabilidades ambientais, sociais e econômicas apontam para a necessidade de aprimoramento do processo de projeto, inclusive disponibilizando ambientes de apoio, discussão e divulgação de resultados de avaliações e estudos de caso. Nesta pesquisa, aplicaram-se entrevistas estruturadas aos profissionais registrados junto à FDE, com o objetivo de caracterizar o processo de projeto adotado atualmente e explorar a motivação para a adoção de novas práticas em busca de um ambiente escolar de qualidade. O desenvolvimento do instrumento de investigação (questionário) foi baseado em conceitos vindos de trabalhos teóricos sobre metodologia de projeto, com ênfase nas fases de análise e avaliação de projetos e nas avaliações pós-ocupação já realizadas nos ambientes escolares. Os resultados das entrevistas conduzidas junto aos profissionais que atuam nessa realidade mostram que o processo adotado atualmente se aproxima pouco do processo de projeto referencial levantado na literatura. Faltam várias etapas, principalmente de discussão e análise. Percebe-se também a ausência da participação da comunidade envolvida em uma reflexão sobre parâmetros de projeto, considerados essenciais à arquitetura escolar de qualidade. A análise dos dados advindos da aplicação das entrevistas estruturadas identificou oportunidades de intervenção no processo atual para promover uma arquitetura escolar de qualidade. Os resultados desta investigação devem também servir para pesquisas futuras, objetivando o desenvolvimento de ambiente de apoio ao processo de projeto de escolas públicas no Estado de São Paulo
Abstract: This research project investigated the design processes of architects who work for the Fundação para o Desenvolvimento Escolar (FDE) in the design of school buildings in São Paulo, with the objective of characterizing these processes and identify opportunities for intervention to ensure improvement of state public school environment. School buildings post-occupancy evaluations founded in the field's scientific literature indicate problems, mainly related to environmental comfort and functionality, probably connected to project failures. This finding, along with the increasing complexity of design process in architecture, faced with the modern patterns of environmental, social and economic requirements and responsibilities, indicates the need of improvement of the design process, including providing opportunities of discussion and dissemination of results of evaluations and case studies. In this study, the author applied structured interviews with professionals registered with the FDE, in order to characterize the design process adopted by them and explore the motivation for adopting new practices to improve the school environment. The research instrument was developed based on concepts extracted from theoretical works on design methodology, with emphasis on the phases of analysis and evaluation of projects and post-occupancy evaluations done in school environments. The results of interviews conducted with professionals working with FDE show that their design process has little similarities with the literature recommended design process. Several stages are missing, mainly those related to participatory discussions and design analysis, which are considered essential to a quality school architecture. The analysis of data from the interviews also identified opportunities to intervene in the current process to promote a school architecture which can aggregate a large sort of elements in order to improve its quality. The research results also future studies, focused on the enhancement of the design process of public schools in the State of São Paulo
Mestrado
Arquitetura e Construção
Mestre em Engenharia Civil
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Daley, Mark (Mark S. ). "Landscape boogie-woogie." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/79023.
Full textAbstract:
Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1991.Odd-number pages numbered; even number pages blank. Pages 170 and 171 blank.
Includes bibliographical references.
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.
by Mark Daley.
M.S.
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Silva, Hector E. "Enterprise design for services : a systems approach for the Boeing next generation corporate travel system architecture." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59171.
Full textAbstract:
Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division; in conjunction with the Leaders for Global Operations Program at MIT, 2010.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 72).
Typically a company's second largest controllable expense, corporate travel affects many employees at Boeing. A challenge when implementing improvements in the travel and expense system, which is actually comprised of a system of systems, is the coordination of various solutions to ensure improvements in one area do not adversely affect the efficiency of other areas. Various systems along with the people, policies, and processes used to provide services to travelers must be coordinated both inside and outside Boeing in order for overall travel operations to function properly. The intent of this project is to establish a systems-based architecture for Boeing's Next Generation Travel System. This thesis proposes re-designing the Boeing travel system using an enterprise architecting framework to select a future state architecture for a service organization. The analysis recommends a supplier integrated "off-the-shelf' software solution, employing the software as a service business model. Under this model the supplier is paid per transaction completed in the system; adoption of this metric aligns the system to reduce re-work costs, increase first-time pass quality, and improve usability. Additionally, new supplier software tools will allow the Boeing travel organization to transition from a process-focused to a more knowledge-focused service team.
by Hector E. Silva.
S.M.
M.B.A.
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Durak, Selen. "Searching For A Common Framework For Education And Architecture Through Reconsideration Of Universal Design Principles For Promoting Inclusive Education In Primary Schools." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12612121/index.pdf.
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In recent years, as sensitivity for human rights and diversity in society increased, inclusion has become an important subject matter for discussions both in wider social context as a parameter reflecting more conscious and democratic understandings of human world, and in particular context of different disciplines.
Inclusion has become a widely discussed theme of inclusive education practices both internationally and in Turkey, as well as a central theme for Universal Design approach. In education, inclusion is a challenge which calls for a comprehensive institutional restructuring and demands adaptations in physical education environments. This condition implicitly challenges architects to take action for developing effective design approaches in order to create inclusive education environments.
This thesis is a search for a common framework for education and architecture for promoting inclusive education in primary schools. Despite the potential of Universal Design principles for bringing education and architecture together for this common goal, Universal Design approach remains limited for promoting a comprehensive understanding of inclusion.
Through a comprehensive review of legislations, literature and a case study carried out for conceiving practical concern of inclusive education, this study broadens the notion of inclusion and claims that inclusion is an ongoing process during which students develop their capacities with the provision of equal opportunities of access to educational resources, supportive services, teachers, professionals and effective education environments. Depending on this thesis&rsquoprocess-based and student-centered understanding of inclusion, Universal Design principles are differentiated by focusing on design aspects which maximize students&rsquo
individual strengths during inclusive education process.
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Addo-Atuah, Kweku. "Northview Elementary School: an iterative participatory process in schoolyard planning & design." Kansas State University, 2012. http://hdl.handle.net/2097/13716.
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Master of Regional and Community PlanningDepartment of Landscape Architecture/Regional & Community Planning
Mary Catherine (Katie) Kingery-Page
There is currently a dearth of planning literature concerning participatory processes relative to children, particularly in the planning and design of schoolyard or playground spaces. Through a local, place-based, participatory approach emphasizing local knowledge and active listening, this master's report seeks to confirm the value of children in the planning and design of a schoolyard space. The study took place at the Northview Elementary School in Manhattan, KS comprising students as primary stakeholders, teachers/administrative staff as secondary stakeholders and parents as tertiary stakeholders. Additionally, the study employed Piaget’s and Vygotsky’s childhood cognitive development theories and five operational play categories in guiding the development of a learning landscape design aimed at supporting and maximizing cognitive development, physical activity and recreation. The report concludes with a set of five (5) recommendations designed to equip prospective researchers in undertaking participatory processes within school settings. The implication of this study is that sustained stakeholder engagement during planning and design processes of schoolyards will result in spaces reflective of the target audience.