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Dissertations / Theses on the topic 'University of Virginia. School of Architecture'
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Lee, Corina Yuan Shiu. "Towards an architecture of reality." Thesis, Virginia Polytechnic Institute and State University, 1992. http://hdl.handle.net/10919/53325.
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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.<br>Master of Architecture
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Light, Barry Hill. ""An act of making form"." Thesis, Virginia Polytechnic Institute and State University, 1992. http://hdl.handle.net/10919/53328.
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This thesis is my commitment to this medium of social and personal expression. lt is also, the development of a foundation from which my search for truth, understanding and architecture can continue through time.
The study vehicle is the design of an addition to Cowgill Hall, the College of Architecture at Virginia Polytechnic Institute and State University in Blacksburg, Virginia.
The primary determinants which contribute to the addition's form are derived from site, structure and institution.
The solution, an infill language of columns, beams and gravity walls, is ordered by interpreting these ideas into architectural elements that express an open and harmonious environment that encourages the creative spirit to flourish.<br>Master of Architecture
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Doherty, Joyce. "The inherent between." Thesis, Virginia Polytechnic Institute and State University, 1994. http://hdl.handle.net/10919/52134.
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This thesis is an exploration of objects and their ability to create a between. Objects are the principal focus of this thesis. Objects arise from a desire to express the richness of three dimensions.
Betweens evolve from the relationship between objects. The between is a thing, just as clearly as the object is a thing. It is a hallway, a door or a room. Knowing that a between needs to accommodate a particular function can help shape the relationship of the objects, but does not shape the objects themselves.
This thesis is studied in a proposal for the area surrounding Virginia Tech’s School of Architecture, Cowgill Hall. The proposal consists of four primary objects; a series of three classrooms, a new entrance into Cowgill, a gallery above and below Cowgill Plaza, and a stair which extends the Plaza down to the level of Cowgill’s first floor.<br>Master of Architecture
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Wallace, Stuart. "Between thought and object." Thesis, Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53196.
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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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Carter, Adrian D. "The Light Within: A Graduate Architecture School in Roanoke, Virginia." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/23727.
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In urban conditions architecture often loses a connection with the surrounding context and viewers through inappropriate scale, design orientation and the misuse of light during the day and night. In areas of density, perception is everything.
This exploration seeks to express architecture as a language of light and transparency by emphasizing a long linear connection with the ground plane and surrounding city. This creates horizontal bands of space that emit and receive various forms of light. The goal of this thesis is to portray itself as a glowing beacon of attraction while simultaneously displaying its inner workings.<br>Master of Architecture
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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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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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Bampton, Betsy Ann. "Nursing in the University: An historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing." VCU Scholars Compass, 1987. http://scholarscompass.vcu.edu/etd/3896.
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The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture. Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed. Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogs and other official publications of the school and university also were used. The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.
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Bampton, Betsy A. "Nursing in the university : an historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618638.
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The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture.;Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed.;Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogues and other official publications of the school and university also were used.;The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.
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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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Barrett, Anne Rachelle. "The Consul Smith Palladio at Virginia Commonwealth University and the American Renaissance /." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1239.
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Markussen, Erika L. "Objects of architecture." Thesis, Virginia Polytechnic Institute and State University, 1993. http://hdl.handle.net/10919/53353.
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Architecture has meaning and purpose when it is seen not as something that firmly must exist, but as the possibilities that a situation creates. I have not yet found that which is concretely architecture, but I can say that which is concretely architecture, but I can say that which could exist as beauty in this world. The design of everyday objects becomes architecture to me, whether it be of a building, a piece of jewelry, or a piece of pottery.
My undergraduate thesis was a study of the interaction of a curved wall and a straight wall, as autonomous elements. I proposed not only the spacial design but also how it is affected and changed by the site; namely the repetition and orientation.
In my graduate work, I undertook an investigation of the connection between old and new. My thesis suggests, in the form of three schemes or plans, what that connection could be and how it creates and affects architecture.<br>Master of Architecture
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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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Corwin, Scott O. "Freight warehouse to architecture school: a representation of ideas in hardline, sketch, and text." Thesis, Virginia Polytechnic Institute and State University, 1994. http://hdl.handle.net/10919/53369.
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The Freight Warehouse Architecture Studio is adjacent to Virginia Commonwealth University in Richmond. Although designed as an adaptive reuse, it is a direct result of two things: a reading of Eisenman's Koizumi Project and working in the office for a few weeks immediately proceeding commencement on the studio. The reading was the onset of the theory necessary for the study, and the experience in the office offered the opportunity to establish the direction for the project.
The question of culture, understanding, and reading yields the question of the reconciliation of personal history and community history, how an architect intervenes in a location fraught with tradition. As a result, there is "a condition of a space evolving from within, not an insertion, from without.... So what is interesting about this space is we set up the mechanism of interplay, but we did not know what was going to happen. In other words, I am not saying it is a beautiful design.... In a sense it is mediated because the hand of design is taken away..."<br>Master of Architecture
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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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Rogers, Muriel Brine. "John Hartwell Cocke (1780-1866) : from Jeffersonian Palladianism to romantic colonial revivalism in antebellum Virginia /." VCU Scholars Compass, 2003. http://hdl.handle.net/10156/1529.
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Javed, Shamim. "Making a place: an infill proposal at VPI&SU, Blacksburg, Virginia, USA." Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/53075.
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A pathway to go from the profane to a village of higher aspirations.
A House of Visual Arts and an existing school of architecture flank the pathway as the realm of the mundane is received into the world of the sublime.
Rows of trees define streams of space flowing into a reservoir of space, gateways marking the points of transition. From the reservoir, these gateways frame the distant mountains giving the urban room a location. The room itself is essentially empty, for it is hardly a statement but, rather, the preparation for one. The room is for the life of the academic village.
Giving order where disorder reigned, providing clarity where ambiguity prevailed, bringing unity where discord was the norm, furnishing hierarchy, meaning, moments of movement and pause, MAKING A PLACE.<br>Master of Architecture
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Camburn, Albert. "The history of the principal preparation program : planned program change at Virginia Tech /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170917/.
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Terzian, Kenneth A. "A place of entry." Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/51898.
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In the school there is meeting. If you thought of the nature of a school, you would never have a corridor in a school. You would have a hall in a school. Where it is a meeting place for people not in any way obligated to each other, have no source of being judged. And it becomes in a way the student's classroom. The corridor can never aspire to be a hall. But the hall can aspire to be of such importance equal to that of the library which is probably the most important part of school. Because the book is an offering...offerings of the mind.<br>Master of Architecture
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Ore, Kathryn. "An Era of Change: Mid-Twentieth Century Architectural Education and the University of Oregon, School of Architecture and Allied Arts." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12966.
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This study focuses on the development of architectural education at the University of Oregon's School of Architecture and Allied Arts (A&AA) in Eugene, Oregon. Applying a historic preservation perspective, this study examines how architectural perceptions are manifested through institutional changes in architectural education. Beginning with a focus on the A&AA under the administration of Dean Ellis F. Lawrence and Professor W. R. B. Willcox, this study transitions into an exploration of Dean Sidney W. Little's decidedly modernist alteration of the curriculum and building in the mid-twentieth century. During this period, the A&AA underwent a major shift from a curriculum and building based on the principles of the Arts and Crafts movement to a radically different approach that fully embraced the philosophy of modernism and actively rejected any allegiance to past architectural forms.
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Whittier, Carolyn Elizabeth. "Career Path Influences and Identification of College and University Presidents: A Study of the Presidents of the Member Institutions of the Virginia Foundations for Independent Colleges." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/882.
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The purpose of this study was to learn how men and women who do not have an initial career goal of becoming a college or university president end up in such a position.The study was to gather information on the internal and external influences on that career path, and how each participant fits within presidential career patterns presented by Wessel (1991).A qualitative case study method was used for this study. The participants were chosen based on their institutions' membership in the Virginia Foundation forIndependent Colleges (VFIC), thus all participants were from private institutions in the Commonwealth of Virginia. Twelve of the 15 VFIC presidents were interviewed; two declined participation; and one institution had an interim president at the time of the study.Each president submitted a copy of his/her curriculum vitae for review and analysis, and each president was then placed into one of the variations of the Academic or the Administrative Career Patterns presented by Wessel (1991). Additional data was collected through personal in-depth interviews with each participant, and an interview guide approach was used in each of the interviews.The results indicate that there is no single career path that leads to a presidency.Presidents experienced both external and internal influences on their career paths and these varied in strength of influence based on the individual. Several other factors were also explored including: role of the family, preparations for a presidency and institutional search process.There are several implications for future research based on the findings of this study. The first of these is continued research into the debate of preparation either through the academic model or the administrative model. The second need for expanded research is the role of the family in the career path of college and university presidents. Finally the issue of the need for a Ph.D. is a point for further investigation.
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Luken, Eleanor. "Children's power over play a cultural geography of playspaces in America /." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1250614916.
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Thesis (M.S.)--University of Cincinnati, 2009.<br>Advisor: David Saile. Title from electronic thesis title page (viewed Dec. 15, 2009). Includes abstract. Keywords: children; vernacular architecture; playscapes; childhood; playground. Includes bibliographical references.
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Bergonzoni, Giacomo. "(at)tendaendo Il Cielo, progetto per una chiesa a Ottawa." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amslaurea.unibo.it/5494/.
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Progetto per una chiesa cattolica ad Ottawa, capitale del Canada. Nel lotto dove sorgeva la chiesa di Saint Charles su Beechwood Avenue, nel quartiere storicamente francofono di Vanier, si è progettata la nuova chiesa con le annesse opere parrocchiale. Dopo un'attenta analisi del sito sono state identificate le peculiarità storiche, paesaggistiche e socio-culturali della chiesa esistente e nel nuovo progetto si valorizzano i punti di forza del precedente edificio e li si integrano con un'architettura contemporanea. L'architettura sacra è stata sviluppata facendo riferimento all'archetipo della tenda che è, fin dalle origine della soria della salvezza cristiana, il tempio in cui Dio si rivela e in cui si rende presente fra gli uomini: "E il Verbo si fece carne e pose la sua tenda in mezzo a noi" (Giovanni 1, 14)
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Senate, University of Arizona Faculty. "Faculty Senate Minutes January 22, 2018." University of Arizona Faculty Senate (Tucson, AZ), 2018. http://hdl.handle.net/10150/626508.
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Lucas, D. Pulane. "Disruptive Transformations in Health Care: Technological Innovation and the Acute Care General Hospital." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2996.
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Advances in medical technology have altered the need for certain types of surgery to be performed in traditional inpatient hospital settings. Less invasive surgical procedures allow a growing number of medical treatments to take place on an outpatient basis. Hospitals face growing competition from ambulatory surgery centers (ASCs). The competitive threats posed by ASCs are important, given that inpatient surgery has been the cornerstone of hospital services for over a century. Additional research is needed to understand how surgical volume shifts between and within acute care general hospitals (ACGHs) and ASCs. This study investigates how medical technology within the hospital industry is changing medical services delivery. The main purposes of this study are to (1) test Clayton M. Christensen’s theory of disruptive innovation in health care, and (2) examine the effects of disruptive innovation on appendectomy, cholecystectomy, and bariatric surgery (ACBS) utilization. Disruptive innovation theory contends that advanced technology combined with innovative business models—located outside of traditional product markets or delivery systems—will produce simplified, quality products and services at lower costs with broader accessibility. Consequently, new markets will emerge, and conventional industry leaders will experience a loss of market share to “non-traditional” new entrants into the marketplace. The underlying assumption of this work is that ASCs (innovative business models) have adopted laparoscopy (innovative technology) and their unification has initiated disruptive innovation within the hospital industry. The disruptive effects have spawned shifts in surgical volumes from open to laparoscopic procedures, from inpatient to ambulatory settings, and from hospitals to ASCs. The research hypothesizes that: (1) there will be larger increases in the percentage of laparoscopic ACBS performed than open ACBS procedures; (2) ambulatory ACBS will experience larger percent increases than inpatient ACBS procedures; and (3) ASCs will experience larger percent increases than ACGHs. The study tracks the utilization of open, laparoscopic, inpatient and ambulatory ACBS. The research questions that guide the inquiry are: 1. How has ACBS utilization changed over this time? 2. Do ACGHs and ASCs differ in the utilization of ACBS? 3. How do states differ in the utilization of ACBS? 4. Do study findings support disruptive innovation theory in the hospital industry? The quantitative study employs a panel design using hospital discharge data from 2004 and 2009. The unit of analysis is the facility. The sampling frame is comprised of ACGHs and ASCs in Florida and Wisconsin. The study employs exploratory and confirmatory data analysis. This work finds that disruptive innovation theory is an effective model for assessing the hospital industry. The model provides a useful framework for analyzing the interplay between ACGHs and ASCs. While study findings did not support the stated hypotheses, the impact of government interventions into the competitive marketplace supports the claims of disruptive innovation theory. Regulations that intervened in the hospital industry facilitated interactions between ASCs and ACGHs, reducing the number of ASCs performing ACBS and altering the trajectory of ACBS volume by shifting surgeries from ASCs to ACGHs.
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Kranbuehl, Don. "Inter-play : an architecture school for Duke University /." 2000. http://scholar.lib.vt.edu/theses/available/etd-03152000-14390004.
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Engelbrecht, Nadine. "University of Pretoria : school of motion picture production." Diss., 2008. http://hdl.handle.net/2263/29660.
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The subject of the dissertation is a school for education in motion picture production which includes sufficient cinema spaces to accommodate entertainment for students and the general public. The building acts as a social anchor addressing access for and movement of pedestrians through the site, and allowing transparency of the educational process.<br>Dissertation (MArch(Prof))--University of Pretoria, 2009.<br>Architecture<br>unrestricted
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Farooque, Lisa. "Heidegger and attestations of dwelling in the discipline of architecture /." 2006. http://www.lib.umi.com/dissertations/gateway.
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Thesis (Ph. D.)--New School University, 2006.<br>Typescript. Includes bibliographical references (leaves 222-223). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.
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Wallis, LH. "Learning-by-making: design-build studios at the School of Architecture at the University of Tasmania." Thesis, 2005. https://eprints.utas.edu.au/10415/1/LouiseWallisthesis.pdf.
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By examining the Learning-by-Making (LBM) studios at the School of Architecture, University of Tasmania (SA UTas) the educational benefits to students of LBM are identified. LBM studios allow student groups of twenty or more to collaboratively design and build a small timber project. These types of studios have developed as a regular part of the School curriculum since 1994. In doing this study, detailed information was generated on student learning experiences and their perceptions of LBM, as previously only anecdotal evidence from lecturers in LBM and similar studios was available.
The Literature Review identifies the origins of LBM studios in architectural education and its contentious relationship with higher education, the background of LBM studios in Tasmania and other similar models in North America (commonly referred to as Design/Build studios) and Australia. A surprising revelation was the absence of research examining this pedagogical model. Consequently, several methods used to evaluate education curricula were reviewed for their suitability. The Illuminative Model (a qualitative research method, using observation, questionnaire and interviews) was selected, as it provided an appropriate strategy to investigate the LBM model. It allowed the scope of the study to be progressively refined in response to new knowledge, as preliminary data was reviewed, informing the development of subsequent stages.
The findings indicate that an ‘average’ student participating in a LBM studio, spent half of their time engaged in high-level problem solving and cognitive activities, even though LBM studios require a lot of time to be spent on repetitive motor tasks. At the same time, students’ learning experiences varied and this was a consequence of the teamwork structure and students’ own willingness to experiment with ideas or construction. Despite students’ varying learning experiences, the majority recognised the advantages of integrating design and construction concepts (an underlying principle of LBM studios).
This study contributes to the methodological discourse of evaluating architectural education and identifies a number of Schools of Architecture that employ the LBM model, thus presenting further research opportunities. This study has only begun to identify and understand the potential benefits of LBM studios for architecture students. However, importantly, it has established that students’ perceptions of design and architecture alter, as they begin to appreciate the critical role that construction plays in the process of executing their ideas beyond imagining, into a built form.
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Turnbull, Jeffrey John. "The Architecture of Newman College." 2004. http://repository.unimelb.edu.au/10187/4871.
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This study engaged with the architecture of the ‘Initial Structure’ at Newman College, 1915-1918, so as to establish this building’s place in the oeuvre of Walter Burley Griffin (1876-1937). Griffin’s architecture at Newman College was unparalleled in Melbourne yet it has never been the subject of a comprehensive study. Further, a measure for Griffin’s creative method and architectural style has not been developed to date although much scholarship has been devoted to the identification of events and works in Griffin’s career. Furthermore a substantive analysis of the architecture of Walter Burley Griffin was lacking that defined and distinguished his work from that of the so-called ‘Prairie School’, and of Frank Lloyd Wright.<br>Walter Burley Griffin was the conceptual designer of Newman College, while Marion Mahony Griffin (1871-1961), his wife and architectural practice partner was its facilitator. An evaluation of Griffin’s university education, 1895-1899, drew out the compositional concepts of parti, types and architectonics, as his own preferred means of working. Griffin’s mature style in the college design was also indebted to his architectural practice and experiences in Chicago, 1899-1914. An initial assumption in this study was that Griffin was eclectic, as were the American predecessors he admired, Thomas Jefferson and Henry Hobson Richardson, as were Griffin’s contemporaries, Louis Henri Sullivan and Frank Lloyd Wright. Thus the sources of Griffin’s architectural ideas, elements, and methods of composition, have been traced in this study.<br>American campus designs were surveyed and comparisons made with the other three late 19th Century college buildings at the University of Melbourne to distinguish Griffins’ innovations in college planning, construction and form at Newman College. The description of the commissioning, committee-work and program for the Newman College building revealed the social and political idealism that linked Griffin with his supporters among Melbourne’s Roman Catholic community. Griffin worked with ‘structure’ in mind, both compositional and constructional. Particular partis, typologies and architectonic patterns have been 3 identified in the compositional structures of the college building design. Similarly Griffin’s adaptations of new and exploratory building techniques were investigated.<br>Griffin’s sources were not only American. He derived inspiration equally from seminal European and Asian precedents, which provided instances of an underlying compositional structure. In the architecture of Newman College the composite plans, mixed construction techniques and materials, and richly layered forms allowed Griffin scope to express ideal college purposes, spiritual universality, and organic wholeness.
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Akaranithi, Akara. "A proactive evaluation of a self-directed English language program for architecture students at Chulalongkorn University." 2007. http://eprints.vu.edu.au/1426/1/akaranithi.pdf.
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This study focuses on the development of the English for Architecture Program for architecture students at Chulalongkorn University. The research is set in the context of significant of change being made to the English for Architecture Program at Chulalongkorn University, Thailand. The study is based on a needs assessment within the Proactive Form of Evaluation as categorised by Owen, with Rogers (1999) and Owen (2006). The research was conducted in two phases: a research review and a needs assessment. Following an analysis of these phases, a policy for revised English for Architecture Program was developed. A research review was undertaken to determine current best practice in self-directed English language programs. The needs assessment, involving questionnaire surveys, consisted of three steps, using both quantitative and qualitative methods. The first involved determining the perceived needs of students prior to undertaking the English for Architecture Program; the second involved determining the desired needs of students following their exposure to an introductory English for Architecture Program; the third involved identifying the desired needs of teachers who teach the English for Architecture Program. A comparison of the quantitative outcomes of the surveys, using descriptive statistics, was undertaken in order to make a comparison between the three sets of responses. The issues that emerged – the role of students, learning style, materials, and assessment – were further investigated, using qualitative methods, by a series of semi-structured interviews undertaken with representative samples of students, and with experienced staff teaching the English for Architecture Program. The three sets of responses to the questionnaire, together with the issues that were discussed in the interviews, were used to determine the needs of a revised program. Finally, the needs were matched with the outcomes of the research review in order to provide the basis for a complete course revision. The findings of this study were validated by means of triangulation of the outcomes of the research: the needs assessment and semi-structured interviews undertaken with architecture students and teachers; the outcomes of the research review. The findings in the study indicate that teachers and students agreed that self-directed learning is an appropriate alternative way of teaching that can change the teaching and learning situation in the Thai context, and that such a change might help improve the efficiency in learning. The research has three significant outcomes: the development of a policy for revised English for Architecture Program for architecture students; a demonstration of the effectiveness of Proactive Evaluation in developing such policy; identification of key elements that are required for change in organisations.
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Akaranithi, Akara. "A proactive evaluation of a self-directed English language program for architecture students at Chulalongkorn University." Thesis, 2007. https://vuir.vu.edu.au/1426/.
Full textAbstract:
This study focuses on the development of the English for Architecture Program for architecture students at Chulalongkorn University. The research is set in the context of significant of change being made to the English for Architecture Program at Chulalongkorn University, Thailand. The study is based on a needs assessment within the Proactive Form of Evaluation as categorised by Owen, with Rogers (1999) and Owen (2006). The research was conducted in two phases: a research review and a needs assessment. Following an analysis of these phases, a policy for revised English for Architecture Program was developed. A research review was undertaken to determine current best practice in self-directed English language programs. The needs assessment, involving questionnaire surveys, consisted of three steps, using both quantitative and qualitative methods. The first involved determining the perceived needs of students prior to undertaking the English for Architecture Program; the second involved determining the desired needs of students following their exposure to an introductory English for Architecture Program; the third involved identifying the desired needs of teachers who teach the English for Architecture Program. A comparison of the quantitative outcomes of the surveys, using descriptive statistics, was undertaken in order to make a comparison between the three sets of responses. The issues that emerged – the role of students, learning style, materials, and assessment – were further investigated, using qualitative methods, by a series of semi-structured interviews undertaken with representative samples of students, and with experienced staff teaching the English for Architecture Program. The three sets of responses to the questionnaire, together with the issues that were discussed in the interviews, were used to determine the needs of a revised program. Finally, the needs were matched with the outcomes of the research review in order to provide the basis for a complete course revision. The findings of this study were validated by means of triangulation of the outcomes of the research: the needs assessment and semi-structured interviews undertaken with architecture students and teachers; the outcomes of the research review. The findings in the study indicate that teachers and students agreed that self-directed learning is an appropriate alternative way of teaching that can change the teaching and learning situation in the Thai context, and that such a change might help improve the efficiency in learning. The research has three significant outcomes: the development of a policy for revised English for Architecture Program for architecture students; a demonstration of the effectiveness of Proactive Evaluation in developing such policy; identification of key elements that are required for change in organisations.
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Dusitnanond, Ajaphol. "Developing a Method of Teaching Architectural Project Design: A Case Study of Third Year Studio Project, Faculty of Architecture, Sriburapha University, Thailand." 2007. http://eprints.vu.edu.au/1571/1/Dusitnanond.pdf.
Full textAbstract:
This research was concerned with an Interactive Evaluation, using an Action Research approach, of the effectiveness of using a Student-Centred Cooperative Approach – as opposed to the more traditional teacher-centred method – in the teaching of a Third Year Architecture subject, ‘Studio Project Design’. The four steps of Action Research – plan, act, observe and reflect – were used to make judgements and recommendations about this new approach. The respondents of this study were forty-six students – of whom twelve were also volunteer participant-interviewees – enrolled in Studio Design, together with three teachers, at the Faculty of Architecture, Sriburapha University, Bangkok, Thailand. A qualitative approach was used to collect and analyse student and staff opinion. The concepts of cooperative learning – including co-operative learning approaches, cooperative instruction, teaching cooperative learning skills, and responses to cooperative learning – were all shown to be relevant in student-centred learning. My Studio Design students and I, jointly, engaged in this research – improving students’ abilities in all components of Studio Design, as well as developing a positive attitude towards design, in general. Most significantly, all students ‘switched on’ to study as a result of the cooperative learning approach used in Studio Project Design. The research was concerned with determining whether or not a Student-Centred Cooperative Approach – which used cooperative and problem-based learning methods – resulted in improved student outcomes. Positive affective outcomes included development of a positive attitude towards design, and an increase in students’ technical and academic competencies that helped them to meet design demands. The outcome was positive. Students increased their learning competencies, enhanced their social skills, were more motivated to study, developed a higher level of interdependence, enjoyed the freedom to think ‘outside the square’, and increased their creativity when exposed to a Student-Centred Approach. To make a Student-Centred Cooperative Approach work more effectively, teachers and administrators within the School of Architecture need to embrace two key elements: first, by seeking to adapt themselves to change by engaging in lifelong learning; second, by undertaking special professional training courses in architecture.
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Dusitnanond, Ajaphol. "Developing a Method of Teaching Architectural Project Design: A Case Study of Third Year Studio Project, Faculty of Architecture, Sriburapha University, Thailand." Thesis, 2007. https://vuir.vu.edu.au/1571/.
Full textAbstract:
This research was concerned with an Interactive Evaluation, using an Action Research approach, of the effectiveness of using a Student-Centred Cooperative Approach – as opposed to the more traditional teacher-centred method – in the teaching of a Third Year Architecture subject, ‘Studio Project Design’. The four steps of Action Research – plan, act, observe and reflect – were used to make judgements and recommendations about this new approach. The respondents of this study were forty-six students – of whom twelve were also volunteer participant-interviewees – enrolled in Studio Design, together with three teachers, at the Faculty of Architecture, Sriburapha University, Bangkok, Thailand. A qualitative approach was used to collect and analyse student and staff opinion.
The concepts of cooperative learning – including co-operative learning approaches, cooperative instruction, teaching cooperative learning skills, and responses to cooperative learning – were all shown to be relevant in student-centred learning. My Studio Design students and I, jointly, engaged in this research – improving students’ abilities in all components of Studio Design, as well as developing a positive attitude towards design, in general. Most significantly, all students ‘switched on’ to study as a result of the cooperative learning approach used in Studio Project Design.
The research was concerned with determining whether or not a Student-Centred Cooperative Approach – which used cooperative and problem-based learning methods – resulted in improved student outcomes. Positive affective outcomes included development of a positive attitude towards design, and an increase in students’ technical and academic competencies that helped them to meet design demands.
The outcome was positive. Students increased their learning competencies, enhanced their social skills, were more motivated to study, developed a higher level of interdependence, enjoyed the freedom to think ‘outside the square’, and increased their creativity when exposed to a Student-Centred Approach. To make a Student-Centred Cooperative Approach work more effectively, teachers and administrators within the School of Architecture need to embrace two key elements: first, by seeking to adapt themselves to change by engaging in lifelong learning; second, by undertaking special professional training courses in architecture.
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Proverbs, Wendy Marjorie. "Designing culture: intersections of Indigenous culture at the First Peoples House, University of Victoria." Thesis, 2011. http://hdl.handle.net/1828/3763.
Full textAbstract:
In 1997 the University of Victoria began to develop a vision for a First Peoples House
with the objective of constructing a welcoming Coast Salish home on the university
campus. This vision was realized in 2009 when the First Peoples House opened to the
university community and public. Goals stemming from early discussions of a First
Peoples House included a house that would support Indigenous culture, community
events, and showcase Indigenous art. The First Peoples House represents a case study of
how Indigenous artists and their material culture intersect with new Indigenous
architecture. This paper is a supporting document to accompany a documentary film
showcasing Indigenous artists and key players who participated in the development of the
First Peoples House. The purpose of this paper and film is to document developmental
stages of the First Peoples House that includes material culture—“art”—embedded within
the architecture of the house. Nine interviews include the artistic vision of six artists
whose work is represented in the house, and three individuals who were involved in early
developmental and current phases of the First Peoples House. The research is placed in a
historical context respecting the relationship between Indigenous architecture, residential
schools, space and place and material culture. Film adds another dimension to the scope
of this paper. Together, the paper and film form a visual and critical analysis highlighting
historical shifts along with contemporary understandings of cultural narratives, material
culture, Indigenous culture and architecture as integrated within the First Peoples House
at the University of Victoria.<br>Graduate
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Kruk, Joanna. "Environmentally sensitive design: School of Journalism UBC, Vancouver." Thesis, 1998. http://hdl.handle.net/2429/8143.
Full textAbstract:
By examining the Minimalist ethos, joint and junctures and light, it is my intention to propose that Minimalist
architecture easily and naturally accommodates the environmental ethos of reducing, reusing, recycling and recovering.
More over, Minimalism, which draws widespread admiration as all good architecture does, allows us to graft
inspiration and inherent environmental queues onto the ever-expanding yet distinct branch of green architecture.
Producing a possible hybrid that initiates a new type of architectural discourse, one that moves beyond contemporary
convention into the future reality of conservation.
I present to you the UBC School of Journalism. Although, this building presently exists, I chose to design and develop
the School of Journalism on the basis of green architecture, which means designing with nature in an environmentally
responsible way.
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Andrews, Justin. "Sub-thesis from Art Theory Workshop." Master's thesis, 2003. http://hdl.handle.net/1885/155518.
Full text
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Bogaski, Kathleen. "Vacant lot landscape design project We Care About Van Dyke and Seven Mile/Nortown Community Development Corporation : Landscape Architecture, School of Natural Resources and Environment, University of Michigan : NRE 691: Planting Design and Vegetation Management Class, Winter Term, 1997 /." 1997. http://books.google.com/books?id=GnZRAAAAMAAJ.
Full text
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Tirpak, Mark Andrew. "CRP was-is-will be here : sustaining an academic service-learning approach to planning instruction." 2006. http://hdl.handle.net/2152/18504.
Full textAbstract:
The Community and Regional Planning program of the University of Texas at Austin, School of Architecture (UTSOA-CRP) has made course-integrated community-based project work (CCPW) a key - if not a requisite, component of its classroom-based teaching and planning instruction. Often referred to as academic service-learning, the pedagogy of incorporating community-based project work with classroom instruction is recognized to have significant benefits for college students, faculty members, institutions, and communities. More specifically, this teaching approach is understood to have substantial advantages in planning instruction. This professional report attempts to offer recommendations towards addressing the question of how a CCPW, or academic service-learning, approach to planning instruction can best be sustained and/or enhanced by the UTSOA-CRP program. Ideally, this report will add to the growing body of literature and research related to academic service-learning in planning instruction, while offering the CRP program useful tools and resources to consider in program design, implementation, evaluation, and planning.<br>text
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Cuthbert, Nancy Marie. "George Tsutakawa's fountain sculptures of the 1960s: fluidity and balance in postwar public art." Thesis, 2012. http://hdl.handle.net/1828/4142.
Full textAbstract:
Between 1960 and 1992, American artist George Tsutakawa (1910 – 1997) created more than sixty fountain sculptures for publicly accessible sites in the U.S., Canada, and Japan. The vast majority were made by shaping sheet bronze into geometric and organically inspired abstract forms, often arranged around a vertical axis. Though postwar modernist artistic production and the issues it raises have been widely interrogated since the 1970s, and public art has been a major area of study since about 1980, Tsutakawa's fountains present a major intervention in North America's urban fabric that is not well-documented and remains almost completely untheorized. In addition to playing a key role in Seattle's development as an internationally recognized leader in public art, my dissertation argues that these works provide early evidence of a linked concern with nature and spirituality that has come to be understood as characteristic of the Pacific Northwest. Tsutakawa was born in Seattle, but raised and educated primarily in Japan prior to training as an artist at the University of Washington, then teaching in UW's Schools of Art and Architecture. His complicated personal history, which in World War II included being drafted into the U.S. army, while family members were interned and their property confiscated, led art historian Gervais Reed to declare that Tsutakawa was aligned with neither Japan nor America – that he and his art existed somewhere in-between. There is much truth in Reed's statement; however, artistically, such dualistic assessments deny the rich interplay of cultural allusions in Tsutakawa's fountains. Major inspirations included the Cubist sculpture of Alexander Archipenko, Himalayan stone cairns, Japanese heraldic emblems, First Nations carvings, and Bauhaus theory. Focusing on the early commissions, completed during the 1960s, my study examines the artist's debts to intercultural networks of artistic exchange – between North America, Asia, and Europe – operative in the early and mid-twentieth century, and in some cases before. I argue that, with his fountain sculptures, this Japanese American artist sought to integrate and balance such binaries as nature/culture, intuition/reason, and spiritual/material, which have long served to support the construction of East and West as opposed conceptual categories.<br>Graduate