Academic literature on the topic 'Cambridge School of Architecture and Landscape Architecture'
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Journal articles on the topic "Cambridge School of Architecture and Landscape Architecture"
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Pihlak, M. "Design Information Technology Summit Harvard Graduate School of Design with University of Virginia School of Architecture, Cambridge, Massachussets, February 29-March 1, 2008." Landscape Journal 29, no. 1 (January 1, 2010): 94–95. http://dx.doi.org/10.3368/lj.29.1.94.
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Abbas, Yasmine. "Architecture as Landscape." SHS Web of Conferences 64 (2019): 02002. http://dx.doi.org/10.1051/shsconf/20196402002.
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This study constitutes the latest reflection on pedagogical research and experimental pedagogical projects involving the representation, design, and computation of ambiances. Led by the author at various architecture schools in France, Japan, and the United States, these creative explorations involving drawings and models offer ways to realize, feel, and fabricate architecture. The projects described were conducted in 2018 in courses offered by the Department of Architecture, Stuckeman School, College of Arts and Architecture at the Pennsylvania State University. They show that architectural productions are not static objects, but instead render a dynamic landscape itself nested within a changing milieu. Through these projects, by looking closely at the parameters of spatial effects, students engaged in processes of design taking movement into account in meaningful ways.
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Vorobyeva, Alexandra M. "Evolution of Landscape Architecture." Materials Science Forum 931 (September 2018): 856–61. http://dx.doi.org/10.4028/www.scientific.net/msf.931.856.
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The article considers the historical process of landscape architecture development as a special direction of architectural activity, engaged in creating the open spaces environment of the urban areas. The methods and principles of landscape objects creating throughout the considered historical period, including the present stage, are investigated. The connection between architecture and landscape architecture in urban open spaces construction, as well as the influence of state policy on the formation of a school of landscape architects are showed.
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Battisto, Dina, Sallie Hambright-Belue, Lara Browning, Luke Hall, Julia Blouin, Jiaying Dong, Xiaowei Li, and Katherine Price. "Mental Health Challenges in Architecture and Landscape Architecture Students." Building Healthy Academic Communities Journal 8, no. 2 (July 15, 2024): 53–73. http://dx.doi.org/10.18061/bhac.v8i2.9767.
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Background: College students are experiencing increasing levels of stress, anxiety, and depression, but little research exists on factors weakening the mental health of design students.Aim: This study investigates the prevalence and precursors of mental health challenges among architecture and landscape architecture students.Methods: This study used a convergent mixed-methods research design with three data collection methods: The Depression and Anxiety Stress Scale (DASS-21; n = 399 students), an online wellness survey (n = 269), and semi-structured interviews (n = 37).Results: Findings reveal that 33%, 46%, and 33% of students screened positive for moderate to extremely severe levels of depression, anxiety, and stress, respectively. The leading factors elevating stress included school deadlines and schedule, workload demands or amount of work outside of class, inadequate sleep, and time spent at work. Negative behaviors due to stress were discussed, including neglect of self-care (e.g., poor sleep patterns, eating habits, and physical inactivity), inability to focus, emotional instability, and social withdrawal.Conclusions: This study underscores mental health concerns among design students and identifies potential factors that contribute to unhealthy habits and compromise academic performance, including pedagogical approaches, learning and teaching culture, studio environment, and lifestyle choices.
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Wang, Shi Ying, and Xiu Li Jia. "Effect of Landscape Architecture in the Campus Construction." Applied Mechanics and Materials 584-586 (July 2014): 717–20. http://dx.doi.org/10.4028/www.scientific.net/amm.584-586.717.
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one of the five major elements of landscape architecture aslandscape composition, play an important role in the landscape construction, but as the ancient buildings, ancient garden expert Mr. Chen Congzhou said, now the garden construction "to hold the hammer poolroad, the main building anti falls behind, at the end of a garden, then thegold, there is no shelter of visitors, and inversion, and then becom the empty garden." The same, most areas in landscape construction, do not focus on the construction of landscape architecture, especially ignoring theconstruction and function of landscape architecture in the courtyard of the building, the project through building of my school and some colleges and universities in landscape architecture construction in the university campusand the cultural atmosphere and the influence on Students' moral quality,field investigation, student interviews, and through cyber source, library materials, the aliases School of landscape architecture in the campus landscape, culture, moral role analysis, explore the role of landscape,landscape architecture in campus culture, moral construction, in order tolater in the campus construction drawing.
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Treep, Lucy. "Part of the Landscape." Architectural History Aotearoa 19 (December 13, 2022): 94–99. http://dx.doi.org/10.26686/aha.v19i.8051.
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In 1969, Lincoln College (later University) opened a two-year postgraduate course in Landscape Architecture, the first of its kind in New Zealand. It was described as "for those who seek employment as professional landscape designers in private consulting practice or as members of planning teams in departments concerned with major engineering projects, highways, forestry, conservation and large-scale agricultural development." The college was seen to actively encourage women into the profession and from the first days of the course at Lincoln, women were part of the landscape. On March 3, 1969, Emily Mulligan was one of five founder students attending the first lecture of this new course. After Mulligan graduated in 1971, she was joined, in 1974, by Di Lucas, Diane Menzies and Esmae Sage, and not long after then, women started to regularly fill about half of each Landscape Architecture class. In comparison, the first woman student at the Auckland College School of Architecture, Laura Cassels-Browne, enrolled in 1926, nine years after the establishment of the school. The first woman graduate of the School of Architecture was Merle Greenwood in 1933, 16 years after the school's establishment. Even in the 1960s and 70s women architecture students (who still made up small numbers) reported feeling uncertain of their welcome into the profession. Drawing on conversation with Emily Mulligan (now Williams), this paper will explore the nature of the landscape course at Lincoln, in what ways women students were encouraged in its early days, and the relationship of the course with the wider profession.
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Foote, Hamish, Bin Su, Lian Wu, and Trina Smith. "The School of Architecture e-Newsletter." Asylum, no. 1 (December 27, 2022): 300–306. http://dx.doi.org/10.34074/aslm.2022106.
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he School of Architecture at Unitec publishes an e-newsletter biannually, keeping alumni and industry contacts informed of developments in the school and its communities. The publication also provides an opportunity to share details regarding continuing professional development (CPD) opportunities for practitioners and calls for papers published in the school's peer-reviewed journals, such as XSection and Asylum. The e-newsletter, edited by Senior Lecturer Hamish Foote, supports the school in meeting the aims of its Architecture, Landscape Architecture and Interior programmes: grounding in the historical and theoretical foundations of our disciplines; knowledge of professional, social and environmental responsibilities; development of appropriate communication skills; ability to analyse work critically; and an overview of taha Māori, the Treaty of Waitangi, and Māori perspectives as they relate to our disciplines. Publication of the e-newsletter was paused during Aotearoa New Zealand’s Covid-19 outbreak, and the following items were compiled this year to share recent developments and the return to everyday life.
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Forczek-Brataniec, Urszula, and Zbigniew Myczkowski. "Landscape conservation in the research and development of the Krakow School of landscape architecture from 1970s to 2017 – from Jurassic landscape parks to cultural parks in Krakow." Landscape architecture and art 13 (December 10, 2018): 128–33. http://dx.doi.org/10.22616/j.landarchart.2018.13.14.
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It has been almost 70 years since, when “atlantis” of the Cracow’s School of Landscape Architecture professor Zygmunt Novák put forward the first idea of creating a Jurassic Landscape Park as an area where the landscape is protected in order to ensure a rest for people in the beautiful nature and culture of the surrounding great cities. Since then, his pupils and successors have created a school based on a characteristic methodology, approach to the landscape. The idea was continued in conjunction with the changing technologies and possibilities. As a result, a set of good practices was created that characterized Krakow's school of landscape architecture and emphasized its pragmatic nature.
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Valdivieso, Alejandro. "J. OCKMAN (ed) - Architecture School. Three Centuries of Educating Architects in North America." ZARCH, no. 6 (September 16, 2016): 242. http://dx.doi.org/10.26754/ojs_zarch/zarch.201661471.
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JOAN OCKMAN (ed) with REBECCA WILLIAMSON (research editor)Architecture School. Three Centuries of Educating Architects in North AmericaMIT Press, Cambridge, Massachusetts -London, England, 2012 / Association of Collegiate Schools of Architecture, Washington D.C., 400 págs.54,95 $. Idioma: inglés (tapa dura)
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Gaber, Tammy. "Mediterranean Architecture." American Journal of Islam and Society 21, no. 4 (October 1, 2004): 152–54. http://dx.doi.org/10.35632/ajis.v21i4.1768.
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Organized by the Faculty of Engineering on February 15-18, 2004 at MisrInternational University, one of Egypt’s leading private universities, theDepartment of Architecture and Dean Salah Zaky Said targeted a diverseaudience of architects and professionals. The varied responses and interpretationsof the conference’s title proved that this provocative subjectallowed for multilayered discussions. The dialogue between academics,students, and professionals from different backgrounds identified meaningswith respect to the Mediterranean basin’s architecture. The followingthemes were discussed: the social impact on Mediterranean architecture,technology and crafts, urbanism and development, landscape and environment,trends in current architecture, and heritage conservation.The conference started with the keynote speech delivered by SuhaOzkan (secretary of the Aga Khan Award), who traced the landmark worksof contemporary architecture in the Mediterranean basin. The solutionspresented addressed issues not only of regional aesthetics, but also of climaticand cultural relevance. The second keynote speaker was Italian academicand architect Attilio Petruccioli (dean, School of Architecture,University of Bari, Italy), who brought up themes of typology and specificityin architecture. A rich discussion followed, with one of the sessionchairmen, Aga Khan Award recepient Abdel Halim Ibrahim (architect andprofessional, University of Cairo, Egypt), questioning and provoking theaudience with respect to the meaning of the built form and material in thisregion.The presentation of papers started with the theme of “Social Impact onMediterranean Architecture.” Papers explored ideas of cultural identity in ...
Dissertations / Theses on the topic "Cambridge School of Architecture and Landscape Architecture"
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Martin, Matthew Haines. "The Cambridge Swimming Club : an exploration of body, landscape, and architecture." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/68271.
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Kim, Paul Hyun 1971. "Educational quotients : Robert F. Kennedy Middle School." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/67748.
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Thesis (M.Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2002.Includes bibliographical references (leaves 43-44).
When architects talk of 'smart buildings' they are usually referring to the same old ones with the addition of simple prosthetics such as light sensors and small electric motors. Their smartness is invariably limited to the smartness of the trickster. I have sought to develop a strategy which traces a line between the ideal and the pragmatic; it points towards an alternative morphology where the result is not necessarily a discrete zoning of functions, nor prescription of form, but would allow for and support a flexible, dynamic organization that is responsive to the fluctuating energies of technology in space. The complex is motivated by the need to install into the American landscape new attitudes towards study, leisure, and nature. It provides to both the student and the community with spaces that are optimized for disseminating information; these shifting interior landscapes act as parallel horizons, allowing flexible walls, spaces, and rooms to be formed and transformed by different media, as well as the space's intended function. The architectural possibility is achieved by the use of gantries, ramps, and an open plan, all structured through activities that are not restricted by past programmatic conventions.
by Paul Hyun Kim.
M.Arch.
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Garcia-Montagna, Maria Natalia. "Breathing & Playing Architecture: Bagpipe School, Museum and Workshop." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/34274.
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"This project is my way of saying thanks. My intention is to recognize the people who were able to transmit the passion and love for the land of my grandparents Asturias, with its heritage, history and music. My architectural purpose is to strengthen the tradition and culture by recovering the past. It is in this way , we will be stronger in the present and inspire future generations"Master of Architecture
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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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Talbert, Scot Boyd. "Exploring the schoolyard: potentials for creating a learning-rich environment at Bergman Elementary School." Kansas State University, 2011. http://hdl.handle.net/2097/8709.
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Master of Landscape ArchitectureDepartment of Landscape Architecture/Regional and Community Planning
Mary C. Kingery-Page
The landscapes that surround our elementary schools today do very little to support the education being taught in the classrooms, and often fail to meet the most basic needs of children. This is due to a myriad of different reasons, such as budget-tight school districts spending very little of their resources on outside learning environments, fear of litigation leading to sterile and lifeless schoolyards, and lack of time and resources for educators to implement desired changes. Children learn through direct interactive experience and, as a result, they need complexity and variety in the landscape to stimulate their imaginations and promote self-guided learning. A natural outdoor environment is ideally suited for both interactive learning and a diversity of experiences. Many schools are missing an opportunity to make their outdoor spaces into interactive learning environments. This report explores the issues and opportunities to create stimulating environments at Frank V. Bergman Elementary School in Manhattan, Kansas. Numerous studies have identified the benefits of interactive natural environments on children’s development and academic performance(Moore and Wong 1997; Louv 2008; Bell and Dyment 2006;Fjortoft 2001; Malone and Tranter 2003). Building upon this research, goals and objectives for Bergman’s schoolyard are outlined that focus on creating a positive learning environment for all students, supporting school curriculum, encouraging interaction with nature, and linking the schoolyard to the surrounding community. A master plan for Bergman’s schoolyard is presented. The plan addresses the current needs of the schoolyard to improve accessibility. In addition, the master plan presents ideas for strengthening the circulation pathways to connect all areas of the schoolyard together, developing outdoor classroom spaces with connections to state academic standards, and incorporating community amenity features into the landscape. Recommendations for construction, maintenance, and phasing are suggested.
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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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Hao, Shuang. "Play [bi-directional arrows] learn: Susan B. Anthony Middle School site as a neighborhood park design." Kansas State University, 2012. http://hdl.handle.net/2097/13659.
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Master of Landscape ArchitectureDepartment of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
Neighborhood parks can provide a place for children and teens to satisfy their curiosity and learn about nature. Without an open-space policy or regulation from the city, no park was proposed during the development of the neighborhood adjacent to Susan B. Anthony Middle School in Manhattan, Kansas. People have to cross Highway 113 (Sethchild Road) or Kimball Avenue to the closest parks: Marlatt and Cico. However, neither of them is within walking distance for children and teens in this neighborhood. As a result, families have to build private playgrounds in their own backyards. In addition, technological development makes children and teens prefer staying inside playing video games. Neither private playgrounds nor video games provide interaction with nature or social interaction around nature. This project considers how the middle school site, which sits on approximately 40 acres, can be designed as a neighborhood park to allow children and teens to have close nature access and experiential learning opportunities. To better understand what users really need, interviews with teachers and questionnaires for students determined their current and preferred future use of the school site. In addition, neighborhood children, who are not in the middle school, were interviewed about their play preferences. Observations of the school site usage during school time and after were recorded for design purposes. Six precedents were examined to compare and understand what works to connect children and young teens to nature. After analyzing user needs and physical conditions of the site, a neighborhood park design for the site of Susan B. Anthony Middle School was proposed. The proposed design meets both students’ experiential learning needs and the need of neighborhood children and young teens to connect to nature. Because the 40-acre schoolyard is a nationally recommended size for middle schools, this joint-use schoolyard and park concept can be applied cross the country where needed.
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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.
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Lezotte, Carol Lynn. "The schoolyard as an outdoor classroom : a case study of Ladysmith Elementary School." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/916986.
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The mission of this creative project was to naturalize a school site for the purposes of environmental education. The naturalization process can either take the form of landscape/ecosystem restoration or natural landscaping. Utilizing the Ladysmith Elementary School as a case study, this creative project dealt with both forms of the naturalization process. The entire school site was natural landscaped and a portion of the school grounds was devoted to the restoration of a forest and wetland ecosystem. This area where ecosystems are to be recreated will serve as an environmental learning laboratory for the school.The topics reviewed for this project ecology, naturalization, landscape restoration, environmental education, outdoor education, and ecosystems. The product of this creative project was a master plan which included site inventory and analysis.Department of Landscape Architecture
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Christner, Cammie. "Celebrating the bond between children and nature: designing a sensory outdoor learning environment for Garfield Elementary School in Augusta, Kansas." Kansas State University, 2013. http://hdl.handle.net/2097/15675.
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Master of Landscape ArchitectureDepartment of Landscape Architecture/Regional and Community Planning
Anne Beamish
The current educational model utilized in the United States focuses on teaching technology, preparing for standardized tests, and training students to be productive members of society. These are all valuable and necessary educational goals, especially considering the fact that the current national trend is to promote citizens’ integration into a more global community and job market—significantly affecting the work opportunities available to our country’s youths. However, one of the most necessary and fundamental aspects of childhood—outdoor learning in nature—is being undervalued. Outdoor learning experiences in the natural environment are exceptionally important in encouraging holistic childhood development because they offer children firsthand experiences with natural processes. Through interactions with nature, children are able to witness the impact that human actions have upon the environment. As Richard Louv asserts in the Last Child in the Woods, “Healing the broken bond between our young and nature—is in our self-interest, not only because aesthetics or justice demands it, but also because our mental, physical, and spiritual health depends upon it” (Louv, 2008, 3). The broken relationship between America’s youths and nature must be healed. Public schools offer a unique opportunity for children to be reacquainted with nature because about 90% of American students below the college level attend public schools. In the year 2009, over 2.3 million students attended public elementary schools; 226,082 of those students were in Kansas (National Center for Education Statistics, 2012). Garfield Elementary School in Augusta, Kansas is an ideal situation for the development of an outdoor learning environment that promotes student awareness and connection to local nature. The nature-oriented design of Garfield Elementary School’s grounds, described in this Master’s Report, fosters the creation of deep-seeded emotional ties to the natural world in the children who experience the site—effectively combating Nature-Deficit Disorder by encouraging students to become environmental stewards. This is accomplished by using children’s literature to inspire the organization of spatial environment variety and a range of natural elements (such as water) on the school site, which encourage students to engage in five outdoor learning activities: physical, creative, sensorial, solitary and social.
Books on the topic "Cambridge School of Architecture and Landscape Architecture"
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Herron, Simon, Ed Wall, Mike Aling, and Nic Clear. Architecture & Landscape: University of Greenwich Department of Architecture and Landscape : works 2014. London: University of Greenwich, Department of Architecture and Landscape, 2014.
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Symposium on Landscape Architecture (5th 1986 University of Virginia, School of Architecture). The work of Meade Palmer: Sixty years of landscape architecture : proceedings of the Fifth Annual Symposium on Landscape Architecture, April 19, 1986, the University of Virginia, Campbell Hall, School of Architecture, Division of Landscape Architecture. Edited by Palmer Meade, Takahashi Nancy, and University of Virginia. Division of Landscape Architecture. [Charlottesville]: The Division, 1990.
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Pyo, Mi Young. Advanced architecture. Seoul, Korea: Damdi Publishing Co., 2009.
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Schodek, Daniel L. Microcomputer applications in design school education: Summary report for education in architecture, landscape architecture, and planning. [Cambridge, Ma.]: Graduate School of Design, Harvard University, 1985.
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Gordon, Millichap J., ed. The school in a garden: Foundations and founders of landscape architecture. Chicago: PNB Publishers, 2000.
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Paola, Cannavò, ed. Progettare paesaggio: Landscape as infrastructure : a studio research report of the Harvard Graduate School of Design. Roma: Gangemi, 2011.
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Peter, Connolly, Velde, René van der, 1966-, and Royal Melbourne Institute of Technology. School of Architecture and Design., eds. Technique: Landscape architecture graduate design research at RMIT University, 1995-2002. Melbourne: RMIT University Press, 2002.
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Donaghy, Marcus, and D. McKenna. UCD Architecture Yearbook: Strategies for an urban society. Edited by University College, Dublin. School of Architecture, Landscape & Civil Engineering. Dublin: UCD Architecture, 2011.
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Italy) OC - Open City International Summer School (9th 2018 Piacenza. OC - Open City: International Summer School : Piacenza 2018 : from ecological landscape to architectural design : landscape 4.0 : sharing spaces for the future city. Santarcangelo di Romagna (RN): Maggioli editore, 2019.
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Italy) OC - Open City International Summer School (8th 2017 Piacenza. OC - Open City: International Summer School : Piacenza 2017 : from ecological landscape to architectural design : new next nature. Santarcangelo di Romagna (RN): Maggioli editore, 2018.
Find full textBook chapters on the topic "Cambridge School of Architecture and Landscape Architecture"
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Pareti, Stefania, David Flores, Loreto Rudolph, and Martina Pareti. "Landscape Planning and Design: Vernacular and Religious Architecture in Wood as Facilitators of Heritage Conservation. Chiloe’s School of Architecture, Chile." In Lecture Notes in Civil Engineering, 515–25. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4293-8_52.
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Dufrasnes, Emmanuel, Louise Eich, and Fanni Angyal. "Development of a Circularity Assessment Tool with Local Stakeholders from Strasbourg." In Lecture Notes in Civil Engineering, 436–45. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57800-7_40.
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AbstractOur research focuses on the reutilization of construction materials and how we could foster growth in this sector. It deals with the specific case of the re-use sector around Strasbourg, France, providing a comprehensive overview of the local landscape. Indeed, the research was conducted in partnership with the School of Architecture of Strasbourg, the City of Strasbourg, and an engineering consultant called “BOMA” specialized in circular building. This project is supported by the “Campus des Métiers et des Qualifications Eco-construction et Efficacité Energétique Grand Est”, the Grand Est Region, the “Région Académique Grand Est” and the “Banque des Territoires”. To encourage innovative programs around circular economy, we gave particular attention to analysing feedbacks from pilot projects. In addition to the interview with key local stakeholders, a literature review focusing on assessment of circularity in buildings was carried out. Through a methodology developed in a separate scientific paper, we selected 10 key indicators adapted to the area to measure the circularity of a building, focusing mostly on social, environmental, and economical aspects of the project. Thanks to these indicators, a digital tool was developed to calculate the relevant data concerning the circularity of the project, creating analysed feedback of the construction. Five of those indicators have been implemented in this tool, although suggestions have been made to cover more topics. Moreover, in the future, there is the possibility for it to be transformed into a decision-making tool in order to boost the structuration of the re-use sector around Strasbourg.
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"Volksschule Hausmannstätten / Primary School Hausmannstätten." In Architektur. Landschaft / Architecture. Landscape, 34–43. Ambra Verlag, 2014. http://dx.doi.org/10.1515/ambra.9783990436417.34.
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"Volksschule und Sportklub Bad Blumau / Primary School and Sports Club Bad Blumau." In Architektur. Landschaft / Architecture. Landscape, 78–87. Ambra Verlag, 2014. http://dx.doi.org/10.1515/ambra.9783990436417.78.
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"Mugar Center for the Performing Arts, Cambridge School of Weston Weston, Massachusetts, USA Leers Weinzapfel Associates." In International Architecture Yearbook: No. 8, 170–71. Taylor & Francis, 2014. http://dx.doi.org/10.4324/9781315012629-45.
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Kostof, Spiro, Greg Castillo, and Richard Tobias. "Architectural Art and the Landscape of Industry, 1800-1850." In The History of Architecture: Settings and Rituals, 571–604. Oxford University PressNew York, NY, 1995. http://dx.doi.org/10.1093/oso/9780195083781.003.0026.
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Abstract Classicism was still the leading creed, but it had by now given up all pretense to orthodoxy. A number of readings were current, but none conforming to strict canonical rules. Napoleon's fancy leaned toward the Roman Empire. (Fig. 23.1) A Greek revival, experimentally launched before 1800 in garden "fabricks" and res idential architecture, went public with ceremonial city gates and buildings like Downing College at Cambridge by William Wilkins, begun in 1806. (Fig. 23 .2) The archaeological savor of this Grecian style came from a spate of new publications, among them the later volumes of Stuart and Revett's Antiquities of Athens issued in 1787 and 1794, the team's Ionian Antiquities, and Wilkins' studies of Greek temples in Sicily and southern Italy which appeared in Antiquities of Magna Craecia (1807). At the same time the Greeks' war of independence against their Turkish masters, a popular cause in Western Europe since the first rising of 1769, enhanced the romantic appeal of the revival.
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Whyte, William. "‘Cambridge At Last!’ Jackson and the Architecture of Science." In Oxford Jackson, 168–98. Oxford University PressOxford, 2006. http://dx.doi.org/10.1093/oso/9780199296583.003.0006.
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Abstract Jackson’s public-school practice was undoubtedly important for him. It took him out of Oxford and widened his reputation. His contemporaries, however, were well aware that he might yet do more. ‘He ought to have been an architect in the 17th century, at Rome’, wrote John Willis Clark. ‘What Palaces he would have built for Papal Nephews!’ Oxford had made his name, but it had also limited his appeal. Nor did work outside the city do much to shake this association, at least at first. Town halls, houses, and offices came and went, with seemingly little effect.
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Kowsky, Francis R. "A School Of Romanticists Even Then Fast Vanishing 1881-1895." In Country, Park, & City, 281–320. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195114959.003.0010.
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Abstract By1881,Vaux could look back on 30 years of success and near success. While much work and many challenges lay ahead, over the next decade and a half he would see his name eclipsed by others, especially as America became enamored of modern Neoclassicism. But a taste for Roman monumentality was not in Vaux’s makeup, and until his death in 1895, he remained true to the ideals of naturalism in landscape design and to picturesque expression in building. When Olmsted moved to Brookline, Massachusetts, in 1881 (he told Vaux that it “would be Hell” for him to stay living in NewYork),Vaux must have felt that indeed an era had ended in his life. Vaux was to continue to concern himself with the parks that he and Olmsted had designed together, and from time to time he would prepare plans for significant new pleasure grounds with his old partner. Especially after 1888, when Vaux became landscape architect with the Department of Public Parks, a post that he held until his death in November 1895, he had the opportunity to fulfill his desire to plan for the city he loved many new small parks and squares. Much of this work was done with his devoted protege, Samuel Parsons Jr., who became Vaux’’s professional partner in 1880. The son of a well-known Flushing, Long Island, nurseryman, Parsons came to study landscape architecture with Vaux after graduating from Yale in 1862 and having worked for a time in his father’s business. Assisting Parsons, Radford, and Vaux was the architect’s son Downing, who by the beginning of the 1880s, after completing his degree at Columbia, had determined on a career in architecture and landscape architecture under his father’s tutelage.
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Watts, A. G. "City of Refuge." In History of Universities: Volume XXXVI / 1, 180—C6P73. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780198883685.003.0006.
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Abstract This chapter discusses the evacuation of universities in London to the provinces during the Second World War. The largest number of students went to Cambridge, from universities such as the London School of Economics (LSE), Queen Mary College (QMC), the School of Oriental and African Studies (SOAS), Bedford College, St Bartholomew’s Hospital Medical College (Barts), the London Hospital Medical College, and the Bartlett School of Architecture. The looks at the awareness of students of the differences between their lives in Cambridge and in London. Even with the severe dislocation, both London and Cambridge colleges benefited from this relationship. The chapter references how the LSE learned the benefits of residential accommodation, and Cambridge colleges received access to new subjects such as sociology.
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Curtis, John. "David Oates 1927–2004." In Proceedings of the British Academy, Volume 153 Biographical Memoirs of Fellows, VII. British Academy, 2008. http://dx.doi.org/10.5871/bacad/9780197264348.003.0014.
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David Oates (1927–2004), a Fellow of the British Academy, was a distinguished Mesopotamian archaeologist whose name is closely associated with three of the best-known sites in the Middle East: Nimrud, Tell al-Rimah, and Tell Brak. He was a fellow of Trinity College at the University of Cambridge and Lecturer in Archaeology from 1957 to 1965, as well as Director of the British School of Archaeology in Iraq from 1965 to 1969 and Professor of Western Asiatic Archaeology at the Institute of Archaeology, University of London, from 1969 to 1982. In some ways, Oates was a product of the same tradition that had spawned eminent predecessors such as Sir Leonard Woolley and Sir Max Mallowan, but he brought to his task a keen appreciation of ancient languages and cultures, a sharp eye for the interpretation of ancient architecture, and a good understanding of political, social, and economic history and their relevance to archaeological enquiry. At Cambridge he had a brilliant career, reading classics and then archaeology, and graduating in 1948 with first-class honours.
Conference papers on the topic "Cambridge School of Architecture and Landscape Architecture"
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Falkovskaia, Sonya. "From Home Front to Architectural Frontier: How The Cambridge School Redefined Architectural Pedagogy." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.59.
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The Cambridge School of Architecture and Landscape Architecture, active from 1915 to 1942,1 was a groundbreaking institution in architectural education. It was the first U.S. school to grant master’s degrees to women and integrated the teaching of architecture and landscape architecture.2 Beginning and ending at the height of two world wars, the Cambridge School challenged prevailing academic and professional norms, offering a disruptive, barrier-free space that redefined architectural pedagogy and influenced the field.Largely forgotten to history, this paper uses the conceptual framework of the home front to reframe the school’s legacy as one of defiance to a system that tried to silence it, particularly its influence on Harvard’s Graduate School of Design (GSD). By collecting and uncovering previously disparate source materials from several archives, this paper connects the physical manifestations of the school to its pedagogical frameworks to elucidate the school’s complex and far-reaching influence during its active years and beyond.Recognizing the Cambridge School’s contributions provides a deeper understanding of the women’s role in architectural education and challenges historical dismissals of their contributions. This pioneering institution reshaped architectural pedagogy, promoted women’s agency, and continues to offer valuable lessons for a more inclusive and equitable architectural profession.
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Serreli, Giovanni. "Il castello di Marmilla (Las Plassas, Sardegna) e il Museo MudA: una proficua esperienza di valorizzazione e le sue criticità." In FORTMED2024 - Defensive Architecture of the Mediterranean. Valencia: Universitat Politàcnica de València, 2024. http://dx.doi.org/10.4995/fortmed2024.2024.18050.
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As part of the study of the medieval castles of Sardinia, since 1997 I studied the Castle of Marmilla (Las Plassas, Sardinia), one of the border castles of the Kingdom of Arborèa. After having published a monograph and various scientific articles on the castle and the historical landscape, in agreement with the municipal administration we have studied, conceived, designed, and built a museum, the MudA multimedia museum of the Kingdom of Arborèa. Built at the foot of the Castle, it was inaugurated in 2013 and immediately met with considerable success among specialists and enthusiasts, obtaining important funding and recognition. In fact, thanks to a multimedia, multi-sensory and playful approach, particularly suitable for school-age children, the visitor is invited to immerse themselves in the daily life of a medieval castle thanks to the most recent technologies; he thus discovers how a medieval castle worked, how people lived inside it, how people lived in the small villages around it and what its historical context was. The archaeological finds from the excavations of the castle conducted in 2007 are exhibited in a corridor of the museum, that gives them back their shape, function, and existence. The finds speak to the visitor in first person in the language of the Mediterranean place of production and tell of their construction, life, and use. A cook then invites visitors to participate in the medieval banquet offered by the castellan to his king, with the tasting of all the products of that landscape in the Middle Ages. Various interactive games enliven the course.The difficulty in creating thematic and territorial networks with other homologous cultural sites, due to short-sighted local policies and the inconsistency of the new administrators, risks nullifying the existence of a small jewel of cultural enhancement in a territory rich in history but which currently risk depopulation.
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"Examination of Selected School Gardens in the Sample of Selçuklu District Sancak Neighborhood According to Landscape Architecture Design Criteria." In 3rd International Conference on Scientific and Academic Research ICSAR 2023. All Sciences Academy, 2023. http://dx.doi.org/10.59287/as-proceedings.683.
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Iborra Pallarés, Vicente, and Francisco Zaragoza Saura. "Altea Urban Project: An academic approach to the transformation of a coastal Spanish touristic city based on the improvement of the public space." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5990.
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Vicente Iborra Pallarés¹, Francisco Zaragoza Saura2 ¹Building Sciences and Urbanism Department. University of Alicante. Alicante. Politécnica IV, módulo III, 1ª planta. Carretera de San Vicente del Raspeig s/n. 03690 San Vicente del Raspeig ²Concejalía de Urbanismo, Ayuntamiento de Altea. Plaza José María Planelles, 1. 03590 Altea E-mail: vicente.iborra@ua.es, zaragozasaura@gmail.com Keywords (3-5): Public space, historical urban evolution, tourism phenomena, urbanistic project, educational experience Conference topics and scale: City transformations The town of Altea (Alicante, Spain) has an important urban center that has historically been characterized by two contrasting situations: on one hand, the settlements located on the seaside elevations (Bellaguarda and the Renaissance Bastion) linked to the agricultural uses of the fertile valleys of the rivers Algar and els Arcs, and on the other hand the coastal developments, originally fishery, but nowadays with touristic uses on the maritime front. All these elements configure an urban nucleus that, due to its urban, architectural and landscape qualities, gives rise to one of the main tourist attractions of the region. However, the area described nowadays presents an important problem related to the use and habitability of public space, which is invaded by the presence of the private vehicle, even along the seaside, due to its touristic relevance. This article presents the results of an academic experience developed to study different possibilities of urban transformations for the municipality of Altea, taking as a project site the urban vacuum still conserved between the two situations previously described: the historical areas on the coastal elevations (Dalt) and new urban developments parallel to the seaside (Baix). This academic activity, performed by nearly 50 students from the University of Alicante, was developed in the context of the design course Urbanism 5 during the academic year 2015-16, thanks to the agreement signed between the Municipality of Altea and the University of Alicante. References (100 words) Busquets, J. and Correa, F. (2006) Cities X lines: a new lens for the Urbanistic Project (Harvard University Graduate School of Design, Cambridge). Europan Europe (2016) Project and processes (http://www.europan-europe.eu/en/project-and-processes/) accessed January-May 2016. Fernández Per, A. and Mozas, J. (2010) Strategy public (a+t ediciones, Vitoria-Gasteiz). Gehl, J. (2006) La humanización del espacio urbano: la vida social entre los edificios (Reverté, Barcelona). Koolhaas, R. (1995) S, M, L, XL (The Monacelli Press, New York). Lynch, K. (1960) The Image of the City (The Massachusetts Institute of Technology Press, Cambridge). Rebois, D. (ed.) (2014) Europan 12 results. The adaptable city /1 (Europan Europe, Paris).
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Juzwa, Nina, Tomasz Konior, and Jakub Świerzawski. "Architecture on the Edge of a City." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002334.
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The topic concerns the revitalization of a place by the introduction of a new building whose functionality and architectural uniqueness renew and/or develop the place. To put the problem in a broader perspective - the introduction of a building with a non-threatening function and an attractive form makes a declining or stagnant place suddenly appealing again. This applies to both, the built and natural environment. The restauration of both often requires similar revitalization activities and supporting elements.The presented issue is a part of a broader study that concerns architecture as the fine art of building, covering the topic of sustainability in architectural and urban design. The so-called “human factor” is an essential element for shaping a place. It is an element of urban and architectural design of new places. By creating new and different workplaces in declining or stagnant districts, also by introducing unusual architectural forms or materiality, a place can become attractive to users. Previously declining built or natural environment - suddenly become a desirable, growing place. Contemporary international research conducted by neuroscientists confirms the importance of the desire for beauty in ones surroundings. Thus, architectural beauty becomes a vital and economically significant factor in the shaping of the built and natural environment.Present processes of revitalization are usually supported by emphasising elements that make up the “human factor”. It involves balancing the functionality and beauty of an object as important in creating a PLACE in architecture.The topic is presented on the example of architecture of the following buildings:-Gymnasium and Cultural Center in Białołęka, 2006 is located on the edge between urban and landscape areas, on the right bank of the Vistula escarpment. The architectural form reflects the natural landscape. Traditional materiality blends with the context nearly perfectly. -The small buildings of the Cultural Center, 2013, on the outskirts of Warsaw, create a contrast of geometry and materiality to the high-rise blocks of flats. In its shape and material there is a longing for tradition expressed in a balanced, non-intrusive way.-The Krzysztof Kieślowski Film School in Katowice, 2017. The university building for artistic education was tasked to create a PLACE in a declining district. It impresses with its simplicity and its materiality of the traditional material – brick that is presented in a new, changed form. - Stone Pavilion Golędzinow, 2020 is a small building that tells Warsaw residents about nature conservation. The buildings form was created in the image of a post-glacial fossil. It is an object which shape and materiality seems as if taken directly from the natural world. - Press Glass offices in Konopiska, 2021, built in an unexpected place for this type of building. It is located in a former wasteland which was turned into a golf course. The building is intended to promote the excellence of glass - it reflects the green surroundings, and its form builds the uniqueness and beauty of architecture.The co-author of this publication is the designer of the first and fifth example.
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RUSSO, RHETT. "Architecture & STE(A)M : Investing in Community Leadership Through Early Design Education." In 2021 AIA/ACSA Intersections Research Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.aia.inter.21.14.
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Architecture is a STEAM profession, and a model for education that relies on both the arts and the sciences to address the built environment, community engagement, diversity, and civic leadership. This paper provides a case study for a collaborative pedagogical model that introduces architecture, landscape architecture, and urban design in early design education as part of Rise High School’s, funded after school program for underrepresented minorities. The mission of the Rise High program is to cultivate leadership in the community and an enthusiasm for science. The goal is to enable the next generation of students to attend college and pursue higher paying jobs. Working with experts from industry, and academia, students from Rise High School in Schenectady, New York, participated in an urban design proposal to design a public space in downtown Schenectady. The architecture and design module consisted of three workshops with hands on activities that introduced the students to the role of critical thinking and problem solving as they relate to design and community based leadership. All of the workshops were conducted remotely in the spring of 2021, using a combination of Zoom, Miro, and Tinkercad.
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Pancorbo, Luis, Alex Wall, and Iñaki Alday. "Architecture as a System: Urban Catalysts for Lynchburg, Virginia." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.25.
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This paper proposes a critical analysis of “ARCH 2010 Introduction to Urban Architecture” at the School of architecture of the University of Virginia. The studiois part of an overall strategy that tries to subvert the traditional method of teaching in architectural design. In a conventional linear process, students start withthe design of a small-scale architectural object and continue to design buildings in progressively larger scales. Provided with a strong urban context, the 2010 Studio follows a sinusoidal transition of scale, moving from small to large and back again. The ultimate goal of the studio is to put forward/produce an urban architectural project by linking the architectural object with the urban landscape as catalysts for the change within the city. The architectural proposals should be a strategic and thoughtful response to previous research on existing urban systems, and should support the revitalization of public life in their immediate environment and in the whole city. The course was divided in four parts: Elements and infrastructures of the urban environment, developed at Charlottesville Down Town Mall, Urban systems and networks, strategic development plan for 9th street, and design of a mixed-use building and public space (The last 3 parts took place in Lynchburg, Virginia). To connect these four main “problems” there were “transitional exercises” inserted in between them. With the same critical attention, this paper will analyze the final results, the various stages of the course as well as the areas of overlap between different phases, specially designed to ensure the student’s awareness of the consistency of the complete process.
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Strugova, Galina Nikolaevna, and Natalia Rudolfovna Sungurova. "Landscaping of the territory of preschool educational institutions as an important factor in the development and upbringing of children." In III All-Russian Scientific Conference with International Participation "Science, technology, society: Environmental engineering for sustainable development of territories". Krasnoyarsk Science and Technology City Hall, 2022. http://dx.doi.org/10.47813/nto.3.2022.6.710-716.
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Landscaping and landscaping of preschool educational institutions (pre-school) performs various functions: recreational, aesthetic, protective, cognitive, developmental, wellness, camouflage. The territory adjacent to the kindergarten should be safe for children, have a good rest and proper development. And first of all, green spaces will contribute to this: trees, shrubs, flower crops and herbaceous vegetation. Landscaping of the territory of preschool educational institutions is an important and responsible task assigned to landscape architects, since it is necessary to strictly comply with all regulatory requirements for specialized objects of landscape architecture. Plants containing poisonous and toxic substances in their organs, small edible stone fruits, thorns and thorns, species that can cause allergic reactions should not be used. The space in which a child develops largely determines the future worldview, lays the foundations of a careful attitude to nature, forms aesthetic taste.
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Modesitt, Adam. "Figuring in Friction: A Pedagogical Framework for Foundational Studios." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.18.
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It is a truism, perhaps, that architectural education should not merely teach tools, vocationally. Architectural education should prioritize conceptual development, interpretive skills, and critical thinking alongside calisthenic exercises in precision, craft, and rigor. The field of architecture however, continues to adopt an expanding array new mediums, predominantly computational and digital, of increasing complexity. Moreover, facility with new digital tools increasingly serves as a perquisite for entry contemporary architectural practice, presenting urgent questions and challenges for foundational architectural education. Architectural education, especially foundational pedagogy, must impart the fundamentals and simultaneously prepare students for the onset professional practice in which they will face an expanding, fragmented landscape of new architectural tools and mediums.Critical questions for foundational pedagogy include the degree to which tool instruction and shoptalk is positioned within the studio environment. Is pedagogy strengthened by the integration of tool instruction within the studio, or should it be siloed outside in dedicated courses? Among new mediums, which best serve as vehicles for imparting design principles? Which modes of production, historically established or new and experimental, best prepare students for professional practice? Does a focused, targeted adoption of specific tools foster conceptual development, or should a wide-range of tools be sampled? Lastly, amid these questions, where can students find space to experiment, assume risk, and begin to establish their own positions?This paper proposes a pedagogical framework for situating these questions within a foundational architecture studio and presents results from a new core curriculum at the Tulane School of Architecture, in New Orleans. A seminal foundational studio pedagogy developed a decade ago at the school is revisited and reappraised in the context of the revised curriculum. Current and past curricula-la share common roots and goals, but diverge in technique, meth-od, and process. Lesson structures similar to the past curricula were adopted in the current pedagogy to facilitate systematic comparisons between approaches and make legible new outcomes. Development of core studio foundational pedagogy necessitates a clear stance on the role of tool instruction within the studio, a pressing challenge in the context of an increasingly fragmented landscape of tools, techniques, and mediums. The new pedagogy at the Tulane School of Architecture embraces this context, and positions the friction generated amidst the application of multiple tools and mediums as a primary site for architectural invention and critical development.
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Garofalo, Laura. "Entangled: A Studio Project Building Ecology." In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.29.
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Our identity as architects is still bound with the image of nature that places architecture and other human constructs strictly outside of a “wild” nature that is pure, vibrant, and untamed. This has resulted in nostalgic, exclusionary eco-narratives that curtail the architectural imagination. Understanding our role as part of an evolving ecology and its omnipresent human influence has the potential to rein¬vigorate the practice. Coexisting as interdependent entities (both physical and conceptual), landscape and technology can define built form that imagines productive and healthy infrastructures for a collective ecology. This paper describes the first of a set of studios run by the University at Buffalo School of Architecture and Planning Ecological Practices Graduate Research Group, its collabora¬tion with a parallel techniques course, and a local partner and the design build project it initiated, Silo City Trellis. The studio explored how to formulate an eco-centric identity through small scale architectural interventions, garden struc¬tures that literally and figuratively entwine themselves with the local ecology of a site that is at once a burgeoning “urban wild” and a monument to the city’s post-industrial heritage. This apparently wild site is in fact a garden. Maintained and curated, it highlights the effort it takes to maintain a “natu¬ral” environment in the highly synthetic urban context. The architecture of the garden makes it into an interface where the boundaries between nature and the man-made are perpetually negotiated providing a pedagogical model that proposes alternative ideologies about our ecosystems-both environmental and socio-political. Silo City Trellis is a combined structure and landscape regen¬eration system that literally entwines architecture earth and vegetation. Emulating the work of the site’s Director of Ecology the growing infrastructure aims to suggest ecocentric solutions for the future of cities by pushing the boundaries of architecture as a provider of ecosystem services and social stewardship. The proposal envisions that in a post-nature environment architecture can play a role not only in societal enlightenment but also in the intentional cultivation and stewardship of biological ecologies.