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.
Full textKim, Paul Hyun 1971. "Educational quotients : Robert F. Kennedy Middle School." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/67748.
Full textIncludes 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.
Garcia-Montagna, Maria Natalia. "Breathing & Playing Architecture: Bagpipe School, Museum and Workshop." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/34274.
Full textMaster of Architecture
Butler, Ninah. "High school campus design elements for outdoor-based education amenities." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/16935.
Full textDepartment 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.
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.
Full textDepartment 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.
Tomizawa, Susan A. "Planning our nation's schools : considerations for community and site design." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1292542.
Full textDepartment of Landscape Architecture
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.
Full textDepartment 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.
Addo-Atuah, Kweku. "Northview Elementary School: an iterative participatory process in schoolyard planning & design." Kansas State University, 2012. http://hdl.handle.net/2097/13716.
Full textDepartment 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.
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.
Full textDepartment of Landscape Architecture
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.
Full textDepartment 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.
Jarrett, Glen. "Revisioning playground design for the developing world school campus: a nature playground proposal for La Chuscada, Nicaragua." Kansas State University, 2015. http://hdl.handle.net/2097/19039.
Full textLandscape Architecture/Regional and Community Planning
Huston Gibson
Play is essential to the development of children, as it serves as the main platform for a child to begin to explore his or her world and understand their physical and social environment. It is not a frivolous activity, but a method of learning. Despite this recognition, many playground designs are still steered, wrongly so, by unwarranted societal fears of safety. Such playgrounds lack developmental benefits due to their composition of isolated, prefab plastic components on an asphalt field. Despite recognition in the late twentieth century that “childhood itself is in danger of extinction”, many playground are still sterile in nature. The time is now for designers to look critically at playground design trends and intervene to improve the quality of the environments our children are exposed too. The positive development of the next generation, our children, depends on it. In the case of the community of La Chuscada in Chinandega, Nicaragua, economic status presents a major barrier to the creation of beneficial learning environments. This project addresses the hardships of implementing a developmentally beneficial playground, and through the collaboration with the Amigos for Christ philanthropic organization and interior architecture student Aaron Bisch, offers solutions to achieve this goal. Culture-specific influences of play are explored and survey data from the community of La Chuscada reveal strategies for the implementation of a nature playground design that offers developmental benefits for the children of the community.
Яхненко, Олена Миколаївна, Елена Николаевна Яхненко, Olena Mykolaivna Yakhnenko, and А. С. Клочко. "Екологічні особливості ландшафтно-архітектурної організації території шкіл." Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/31604.
Full textGuðmundsdóttir, Anna Kristín. "Outdoor lighting in Icelandic schoolyards : The importance of outdoor lighting during the dark winter days." Thesis, KTH, Ljusdesign, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-210258.
Full textStanevič, Aleksandra. "Kaimo mokyklų aplinkos (eksterjero) būklė ir jos formavimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_184139-18525.
Full textGeneral education school is institution for children, junior and adult, which gives primary, basic and secondary education. The point of school is very special. Environment where child spent his most part of the day is not only aesthetic view but emotional environment – from which belongs schoolchildren’s state of mind, morale, intellectual, emotional welfare. So atmosphere is very important for working process. We don’t have standard how we must create and hold school’s atmosphere. Each institution make it how it is possible and how its better for students. The goal of this work to ascertain environment of Lithuanian schools in village and their formative opportunity. For the attainment of purpose was thought about such tasks as: 1) to analyze external ( exterior) village school’s condition, 2) to represent formative suggestion . After research i understand that external environment of Lithuanian schools is not so good, often even below standard of hygiene and safety. Schools don’t have enough money to make nice landscape, don’t have primary commodities. Education offices in village cant to give such opportunity to educate student in aesthetically ordered environment, and school’s community can’t to do this because they don’t have enough knowledge about how to make or create modern landscape in school territory.
Senate, University of Arizona Faculty. "Faculty Senate Minutes November 5, 2012." University of Arizona Faculty Senate (Tucson, AZ), 2012. http://hdl.handle.net/10150/255174.
Full textObrusníková, Magdalena. "Horečky." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2018. http://www.nusl.cz/ntk/nusl-377197.
Full textSenate, University of Arizona Faculty. "Faculty Senate Minutes May 6, 2013." University of Arizona Faculty Senate (Tucson, AZ), 2013. http://hdl.handle.net/10150/301423.
Full textSenate, University of Arizona Faculty. "Faculty Senate Minutes January 22, 2018." University of Arizona Faculty Senate (Tucson, AZ), 2018. http://hdl.handle.net/10150/626508.
Full textChang, Wan-Jing, and 張婉菁. "An Action Research on Landscape Architecture Teaching at Vocational High School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/96780921825524718618.
Full text國立中興大學
園藝學系所
103
The study used action research to examine the effects of different teaching methods on learning achievement and motivation for students studying at the department of Horticulture in senior vocational high school. Data were collected by the researcher through using various program designs on teaching plan of horticulture and landscape architecture in order to understand the effectiveness of using methods of multimedia auxiliary learning, collaboration learning, and games learning. In the research processes, the study also used potential methods to collect data, including observation, interviews, personal statement, learning sheet and questionnaire before and after the teaching. Researcher acted as an instructor to achieve the goal of enhancing the effects of teaching and analyzing how to conquer the problems during teaching practices and how to rectify teaching strategies. It is expected that this study provides specific suggestions on that teaching course in design and practice to horticulture and landscape architecture according to the teaching results and students’ performances. The major subjects in this study are described as follows: 1. Could the teaching and different methods or proper materials enhance students’ interest in learning the courses by a teaching plan of horticulture and landscape architecture? 2. How to design proper teaching plan that can be more efficiency to achieve teaching effects in horticulture and landscape architecture? 3. How to provide the proper solutions, such as reformed teaching materials and teaching method, when encounter any difficulty in implementing action? 4. What personal growth benefits teachers might have from teaching experiences during this research? Results of research indicated that it is necessary to conduct the teaching plan using multimedia auxiliary tools/computerized in teaching horticulture and landscape architecture. It is good to build a great collaboration and learning environment for students via peer-mediated instruction. It can ease the tension atmosphere in the classroom using game learning method and decrease the learning pressure from the formally class courses. Besides, the relationship between teachers and students will be better using the game learning method. It can also connect theory and practice via action research for teacher in the field of horticulture and landscape architecture. Results of the study indicated that teachers can self-examine in different ways for teaching method. Furthermore, the relationship between teachers and students can be improved and warming and harmonic learning conditions can be established. The major recommendations drawn from this study to provide a reference for Taiwan’s teachers teaching in the field of horticulture and landscape architecture are described as followings. 1. Teachers should have the abilities of self-examination and problem solving. 2. Teacher should play an effective role in making good integration of theory and practice. 3. It is necessary to develop appropriate teaching plans in the field of horticulture and landscape architecture.
Watson, Adam. "Re(creation): how landscape architecture may remediate Winnipeg's high school athletic facilities." 2015. http://hdl.handle.net/1993/30674.
Full textOctober 2015
Bassamtabar, Reyhaneh. "THE ENHANCEMENT OF LEARNING THROUGH THE DESIGN PROCCESS: RENOVATING THE FORT RIVER ELEMENTARY SCHOOL IN AMHERST, MA." 2018. https://scholarworks.umass.edu/masters_theses_2/683.
Full textJenkins, John Michael. "The new school: Creating a role for the architect in America's urban landscape." Thesis, 1994. http://hdl.handle.net/1911/13848.
Full textOrr, Catherine. "Nurturing Landscapes: Creating educational rainwater management systems on school grounds." Thesis, 2015. http://hdl.handle.net/1828/6727.
Full textGraduate
0390
orr.cat@gmail.com
Mercer, Francois. "A suburban cultivation school addressing the rehabilitation of a waste landscape in Roodepoort." Thesis, 2014. http://hdl.handle.net/10210/9785.
Full textThis dissertation explores my own neighbourhood – Roodepoort. It critically examines consumerist lifestyles which currently dominate the area and proposes an architectural intervention which will showcase new modes of living. The proposed building accommodates a cultivation school and a ‘hackerspace’ where residents of Roodepoort can learn to live more sustainable. The cultivation school recalls Roodepoort’s history as a farming area and celebrates the area’s spirit of place. The hackerspace provides a place for suburban inventors to work and collaborate.
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