Relevant bibliographies by topics / School: School of Architecture

Academic literature on the topic 'School: School of Architecture'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School: School of Architecture"

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Töpper, Daniel, and Fanny Isensee. "From «School Buildings» to «School Architecture» – School Technicians, Grand School Buildings and Educational Architecture in Prussia and the USA in the Nineteenth Century." Historia y Memoria de la Educación, no. 13 (December 14, 2020): 375. http://dx.doi.org/10.5944/hme.13.2021.27537.

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The history of school buildings is commonly written as a history of architecture, focusing on outstanding architects and buildings. However, the connection between pedagogical-administrative prescriptions and educational architecture has been studied less, particularly in the nineteenth century. This article highlights the often-overlooked agency of school technicians and proposes to interpret the nineteenth-century history of building schools as a history of implementing pedagogical-administrative objectives. The design of schools followed the inner differentiation of school curricula, at the same time being affected by the growth of school sizes prompted by school management structures and their efficiency aims. We will show how in larger cities the initial one-classroom schools developed into multiple-classroom buildings, taking on their final form in “grand school buildings”. The organizational developments tried and tested here would later become the national standard, with rural schools following with a certain delay. In order to grasp the emergence of the phenomena of these “grand school buildings” we combine the Prussian and US-American cases in their transatlantic connection in order to comprehend the transnational dimension of school building norms. Being closely connected through mutual observation, the US and Prussian contexts established two decisive aspects: in the Prussian case, the division into separate classrooms as functional units of school construction was implemented, while in the United States additional school rooms such as the assembly hall and specific subject-related rooms were introduced. “Grand school buildings” initiated the interest of the architectural profession, leading to negotiations between school technicians and architects.
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Putri, Anggi Jihan, Chusnatun Nisa, Ardania Safitri, and Muhammad Ainul Yaqin. "Development Of Pesoktren's Business Architecture." Generation Journal 4, no. 1 (March 18, 2020): 1–9. http://dx.doi.org/10.29407/gj.v4i1.13957.

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Abstrac-Technology is a thing that is needed for now. One of them is technology that is also needed in Islamic boarding schools. Islamic boarding schools currently do not have a clear architecture for developing technology. In an institution, it needs a mature planning for architectural development. To support the success of Islamic boarding school, a good business process is needed. To make this happen thepesantren business architecture was created using the TOGAF ADM method. In making this business architecture refers to 52 boarding school standards. Of the 52 boarding school standards, each SOP will be made and then grouped each SOP using the TF-IDF algorithm and articulation to facilitate the process of grouping SOPs so that an organizational structure of the boarding school is obtained
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Pratiwi, Widya Wahyu, M. Faiz Fathoni, Arif Santoso, and M. Ainul Yaqin. "Analisis Pola Pertumbuhan Arsitektur Bisnis Sekolah Berdasarkan CMM." Jurasik (Jurnal Riset Sistem Informasi dan Teknik Informatika) 5, no. 1 (March 1, 2020): 102. http://dx.doi.org/10.30645/jurasik.v5i1.174.

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School is an educational institution established by the government / private sector with age-appropriate levels. Every school has a business process, such as the admission process for new students, the teaching and learning process by students and teachers, the process of supporting facilities for educational processes, is the pattern of every set of business process architecture in the school. Each school needs standardization which is continuously improved to match the national school standard (SSN) that has been set by the government in Government Regulation No. 19 of 2005. Good school standardization can be seen from the growing patterns of business architecture with high complexity, in mark the number of students, integrated teaching curriculum, and complete infrastructure to support school activities. So in this study, conducting an analysis of the growth patterns of business architecture in schools in order to facilitate decision making and as a reference in the education process so that schools can be well standardized, by measuring the level of maturity of the capabilities of processes in the architectural pattern of school business processes using Capability Maturity Model (CMM), the result of this study is an analysis of the growth patterns of school business architecture with the maturity of business process patterns in accordance with national school standards, which can provide information as a support in business process activities in schools
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Masschelein, Jan, and Maarten Simons. "Schools as Architecture for Newcomers and Strangers: The Perfect School as Public School?" Teachers College Record: The Voice of Scholarship in Education 112, no. 2 (February 2010): 533–55. http://dx.doi.org/10.1177/016146811011200209.

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Background/Context The article reflects on the public role of education on the occasion of the 50th anniversary of the publication of Hannah Arendt's essay, “The Crisis in Education” and in facing the current transformation of public policy into “new public management.” Purpose/Objective/Research Question/Focus of Study Based on Arendt's essay, “The Crisis in Education,” the article explores that peculiar setting and architecture between family and world that is called school. The leading concern for this investigation is the school's public meaning. The point of departure is that today, the public role of education is an urgent concern, that is, the school's public role is questioned in view of the current processes of privatization, and what is critically described as the “capitalization of life.” In this contribution, based on a reading of Arendt's essay and relying on the analysis of a specific school design by the architect Wim Cuyvers, two different ways of thinking the public meaning of school education are explored. One way of thinking takes the school as an infrastructure of “intro-duction,” while the other way of thinking regards the school as an infrastructure of “e-duc(a)tion.” Research Design This article is an analytic essay. Conclusions/Recommendations The article shows that it is impossible to think “a new beginning in our world” without thinking the school as public space. Drawing on some thoughts of Agamben and the school architecture of Cuyvers, the article offers an outline for elaborating the Arendtian thinking of the “perfect school.” This school is conceived of as a space where people are exposed to things, and being exposed could be regarded as being drawn outside (or as e-ducation), that is, into public space. Public space is a “free space” or the space of “free time.” This free time is precisely the sense that the Greek “scholé” seemed to indicate—a space where (economic, social, cultural, political, private …) time is suspended and where people have time at their disposal for “a new beginning.” Whereas the museum is the setting that accumulates time, the school could be seen as the setting for suspending time. The school as “public architecture,” then, is not a space/time of “intro-duction” and “in-between,” but a space/time of “suspension” and “e-ducation.”
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Rahman, Septian Fadillah, and Sri Suryani Yuprapti Winasih. "Study of Behavioral Architecture Application at Bin Baz Putra Islamic Boarding School Bantul." Architectural Research Journal (ARJ) 2, no. 1 (June 22, 2022): 10–14. http://dx.doi.org/10.22225/arj.2.1.2022.10-14.

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The moral decline of the nation's children is the most important issue today, and one of the solutions to solve it is through character education according to Islamic teachings in Islamic boarding schools. The Bin Baz Putra Islamic Boarding School is one of the Islamic boarding schools located in Piyungan, Bantul, Yogyakarta Special Region. As an educational institution, Islamic boarding school should apply a behavioral architectural approach as the basis for designing Islamic boarding school. So the purpose of this study is to examine the application of behavioral architecture in Bin Baz Putra Islamic Boarding School which is carried out using descriptive qualitative research methods from literature sources related to Islamic religious education in Islamic boarding schools and behavioral architecture, as well as a source of observations to collect informative data from boarding school object. The focus of the research is focused on the qualitative assessment of the area and facilities of the Bin Baz Putra Islamic Boarding School against several principles of behavioral architecture according to Carol Simon Weisten and Thomas G. David who then concluded that the Bin Baz Putra Islamic Boarding School in Bantul is still lacking in the application of behavioral architecture aspects, especially in physical comfort. students where bedrooms and student classrooms are not large enough to accommodate the number of students total 40 people.
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Zain, Noorhasanah. "PEMODELAN ARSITEKTUR ENTERPRISE MENGGUNAKAN METODE TOGAF ADM (Studi Kasus: SMAN 1 WATUBANGGA)." Jurnal Teknologi Informasi dan Terapan 5, no. 1 (April 3, 2019): 1–8. http://dx.doi.org/10.25047/jtit.v5i1.72.

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SMA Negeri 1 Watubangga is one of the schools in Kolaka Regency that implement the flagship program, but the current condition of SMA Negeri 1 Watubangga does not have an integrated information system architecture according to the needs and objectives of the school, this problem arises because the school has not focused on the process development of information systems. Therefore it is necessary design of information system architecture SMA Negeri 1 Watubangga. Architectural modeling in this research using TOGAF Framework (The Open Group Architecture Framework) with ADM (Architecture Development Methode) method. Stages used are the preparation of architectural vision, business architecture, information system architecture, technology architecture, opportunities and solutions and migration plans.The result of this enterprise architecture modeling is the blue print model and framework in integrated school information system modeling to support the needs of SMAN 1 Watubangga.
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Romashko, Anastasiia, and Yuliia Kharaborska. "SOME ASPECTS OF THE NEED FOR RENOVATION OF THE FUNCTIONAL PLANNING STRUCTURE OF SCHOOLS." Architectural Bulletin of KNUCA, no. 22-23 (December 12, 2021): 150–56. http://dx.doi.org/10.32347/2519-8661.2021.22-23.150-156.

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The article considers the architectural problems of modern secondary education from the point of view of changes in the requirements of both the functional planning structure of the school and the educational process, in accordance with the reform of the Ministry of Education and Science - “New Ukrainian School”. It is noted that in Ukraine, most schools were built during the Soviet era and, accordingly, they do not meet modern requirements and are in need of renovation. Various periods of the formation and design of schools during the Soviet Union, from 1926 to 1956, are examined. The role of school is defined as a place where a person begins to form as an individual, and starts to realize their role in life. The influence of the architecture of the school building on the character and worldview of the child is considered. Such modern design trends of schools abroad as “open space”, “aspect of mobility”, and environmental friendliness are elaborated upon. The formation of a free school space layout allows the child to feel free and comfortable, and also makes it possible not to “hold down” thoughts in the process of understanding oneself and the world around them, establishing a more creative atmosphere. Another important aspect of the formation of modern schools in the world is mobility. In schools with a mobile interior, the child and the teacher can change the space for themselves - move everything and rearrange it as they need. The items do not have a fixed place, it is decided as necessary. One of the current trends in the architecture and design of modern schools is the inextricable link with the natural environment, the active interaction of the building and natural elements, their inclusion in school architecture and indirectly in the educational process. This direction is implemented using the technologies of "green building", that allow to create a sustainable architectural environment for school buildings and complexes, which preserves and improves the environment. Some examples in modern world architecture are analyzed, illustrating approaches to the design and renovation of schools.
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Davies, Colin. "Architecture school journals." Architectural Research Quarterly 1, no. 2 (1995): 96–98. http://dx.doi.org/10.1017/s1359135500002839.

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Kamynina, A. S., and L. M. Reznitskaya. "Factors influencing the design concept of Trondheim School Of Architecture." Vestnik Tomskogo gosudarstvennogo arkhitekturno-stroitel'nogo universiteta. JOURNAL of Construction and Architecture 24, no. 4 (August 26, 2022): 41–56. http://dx.doi.org/10.31675/1607-1859-2022-24-4-41-56.

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The design concept of the Trondheim School of Architecture is modernization of architectural education in Europe in the 21st century. Education must include the understanding of principles of sustainable development, social context, place for design of buildings, transformation of the professional architectural mentality to make creative methods a part of continuous and harmonic, spiritual cultural process. The learning environment must provide knowledge and skills and a stimulus for personal development. The rapid change in the living environment in the 21st century has presented new challenges future architects. These problems most of all affect the design concepts of new architectural schools, including the Trondheim School of Architecture.
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Teague, Edward H., and Alexandra de Luise. "ARCHITECTURE SIG: Architecture School Publications." Art Documentation: Journal of the Art Libraries Society of North America 6, no. 1 (April 1987): 24–26. http://dx.doi.org/10.1086/adx.6.1.27947709.

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Dissertations / Theses on the topic "School: School of Architecture"

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Qian, Kun M. Arch Massachusetts Institute of Technology. "Sharing school of architecture." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/103485.

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Thesis: M. Arch. in Real Estate Development, Massachusetts Institute of Technology, Department of Architecture, 2016.
Thesis: S.M. in Real Estate Development, Massachusetts Institute of Technology, Program in Real Estate Development in conjunction with the Center for Real Estate, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 96).
Pedagogical experiments played very important role in shaping architectural discourse and practice in the second half of the 20th century. Along the history, the architecture discipline developed and struggled for new territories by articulating its relationship to the technological, socio-political and cultural transformations of the time -- and education became a vehicle for these actions. The rise of information technology brought sharing economy to urban life. Accessibility to spaces has been redistributed along with the notion of private and public territories. As companies starting to build platforms like Airbnb, Breather to accelerate the mixing of multi-programmatic spaces, institutional organizations tend to stay unchanged for their spatial arrangements. With the title of "Sharing School of Architecture", this thesis is putting together an argument as well as an attempt to push architecture school to the frontier of sharing economy by reimaging its spatial and programatic organization in the contemporary urbanism context, which eables architecture elements to access, curate and reinvent spaces into pedagogical programs. Instead of a static campus with traditional curriculum, architecture school should be an ever-growing network of spaces as part of urbanization, and a system continuously generating creative content that fullfills people's contenporary urban life.
by Kun Qian.
M. Arch. in Real Estate Development
S.M. in Real Estate Development
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Gaudreault, Geoffrey P. "A School of Architecture." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33319.

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I propose to create a building whose formal architectural elements; floor, wall, column, and stair, all transform to provide for the needs of the user. The structure will exist as not just a support for an enclosure, but a system where the furniture, storage, and other systems are integrated parts of the building itself. This is the central idea that I will use to create a form language that can be applied to a building whose parts serve all of the functions of the building. If the building itself changes to accommodate the needs of the creator, then the building would become an integral tool in the creative process.
Master of Architecture
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Woo, Wing-tat Alfred, and 胡榮達. "Deconstructing the Faculty of Architecture: the architectural school 2001." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984939.

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Woo, Wing-tat Alfred. "Deconstructing the Faculty of Architecture : the architectural school 2001 /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953175.

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Alfred, Jovlunden. "DropIN School." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-138820.

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Classey, Eric. "The architecture of the urban school : London's comprehensive schools 1945-1986." Thesis, University of East London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532874.

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Post-War educational policies were radical, but not radical enough for London's social educational agenda. The London County Council, the largest education authority in England, pursued a revolutionary type of education that led to a completely new type of secondary school, despite the urgent need to repair considerable war damage. The launching of the new comprehensive school was a daring operation involving the controversial closing of numerous established schools. Their policy was divisive, generating opposition from politicians of both sides, from the government and even within the council. This thesis charts the history of the architecture of the London comprehensive school. It is a critical review comparing London with national developments, and examines the way the new educational requirements led to a new architecture for the new comprehensives. Architects were at last able to practise modernist architecture for a social purpose, and design for increased complexity in architecture and function. The authority's architects, together with numerous private practices, were able to creatively design schools with a great diversity of modernist architecture. The architecture and how it was perceived together with educational planning is examined. The early difficulties faced in launching the new schools and the special problems of the city school are highlighted. System construction and the reasons why it was not relevant for London are also discussed. This is the first time a wide-ranging selection of London schools has been collated, examined and evaluated. It reveals a rich collection of English modernist architectural developments. The London urban school, ranging from the fifties with Kidbrooke school, to the eighties and into the age of High-Tech with Waterfield, is recorded. Comprehensive schools are now being radically reinvented, altered or demolished, and this work attempts to record the making of their architecture before the history is lost.
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Bernal, Jorge L. "Design and Architecture High School." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/31126.

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This thesis is about learning from architecture, it is about teaching design at an early age, and how light and space speak about architecture. It is about teaching design and architecture at the high school level, and the ideas, metaphors and sources of inspirations used to achieve this. Design students require a sense of the sublime, the ability to respond to art and architecture, and challenge to aspire to greatness. Schools of design must teach about nature, the metaphysical and the fragility of mankind, moving away from prior schools of thought including "form follows function" and replacing the traditional teaching of architecture with a more inclusive approach.One way to develop thought processes that lead to inclusivity is through the metaphor. Metaphors are the foundation of the imagination. Strongly developed metaphorical channels are essential to any designer. They offer opportunities to contemplate a proposed work in another light. They inspire the designer to probe new sets of questions and develop new ideas and interpretations. Several metaphors formed the basis of this thesis, "Learning as Light," "A new light every dawn," and "Education by Design," which proposes that twenty?first century design educators rely more greatly on the use of metaphors in their teaching curriculum. Above all, the search for the metaphysical "soul of the building" is and will continue to be the most integral element in the teaching of design and architecture. Art, architecture and archeology are essential elements to a robust design education, for they provide the context for the history, challenges and changes of the field. This thesis proposes a Design and Architecture High School in downtown Washington, a design developed through careful consideration of the elements essential to the transfer of knowledge.
Master of Architecture
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MEYER, MATTHEW A. "Back to School: The Adaptive Reuse of Public School Buildings." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212086328.

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Silva, Luis Ernesto. "Community School." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33765.

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"School began with a man under a tree, who did not know he was a teacher, discussing his realization with a few, who did not know they were students. The students aspired that their sons also listen to such a man. Spaces were erected and the first school became. It can also be said that the existence-will of school was there even before the circumstances of the man under the tree" Louis Kahn
Master of Architecture
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Knapp, Petra C. "The Architecture of Education: Public Schools in Akron, 1890-1920." Connect to resource online, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1252415666.

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Books on the topic "School: School of Architecture"

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Cole, Doris. School treasures: Architecture of historic Boston schools. Weston, MA: Font & Center Press, 2002.

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Derwig, Jan. Amsterdam school. Amsterdam: Architectura & natura, 1991.

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Oxford Polytechnic. School of Architecture. Oxford School of Architecture. Oxford: Oxford Polytechnic, School of Architecture, 1991.

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Jobson, Frederick J. Chapel and school architecture. Peterborough: WMHS Publications/Methodist Publishing House, 1991.

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Gelfand, Lisa. Sustainable school architecture: Design for primary and secondary schools. Hoboken, N.J: John Wiley & Sons, 2010.

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Corey, Freed Eric, ed. Sustainable school architecture: Design for primary and secondary schools. Hoboken, N.J: John Wiley & Sons, 2010.

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Maristella, Casciato, ed. The Amsterdam school. Rotterdam: 010 Publishers, 1996.

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Architecture, Manchester School of. The Manchester School of Architecture. Manchester: The School, 1998.

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Oxford Brookes University. School of Architecture. Oxford School of Architecture review. Oxford: Oxford Brookes University, School of Architecture, 1993.

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Oxford Polytechnic. School of Architecture. Oxford School of Architecture review. Oxford: Oxford Polytechnic, School of Architecture, 1992.

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Book chapters on the topic "School: School of Architecture"

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Lobell, John. "The School." In The Philadelphia School and the Future of Architecture, 31–76. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003178958-3.

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Cook, Peter. "The School As Orchestra." In Lives in Architecture, 63–82. London: RIBA Publishing, 2021. http://dx.doi.org/10.4324/9781003212799-6.

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Castro, Antonio, and Leonel Santos. "Refurbishment Informational School Architecture." In IFIP Advances in Information and Communication Technology, 119–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38411-0_11.

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Lobell, John. "Philadelphia School Buildings." In The Philadelphia School and the Future of Architecture, 117–43. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003178958-5.

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Zuccoli, Franca. "Education and Architecture: Seeking Grounds for Dialogue." In Renewing Middle School Facilities, 17–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19629-5_2.

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Cappai, C., and A. Venturini. "A Bioclimatic School in Venice." In 1989 2nd European Conference on Architecture, 591–93. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-017-0556-1_170.

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Gaudin, G. "The Elisa Lemonnier Bioclimatic School." In 1989 2nd European Conference on Architecture, 627–29. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-017-0556-1_182.

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Segawa, Hugo. "The Affirmation of a School 1943–1960." In Architecture of Brazil, 113–43. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5431-1_6.

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Wilson, Dreck Spurlock. "University of Pennsylvania School of Architecture." In Julian Abele, 23–33. New York: Routledge, 2019. | Series: Minorities in: Routledge, 2019. http://dx.doi.org/10.4324/9781351021661-4.

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Sanusi, Aliyah Nur Zafirah, Aida Kesuma Azmin, Fadzidah Abdullah, and Mohd Hisyamuddin Kassim. "Climatic Adaptations of Colonial School Buildings in Malaysia." In Sustainable Vernacular Architecture, 275–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06185-2_14.

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Conference papers on the topic "School: School of Architecture"

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Cristina Santos, Elza. "Human Concepts Applied on School Design." In Applied Human Factors and Ergonomics Conference. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe100593.

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The project to an early childhood school started from this problematic: why do not schools offer efficient quality spaces to early childhood education? As an answer, it was suggested that the school building, besides presenting a fitting spatial solution to a pedagogical proposition, should consider playing as a very important activity in the learning process. Have been considered the hypothesis that most schools do not present appropriate environments for child education and that playful activity in a complex scholar space is essential to this process. The confirmation of these hypothesis led to an idea which embraces the human concepts of welcoming, complexity, versatility, transparence and playfulness, determinative to the project guidelines: integration with the community; open sketch/nature interaction; school as a small learning community; natural lighting and ventilation; cozy environments; walking as a learning tour; adaptability/flexibility/variety; transparence and passive supervision; architecture that teaches/sustainability; exterior spaces and playful stimulus; material, textures and colors as identity elements.
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Holland, M. C. G. O. "The Virtual School of Architecture and Design." In DIGITAL ARCHITECTURE 2006. Southampton, UK: WIT Press, 2006. http://dx.doi.org/10.2495/darc060131.

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Gölemen, S., N. Taş, and M. Taş. "The changes of sustainable primary school buildings." In ECO-ARCHITECTURE 2016. Southampton UK: WIT Press, 2016. http://dx.doi.org/10.2495/arc160021.

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LAMARI, Meryem, and Youcef LAZRI. "Mobility Practice, What Solutions to Ensure the Safety of The Surroundings of Schools? Case Study: Tarek Ibn Ziad School, Guelma." In 4th International Conference of Contemporary Affairs in Architecture and Urbanism – Full book proceedings of ICCAUA2020, 20-21 May 2021. Alanya Hamdullah Emin Paşa University, 2021. http://dx.doi.org/10.38027/iccaua2021205n1.

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The school is the primordial nucleus of society, inscribed in the city, in the neighbourhood. On this scale, taking into account road safety around schools and on home-school journeys is a priority. This problematic was applied to the primary school of "TAREK IBN ZIAD" in Guelma city that is located near the primary roads characterized by dense road traffic and mobility practice which cannot be marginalized. This work aims to improve a feeling of belonging and social security, and also, strengthening mitigation measures or setting up specific programs to improve security. To properly conduct this scientific research, an inventory (diagnosis) must be established around the school and its surroundings. Collection of data was based on: a direct observation, a school survey by questionnaire, a series of interviews involving all the actors concerned as sources of information. The results obtained confirm the marginalized situation of the school surroundings. The vast majority of the participants stressed the need to work in partnership with all stakeholders to find sustainable solutions to this recurring problem.
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Smulevich, Gerard. "The Digital Bauhaus." In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.63.

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This paper describes the use of electronic space in a fourth year undergraduate architectural design studio. It attempts to address the importance of developing a design process that is redefined by the use of computing, integrating concept and perception. This goal is set in the studio exercise, an international student design competition to design an addition to the school of architecture at the original Bauhaus/Weimar. The studio involved re-evaluating the Bauhaus principles of integrating the artist and the craftsman, but in contemporary or post-industrial terms. In 1989 the Wall came down. Seamless access of western telecommunications and media became greatly responsible for the crumbling of the rigid machine-age soviet technocracy; and with it, the former east German city of Weimar, home to the first Bauhaus, was once again a living part of architectural history. When the Association of Collegiate Schools of Architecture announced an international student competition to design a new addition to the school of architecture at the original Bauhaus/Weimar, we immediately decided that this should be an Electronic Bauhaus.
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"Evaluation of School Zone Improvement Scheme." In 6th Annual International Conference on Architecture and Civil Engineering (ACE 2018). Global Science and Technology Forum, 2018. http://dx.doi.org/10.5176/2301-394x_ace18.55.

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Garrison, M. "Designs for the Global South: a sustainable primary school in Uganda." In ECO-ARCHITECTURE 2014. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/arc140141.

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Pimenova, K. D. "Socio-cultural reflections of vanguard architecture in the Soviet society." In VI Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2018. http://dx.doi.org/10.32460/ishmu-2018-6-0010.

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Galiana, Miguel, and Lucía Seguí. "IMPLEMENTING FLIPPED CLASSROOM IN THE SCHOOL OF ARCHITECTURE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0877.

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Waerum, Jens, and Bjarne Rüdiger Kristiansen. "CAAD Education at the School of Architecture Copenhagen." In eCAADe 1989: CAAD Education - Research and Practice. eCAADe, 1989. http://dx.doi.org/10.52842/conf.ecaade.1989.x.q8k.

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Reports on the topic "School: School of Architecture"

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Adams, Sunny, Chris J. Cochran, and Adam Smith. Architectural Survey of Pence Elementary School, Fort Leonard Wood, Missouri. Fort Belvoir, VA: Defense Technical Information Center, September 2011. http://dx.doi.org/10.21236/ada552793.

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Beaver, Jessica, and Elliot Weinbaum. Measuring School Capacity, Maximizing School Improvement. Consortium for Policy Research in Education, July 2012. http://dx.doi.org/10.12698/cpre.2012.rb53.

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Holmes, George, Jeff DeSimone, and Nicholas Rupp. Does School Choice Increase School Quality? Cambridge, MA: National Bureau of Economic Research, May 2003. http://dx.doi.org/10.3386/w9683.

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Palmer, Michele A., and Mujahid D. Powell. Buffalo Public School #305 McKinley High School. Landscape Architecture Foundation, 2014. http://dx.doi.org/10.31353/cs0850.

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Deming, David, Justine Hastings, Thomas Kane, and Douglas Staiger. School Choice, School Quality and Postsecondary Attainment. Cambridge, MA: National Bureau of Economic Research, September 2011. http://dx.doi.org/10.3386/w17438.

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Abdulkadiroglu, Atila, and Tommy Andersson. School Choice. Cambridge, MA: National Bureau of Economic Research, March 2022. http://dx.doi.org/10.3386/w29822.

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Lanier, R. G. From elementary school science to graduate school textbooks. Office of Scientific and Technical Information (OSTI), September 1990. http://dx.doi.org/10.2172/6476803.

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Baron, E. Jason, Joshua Hyman, and Brittany Vasquez. Public School Funding, School Quality, and Adult Crime. Cambridge, MA: National Bureau of Economic Research, March 2022. http://dx.doi.org/10.3386/w29855.

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Fab Inc., Fab Inc. School Leaders’ Preferences on School Location in Sierra Leone: An individual and school-level study. EdTech Hub, September 2022. http://dx.doi.org/10.53832/edtechhub.0106.

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Hoxby, Caroline. School Choice and School Productivity (or Could School Choice be a Tide that Lifts All Boats?). Cambridge, MA: National Bureau of Economic Research, April 2002. http://dx.doi.org/10.3386/w8873.

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