Journal articles on the topic 'School: School of Architecture'
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1
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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Granita, Selvi Dwi, Vika Anindya Kristi, Sonia Desy Asyarofi, and Muhammad Ainul Yaqin. "Analysis of Growth Patterns of Islamic Boarding School Business Architecture." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 735–39. http://dx.doi.org/10.14421/icse.v3.594.
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The growth pattern of boarding schools is the process of growing boarding schools from the simplest type to the highest type so as to produce more complex business processes. The growth of business processes can affect the growing needs of Islamic boarding schools. Currently there is no modeling of the growth patterns of Islamic boarding schools, so that the needs of Islamic boarding schools have not been well predicted. Therefore, an analysis of the growth patterns of business architecture in Islamic boarding schools is made so that the growth of Islamic boarding school business architecture can be well predicted. Analysis of the growth pattern of the business architecture of this Islamic boarding school uses cellular automata analysis methods. The parameter that triggers growth is the number of students, from this number can trigger other growth such as the number of teachers, the number of dormitories, the number of staff and several other supporting facilities. The final results obtained from this study are a form of growth patterns in boarding school business architecture represented in the form of graphs that can provide information to be used as academic guidelines in the growth of boarding school business architecture needs.
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Yaqin, M. Ainul, Alfionita Sa’adah, Nanda Nafisah Puspithasari, and Lutfia Miftahur Rahma. "Perancangan Arsitektur Sistem Informasi Pondok Pesantren Dengan The Open Group Architecture Framework (Togaf)." Jurasik (Jurnal Riset Sistem Informasi dan Teknik Informatika) 5, no. 1 (March 1, 2020): 50. http://dx.doi.org/10.30645/jurasik.v5i1.168.
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Islamic boarding school is a place of learning in which there are very many facilities and services. Good mastery of language, creativity, religion, leadership and all kinds of knowledge must already exist in the boarding school. The current condition of many Islamic boarding schools does not yet have a specific and integrated information system architecture in Islamic boarding schools in accordance with the needs and objectives of Islamic boarding schools, the cause is because Islamic boarding schools have not yet focused on the process of developing their information systems. Therefore we need an information system in Islamic boarding school. In this study the author raised the information system design of Islamic boarding school by using TOGAF (The Open Group Architecture Framework) with the Architecture Development Method (ADM) method. The output that can be achieved from the design of Islamic Boarding School Information System is to produce a model and basic framework (blue print) in developing integrated boarding school information systems to support the needs of Islamic Boarding Schools.
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Kasper, Tomas. "“Open air school” – A “new” space for educational school reform and life reform in the interwar period in Czechoslovakia (Sudeten German and Czech examples)." Historia y Memoria de la Educación, no. 13 (December 14, 2020): 179. http://dx.doi.org/10.5944/hme.13.2021.27181.
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The study analyses two examples of so-called open air schools in Czechoslovakia in the interwar period – a Czech and a Sudeten German example of “new education”. The article presents selected examples of school reform as a place of “new education” and analyses their architecture with regard to the educational concept, the problem of education of the “new man” within the framework of life reform and with regard to the architectural conception and arrangement of the space intended for learning. The text analyses both the “external” form of the school building and the “internal” architecture of the educational thinking of the main protagonists of both school reform examples – Eduard Štorch and Karl Metzner. The analysis of the examples of school reform is carried out in the socio-political context of Czechoslovakia in the interwar period and in the context of the efforts to reform the school architecture at the beginning of the 20th century and in the interwar period in Central Europe.
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Veres, Mariia. "THE DEVELOPMENT OF THE ARCHITECTURE OF FOLK SCHOOLS IN POLAND BETWEEN XIX –XX CENTURIES." Urban development and spatial planning, no. 77 (May 24, 2021): 65–72. http://dx.doi.org/10.32347/2076-815x.2021.77.65-72.
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The article analyzes the historical and cultural heritage of Polish rural public school architecture at the turn of the XIX and XX centuries. The evolution of the architecture of educational spaces in Poland, which took place under the influence of a combination of cultural and national traditions and a complex set of socio-political, socio-economic, internal and external factors, was considered. General concepts of styles of school facades, planning features of small schools, performed a spatial analysis of school spaces and identified its planning features.
The architecture of Polish public schools in the second half of the 1920’s was largely influenced by the requirements of the new school reform accepted after the First World War. Elements that fit the postulates of school reform began to be used, but above all, it reflected conservative building traditions. Architects, in the spirit of the era, in the construction of school buildings referred to the ideas of modernism. The size and shape of windows has increased, corridors have expanded, toilets in schools have been designed, and even fountains for drinking water in school corridors. The size and number of classrooms and furnishings have also changed. As a result, it has formed a more comfortable and fully adapted modern school premises.
The schools were built mainly on the initiative and funds of local communities and philanthropists. Most of the schools built during that period are still operational. The projects of these schools have developed interiors and provided typical layout of the school grounds, used advanced engineering, design and hygiene solutions that suited the spirit of the era and fully met the needs of teachers and students. That is why till now the Polish public schools are of great importance for the history of the Polish people and world architecture history.
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Willis, Julie. "From home to civic: designing the Australian school." History of Education Review 43, no. 2 (September 30, 2014): 138–51. http://dx.doi.org/10.1108/her-02-2014-0009.
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Purpose – The purpose of this paper is to examine the design of state school buildings in Australia from the 1880s to the 1980s to establish common threads or similar concerns evident in their architecture at a national level. Design/methodology/approach – The researcher compiled a significant data set of hundreds of state schools, derived from government, professional and other publications, archival searches and site visits. Standard analytical methods in architectural research are employed, including stylistic and morphological analysis, to read the designs for meaning and intent. Findings – The data set was interrogated to draw out major themes in school design, the identification of which form the basis of the paper's argument. Four major themes, identifiable at a national level, are identified: school as house; school as civic; school as factory; and school as town. Each theme reflects a different chronological period, being approximately 1900-1920, 1920-1940, 1940-1960 and 1960-1980. The themes reflect the changing representation of aspiration for the school child and their engagement with wider society through the architecture of the school. Originality/value – The paper considers, for the first time, the concerns of educational architecture over time in Australia on a consciously national, rather than state, level.
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Khoiruddin, Hafid, Bayu Triharyanto, Erwin Kristian Putra, and M. Ainul Yaqin. "Arsitektur Sistem Informasi Sekolah." Jurasik (Jurnal Riset Sistem Informasi dan Teknik Informatika) 5, no. 1 (March 1, 2020): 58. http://dx.doi.org/10.30645/jurasik.v5i1.169.
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The design of school information systems enterprise architecture is carried out to find detailed information about school activities based on government regulatory standards. So that the existing information system in the school business is in accordance with the existing standards of the government and there will be no errors in school activities later, a research is carried out that implements TOGAF ADM as a method in building the architecture of school information systems enterprise. Then the results obtained by business architecture include PSB (Acceptance of New Students), PA (Academic Process), PS (Release of Students), MTU (Management of Administration), MSP (Management of Facilities and Infrastructure), LAB (Laboratory), and the acquisition of architecture data, application architecture and technology architecture. So it can be concluded that the TOGAF ADM Method was successfully implemented in the School Information System Architecture and the School Information System Architecture can be used as a guide in the development and development of information systems in terms of data and information management in schools.
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Elfassy, Natanel, Eliyahu Keller, Nof Nathansohn, Gili Merin, Zohar Elmakias, Marik Shtern, Jeremie Hoffmann, Mansour Alsana, and Aviva Peeters. "Negev School of Architecture." Journal of Architectural Education 76, no. 2 (July 3, 2022): 204–5. http://dx.doi.org/10.1080/10464883.2022.2097560.
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Thapa, Shree Hari. "School of Nepalese Architecture." Journal of Innovations in Engineering Education 2, no. 1 (March 1, 2019): 187–94. http://dx.doi.org/10.3126/jiee.v2i1.36674.
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Architecture is an art of creation for the shelter of human beings. The shelter is called a secured place by the fierce animals, natural calamity, and with complete privacy. The school of architecture is distinguished in its use of construction material, skill, techniques, technology, form including the aspiration of the human being on the geographical strata. The technology and tradition of the construction of a building with certain forms and pattern are influenced by the climate, time, situation, and native construction material. Similarly, the migrants, traders, pilgrimage and travelers had transferred knowledge of tradition and technology with the principle of design philosophy from one place to another. The local or indigenous peoples, who lived or inhabit in the region with climate and geological strata, house form and pattern is varied due to the availability of indigenous construction material. The settlement pattern and the design philosophy of the houses in Nepal are geographically divided into three different regions due to its distinctive ways of construction.
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Domingo-Calabuig, Débora. "Dualities in architectural training: The Architecture School of Valencia (1968-1975)." Journal of Technology and Science Education 8, no. 3 (May 21, 2018): 192. http://dx.doi.org/10.3926/jotse.366.
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The school of Valencia was a singular case study in the architectural training in Spain towards the end of the 60s. Like in Madrid, Barcelona, and Seville, the school also participated in the bustling political and social context, but while in these schools the curriculum of 1964 was extended until 1975, in Valencia the creation of the Instituto Politécnico Superior was the opportunity to launch an experimental curriculum introducing notable changes. Beginning in 1969, the new architecture students of Valencia shared a classroom and subjects’ contents with students from 3 other degrees (Industrial Engineering, Civil Engineering, and Agricultural Engineering) and underwent continuous evaluations following a semester calendar. The architecture school of Valencia thus became a dual organism since the previous plan coexisted with the new one, but each was taught in different venues, isolated from one another. This work puts in parallel both curricula, both university environments and the teaching practices received by both group of students and tries to reconstruct the first years of history of the architecture school of Valencia thanks to testimonies and the few existing documentary sources. In addition, a critical assessment of the results is developed which is compared to the recent reflections and changes that have been occurring in the teaching of architecture.
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Folic, Branislav. "The contribution to the research into the role of Bogdan Bogdanovic in the creation of the New School of architecture in Belgrade." Spatium, no. 27 (2012): 19–25. http://dx.doi.org/10.2298/spat1227019f.
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Following student protests in 1968, the reform of universities began in Yugoslavia. The idea of the humanization of architectural profession and the reform of Belgrade Faculty of Architecture towards the environmental studies was launched. The article examines the impact of the New School on the humanization of the architectural profession as part of a general movement to humanize the society of the sixties, as well as the significant role of Bogdan Bogdanovic in the realisation of such an endeavour. First steps towards creating a New School could be foreseen in Bogdan Bogdanovic's text Arhitektura je nauka (The Architecture is a Science) in 1969, which suggests the introduction of the humanistic disciplines in architectural education as well as in the analytical texts of Professor Branislav Milenkovic ?O nastavi na arhitekstonskom fakultetu? (About Teaching at the Faculty of Architecture, 1945-1968) and assistant lecturer Ranko Radovic ?Ucenje neimarstva? published in the magazine Arhitektura-urbanizam (Architecture-Town Planning) No.52 in 1968. During his stay in America, Bogdanovic gained some experience visiting multidisciplinary schools of environmental design. Analyzing the school curriculum and current trends in the education of architects, he set the basis for the application of environmental design. The reform was carried out transparently with equal participation of students, teachers and former students of the Faculty of Architecture. The team for the creation of the New School, led by Bogdan Bogdanovic, after each meeting published announcements that contained conclusions on the implementation of reforms. These announcements and processed materials represented the content basis of the New School of architecture.
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Skowronek, Weronika, and Dorota Winnicka-Jasłowska. "Modern Architecture of School Buildings in Poland. Selected Design Issues on The Example of Two School Buildings Built in the 21st Century." IOP Conference Series: Materials Science and Engineering 1203, no. 2 (November 1, 2021): 022030. http://dx.doi.org/10.1088/1757-899x/1203/2/022030.
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Abstract This article concerns the design and architecture of educational facilities in Poland. It presents selected architectural and spatial solutions for modern primary school buildings. The article is based on a juxtaposition of two school buildings built in the second decade of the 21st century, located in the central and southern part of the country. Contemporary buildings were selected to draw attention to the changing approach to design and the development of architecture dedicated to the youngest recipients, emphasizing important aspects of the school space in the era of growing demands and social awareness. The analysis of the buildings indicated in the article was carried out on the basis of the available literature on the subject, comparison with typical buildings in Poland, and in situ research in school buildings, with an emphasis on the key aspects of the functional and spatial arrangement in the presented facilities, determining the target educational space for students. A school building in Poland, in the minds of many architecture recipients, is associated with a typical building, such as 'millennial schools', created as part of the campaign to build a thousand schools - monuments related to the celebration of the Millennium of the Polish State. The typification period, abounding in many buildings that still function to this day, lasted almost twenty years until 1981, when the standard for typical schools was repealed. At that time, the search for the perfect form of the building as well as flexible and functional school spaces, tailored to the scale of the youngest recipients, began. The classroom, which used to be the only condition for the functioning of the school, turned out to be insufficient. Modern projects have started to be implemented, which systematically contribute to the creation of a new image of the school as a friendly and modern institution, maintained in an optimal and holistic development-oriented educational environment.
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Nedvěd, Martin, and Valerie Zámečníková. "Influence of Alternative Education on the Architecture of Conventional Schools." Advanced Materials Research 1020 (October 2014): 686–91. http://dx.doi.org/10.4028/www.scientific.net/amr.1020.686.
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Alternative schools have had an undisputable innovative influence on the major (conventional) schooling since their formation in the first half of the 20th century. They have brought new ideas and methods that have been partially or fully adopted by schools that do not even consider being alternative. Architectural language formed together with the alternative education (Waldorf, Montessori, Dalton, Jena etc.) and responded to their specific needs and philosophies – specific shapes, layout, new forms of learning areas etc. Aim of this article is to choose and describe some principles of alternative school architecture, which could be used for new buildings and reconstructions of traditional schools. Method of the research was analysis of chosen alternative school buildings that were realized mainly in Europe and the USA, their qualitative evaluation and description of typological and architectural principles. According to the research outcomes, specific typological, constructional and material solutions were chosen, which are possible to apply also to common learning areas designing. Conclusions of this research can be used in practice (by designing of new buildings and reconstructions of school buildings) and in the education of architectural designing and building typology. .
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Birova, Olha. "Architecture Schools of Slobozhanshchyna: Conditions for Formation and Monuments." Scientific Papers of the Vinnytsia Mykhailo Kotsyiubynskyi State Pedagogical University. Series: History, no. 38 (December 2021): 26–31. http://dx.doi.org/10.31652/2411-2143-2021-38-26-31.
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The article describes historical and cultural factors that influenced the formation of the architecture school of Slobozhanshchyna, which had two directions: Okhtyrsky and Limansky. The article deals with the characteristics of these directions and monuments of church construction. The purpose of the article is to characterize the conditions for the formation of architecture schools of Slobidska Ukraine, the disclosure of the features and differences in the monuments of the church architecture of Slobidska Ukraine. Methodology. To disclose the goal in the article, a number of methods are used: general scientific and special-historical (systemic, comparative historical, problem-chronological, etc.). Scientific novelty. The article analyzes the influence of historical events for the formation of culture of the region. It is indicated by the basis, which formed architectural schools and characterized features of architectural construction of Slobidska Ukraine. Considered modern monuments and lost objects of the architectural heritage of Slobozhanshchyna. The importance of the Kharkiv Collegium in the architectural education of the region is considered. Conclusions. Thus, the Sloboda architectural school is an integral part of the architectural property of Ukraine. Based on Ukrainian traditions and due to the support of the Cossack heads, in Slobsdska Ukraine were built churches according to the canons of Slobodsky architecture. In the second half of the 18-th century in church construction, the classical style was popular in Europe. But it is more characteristic of manor temples. The peculiarity of the church architecture of Sloboda Ukraine was an altitudinal disclosure of space, the temples had three parts. All buildings were executed in cross-dome planning. Due to the fact that the main construction material is a tree, most of the buildings have not been preserved. The most ancient buildings of the architecture school of Slobozhanshchyna of the 17-th century there are stone temples of Izum (1684) and Kharkiv (1689).
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Devin Defriza Harisdani and Samantha Theresia. "Medan Nature School with the Application of Energy Saving Ecological Architecture." International Journal of Architecture and Urbanism 4, no. 3 (November 30, 2020): 311–22. http://dx.doi.org/10.32734/ijau.v4i3.5043.
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Schools in Indonesia are conventional schools where students and teachers do activities which are commonly referred to as teaching and learning activities even though the school is not a place to lure students with stacks of information but also to train in terms of maturity of thinking and maturity of attitude. Now has developed a nature school that uses nature as a learning space, media, and teaching materials and learning objects that can take advantage of nature and can preserve nature for the next life. However, Medan only has a few nature schools. This nature school design uses the problem-solving methodology approach to solve existing problems, starting from the formulation stage, data collection, analysis to synthesis using survey techniques, interviews, literature studies, and comparative studies. So, through the design of Medan Nature School is expected to be able to educate students who emphasize education, character, and skills with the Ecological Architecture design approach where school buildings can maintain the environment to be sustainable, related to the plantation system, animal husbandry system, utility system, circulation systems, building design, and layout.
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Schabmann, Alfred, Vera Popper, Barbara Maria Schmidt, Christian Kühn, Ulrike Pitro, and Christiane Spiel. "The relevance of innovative school architecture for school principals." School Leadership & Management 36, no. 2 (March 14, 2016): 184–203. http://dx.doi.org/10.1080/13632434.2016.1196175.
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Shabrina, Idzni, Rista Prahastina, Fifit Yulianti Amanah H., and Muhammad Ainul Yaqin. "School Performance Measurement Based on Business Architecture." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 467–74. http://dx.doi.org/10.14421/icse.v3.548.
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School performance measurement is the process of collecting, processing, analyzing and interpreting data about the quality of work carried out by school members in carrying out their main tasks and roles. Measuring the performance of an organization will encourage the achievement of objectives in the organization. A performance measurement system must be built so that the information obtained is as much and as accurate as possible. Business architecture is a formal representation and tools as well as information for business professionals in assessing, changing and designing a business. Business modeling will show the relationship of organizational behavior with the information needed, and the relationships that occur within the organizational structure, so that business architecture is the main thing that must be completely defined before continuing on to the next stage. To encourage schools to achieve goals and design business strategies that are in line with the objectives, this research will propose a system for measuring school performance based on business architecture.
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ITOH, Shunsuke, and Ryoko KURAKAZU. "TRANSFORMATION OF SCHOOL SERVICES IN HJØRRING, DENMARK: SCHOOL CLOSURE, CONSOLIDATION AND ESTABLISHMENT OF PRIVATE SCHOOLS." AIJ Journal of Technology and Design 26, no. 62 (February 20, 2020): 251–56. http://dx.doi.org/10.3130/aijt.26.251.
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P. Bailes, Lauren, and Wayne K. Hoy. "Designing school contexts for success: paternalism or libertarianism?" International Journal of Educational Management 28, no. 5 (June 3, 2014): 484–97. http://dx.doi.org/10.1108/ijem-02-2013-0027.
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Purpose – The purpose of this paper is to develop, illustrate, and apply the concept of choice architecture to schools. Design/methodology/approach – The analysis is a synthesis of concepts from the social science research that nudge people toward positive actions. Findings – A dozen concepts are identified, defined, and illustrated as a set of principles and guidelines that are elaborated to guide school leaders in the science and art of choice architecture. Practical implications – The principles of choice architecture are demonstrated to be of practical utility for school leaders in designing educational contexts for school achievement. Originality/value – A mental toolbox of concepts and principles that are highlighted for use by school leaders to benefit students and teachers.
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Al-jbouri, Dr Safana Jasim. "The Establishment of the Rehabilitative School." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 217, no. 1 (November 9, 2018): 135–48. http://dx.doi.org/10.36473/ujhss.v217i1.558.
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The research deals with the study of establishing the rehabilitative school which was founded after freeing it by Salah Al-deen Al-Ayoubi in (583 A.H/1187 A.C) during which many schools were established among which is the above – mentioned school. The research includes many points as: naming, geographical site, the stages that preceed the establishment of the school, the school endowment, the architecture of the school, and the most important results reached.
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Zilgalvis, Jānis. "Laidu Manor House School. Assessment of Cultural Heritage Assets upon Closing of the School." Landscape architecture and art, no. 20 (November 8, 2022): 18–23. http://dx.doi.org/10.22616/j.landarchart.2022.20.02.
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The architecture of Courland manor houses is rich in classical monuments. Many of them form impressive building ensembles. The use of the buildings varies, historically – schools, parish boards, farm administrations, nowadays – guesthouses, private properties and still schools. One such site is in Laidi, where the existence of a school is problematic.
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Herwindo, Rahadhian Prajudi, and Singgih Salim. "Influence of Mahayana-Vajrayana School on the Sacred Characteristics of Theravada Vihara in Indonesia." Khazanah Theologia 4, no. 1 (May 29, 2022): 19–34. http://dx.doi.org/10.15575/kt.v4i1.17872.
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After Buddha parinibbana, difference of views between his disciples in interpreting Dhamma result in the creation of three main Buddhist schools: Theravada, Mahayana, and Vajrayana. With slightly different philosophies, these schools also have their own unique architectural characteristics to represent sacredness. However, due to the absence of any architectural literature, wide interpretations of Buddhist teachings, and acculturation with local culture, sacred characteristics of Buddhist architecture became mixed and difficult to distinguish. This research aims to study the influence of Mahayana and Vajrayana schools on the sacred characteristics of Theravada Buddhist architecture in Indonesia. Elaboration of Buddhist architecture and sacredness theory are used to analyse case study in surrounding environment, figure, mass structure, spatial planning, and ornamentation scope to obtain comprehensive acculturation picture of Mahayana and Vajrayana philosophy on Theravada vihara in Indonesia. Based on the results of the analysis, it can be seen that the circular shape that was characteristic of the early Theravada school in the architectural form of the monastery began to be abandoned and the use of anthropomorphic Buddha and iconic symbols as ornamentation elements which were only known in the development of Mahayana and Vajrayana schools.
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Pozdnyakov, A. L., E. V. Pozdnyakova, J. V. Skripkina, and T. A. Efanova. "PRINCIPLES AND DESIGN TRENDS OF MODERN EDUCATIONAL SCHOOLS." Proceedings of the Southwest State University 22, no. 6 (March 27, 2019): 72–80. http://dx.doi.org/10.21869/2223-1560-2018-22-6-72-80.
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The article talks about the practice of designing and building modern secondary schools, as well as the need to rethink the material component of this process, a new look at the adoption of space-planning decisions of similar institutions, based on modern urban planning and typological requirements for the organization of educational work, including the existing level of architectural and urban science. The aim of the study is to analyze the principles and recommendations on the architectural and planning formation of secondary schools that correspond to the specifics of the modern educational process. The study examines the formation of architectural-planning and functional solutions for school buildings based on the search for new approaches in design. The analysis of the modern system of the educational process and its requirements in the development of a new spatial organization of the school environment. In addition to this, the existing structure of education in modern schools is considered, which may further affect the design, change the architectural quality and improve school buildings. It explains how the school space can make an educational sense and what it should be for it to become. The article deals with the problem of reforming the modern Russian school architecture, which stopped in its development at the Soviet stage, which includes most of the school buildings of standard construction. As a result, trends in the design of general education spaces were studied and the main problems encountered in the development of new plans in schools were identified and methods for their solutions were proposed. The necessity of introduction of the modular principle of designing schools with a fundamental difference from the standard building is shown. Each specific project may contain individuality both in visual perception and in the layout of the modules, functional meaning, scale.
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Jacobsen, Thomas, Linda Miesler, Anja Riesel, and Anika Schönheit. "Evaluation of School Architecture Postoccupancy." Psychological Reports 102, no. 3 (June 2008): 848–54. http://dx.doi.org/10.2466/pr0.102.3.848-854.
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A questionnaire for the postoccupancy evaluation of school architecture was developed. It contains distinct modules covering different parts of a school building. A module of the questionnaire comprises a semantic differential section and items covering six content domains which were selected based on a literature review, namely, aesthetics, equipment, room climate, spatial cognition, privacy and publicity, and personalization of and identification with space. The questionnaire is available in the German language and can be used with students age 10 years or older and teachers.
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Murphy, Joseph. "The architecture of school improvement." Journal of Educational Administration 51, no. 3 (May 3, 2013): 252–63. http://dx.doi.org/10.1108/09578231311311465.
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Božić, Mirjana, Dejan Pantelić, Leposava Vušković, Slavica Nikolić, and Vigor Majić. "School Architecture and Physics Education." Physics Teacher 43, no. 9 (December 2005): 608–11. http://dx.doi.org/10.1119/1.2136460.
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Starr, Joshua P. "On Leadership: The architecture of equity." Phi Delta Kappan 104, no. 3 (October 26, 2022): 56–57. http://dx.doi.org/10.1177/00317217221136601.
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The work of a school leader can be compared to that of an architect, who must bring a team together to create something original on a solid foundation. Aaron Spence, superintendent of Virginia Beach City Public Schools, came to the district nine years ago, ready to serve the district where he’d grown up. His previous experiences in school leadership had given him a vision for equity-based transformation, but the district had a more immediate need — getting all schools accredited. Joshua P. Starr explains how focusing on this urgent need enabled him to build relationships that helped him when it was time to turn to more transformative goals. This initial work proved to be the foundation on which the new work could rest.
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Buriak, Oleksandr, Natalia Khoroyan, and Tetiana Kutsenko. "HISTORICAL MILESTONES OF THE FORMATION AND DEVELOPMENT OF THE KHARKIV ARCHITECTURAL SCHOOL." Current problems of architecture and urban planning, no. 62 (January 31, 2022): 15–28. http://dx.doi.org/10.32347/2077-3455.2022.62.15-28.
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In connection with the 90th anniversary of the Architectural Faculty of Kharkiv National University of Civil Engineering and Architecture (KhNUCEA), the article examines the main milestones of Kharkiv architectural school history.
The emergence and stages of the evolution of architectural education in Kharkiv are showed in historical perspective from the 2nd half of the XVIII century. The "Surplus Classes" of Kharkiv Collegium, the first cathedra of architecture at Kharkiv University, Kharkiv Institute of Technology and Kharkiv Art Institute are mentioned. The prominent figures who contributed to the formation of architectural education in Kharkov are presented.
It is noted that the founding of Kharkiv Civil Engineering Institute (KhCEI, now KhNUCEA) in 1930 was connected with the integration of higher education into the branch structure of the "people’s economy". Connections of the KhCEI architectural school with the creative environment in the capital Kharkiv, one of the leading laboratories of architectural modernism, are traced. The high standards set by the architecture of the capital period were realized in the post-war restoration and development of Kharkiv centre, and then in the mass industrial housing development.
The article gives a general description of the development and the leading figures of the architectural school in the 2nd half of the XX cent. It is stated that at the beginning of the third decade of the XXI cent., the Architectural Faculty of KhNUCEA firmly holds positions among the top three architectural schools of Ukraine, along with KNUCEA in Kyiv and Lviv Polytechnic.
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Szpytma, Cezary. "Szkoły typu Open-Air: eksperymenty architektoniczno-pedagogiczne szkolnictwa w pierwszych dziesięcioleciach XX wieku." Problemy Wczesnej Edukacji 31, no. 4 (December 31, 2015): 23–41. http://dx.doi.org/10.5604/01.3001.0008.5645.
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The aim of the article is to present the contribution of Open-Air schools in the context of the evolution of the school environment and development of modern pedagogy. The article takes into account the historical context of evolution and the historical development of pedagogical ideas. The article focuses on the connection between pedagogy and architecture – regarding school, both disciplines are inextricably linked. Pedagogy is the theoretical foundation of teaching practice, implemented in an architectural space. The quality of this space is of great importance for learning outcomes. Consciously the design and architecture of a school creates something more than a simple housing for the process of education. It can create an environment for education and could strengthen that process in a synergistic manner. In reality, we can observe almost the opposite situation, when the school space, instead of comprehensively stimulating the students, becomes a materialized symbol of the oppressive nature of the educational system. Open-Air schools of the early twentieth century seem to be still an avant-garde and a model, which should be rediscovered. They offer the opportunity to develop social, emotional, and creative skills. These objectives are itemized by many as essential for education in the future.
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de Freitas, Elizabeth, David Rousell, and Nils Jäger. "Relational architectures and wearable space: Smart schools and the politics of ubiquitous sensation." Research in Education 107, no. 1 (November 15, 2019): 10–32. http://dx.doi.org/10.1177/0034523719883667.
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This paper undertakes an analysis of the “smart school” as a building that both senses and manages bodies through sensory data. The authors argue that smart schools produce a situation of ubiquitous sensation in which learning environments are continuously sensed, regulated, and controlled through complex sensory ecosystems and data infrastructures. This includes the consideration of ethical and political issues associated with the collection of biometric and environmental data in schools and the implications for the design and operation of learning environments which are increasingly regulated through decentralized sensor networks. Working through a relational and adaptive theory of architecture, the authors explore ways of intervening in smart schools through the reconceptualization of sensor technologies as “atmospheric media” that operate within a distributed ecology of sensation that exceeds the limited bandwidth of the human senses. Drawing on recent projects in contemporary art, architecture, and interaction design, the authors discuss specific architectural interventions that foreground the atmospheric qualities and ethical problematics of sensor technologies in school buildings.
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Abu-Hussein, Mohammed. "The Genesis of Schools and its Architecture in The Arab-Islamic Civilization." Academic Perspective Procedia 1, no. 1 (November 9, 2018): 1232–42. http://dx.doi.org/10.33793/acperpro.01.01.194.
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This research aims to determine the genesis of the schools in the Arab Islamic civilizations and how the educational function has separated from the mosque. Also highlighted the historical, religious, architectural conditions that led to school's emergence. Then, aims to study the different architectural styles of schools across the whole region of Islamic world through studying the architectural plans and forms in order to understand the functions of the spaces and the multi-functional spaces feature. In addition to present an understanding vision for the educational system and discuss its religious specialist , and give a definition for the educational role of the mosque and the continuity of this role in the light of having a new building for education. Though, mention the architectural roots which have various design styles and forms such as residential , religious or the charitable building, even the defensible architectural building like (fortresses,ribat). The conclusion for this research was oriented toward the architecture of school from the functional, the structural wise and discussing its architectural elements to show the aesthetical and artistic value for this architecture and discuss its major role in the urban fabric which is the most important goal for the research.
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Istiqomah, Nanda Ayu, Khoirotul Imayah, Nuris Saidah, and Muhammad Ainul Yaqin. "Pengembangan Arsitektur Data Sistem Informasi Pondok Pesantren." Jurasik (Jurnal Riset Sistem Informasi dan Teknik Informatika) 5, no. 1 (March 1, 2020): 27. http://dx.doi.org/10.30645/jurasik.v5i1.166.
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Data management is very necessary in an institution to facilitate data processing. One of them is Islamic education institutions or Islamic boarding schools that have developed nformation systems for Islamic boarding school. In building a boarding school information system, applications and data are needed. Data architecture obtained from a hierarchy of information systems consisting of executive information systems, management informations systems, and transaction processing systems. Architecture design of information systems for Islamic boarding school is done by building an ERD (Entity Relationship Diagram) from a collection of data needed on boarding school information systems. ERD is a database building model by describing relations between database entities.
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Furlani, Sinara, and Grace Tibério Cardoso. "Rethinking post-Covid-19 school design in Brazil: adaptation strategies for public schools PEE-12 FNDE." Strategic Design Research Journal 14, no. 1 (April 9, 2021): 339–50. http://dx.doi.org/10.4013/sdrj.2021.141.28.
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In 2020, the World Health Organization (WHO) declared the disease COVID-19, whose causative virus is SARS-CoV-2, a pandemic. An important measure was the closure of schools in several countries to try to reduce the contagion levels, so that students were not exposed to risk, nor their families. The question that arises within this context is: In school architecture, what are the appropriate design methods to deal with challenges during and after a pandemic? In this scope, the article aimed to propose an adaptive design scenario in the post-pandemic moment for a standard school in Brazil. The methodology was built through a literature review and multidisciplinary research, to later present strategies based on the recommendations of competent bodies and studies focused on the school architecture, design patterns for 21st-century schools, technology and security. The focus was on design challenges in the education field in the post-pandemic moment, and on the adaptation of the school built spaces for the return of activities. The results can help the school community and public agencies in making decisions to face this challenge, recreating safer, user-centered schools.
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Thilmany, Jean. "Holding Up the Middle." Mechanical Engineering 136, no. 04 (April 1, 2014): 32–37. http://dx.doi.org/10.1115/1.2014-apr-1.
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This article highlights the introduction of new programs that keep science, technology, engineering, and math (STEM) education in focus for students between elementary and high school. The number of U.S. STEM middle school magnets grows every year thanks in part to a curriculum from Project Lead the Way. Magnet schools are public schools that tie curriculum to a certain theme; the schools offer choice to a diverse population by drawing interested students from surrounding districts. Middle school units focus on engineering design, sustainable energy solutions, aeronautics, astronautics, and green architecture. Schools that use the curriculum are required to implement the design and modeling and the automation and robotics units. Students in junior high already involved in STEM subjects need additional exposure to math, science, and engineering before high school. Students exposed early to a STEM curriculum often follow it through high school. The growth in middle school programs lets them do just that.
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Zvaigzne, Māris, Alīda Zigmunde, and Ilze Gudro. "The family of Indriķis Blankenburgs (1887–1944) and architectural projects in the turn of the century." History of Engineering Sciences and Institutions of Higher Education 2 (November 1, 2018): 76–91. http://dx.doi.org/10.7250/hesihe.2018.006.
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The graduate of the Department of Architecture (1913) of the Riga Polytechnic Institute (RPI), architect Indriķis Blankenburgs (1887–1944) is one of the best-known architects of school buildings in Latvia during the interwar years. Most of his more than 30 projected schools and other buildings are still used for the original purpose of the architect. Using the documents of the Latvian State Historical Archives and library collections, the article follows the Blankenburgs family and outlines the contribution of I. Blankenburgs to school architecture and provides the list of schools designed by the architect.
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Coelho, Carolina, António Cordeiro, Luís Alcoforado, and Gonçalo Canto Moniz. "Survey on Student School Spaces: An Inclusive Design Tool for a Better School." Buildings 12, no. 4 (March 22, 2022): 392. http://dx.doi.org/10.3390/buildings12040392.
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This paper presents interdisciplinary research focused on the collaborative redesign in schools, in which an inclusive design tool was created for assessing student feedback on their school spaces and considering it as input for creating a better learning environment. It was developed by a research team using a participatory approach in schools drawn from architecture, geography, and educational sciences, to provide a comprehensive and intertwined approach to school spaces, communities and learning activities. The “Survey on Student School Spaces” (S3S) tool and its methodology are described here, which is a combination of two procedures: a questionnaire and a walkthrough. The first engages a far-reaching sample of participants and makes use of an online platform, while the latter details and justifies those outputs and involves visiting the school with the participants. The S3S pilot study was implemented in two partner schools, which act as the first project case studies. The data provided by this tool acted as the basis for the design proposal for one of the case studies, which included the students’ feedback and involved all the community in the school’s refurbishment. Finally, a discussion was held on the outputs achieved that may contribute towards a participatory design approach in other schools, the validation of the tool per se, and its potential future development and application.
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Bueno Chahin, Samira. "A Brazilian Response to 20th Century School Infrastructure Planning." Encounters in Theory and History of Education 23 (December 19, 2022): 48–76. http://dx.doi.org/10.24908/encounters.v23i0.15661.
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Taking school spaces as an interdisciplinary issue encompassing the fields of education, architecture, and urbanism/urban planning, this article gathers theoretical and technical references from among these disciplines throughout the first half of the 20th century in order to locate possible exchanges carried out by Anísio Teixeira while shaping his Park-school, Class-schools program. The argument rests on the reading of documents taken from a variety of circumstances in his career as an educational administrator, even though not necessarily produced by him. The aim is to encourage a debate regarding a Brazilian response to the international challenge of providing a spatial infrastructure consistent with a modern school program. Keywords: school space, modern architecture, urban planning, historiography, circulation of ideas, Anísio Teixeira
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Krüger, Mário. "Architectural Practice, Education and Research: on Learning from Cambridge." For an Architect’s Training, no. 49 (2013): 64–69. http://dx.doi.org/10.52200/49.a.0ejaeven.
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This paper reports firstly on the interrelated roles of architectural practice, education and research and focuses on the unique contribution of the Cambridge School in this area. The following section presents the drawbacks derived from a research assessment exercise where architecture was no longer considered an academic subject to be developed in a research intensive university and, finally, concludes that architecture in Cambridge succeeded in spite of its problems, not in the absence of them, which suggests strongly that other European architectural schools can learn from it.
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Gislason, Neil. "Placing Education: The School as Architectural Space." Paideusis 16, no. 3 (October 22, 2020): 5–14. http://dx.doi.org/10.7202/1072485ar.
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School architecture is a vital part of the learning environment: An educational facility should actively support learning processes which are grounded on an applied, multidisciplinary curriculum. This paper argues, accordingly, that a school should provide flexible educative spaces which properly enable multiple forms of teaching and learning. Support for this thesis is drawn from spatial theory, John Dewey’s writing on educative spaces, architectural writing and ecological design theory. It is finally posited that we need move beyond certain industrial-era assumptions about learning, in order to lay the conceptual foundation for a dynamic notion of architecture for education.
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Wang, Yutong, Pakon Ko, and Nancy Law. "Building social capital for constructive adaptive capacity under social stress." Journal of Professional Capital and Community 5, no. 3/4 (July 13, 2020): 247–53. http://dx.doi.org/10.1108/jpcc-07-2020-0057.
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PurposeThis study examines how a school progressively built its social capital for agile adaptation to provide inclusive and effective fully online learning provisions through intentionally enhancing its architecture for learning.Design/methodology/approachThe authors conducted a case study to examine how school A was able to respond rapidly and progressively to the demand for quality online learning provisions in the face of unanticipated school closure with an uncertain end date. Video recordings of online school sharing sessions, interviews and documents provided by the school constituted data sources for this study.FindingsIn creating a collective new norm for the implementation of online learning, a school needs to enhance both structural and cognitive aspects of its social capital. School A achieved this through intentional changes to its architecture for learning (i.e. organizational structure, interaction mechanisms, mediating artifacts and technology) when deliberating measures to deliver the changes under periods of serious social stress.Originality/valueAdaptive capacity is a core demand on the social capital of schools and organizations under the “new normal” when the future is unpredictable. This paper uncovers the connection between a school's architecture for learning and its adaptive capacity.
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Lamekhova, N. V. "Aesthetic aspect of architectural space development for creative activity of children in a modern school." Vestnik Tomskogo gosudarstvennogo arkhitekturno-stroitel'nogo universiteta. JOURNAL of Construction and Architecture 24, no. 3 (June 26, 2022): 63–77. http://dx.doi.org/10.31675/1607-1859-2022-24-3-63-77.
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Purpose: The aim of this work is to determine the architectural space components for the creative activity of children in a modern school. Design/methodology: The description of modern design and construction of school buildings in Russia and abroad; identification of factors influencing the formation of the aesthetic aspect of the architectural space of a modern school; theoretical modeling of typological layout of individual structural elements of the architectural space for creative activities in a modern school; analysis of the functional zoning and compositional parameters of the architectural space to identify the architectural space qualitative parameters disclosing the creative potential of students. Research findings: Identification of the main algorithms of the architectural space design for the creative activity of students in a school with a specific atmosphere that has a beneficial effect on the perception of new knowledge and disclosure of the creative potential of students. Practical implications: The obtained results and proposed recommendations can be used in green architecture and development of regulatory documents on the school building design; the program preparation in project activities; in studying the individual structural components of the architectural environment within the artistic and aesthetic aspect. Originality/value: Architectural means determine the formation of the aesthetically oriented architectural environment for creative activities in modern schools and identify the qualitative parameters of the given space. The architectural environment of the creative activity represents a new type of individual structural elements of a modern school building focused on a disclosure and growth of creative potential of students with optimum opportunities.