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Architecture exists as shelter, separating space into the inside and the outside. This separation is a crucial point in our experience of architecture. This separation is the first moment of physical interaction with the construct in our penetration of the construct. However, architecture is not only a physical language. It is nonphysical, in that architecture is defined as the art and science of building, etc. This separation, internally, both produces the architecture as well as the ideas that are produced from the architecture. Architecture is held in-between, the movement or passage from one to the other is perceived as an external transition and an internal passage into the realm of arts and sciences. The mediation in passage from one to the other may be perceived through the dialectic. This allows architecture to contain both external and internal mediation of extremes. / Department of Architecture

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Digitized by Kansas Correctional Industries

Call number: LD2668 .T4 1960 S77

This document is submitted in partial fulfilment for the degree: Master of Architecture [Professional] at the University of the Witwatersrand, Johannesburg, South Africa, in the year 2013. / In the Centre for Animal Assisted Therapy, animals act as a therapeutic intervention to improve the well-being of therapy patients. The main medical success of this mode of therapy lies within the tactile experience of touch. This thesis is about discovering an architecture that acts as a platform for interaction between humans and domesticated animals. The human-animal relationship and the architectural spaces it would require to enhance the gathering, are investigated. It explores an architectural language that is inclusive, involved and focused on a worthy spatial perception based on enhanced tactile experiences.

The purpose of this study was to determine whether changes in physical space impacted preschool children's cooperative behavior. These changes in physical space included differentiated and undifferentiated ceiling height and wall color. This study used an experimental design with subjects experiencing four conditions each. The sample consisted of 30 preschool children across four different half-day preschool classes in a preschool laboratory on a university campus. Children were assigned to small groups of four children. Each group was comprised of two boys and two girls. The groups experienced each condition for five minutes each week over a four-week period. A multivariate repeated-measures analysis was used to determine whether the predictor variables: age, gender, and condition, were related to the outcome variable of cooperative behavior. There was a significant main effect for Condition on children's cooperative behavior. Post-hoc comparisons revealed the cooperative behavior scores of children in the condition with a differentiated ceiling and an undifferentiated wall color to be significantly higher than all other conditions. A polynomial contrast revealed a nonlinear relationship between the conditions. Additionally, older children were more cooperative than younger children. Boys were more cooperative than girls. In differentiated spaces, whether in ceiling height or in wall color, children's cooperative behavior scores increased. Physical spaces where ceiling height and wall color were both undifferentiated or differentiated appeared to depress children's cooperative behavior scores. The undifferentiated space may have not been stimulating enough to enhance children's cooperative behavior, while the space with both differentiation in the ceiling height and wall color may have been overstimulating for preschool children. Administrators and planners of children's play spaces must be aware of how overly simple or highly complex environments can negatively impact on children's development. / Graduation date: 1997

The design and construction of American public high schools are forcibly influenced by ultra-cost effective techniques demanding simplicity in construction and durability of material. The inflexibility and banality of the architecture this paradigm typically delivers begs for exploration of the feasibility of innovative construction technologies. Technologies that influence both form and technique such as prefabrication of modular elements, utilization of CAD/CAM techniques to mill customized parts and pliable materials (i.e. plastics) crafted to achieve dynamic forms. More engaging, flexible learning environments could be realized that significantly increase the performance of the architecture, both formally and ecologically, as well as ennobling students.