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Thesis (Ph. D.)--University of Adelaide, Dept. of Architecture, 1987. / Includes bibliographical references.

Thesis (MArch (Prof)) -- University of Pretoria, 2008. / Abstract in English. Includes bibliographical references.

Thesis (Ph. D.)--University of Adelaide, Dept. of Architecture, 1987. / Includes bibliographies.

This thesis describes and illustrates a method for involving young people of ages nine to eighteen years in the Social Art of Architecture. It aims to develop an awareness of the various environments in which we live; aims to develop personal values in the young people of the way they wish to live; and to develop abilities in them so that they can express their values and direct the design of their future environment. It aims thereby to assist the reversal of the present trends in which as Lewis Mumford declares in The City in History "the increasingly automatic processes of production and urban expansion have displaced the human goals they are supposed to serve." The word "architecture" here applies wherever people dwell, as in the words of Sir Kenneth Clarke, who in Civilisation refers to architecture as "a social art—an art by which men may be enabled to lead a fuller life—." The study, made under a Fellowship of Central Mortgage and Housing Corporation, evolved in answer to questions from students and teachers, who, following my visits to classrooms asked for aid and guidance to continue the study of architecture and particularly for information on the future scene. The first part of the thesis describes the method as it is used in the classroom. It progresses from the historic past that led to the present scene, analyses the present in terms of life and perception, and invites suggestions in the light of future trends. Scenes of present day cities, suburbs, farms and wilderness guide the analysis and comparison of the kind of life that pertains to each environment. Scenes of eating, shopping, and other forms of providing food; scenes of work and play, offer a variety of choices from which students select their preferred ways of life and examine the values by a recall of all the total perception of the scene in all their senses. The exercise develops the awareness of the environment and acuity of perception and personal values which are next applied to their design of the future. Drawn as a place called Crown City, it contains within its boundaries wilderness, farm, suburb and city. It incorporates the classical future city forms and the probable trends of development known to architects, engineers and planners. It also incorporates the views of students made during the past eight years and it is designed to incorporate new ideas. The drawings of Crown City aim to encourage the students to contribute ideas on life not only from North American culture but from other cultures, and to define their ideas in terms of design requirements that relate to the senses. From this point, the social and technical questions that arise from the design requirements can be pursued closely associated with the students' personal set of values. The second part of the thesis recounts the studies and observations that led to the design of the method. The attitudes of young people, the communication aspects of group response, of images and drawings and cartoons, and the various audio-visual media channels of film and television, relate in a special way to the method. A drawing made on paper placed on the floor produces better results than drawing on the blackboard. A drawing board of thirty feet encourages discussion on the future way of life while a board of twenty feet in length produces discussion on overpopulation. Participation, which includes young people in the design process, acquires special qualities by emphasizing perception and the fertility of ideas. / Applied Science, Faculty of / Architecture and Landscape Architecture (SALA), School of / Graduate

No description available.

This thesis has focused on the development of a design process to strengthen the human-environment relationship through emphasizing the identity of place. By exploring and researching a comjnunity's cultural context, some sense of societal identity can be uncovered. However, it is in identifying a culture's values and traditions through its folklore that architects can begin to comprehend the meanings behind the symbols, stories, myths, music and rituals present within a community.Secondary research into the cultural-architectural relationship revealed what was coined in the 1960's and 70's by such scholars as Ian McHarg, Amos Rapoport, Christopher Alexander, and John Zeisel as "man-environment relationships." This research spoke of timelessness and connections of architecture to anthropology, archaeology and sociology.The question that arose from this investigation was, "How does one find the identity or spirit of a p/ace?" Through its people? Through its relics? What is missing as an important piece of the puzzle in the connection? Merely looking at a context or culture does not provide one with the underlying meanings of symbols, gestures, rituals, building practices and social values. One needs to see, listen, comprehend and internalize the culture and context of a place if one is to understand the culture in which the building exists. The connection with folklore and folklore studies became an avenue to be researched in finding this missing piece of the puzzle.The research method used to identify folklore within a given parameter was of the participatory-observation approach. Living for six months in the community started to unveil traits, customs and actions only primary research can reveal. Music, art, stories, rituals, and myths are the means by which people cannot otherwise explain values, thoughts and messages. These instruments. of folklore are the segways into understanding the people of a place. The primary and secondary sources of research set the stage for the conceptual design development of a civic structure within the cultural context of the community. What evolved from this architectural design experience is a scenario for this process to be integrated into architectural curricula at the college level. In creating designers that value unique identities of "place," the building of unique places respective of cultural context foster identity and meaning in an ever-changing global society.Architects have the challenge of designing in areas of the world that possess a variety of differing cultural contexts. How architects respond through creating the built environment in the 21St century will have lasting affects upon the identity of those cultures and their communities. / Department of Architecture

Thesis (M.Arch. (Professional))--University of the Witwatersrand, Faculty of Engineering and the Built Environment, School of Architecture and Planning, 2013. / The current perception that engulfs borders and their posts is one of fear, apprehension and hostility. The essay seeks to formulate a new approach through which to view a border. Borders are places of cultural collision and richness, forming a type of hybrid, described best through the metaphor of theatre. This exploration is divided into three topics, namely security, immigration and the human experience, and culture and the border as theatre. Conceptual architectural projects by Lebbeus Woods, Office KGDVS and Rem Koolhaas are examples of how this thinking can be realised through architectural possibilities. It is therefore the intention of this thesis to express these ideas through the proposal of a new border post at Beitbridge, situated between South Africa and Zimbabwe. The development of no man’s land, or the ‘Space of Cultural Possibilities’ provides an opportunity to create a platform where the random encounters between travellers is encouraged. The transition from one country to another becomes a vibrant an unanticipated experience that seeks to shift the negative perception, built on fear, illegality and the questioning of one’s identity, to one that exposes the cultural richness of a place where multitudes of nationalities are filtered through a single gateway.