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

Thesis (M. Arch.)--University of Detroit Mercy, 2007. / "April 30, 2007." Includes bibliographical references (p. 111-112).

Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

"The architectural experience silences all external noise, it focusses attention on one's very existence." - An architecture of the Seven Senses: Juhani Pallasma As I sat down thinking about this quote images of the courtyard of the Salk institute, the central reading area of the Library of Congress, Tadao Ando's Church on Water and light, the step wells of Adalaj in India, Peter Zumthor's Therme Vals came to my mind. I feel that the scale and being part of something larger than what man could create such as the sky, the ocean and an experience that appeals to the senses, one that is a perfect orchestration of the color of light, the pattern of shadows, the materiality of the wall, the feeling of warmth, the sound of waves, the reflection of the waters creates a sense of calm within. Drawing from my personal experiences, the thesis shall explore the above idea in a school of architecture with a public interface located along the waterfront. "Buildings should be monumental and spiritually inspiring." - Louis Kahn / Master of Architecture

O presente trabalho tem como objeto de estudo o patrimônio histórico das primeiras Escolas Normais implantadas no Estado de São Paulo, com destaque para o acervo da Escola Normal Caetano de Campos. Pretende-se analisar o universo e a natureza dos bens que integram o patrimônio histórico e cultural dessas escolas, identificando o conjunto dos bens culturais comuns presentes nessas instituições escolares: para além da arquitetura de seus edifícios, a materialidade de seus acervos documentais e museológicos. Por um lado, o trabalho trata do reconhecimento oficial da arquitetura desses edifícios como bens a serem preservados, medida levado a cabo através de uma série de processos de tombamento no âmbito do CONDEPHAAT, por outro, apresenta quais os conjuntos de documentos, livros, fotografias e outros objetos que constituem os acervos escolares de caráter histórico e cultural das mais antigas escolas normais criadas no Estado de São Paulo, tão dignos de serem alçados à categoria de patrimônio e preservados quanto à arquitetura dos edifícios que os abrigam. Para além da arquitetura dos edifícios escolares, esses testemunhos materiais significativos da trajetória das escolas estão presentes em seus arquivos, suas bibliotecas, em alguns museus escolares, e, ainda, dispersos em tantos outros espaços da escola, e configuram um conjunto de valor histórico e cultural tanto para a história da própria instituição quanto para a história da educação brasileira. / The object of study of this work is the historic heritage of the first Normal Schools that were implemented in the State of São Paulo, with the highlight being the heritage collections at the \"Caetano de Campos\" Normal School. It is aimed at analyzing the nature and diversity of the property included among the historic and cultural heritages of these schools, thereby identifying the cultural heritage collections present in and shared by these educational institutions: beyond the architecture of their buildings, the materiality of their documentary and museum collections. On the one hand, this work deals with officially recognizing that the architecture of these buildings is an asset to be preserved, as carried out through a series of architectural salvage procedures adopted by CONDEPHAAT (\"Conselho de Defesa do Patrimônio Histórico Arqueológico, Artístico e Turístico\" - Council for the Defense of the Historical, Archeological, Artistic and Touristic Heritage in the State of São Paulo). On the other hand, it defines sets of documents, books, photographs, and other objects that make up collections of items from the oldest normal schools established in the State of São Paulo of both historic and cultural interest, all of which are worthy of being raised to the category of heritage and, as such, preserved as tokens of the architecture of the buildings that house them. Not only are these tokens of the architecture of school buildings, but also significant material evidence of the trajectory of schools that is to be found in their archives, libraries, some school museums,or even scattered in so many other school premises. For this reason, they together make up a historic and cultural collection that is valuable for both the history of the institution itself and for the history of Brazilian education as well.

Made available in DSpace on 2014-12-17T14:36:43Z (GMT). No. of bitstreams: 1 KarinaO_DISSERT.pdf: 3591499 bytes, checksum: 57c24b91c59733bdfef52a474d9cfc52 (MD5) Previous issue date: 2012-03-30 / The present study aims to investigate the conceptions of teachers and management team of the Col?gio Nossa Senhora das Neves - Natal / RN about curriculum, school architecture and possible relationships established between these components. To develop the study, we rely on the theoretical contributions of Vi?ao Frago (2001), Escolano (2001); Benconstta (2005), among others, about the architecture school, and with regard to curriculum, ancoramo us in theoretical reflections Silva (2000, 2006, 2008). We assume that the school place is a social construct and as such, reflects the interests of certain groups, to organize, establish ways to condition their unctions and uses. In this space, people's lives is planned, both those who work there, as those who study there. Thus, the architecture school promotes, through representations, signs, symbols and shapes, certain charges that impact the ways of being and acting subjects by establishing appropriation and expropriation of rights and legitimate forms of inclusion and exclusion. Thus, it is an expression of power. A power that is expressed in the form of lead the way people should behave in a certain space. Clarity on these aspects of the architecture school is important, since in the same way that the opinion of several experts is important to discuss the adequacy of school architecture (environmentalists, architects, engineers, planners), the / the teacher / and the / as managers / must also meet the educational nature of the architecture school, so as to present its share of contribution in order to make the post-school conducive to learning multiple. From this perspective, we analyze the concepts of four teachers and eight individuals who are part of the management team of the CNSN, whose views were seized through participant observation, semi-structured interviews and documentary analysis. The construction of the data indicated levels of conceptual curriculum varied, ranging from those rooted in traditional theories of curriculum as those regarding the curriculum tied to discursive and contextual aspects. The conceptions of architecture school, predominantly focused on the aspects of the architecture school materials and most established subject, differently, relations between curriculum and school architecture / O presente trabalho objetiva investigar as concep??es de professores e equipe de gestores do Col?gio Nossa Senhora das Neves - Natal/RN sobre curr?culo, arquitetura escolar e as poss?veis rela??es que estabelecem entre esses componentes. Para desenvolvermos o estudo, baseamo-nos nas contribui??es te?ricas de Vin?o Frago (2001), Escolano (2001); Benconstta (2005), entre outros, sobre a arquitetura escolar; e no que concerne ao curr?culo, ancoramo-nos nas reflex?es te?ricas de Silva (2000, 2006, 2008,). Partimos do pressuposto de que o lugar escolar ? uma constru??o social e, como tal, traduz interesses de determinados grupos que, ao organiz?-lo, instituem formas de condicionar suas fun??es e usos. Nesse espa?o, a vida das pessoas ? planejada, tanto a dos que l? trabalham, como a dos que l? estudam. Assim, a arquitetura escolar promove, atrav?s de representa??es, signos, s?mbolos e contornos, certas imposi??es que impactam nos modos de ser e agir dos sujeitos, ao instituir apropria??es e expropria??es de direitos, bem como legitimar formas de inclus?o e exclus?o. Desse modo, ela ? express?o de poder. Um poder que se expressa na forma de conduzir o modo como ?s pessoas devem se portar num determinado espa?o. Ter clareza sobre esses aspectos da arquitetura escolar ? relevante, pois do mesmo modo que a opini?o de diversos especialistas ? importante para discutir a adequa??o da arquitetura escolar (ambientalistas, arquitetos, engenheiros, urbanistas), os/as professor/as e os/as gestores/as precisam tamb?m conhecer a natureza educativa da arquitetura escolar, para assim apresentarem sua parcela de contribui??o, a fim de tornar o lugar-escolar prop?cio ao desenvolvimento de m?ltiplas aprendizagens. Nessa perspectiva, analisamos as concep??es de quatro professoras e oito sujeitos que fazem parte da equipe gestora do CNSN, cujas concep??es foram apreendidas atrav?s de observa??es participantes, entrevistas semiestruturadas e an?lise documental. A constru??o dos dados indicou n?veis conceptuais de curr?culo variados, oscilando desde aquelas arraigadas nas teorias tradicionais de curr?culo como as que consideram o curr?culo atrelado a seus aspectos discursivos e contextuais. As concep??es de arquitetura escolar, predominantemente, incidiram para os aspectos materiais da arquitetura escolar e a maioria dos sujeitos estabeleceu, de forma diferenciada, rela??es entre curr?culo e arquitetura escolar

O presente trabalho tem como objeto de estudo o patrimônio histórico das primeiras Escolas Normais implantadas no Estado de São Paulo, com destaque para o acervo da Escola Normal Caetano de Campos. Pretende-se analisar o universo e a natureza dos bens que integram o patrimônio histórico e cultural dessas escolas, identificando o conjunto dos bens culturais comuns presentes nessas instituições escolares: para além da arquitetura de seus edifícios, a materialidade de seus acervos documentais e museológicos. Por um lado, o trabalho trata do reconhecimento oficial da arquitetura desses edifícios como bens a serem preservados, medida levado a cabo através de uma série de processos de tombamento no âmbito do CONDEPHAAT, por outro, apresenta quais os conjuntos de documentos, livros, fotografias e outros objetos que constituem os acervos escolares de caráter histórico e cultural das mais antigas escolas normais criadas no Estado de São Paulo, tão dignos de serem alçados à categoria de patrimônio e preservados quanto à arquitetura dos edifícios que os abrigam. Para além da arquitetura dos edifícios escolares, esses testemunhos materiais significativos da trajetória das escolas estão presentes em seus arquivos, suas bibliotecas, em alguns museus escolares, e, ainda, dispersos em tantos outros espaços da escola, e configuram um conjunto de valor histórico e cultural tanto para a história da própria instituição quanto para a história da educação brasileira. / The object of study of this work is the historic heritage of the first Normal Schools that were implemented in the State of São Paulo, with the highlight being the heritage collections at the \"Caetano de Campos\" Normal School. It is aimed at analyzing the nature and diversity of the property included among the historic and cultural heritages of these schools, thereby identifying the cultural heritage collections present in and shared by these educational institutions: beyond the architecture of their buildings, the materiality of their documentary and museum collections. On the one hand, this work deals with officially recognizing that the architecture of these buildings is an asset to be preserved, as carried out through a series of architectural salvage procedures adopted by CONDEPHAAT (\"Conselho de Defesa do Patrimônio Histórico Arqueológico, Artístico e Turístico\" - Council for the Defense of the Historical, Archeological, Artistic and Touristic Heritage in the State of São Paulo). On the other hand, it defines sets of documents, books, photographs, and other objects that make up collections of items from the oldest normal schools established in the State of São Paulo of both historic and cultural interest, all of which are worthy of being raised to the category of heritage and, as such, preserved as tokens of the architecture of the buildings that house them. Not only are these tokens of the architecture of school buildings, but also significant material evidence of the trajectory of schools that is to be found in their archives, libraries, some school museums,or even scattered in so many other school premises. For this reason, they together make up a historic and cultural collection that is valuable for both the history of the institution itself and for the history of Brazilian education as well.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-14T17:38:08Z No. of bitstreams: 1 deborarodriguescruz.pdf: 10399646 bytes, checksum: ebad66c0f5b6edb2bb159d5fbc42f2d7 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-14T20:38:30Z (GMT) No. of bitstreams: 1 deborarodriguescruz.pdf: 10399646 bytes, checksum: ebad66c0f5b6edb2bb159d5fbc42f2d7 (MD5) / Made available in DSpace on 2015-12-14T20:38:30Z (GMT). No. of bitstreams: 1 deborarodriguescruz.pdf: 10399646 bytes, checksum: ebad66c0f5b6edb2bb159d5fbc42f2d7 (MD5) Previous issue date: 2015-06-24 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A Convenção sobre os direitos das Pessoas com Deficiência, aprovada pela ONU em 2006, da qual o Brasil é signatário, assegura um sistema de educação inclusiva em ambientes que maximizem o desenvolvimento acadêmico e social do deficiente, bem como a atual Política Nacional de Educação Especial, na Perspectiva da Educação Inclusiva (2008), assegura a todos os alunos com deficiências, o direito de matrícula em escolas regulares, e declara como um de seus objetivos garantir a acessibilidade em todas as esferas. Neste sentido esta dissertação propõe uma reflexão acerca da qualidade dos ambientes educacionais destinados a receber crianças com deficiências e tem como objeto de investigação a arquitetura de escolas que possuem espaços destinados ao atendimento educacional especializado (AEE), como as salas de recurso multifuncional, na cidade de Juiz de Fora. O foco da investigação está na forma como se processa a inclusão de alunos com deficiências, particularmente, aqueles com deficiência intelectual, no que tange às alterações de espaço da arquitetura escolar. Esta dissertação caracteriza-se como sendo uma Pesquisa Exploratória, com uma abordagem interdisciplinar e qualitativa. Apoiou-se na literatura interdisciplinar do tema e nos estudos de campo, tendo como referência as técnicas e instrumentos da Avaliação Pós-Ocupação. O estudo foi realizado em três escolas municipais de Juiz de Fora - MG, e investigou os usuários do ambiente escolar, tais como: alunos com deficiência intelectual, professores de atendimento educacional especializado, professores de ensino colaborativo e diretores. Analisou-se a arquitetura enquanto elemento colaborador para a qualidade da vivência e da educação de alunos com deficiência intelectual e transtornos globais do desenvolvimento e foram levantadas opiniões sobre a escola ideal, apontando os desafios perante a efetivação da inclusão escolar. Conclui-se que existem problemas graves em relação ao atendimento da acessibilidade física nas escolas e que mudanças espaciais voltadas para o atendimento de alunos com deficiências intelectuais ainda não são consideradas. Tal situação aponta que há problemas de avaliação e acompanhamento pedagógico dessas crianças no ambiente escolar que precisam ser enfrentados para possibilitar suas inserções no espaço escolar. / The Convention on the Rights of Persons with Disabilities adopted by the UN in 2006, of which Brazil is a signatory, ensures an inclusive education system in environments that maximize academic and social development of the person with disabilities. The current National Policy on Special Education in the Perspective of Inclusive Education (2008), ensures the right to enrollment in regular schools for all students with disabilities, and its purpose is to ensure accessibility in all spheres. This dissertation proposes a reflection on the quality of educational settings designed to accommodate children with disabilities. Its object is to investigate the schools with specialized educational services and the multifunctional resource classes in the city of Juiz de Fora. This research aims to understand how the inclusion of students with disabilities, particularly intellectual disabilities, influences on changes in school architecture. This work is characterized as an Exploratory Research with an interdisciplinary and qualitative approach. It leans on the multidisciplinary literature on the subject and field studies, with reference to the techniques and tools of Post-Occupancy Evaluation. The study was conducted in three public schools in Juiz de Fora - MG, and the four following types of users were investigated: students with intellectual disabilities, specialized education teachers, collaborative teachers and principals. The architecture as an element contributing to the quality of experience of its users was analysed as well as opinions have been raised about the ideal school, pointing out the challenges in the realization of school inclusion. It was concluded that there are serious problems on attendance of physical accessibility and that the spatial changes aimed at assisting students with intellectual disabilities are still not considered. This situation shows that there are problems assessment and educational support these children in the school environment that need to be addressed to enable their insertion in the school environment.

From the ancient times, people used various kinds of natural material to build architecture. Because of the characteristics of natural materials, there are many limits to challenge the possibility of the architectural structure.After the fire of 1871 in Chicago, there were many incentives to convince Chicago architects to use steel as the material in grid structure buildings. For example, rising real estate prices, the advent of the safety elevator and availability of cost effective steel members. After that, grid structures play a very important role in modern architectural history. Now, construction technologies are improving and hundreds of structure types can be used. Architects have more power to build various kinds of amazing space. For instance, TWA terminal of J.F.K. International Airport. However, the grid structure still has several advantages that can not be substituted: (1) It costs less money due to repetition of components across similar bays. (2) It reduces the construction time, and (3) It possesses an inherent order, a good prerequisite for plan and section. In addition, new technology extends the span limits of grid structures. Thus, grid structures have more chances to take on different roles in the definition of space. This project is a study of the relations between structural grid and architectural space, and a search for several distinct spaces within the grid. In other words, the concept of the project is setting up a grid structure, then developing spacial ideas according to program. So, we can reserve the spirit of the grid structure, and it offers many chances to us to think about other roles that the grid structure can play. / Master of Architecture

Skolan är för 400 barn i årskursen F-6 och beläget i området Henriksdal i närhet till Franzén parken, vattnet, reningsverket och bostadsområden. Skolans arkitektoniska gestaltning är tänkt att återspegla barnens lekfulla natur på ett spännande och nyfiket vis. Skolans fotavtryck är utformad efter tomtens form, tillgångar och utmaningar där komplexets ambition är att skapa bättre förutsättningar till en lugnare skolgård där huskroppen skärmar av den bullriga vägen och öppnar upp mot parken. Konstruktionen av trä har hållbarhet i fokus och är stark inspirerad av origami-konsten som är både vacker och arkitektonisk i sin elegans och simpelhet. De vinklade triangulära fasaderna och taklandskapet skapar rytmisk rörelse utvändigt och spännande rum invändigt på ett balanserat sätt.  Exteriören av ljusgrå puts, glas mörkrädda takplåt och fackverk av stål skapar en harmonisk samspel av materialitet. Planritningens grundidé bottnar i funktionalitet genom att delas in i olika sektioner som kan nyttjas för olika funktioner utöver skolans verksamhet. T.ex kan idrottshallen, matsal och aula hyras ut utan tillgång till resterande lokaler i skolan då de har egna sektioner som även fungerar som brandceller och ljudisolering. / Henriksdal School Henriksdal School it for 400 children from pre-school till 6th grade. Located in Henriksdal Stockholm, in a lot enclosed by a heavy trafficked road by one side and a park on the other. Other significant factors to the area is the sewage plant and residential buildings nearby. The schools architectural concept is to reflect the children’s playful nature and enhance their curiosity with exciting architectural element that could contribute to enhanced learning capacity. The buildings footprint takes form according to the sites outline, resources and Challenges. The body of the building creates a semi enclosed schoolyard that protects from the roads noise as it opens up towards the park as an extended schoolyard. The wood based construction makes the project sustainable and energy efficient with great thermal and acoustic insulation. The structor is inspired by the art or origami witch it both beautiful and structural. The slanted triangular shapes in the facades and roof landscape creates a diverse and exciting interaction between the school and the city. The simplicity of the materials in the facades shape a harmonious and balanced visual content. The floor plans conceptual idea roots in functionality by dividing the complex in sections that could be used for other activities than Education. The nodes containing the sports hall, the foodcourt and the theatre can all be rented out without having access to other areas by those sections that also work as fire safety cells, and acoustic insulation.