Juhani Pallasmaa writes, "We have the mental need to experience the reality that we are rooted in the continuity of time and in the man-made world, it is the task of architecture to facilitate this experience." (Eyes of the Skin: Architecture and the Senses, p. 22) It is the intent of this thesis to investigate how to facilitate this experience through conscious perception and active participation in the changes that occur in a building over the course of a day and through environmental cycles. Participating, both physically and mentally, in the changes that occur around and within the built environment create a dynamic and engaging environment that allows people to further their enjoyment and delight in being in the space. This thesis investigates these ideas through the programmatic elements and educational ideas of The Washington Waldorf School and the site conditions of a "transition site" between Rock Creek Park and the Woodly Park area of Washington DC. / Master of Architecture

This is a study on how eurythmists/educators describe the relationship between the practice of eurythmy and learning in young children. I wanted to find out what concepts these eurythmists/educators use when speaking of learning in relation to eurythmy. In addition I would also like to explore what eurythmists and educators think that children learn when practicing eurythmy. The method of this study is interviews with two educated Waldorf teachers, as well as two educated and practicing eurythmists, in a fenomenological interview setting with open questions. The theories of Merleau-Ponty, on the phenomenological body, has been used when analyzing the interview material - that is; through the understanding of a physical learning in these theories on the phenomenological body I have tried to understand and analyze the interview material. After the analysis I arrived at the conclusion that my informants considered learning of a string of subjects to be interbraided in the practice of eurythmy, these are: body confidence, social training, development of motor skills as well as emotional growth and a holistic learning.

The system of music education devised by Emile Jacques-Dalcroze is based on an interrelated programme which includes solfege, rhythmic movement, plastique and improvisation. Although Dalcroze wrote numerous articles discussing his methods, he failed to provide a comprehensive account of his approach to the music-learning experience. Consequently this thesis aims, by a critical survey and analysis of Dalcroze’s writings, to provide an insight into the meanings and objectives of Dalcroze Eurhythmics. In addition, this investigation will seek to reveal that Dalcroze’s teaching received direction both from a multitude of influences and his extraordinary pre-occupation with rhythm. As a music teacher, Dalcroze had endeavoured to heighten the rhythmic sensitivity of his pupils by the use of kinesthetic exercises. As an humanitarian, Dalcroze’s research into rhythmic manifestations led him to propose rhythm as a dominating force effecting the future welfare of humankind. An understanding of this theory, despite its grandiose tone, is especially relevant to achieving a fuller comprehension of Dalcroze’s musical studies.