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Whilst the chivalric aspect of public schools has received some academic attention, most notably from Mark Girouard in The Return to Camelot (1981) where he explored Clifton College, few authors have examined provincial public school architecture using an approach that goes beyond mere description. Girouard's work was the departure for my own thesis. There has been no adequate or full study of the influence of chivalry, its history and myths, on the architecture of public schools and the effect that the resulting Gothic ambience had on students. Previous studies concentrated exclusively on boys' schools; my thesis is the first study to contrast the effect of the chivalric myths between Cheltenham College (1841) and Cheltenham Ladies' College (1854), undeniably crucial exemplars of Victorian public schools. These schools were established in a formative period for modern Britain, a period of urbanism, educational revolution and religious revival - all of which have left an imprint on their architecture. The close physical proximity and foundation dates of the schools, their shared governors, architects and patrons, make them an appropriate, rewarding and self-contained case study. The provincial location of these schools has allowed their architecture to be overshadowed by their more illustrious cousins. I contend that both schools inhabit buildings of outstanding architectural importance deserving of attention.

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Current trends in education and school architecture reflect a growing awareness of the interconnectedness of people and spaces. Spaces acquire meaning through the experiences of those who use them and can contribute to the development of a sense of place. Purpose-built schools have long been valued and built in Iceland. The broad purpose of this study was to explore Icelandic students’ perceptions of their purpose-built school. Specific research questions included: (a) What spaces in purpose-built schools are important to students? (b) What happens in these spaces? (c) What meaning, if any, do these identified spaces hold for students? and (d) In ascribing meaning to some of the identified spaces, do students develop a sense of place? This phenomenological research initiative used an emergent design methodology. Seven Grade 9 and three Grade 10 students were recruited for this study. Primary data sources included students’ photographs of important school spaces, individual photo-elicitation interviews, and walking tours. Participants identified 25 important school spaces and 7 issues of concern within these spaces. Further analysis examined participants’ complex construction of importance and meaning. Participants described that school spaces were more likely to become meaningful places, when the design of the educational facility was in harmony with students’ experiences. The results of this study should raise awareness of the importance of building such schools in Canada and encourage the inclusion of students’ unique perspectives in the design of future schools. / Thesis (Master, Education) -- Queen's University, 2009-09-23 14:39:27.1

Orientador: Ana Lúcia Nogueira de Camargo Harris / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo / Made available in DSpace on 2018-08-17T07:51:28Z (GMT). No. of bitstreams: 1 Alvares_SandraLeonora_M.pdf: 8031425 bytes, checksum: 8552e5b6a57b6fe1b92ccb5fd86aee77 (MD5) Previous issue date: 2010 / Resumo: A Escola Waldorf teve sua origem na Alemanha em 1919, quando o dono da fábrica de cigarros alemã Waldorf Astoria pediu a Rudolf Steiner, educador e filósofo, que organizasse uma escola para os filhos de seus operários. Assim, Steiner idealiza a pedagogia Waldorf com a missão desenvolver não só o lado intelectual das crianças, mas também, o emocional, o psicológico, o intuitivo e a experiência concreta. Dentro deste contexto, a experiência espacial que toca a criança, física e criativamente, é considerada tão significativa quanto o ensino das matérias que alimenta a capacidade intelectual e social da criança. Consequentemente existe uma preocupação em proporcionar aos alunos espaços físicos adequados ao processo de ensino. Este fato se reflete na arquitetura de seus prédios, que se destacam por suas formas orgânicas e peculiares, caracterizando um tipo arquitetônico. Tendo em vista a importância da arquitetura para o processo de aprendizado Waldorf e, também, o valor da identidade para uma comunidade, essa pesquisa propôs-se a estudar a arquitetura dos prédios das escolas Waldorf. Esta foi analisada sob o foco da linguagem dos parâmetros de Christopher Alexander que possibilitou a identificação de diferentes soluções projetuais para os três princípios que norteiam a construção desse tipo arquitetônico: a integração, a correlação e a inspiração. Assim, com base no estudo teórico da pedagogia Waldorf e na análise das escolas, foi possível propor sugestões projetuais para auxiliar arquitetos, que venham a projetar escolas Waldorf, a preservar o "tipo arquitetônico". / Abstract: The Waldorf School had its origins in Germany in 1919, when the owner of the cigarettes factory Waldorf Astoria asked to the educator and philosopher Rudolf Steiner to organize a school for the sons of its workers. Thus, Steiner Waldorf idealizes the Waldorf Pedagogy with the mission of developing not only the intellectual side of children, but also the emotional, psychological, intuitive and concrete experience. In this context, the spatial experience that touches the child physically and creatively is considered as significant as the courses taught, feeding the intellectual capacity and social development of the child. Consequently, there is a concern in providing the students with physical spaces adequate to the teaching process. This fact is reflected in the architecture of its buildings, which are distinguished for its organic and peculiar forms, featuring an architectural type. Given the importance of the architecture for the Waldorf learning process, and also the value of identity for a community, this research aimed to study the building of Waldorf schools. That was analyzed under the focus of Christopher Alexander language patterns which allowed to identify different design solutions in accordance to the three principles that rules the building of this architectural type: integration, correlation and inspiration. Thus, based on a theoretical study about the Waldorf pedagogy as well as on the analysis of its school building it was possible to propose design solutions to help architects, which come to project Waldorf schools, to preserve this architectural type. / Mestrado / Arquitetura e Construção / Mestre em Engenharia Civil

Orientador: Evandro Ziggiatti Monteiro / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo / Made available in DSpace on 2018-08-25T02:45:29Z (GMT). No. of bitstreams: 1 Panobianco_IsabelaEscaroupa_M.pdf: 19106491 bytes, checksum: 816cbe44775d463b5c07f32798dddb54 (MD5) Previous issue date: 2014 / Resumo: O trabalho parte de uma metodologia desenvolvida pelo projeto "Greenbuilding ¿ Tecnologias Verdes", uma parceria FEC/Unicamp ¿ CPFL, no qual o grupo da pesquisadora levantou e trabalhou com parâmetros exclusivos das temáticas de implantação, projeto arquitetônico e conforto ambiental - de diversas certificações ambientais destinados às novas construções e habitações. Entretanto, para o presente estudo os parâmetros levantados foram específicos da tipologia escolar e pertencentes aos seguintes sistemas: LEED, CHPS, AQUA e AIA, os quais restringiram-se às mesmas temáticas já mencionadas. A pesquisa utilizou ainda quatro projetos escolares de unidades da rede pública de ensino (material gráfico composto por plantas, cortes, elevações, etc - cedido pela FDE - Fundação para o Desenvolvimento da Educação) que serviram como estudos de caso de caráter exploratório. O objetivo da dissertação é analisar os parâmetros de sustentabilidade que possam ser úteis para o retrofit escolar através de uma abordagem gráfica. Para isso, a metodologia baseou-se em utilizar cada parâmetro levantado e analisá-lo no material gráfico fornecido quanto aos seguintes critérios: (1) sua possível identificação gráfica - o parâmetro pode ser identificado através de um desenho? Por quê? (2) sua situação diagnosticada ¿ caso o parâmetro tenha sido constatado no material gráfico, de que maneira ele foi atendido: bem, mal ou parcialmente? (3) sua localização ¿ quais pranchas do material gráfico foram consultadas para responder a esse parâmetro? (4) seu grau de dificuldade de retrofitar ¿ é fácil, médio ou difícil de fazer um retrofit arquitetônico na escola visando atender esse parâmetro e deixá-la um pouco mais sustentável? O estudo conclui que os sistemas de certificação trabalham de forma desvinculada em relação ao desenho arquitetônico, tendo em vista que esse vínculo poderia facilitar a incorporação de princípios de sustentabilidade nos processos de projeto, tanto para o caso de edifícios novos como para retrofit de existentes. Outra constatação advinda do estudo foi que os parâmetros de sustentabilidade são úteis tanto para nortear projetos sustentáveis quanto para a avaliação de possibilidade de retrofit / Abstract: The work starts from a methodology developed by the project "Green building - Green Technologies", a partnership FEC / Unicamp - CPFL, in which the group of researcher stood and worked with exclusive parameters of thematic of implantation, architectural and environmental comfort - from several environmental certifications for the new buildings and homes. However, for this study were collected parameters specific to the school typology and belonging to the following systems: LEED, CHPS, AQUA and AIA, which were restricted to the same issues already mentioned. The research even used four school projects - units of public schools (graphic material consisting of plans, sections, elevations, etc. - donated by FDE - Foundation for the Development of Education) that served as case studies of exploratory character. The purpose of the dissertation is to analyze the sustainability parameters that may be useful to retrofit school through a graphical approach. For this, the methodology was based on using each parameter lifted and analyze it in graphical material supplied on the following criteria: (1) their possible graphical identification - the parameter can be identified through a drawing? Why? (2) their diagnosed situation - if the parameter has been found in the graphic material, how he was answered: good, bad or partially? (3) their location - which planks, from the graphic material, were consulted to answer this parameter? (4) their degree of difficulty to retrofit ¿ Is it easy, medium or hard to do a architectural retrofit in a school aiming to answer this parameter and leave this school a little more sustainable? The study concludes that certification systems work so unlinked in relation to architectural drawing, considering that this link could facilitate the incorporation of sustainability principles in the design process, both for the case of new buildings and for retrofit of existing. Another conclusion arising from the study was that the sustainability parameters are useful both to guide sustainable projects and the evaluation of possible retrofit / Mestrado / Arquitetura e Construção / Mestra em Engenharia Civil