In 1997 the University of Victoria began to develop a vision for a First Peoples House with the objective of constructing a welcoming Coast Salish home on the university campus. This vision was realized in 2009 when the First Peoples House opened to the university community and public. Goals stemming from early discussions of a First Peoples House included a house that would support Indigenous culture, community events, and showcase Indigenous art. The First Peoples House represents a case study of how Indigenous artists and their material culture intersect with new Indigenous architecture. This paper is a supporting document to accompany a documentary film showcasing Indigenous artists and key players who participated in the development of the First Peoples House. The purpose of this paper and film is to document developmental stages of the First Peoples House that includes material culture—“art”—embedded within the architecture of the house. Nine interviews include the artistic vision of six artists whose work is represented in the house, and three individuals who were involved in early developmental and current phases of the First Peoples House. The research is placed in a historical context respecting the relationship between Indigenous architecture, residential schools, space and place and material culture. Film adds another dimension to the scope of this paper. Together, the paper and film form a visual and critical analysis highlighting historical shifts along with contemporary understandings of cultural narratives, material culture, Indigenous culture and architecture as integrated within the First Peoples House at the University of Victoria. / Graduate

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-02-15T17:54:42Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) claudia_elizabeth_baracho.pdf: 3702773 bytes, checksum: 3fb1abd1d81a43bfef269fe9d4f96160 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-02-23T12:49:50Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) claudia_elizabeth_baracho.pdf: 3702773 bytes, checksum: 3fb1abd1d81a43bfef269fe9d4f96160 (MD5) / Made available in DSpace on 2017-02-23T12:49:50Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) claudia_elizabeth_baracho.pdf: 3702773 bytes, checksum: 3fb1abd1d81a43bfef269fe9d4f96160 (MD5) Previous issue date: 2016 / Esta disserta??o tem por objetivo investigar o processo de cria??o, constru??o, inaugura??o e as primeiras atividades do Grupo Escolar Professora J?lia Kubitschek. A institui??o foi o terceiro grupo escolar instalado em Diamantina, Minas Gerais, na d?cada de 1950, per?odo hist?rico considerado de grande import?ncia para o munic?pio, uma vez que estava ? frente do governo do Estado, e posteriormente da presid?ncia da Rep?blica, o diamantinense Juscelino Kubitschek de Oliveira. Inicialmente, fez-se necess?ria uma pesquisa bibliogr?fica que contribu?sse para a discuss?o do surgimento dos grupos escolares no contexto brasileiro e no Estado de Minas Gerais com o intento de analisar o ide?rio renovador da primeira metade do s?culo XX. A investiga??o documental foi realizada em arquivos p?blicos e privados, onde foram selecionados jornais locais, livros contendo atas de reuni?es, termos de posse, termos de visitas, imagens e outros documentos que serviram para fundamentar este estudo. Ao discutir a arquitetura do pr?dio do Grupo Escolar Professora J?lia Kubitschek, pretende-se ler e interpretar a hist?ria da educa??o local e entender como os governos estadual e municipal procuraram aquilatar a import?ncia de se construir um novo pr?dio escolar com tra?os arquitet?nicos modernos, em um centro hist?rico tombado pelo patrim?nio na d?cada de 1930. Ao analisar o funcionamento da referida institui??o atrav?s das atas produzidas no seu interior e compar?-las ?s resolu??es, portarias, instru??es e avisos da Secretaria de Estado de Educa??o de Minas Gerais, procura-se entender a pr?tica dos docentes e os ideais dos dirigentes pol?ticos da ?poca. Do ponto de vista te?rico, s?o propostas reflex?es sobre a arquitetura escolar, os grupos escolares e a escola p?blica ao longo do s?culo XX, respectivamente. Desenvolvida na linha de pesquisa Educa??o, Cultura e Sociedade do Mestrado Profissional Interdisciplinar em Ci?ncias Humanas, esta disserta??o se justifica pelo ineditismo do trabalho, por contribuir para os estudos de cunho regional da hist?ria das institui??es escolares e despertar o interesse da comunidade local em preservar e resgatar a sua hist?ria. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Ci?ncias Humanas, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / This dissertation aims to investigate the process of creation, construction and inauguration of the School Group Professora "Julia Kubitschek," and its first activities. The institution was the third School Group installed in Diamantina, Minas Gerais, in the 1950s. This historical period have a high importance for the city since it was ahead of the state government and later of the Republic Presidency, the born in Diamantina Juscelino Kubitschek de Oliveira. First it was necessary a bibliographic research about the emergence of School Groups in the Brazilian context and on the state of Minas Gerais in order to analyze the renovator ideas of the first half of the twentieth century. Documental research was performed on public and private archives, where local newspapers, books containing minutes of meetings, nomination terms, terms of visits and other documents were selected to support this study. When discussing the architecture of the School Group building Teacher "Julia Kubitschek" we intend to read and interpret the local education history and to understand how the state and local governments sought to appraise the importance of building a new modern architectural features school building in a historic center listed by heritage in the late 1930. When analyzing the functioning of the mentioned institution through the minutes produced by them and comparing them with the resolutions, ordinances, instructions and warnings from the State Department of Education of Minas Gerais, looking for understand how the teaching work put into practice the ideals of the political leaders of the time. From a theoretical point of view, reflections on school architecture, school groups and the public school are proposed throughout the 20th century. Developed on the research field of Education, Culture and Society of the Professional Master in Interdisciplinary Humanities, this dissertation is justified by being an un precedented work and by the contribution to regional studies of the history of school institutions and arouse the interest of the local community to preserve and rescue its history.

New Zealand-born architect Joseph Fearis Munnings (1879-1937) is largely forgotten in the country of his birth. Considering the importance of his public works in Bihar and Orissa, India (1912-1919) and his prominence as a school architect in New South Wales, Australia (1923-1937), recognition of his architectural achievements is long overdue. This thesis takes as its premise the notion that early twentieth century architecture in colonial New Zealand, India and Australia was British, the rationale expounded by G. A. Bremner in Imperial Gothic– Religious Architecture and High Anglican Culture in the British Empire (2013). My thesis argues that, considering Munnings’ colonial upbringing and English training, the styles he employed reflected his and his clients’ identity as British. It explores the extent to which Munnings adapted British styles, by incorporating features appropriate for colonial conditions. Drawing upon the work of Ian Lochhead on the achievements of Samuel Hurst Seager, my thesis considers the role played by Seager in mentoring Munnings and guiding his philosophy of architecture. Peter Scriver’s papers, ‘Edge of empire or edge of Asia’ (2009) and ‘Complicity and Contradiction in the Office of the Consulting Architect to the Government of India, 1903-1921’ (1996), also inform my analysis of Munnings’ work in India. To enable an analysis of Munnings’ work, this study divides his career into chronological stages: Early experiences and training, Christchurch, New Zealand, 1879-1903 Architectural training, London, England, 1903-1906 Partnership with Hurst Seager and Cecil Wood, Christchurch, 1906-1909 Work with Leonard Stokes, London, 1909 Responsibilities and achievements, India, 1910-1918 Contributions and achievements, New Zealand, 1919-1923 Partnership with Power and Adam, Sydney, Australia, 1923-1937. This thesis, the first comprehensive study of Munnings’ career, illuminates the extent of his architectural legacy in India, his significant contribution to school architecture in New South Wales, and asserts his place as an architect of the British Empire.

Programmet för skolan är baserat kring en enad volym med en sammanhängande form där dagsljusinsläpp mot ett centralt rum gör interiören öppen och luftig. Byggnaden har fyra våningar, inklusive markplan, samt ett källarutrymme för byggnadens teknikrum. På entréplan finns många av skolans servicerum och administration samt träslöjdsal och idrottssal. Första och översta våning inhuser hemvister för årskurs F till 6. Bibliotek, musiksal och bildsal är placerade på byggnadens översta våning. Ambitionen för skolan är att ge elever och personal en skola med en större närvaro i stadsmiljön. Med ett öppet program och en stor trappgång uppmot årskurs F till 6 blir entrén en viktig upplevelse av byggnaden. Exteriören ansluter till den befintliga Anders Franzéns park som färdigställdes 2014. En omläggning och breddning av Kanalvägen tillgodoser parkering och leveransyta för trafik till och från skolan. Interiören menar upphöja entrén i byggnaden med hjäp av en öppen foajé/ allrumsyta och en visuell koppling till skolans övre, tre plan. Skolans huvudtrapp har en funktion som en flak gradäng och menas kunna utnytjas som en plats för elever att mötas i och umgås vid. Ljus släpps in genom stora fasadpartier av glas till klassrum, hemvister och allrum. De centrala korridorerna genom byggnaden har, utöver skenljus, en långsträckt takslits som ger dagljus till centrumrummen och gradängen Hållbarheten i byggnaden kommer ur dess flexibla program. Genom att frångå behov av bärande interiöra väggar är planen i hög grad förändringsbar. Då läroprogrammen är samlade på de två mellersta våningsplanen kan de pedagogiska rummen ändras utan att påverka serviceytor eller övervåningen/atriumet. Byggnaden har en total yta på 5800 kvm vilket har tillgodosett ett större bibliotek, en foaje med allrum, gradängtrappen och en större idrottsal. Framförallt Idrottssalen är en yta som skulle kunna hållas öppen utanför skoltid och användas av både elever samt boende i närområdet. / The school program is based around a single volume with a coherent form where daylight openings towards a central space makes the interior open and airy. The building has four floors, including ground plan, as well as a basement space for servicerooms. On the ground floor lies the school’s service rooms and administration, as well as a carpentryhall and sports hall. First and second floors house homes for year 0 to 6. Library, music hall and artsrooms are located on the top floor of the building. The ambition for the school is to give students and staff a school with a greater presence in the urban environment. With an open programs and a big staircase up to grade 0  to 6 makes the entrance an important experience of the building. The exterior joins the existing Anders Franzéns park which was completed in 2014. A reorganization and broadening of Kanalvägen provides parking and delivery space for traffic to and from school. The interior means raising the entrance to the building with the help of an open foyer/ entrence room and a visual connection to the school’s top three levels. The school’s main staircase has a function as a flak stand and is meant to be used as a place for pupils to meet and hang out. Light is emitted through large facade portions of glass to classrooms, student abode and family rooms. The central corridors through the building has, in addition to lighting, an elongate roof slit that gives daylight to the central space and stand. The durability of the building comes from its flexible program. By depriving the need for bearing interior walls, the plan is largely changeable. As the learning programs are compiled on the two middle floors, the educational rooms can be changed without affecting the service areas or the upstairs/atrium. The building has a total area of 5800 sqm, which has accommodated a larger library, a foyer with entrence room, stand-staircase and a larger sports hall. Especially the sports hall is an area which could be open outside school hours and used by both students and residents in the surrounding area.