What are the modern architectural trends in foreign and domestic learning enviroments? That is the main question of this thesis that is trying to merge both architectural and pedagogical points of view. Even though this topic is becoming more and more actual, it can still be hardly found in czech literature. This thesis analyses new trends in school projects and how they align to the schools educational concept. The theoretical part explains the terms of educational enviroments, educational concept and shows the main architectural trends in school designs. The analytical part presents ten foreign schools looking into the alignment between architectural concept and educational concept. In the research section nine recently built school projects are presented, eight czech and one austrian primary schools are investigated via interviews and observations. The research comes to a conclusion that according to the new changing educational reguirements, most of the examined school projects implements some new features like relaxation places for pupils and places for improving students social and personal skills. Just few of the examined architectural projects are taking into consideration the educational concept, mostly it is the educational concept that is subordinated to the school building project....

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Esta dissertação teve por objetivo realizar uma análise dos projetos escolares encomendados pelo Instituto de Previdência do Estado de São Paulo (IPESP) junto aos escritórios paulistas de arquitetura durante a vigência do Plano de Ação do então governador do Estado, Carlos Alberto Alves de Carvalho Pinto. Foram realizados levantamentos dos projetos selecionados, caracterizando construtivamente a produção em estudo e comparando com as diretrizes de projeto elaboradas pelo Fundo Estadual de Construções Escolares (FECE) criado pelo governo do Estado para o planejamento da rede escolar. Também foram analisados os fatores que possibilitaram uma nova forma de elaboração de projetos para obras públicas até então realizados por funcionários públicos através de contratos com os escritórios de arquitetura, e sua repercussão junto à classe arquitetônica. Para o melhor entendimento e verificação da diversidade de projetos elaborados, foram criados grupos com projetos selecionados por similaridade conceitual através de critérios embasados na espacialidade e forma das edificações. Esses grupos foram representados por esquemas gráficos que sintetizaram as suas características mais expressivas. Por fim, considerações foram feitas sobre as realizações do Plano de Ação, a produção da arquitetura escolar do Ipesp e sua repercussão na arquitetura escolar paulista posterior. / This dissertation had as objective effectuate an analysis of the school projects ordered by the Social Welfare Institute of Sao Paulo (IPESP) and the architecture offices from Sao Paulo during the period of the Plano de Ação, created by the former state governor Carlos Alberto Alves de Carvalho Pinto. Surveys of the selected projects have been effectuated characterizing the production in study and comparing to the same directives elaborated by the state of Sao Paulo School Construction Fund (FECE) created by the state government to the planning of the school system. Factors that made possible a new project elaboration way to the public works have also been analyzed, up to that time realized by the government employees, through contracts with architecture offices and its repercussion among the architecture class. For the best understanding and verification of the diversity of elaborated projects, groups have been created with projects selected by conceptual similarity through criteria based on the spatiality and the shape of the constructions. These groups have been represented by graphical sketches that synthesized its characteristics. Finally, considerations have been made about the realizations of the Plano de Ação, the production of the Ipesps school architecture and its repercussion of the further school architecture of Sao Paulo.

A presente dissertação investiga narrativas de memórias de estudantes acerca de espaços e prédios escolares por eles habitados. Elegeram-se quatro instituições de ensino privadas de Porto Alegre: o Colégio Anchieta, o Colégio Americano, o Colégio Farroupilha e o Colégio Rosário. O estudo inscreve-se no campo da História da Educação e utiliza os postulados da História Cultural, especialmente, o conceito de sensibilidade, para buscar compreender as narrativas discentes. Neste sentido, se vale das contribuições de Sandra Pesavento, Serge Gruzinski e Alain Corbin, no que se refere à história das sensibilidades. Tem-se como principal objetivo a produção de uma espécie de cartografia das sensações sobre os espaços vividos durante a escolarização, identificadas na documentação. A pesquisa privilegiou a análise de escritos discentes e do conteúdo discursivo das entrevistas. Como fontes suplementares, destacam-se fotografias das escolas, plantas arquitetônicas e relatórios, entre outros registros institucionais. Utilizou-se a análise documental histórica e a História Oral para o tratamento metodológico dos documentos escritos e orais, respectivamente. A temporalidade da pesquisa compreende o período de 1920 a 1980, pois, na década de 1920, são construídos os prédios de dois dos colégios examinados e se estende até 1980, considerando o período de escolarização dos entrevistados. Cada testemunho constitui-se em uma rica versão de representações do sensível. Esta pesquisa, portanto, provoca questionamentos: o que mudou nos prédios e em suas concepções arquitetônicas? Quais foram as influências? Qual a relação dos estudantes com o espaço construído? Que memórias podem ser evocadas em estudantes acerca do prédio e do entorno da escola? De que forma lembram o espaço e o prédio da escola? Para responder a tais indagações, as análises foram desenvolvidas a partir das recorrências e dissonâncias encontradas nas narrativas, articuladas em quatro categorias de análise: “O Antigo e o Novo: relações entre os estudantes e os prédios das escolas”; “Entre a vigilância e a diversão: o espaço escolar como elemento curricular”; “A escola como casa: sensações de pertencimento” e, por fim, “A arquitetura escolar e a sensação de liberdade”. Nestas categorias, pode-se perceber como os sujeitos eram afetados e de que forma vivenciavam os espaços que foram projetados também para eles.. Entende-se que o edifício atua como regulador na vida dos estudantes, mas não age de modo uniforme e possibilita momentos de diversão, como uma espécie de fuga. A pesquisa conclui que os espaços da escolarização adquirem um lugar de destaque na hora de rememorar. E estas lembranças, carregadas de ressignificação, trazem evidências para compreender a arquitetura escolar como agente na construção de sensibilidades estudantis. / This dissertation investigates students memories about spaces and school buildings they inhabit. This study elected to investigate four private educational institutions of Porto Alegre: the Anchieta College, the American College, the College Farrukhabad and the Rosary College. The study is part of the field of History of Education and uses the postulates of cultural history, especially the concept of sensitivity, to seek to understand the students' narratives. In this sense, it is worth the contributions of Sandra Pesavento, Serge Gruzinski and Alan Corbin, in relation to the history of sensibilities. has as main objective the production of a kind of mapping of feelings about the spaces lived during the school identified in the documentation. The research focused the analysis of students' written and discursive content of the interviews. As additional sources, they highlight photographs of schools, architectural plans and reports, and other institutional records. We used historical document analysis and oral history for the methodological treatment of oral and written documents, respectively. The survey covers the period 1920-1980, as in the 1920s, are constructed the buildings of two of the examined schools and extends to 1980, considering the period of education of the respondents. Each witness is in a rich representations version sensitive. This research therefore provokes questions: what has changed in the buildings and their architectural conceptions? What were the influences? What is the relationship of the students with the built space? What memories can be evoked in students about the building and the school environment? How reminiscent of the space and the school building? To answer such questions, the analyzes were developed from the recurrences and dissonances found in narratives articulated in four categories of analysis: "The Old and the New: relationships between students and school buildings"; "Between surveillance and fun: the school space as a curricular element"; "The school as a house, belonging feelings" and finally, "The school architecture and the feeling of freedom." In these categories, you can see how the subjects were affected and how they experienced the spaces that are also designed for them .. It is understood that the building acts as a regulator in the lives of students, but does not act uniformly and enables times fun, as a kind of escape. The research concludes that schooling spaces acquire a prominent place at the time of recall. And these memories, full of reframing, bring evidence to understand the architecture school as an agent in the construction of student sensibilities.

In recent years substantial investment has been made to replace or refurbish state schools in England and Wales and, although research has unsuccessfully sought to prove its contribution, the discipline of Design continues to be identified as a facilitator of educational transformation. Results to date, however, are mixed and there is an evident failing at the design briefing stage to understand how children interact with their educational settings and, notably, an avoidance of direct challenge to the primary school classroom and its practice. In response, this thesis asks how the social and cultural study of children’s relationships with their physical school can suggest a meaningful approach to primary school architecture and furniture design. A model of well-being is developed to clarify misused terminology and to present a realistic expectation of design in which the contradictory goals of inclusion and the development of the individual are appraised. Sitting within a diverse grounded methodology, the concept of belonging is then explored as a basis for evaluating the contribution of different aspects of the physical school to children’s well-being. The primary school environments studied were found to limit the possibilities of a child’s well-being. School architecture through to classroom wall displays were complicit in restricting physical and social expression in favour of school organisation and, furthermore, the central child-teacher relationship was found to be unnecessarily devalued by behavioural concerns derived from the setting. By ethically interpreting the rich variety of children’s voices, priorities for what is coined here as child-teacher centred design are established and a clear relationship between architecture and furniture is offered. The thesis recommends that architecture continues to perform a protective classroom role to support objectives of inclusion whilst school furniture supports more affective, individualistic goals through less prescriptive and more varied settings for learning.

Sited prominently in midtown Houston, XS Elementary explores eccentricity as a new spatial and graphic model for the public elementary school in order to reconfigure the structure of the learning and urban environment, establishing flexibility through architectural specificity and formal affect. The project draws from the legacy of mat buildings, employing a dense unit-based framework that is both rationally systematic and embedded with pockets of productively discontinuous eccentric spaces. These auxiliary learning spaces expand education beyond the generic classroom and into an interconnected spatial sequence. Graphic and spatial techniques of jitter, shift, and overprinting reveal, generate, and reinforce moments of internal eccentricity, embuing an internal urbanity to the school and allowing the city to penetrate the institution. By engaging longstanding disciplinary efforts to design learning environments suitable to our time, this thesis confronts today’s electronic delivery methods and emphasis on efficient standardization, asserting that spatial, graphic, and urban play (the slightly off, odd, and peculiar in the face of standardization) is the avenue through which Architecture can exercise innovative and dynamic design, moving beyond the banal mediocrity of design for specialized efficiency’s sake.

This study engaged with the architecture of the ‘Initial Structure’ at Newman College, 1915-1918, so as to establish this building’s place in the oeuvre of Walter Burley Griffin (1876-1937). Griffin’s architecture at Newman College was unparalleled in Melbourne yet it has never been the subject of a comprehensive study. Further, a measure for Griffin’s creative method and architectural style has not been developed to date although much scholarship has been devoted to the identification of events and works in Griffin’s career. Furthermore a substantive analysis of the architecture of Walter Burley Griffin was lacking that defined and distinguished his work from that of the so-called ‘Prairie School’, and of Frank Lloyd Wright. / Walter Burley Griffin was the conceptual designer of Newman College, while Marion Mahony Griffin (1871-1961), his wife and architectural practice partner was its facilitator. An evaluation of Griffin’s university education, 1895-1899, drew out the compositional concepts of parti, types and architectonics, as his own preferred means of working. Griffin’s mature style in the college design was also indebted to his architectural practice and experiences in Chicago, 1899-1914. An initial assumption in this study was that Griffin was eclectic, as were the American predecessors he admired, Thomas Jefferson and Henry Hobson Richardson, as were Griffin’s contemporaries, Louis Henri Sullivan and Frank Lloyd Wright. Thus the sources of Griffin’s architectural ideas, elements, and methods of composition, have been traced in this study. / American campus designs were surveyed and comparisons made with the other three late 19th Century college buildings at the University of Melbourne to distinguish Griffins’ innovations in college planning, construction and form at Newman College. The description of the commissioning, committee-work and program for the Newman College building revealed the social and political idealism that linked Griffin with his supporters among Melbourne’s Roman Catholic community. Griffin worked with ‘structure’ in mind, both compositional and constructional. Particular partis, typologies and architectonic patterns have been 3 identified in the compositional structures of the college building design. Similarly Griffin’s adaptations of new and exploratory building techniques were investigated. / Griffin’s sources were not only American. He derived inspiration equally from seminal European and Asian precedents, which provided instances of an underlying compositional structure. In the architecture of Newman College the composite plans, mixed construction techniques and materials, and richly layered forms allowed Griffin scope to express ideal college purposes, spiritual universality, and organic wholeness.

Thesis (Ph. D.)--University of Illinois at Urbana-Champaign, 1984. / Vita. Includes bibliographical references (leaves 626-650). Also issued in print.

Thesis (Ph. D.)--University of Illinois at Urbana-Champaign, 1984. / Vita. Includes bibliographical references (leaves 626-650).

O uso da tecnologia e a globalização são fatores que moldaram a geração de estudantes do século XXI, levando-os a serem mais integrados socialmente e estimulando-os a tomarem decisões de forma colaborativa. Tais características têm sido apontadas em prospecções e debates sobre os espaços de aprendizagem do futuro em diversos países, levando ao surgimento de questões relacionadas às mudanças educacionais e materiais a serem realizadas para acompanhar esta geração. Apesar disso, o espaço de ensino e aprendizagem das escolas de hoje ainda é baseado em modelos tradicionais de ensino. Escolas tradicionais foram concebidas a partir de pedagogias focadas na transmissão verticalizada do conteúdo, enquanto pedagogias emergentes empregam a investigação, experimentação, colaboração e atividades multidisciplinares nos processos de aprendizagem. Países europeus têm investido no redesenho de espaços de escolas tradicionais para apoiar abordagens pedagógicas inovadoras. No Brasil, o discurso pedagógico defendido pelas diretrizes educacionais preconiza que o conhecimento deve ser construído pela ação do aluno e pela interação social. Paradoxalmente, as salas de aula das escolas brasileiras, mesmo as escolas construídas para atender abordagens inovadoras, não estimulam a interação entre os alunos. Nas escolas brasileiras, o pátio escolar parece constituir o único espaço que potencializa a atitude autônoma e espontânea dos estudantes. O principal óbice para esta utilização parece se concentrar na falta de controle pedagógico dada a ausência de barreiras físicas e dimensões do pátio. Este estudo sugere que, através de intervenções físicas de baixo custo, o pátio escolar pode ser utilizado para a transmissão de conteúdos curriculares do ensino fundamental, propiciando a interatividade e comunicação entre os alunos sem perda de controle pedagógico. Para demonstrar este potencial, realizou-se um experimento com alunos de 13 e 14 anos, envolvendo a utilização de objetos manipuláveis vinculados a conteúdos curriculares. O experimento consistiu na transformação do playground do pátio de uma escola de ensino fundamental em contexto de aprendizagem a partir da construção de duas intervenções, nas quais brinquedos do playground foram utilizados como componentes. A utilização dos objetos e do espaço do pátio pelos alunos foi registrada através da observação das relações estabelecidas entre professores e alunos no espaço do pátio; das formas de distribuição e agrupamento espontâneo e das atitudes autônomas e interativas entre os alunos. Os dados coletados foram analisados em diagramas representando a ocupação do pátio durante os experimentos e comparados à ocupação de uma sala de aula padrão para o mesmo número de alunos, um grupo de 35 estudantes. Verificou-se que os alunos concentraram-se mais próximos à intervenção do que seria possível na sala de aula. Foi criada uma hierarquia implícita na relação entre professor e alunos em que, no pátio, o posicionamento do professor não se diferenciou espacialmente do posicionamento dos alunos, dando ao professor liberdade para trocar constantemente de posição e interagir com os alunos. Foi possível concluir que os experimentos polarizaram a distribuição dos alunos no espaço do pátio, que não houve perda do controle pedagógico e que a concentração dos alunos ao redor das intervenções não dependeu da delimitação espacial geralmente obtida através de paredes da sala de aula convencional. / The use of technology and the globalization have shaped twenty-first century students. Hence, this generation tends to be more socially integrated and also makes decisions collaboratively. These characteristics have been identified in surveys and debates about the future of learning spaces in several countries, leading to the emergence of issues related to educational and material changes to be made in order to support this generation. Nevertheless, teaching and learning spaces in schools today is still based on traditional models of education. Traditional schools were designed for pedagogies that are focused on vertical transmission of knowledge. On the other hand, emerging pedagogies employ research, experimentation, collaboration and multidisciplinary activities in the learning process. European countries have invested in redesigning traditional schools spaces to support innovative teaching approaches. In Brazil, educational guidelines recommend that knowledge should be built by the action of the student and by social interaction. Paradoxically, classrooms in Brazilian schools, even schools built to meet innovative approaches, do not stimulate interaction between students. In Brazilian schools, the school courtyard seems to be the only space that enhances the autonomous and spontaneous attitude of students. The main obstacle to its use seems to focus on the lack of pedagogical control in the absence of physical barriers and by the courtyard dimensions. Thus, this study suggests that the schoolyard could be used for the transmission of knowledge of elementary school disciplines through low cost physical intervention, providing then, interactivity and communication among students without loss of pedagogical control. In order to demonstrate this capability, an experiment was carried out with students from 13 to 14 years, involving the use of manipulable objects linked to curricular content. The experiment consisted in transforming the playground courtyard of an elementary school in a context of learning. By building two interventions, in which, playground equipment were used as components, the use of objects and the yard space by students, was observed. Besides, we observed the relation among teachers and students in the courtyard space; also forms of distribution and spontaneous grouping, and the autonomous and interactive attitudes among students. The collected data was analyzed in diagrams representing the courtyard occupation during the experiments and then that data was compared to the occupation of a standard classroom for the same number of students, a group of 35 students. It was found in the experiment that students concentrated closer to the area of interest than would be possible in the classroom. An implicit hierarchy was established in the relationship between teacher and students in which, in the courtyard, the position of the teacher did not differ spatially in student placement, giving freedom for teachers to constantly change positions and interact with students. It was concluded that the experiments polarized distribution of students in the courtyard space with no loss of pedagogical control and the concentration of students around the interventions did not depend on spatial delimitation usually made by the walls of conventional classroom.