The primary intent of this thesis is to demonstrate how the schoolyard, through physical
diversification focusing on a three-fold paradigmatic framework, can become a significant
educational environment able to support the physical, cognitive and developmental skills in
children. Research is used as a tool to inform and support the designs. Discussed in the first
two sections are the history and evolution of school grounds, play and the environment, the
effects of place-identity on self-identity, as well as the power of place in pedagogy. The design
framework is supported by precedent studies, intending to reflect the design principles,
programs, ideas and values of the ecological, curriculum-based and narrative landscape design
layers. The final master plan design is an amalgamation of these three layers, representing an
educational setting that will foster a dynamic interchange between children and their milieu.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:BVAU.2429/11949 |
| Date | 11 1900 |
| Creators | Ujimoto, Lisa |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Relation | UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/] |
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