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Grounds for learning : an exploration of the urban school landscape

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. / Applied Science, Faculty of / Architecture and Landscape Architecture (SALA), School of / Graduate

Identiferoai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/11949
Date11 1900
CreatorsUjimoto, Lisa
Source SetsUniversity of British Columbia
LanguageEnglish
Detected LanguageEnglish
TypeText, Thesis/Dissertation
Format3032623 bytes, application/pdf
RightsFor non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.

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