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Architecture Masters Theses Collection

Theses from 2023 2023.

Music As a Tool For Ecstatic Space Design , Pranav Amin, Architecture

Creating Dormitories with a Sense of Home , Johnathon A. Brousseau, Architecture

The Tectonic Evaluation And Design Implementation of 3D Printing Technology in Architecture , Robert Buttrick, Architecture

Designing for the Unhoused: Finding Innovative and Transformative Solutions to Housing , Hannah C. Campbell, Architecture

Investigating Design-Functional Dimension Of Affordable Housing With Prefabrication On Dense Suburbs Of Chelsea, MA , Siddharth Jagadishbhai Dabhia, Architecture

Architecture of Extraction: Imagining New Modes of Inhabitation and Reclamation in the Mining Lifecyle , Erica DeWitt, Architecture

Utopian Thought and Architectural Design , Anthony L. Faith, Architecture

Building Hygge In-Roads into Incremental Living , Tanisha Kalra, Architecture

NATURE INSPIRED ARCHITECTURE , Salabat Khan, Architecture

Sustainable Architecture in Athletics: Using Mass Timber in an Old-Fashioned Field , Zach C. Lefever, Architecture

Off-grid Living for the Normative Society: Shifting Perception and Perspectives by Design , Patsun Lillie, Architecture

The Evolution of Chinese Supermarkets in North America: An Alternative Approach to Chinese Supermarket Design , Ruoxin Lin, Architecture

Refreshing Refinery: An Analysis of Victorian Architecture and How to Translate its Elements for Contemporary Architecture , Richard J. Marcil, Architecture

After Iconoclasm: Reassessing Monumental Practices and Redesigning Public Memorials in Twenty-First-Century Massachusetts , Lincoln T. Nemetz-Carlson, Architecture

Earthen Materials In Organic Forms: An Ecological Solution to the Urban Biosphere? , Rutuja Patil, Architecture

Adaptive (Re)purpose of Industrial Heritage Buildings in Massachusetts A Modular Strategy for Building a Community , Riya D. Premani, Architecture

Community Design: A Health Center Serving the Greater Boston Population , Brandon E. Rosario, Architecture

The Food Hub as a Social Infrastructure Framework: Restitching Communities in Boston After the Pandemic , Connor J. Tiches, Architecture

Theses from 2022 2022

Equitable Housing Generation Through Cellular Automata , Molly R. Clark, Architecture

Beneficial Invasive: A Rhizomatic Approach to Utilizing Local Bamboo for COVID Responsive Educational Spaces , Megan Futscher, Architecture

Architectural Activism Through Hip-Hop , Micaela Goodrich, Architecture

Addressing Trauma Through Architecture: Cultivating Well-being For Youth Who Have Experienced Trauma , Megan Itzkowitz, Architecture

Buildings Integrated into Landscape & Making People Care for Them: Exploring Integrated Land-Building Ecosystems and the Lifestyles Needed to Support It , Sara Mallio, Architecture

Reimagining Black Architecture , Esosa Osayamen, Architecture

Prefabricated Homes: Delivery At Your Doorsteps , Obed K. Otabil, Architecture

Memory and Resistance , Cami Quinteros, Architecture

Mycelium: The Building Blocks of Nature and the Nature of Architecture , Carly Regalado, Architecture

IN-BETWEEN SPACES: ATMOSPHERES, MOVEMENT AND NEW NARRATIVES FOR THE CITY , Paul Alexander Stoicheff, Architecture

Theses from 2021 2021

Creating New Cultural Hubs in American Cities: The Syrian Diaspora of Worcester, Massachusetts , Aleesa Asfoura, Architecture

Firesafe: Designing for Fire-Resilient Communities in the American West , Brenden Baitch, Architecture

The Beige Conundrum , Alma Crawford-Mendoza, Architecture

Cultivating Food Justice: Exploring Public Interest Design Process through a Food Security & Sustainability Hub , Madison J. DeHaven, Architecture

Physical to Virtual: A Model for Future Virtual Classroom Environments , Stephen J. Fink, Architecture

Detroit: Revitalizing Urban Communities , David N. Fite, Architecture

The Homestead Helper Handbook , Courtney A. Jurzynski, Architecture

An Architecture of a New Story , Nathan Y. Lumen, Architecture

Border Town: Preserving a 'Living' Cultural Landscape in Harlingen, Texas , Shelby Parrish, Architecture

Housing for Adults with Autism Spectrum Disorder (ASD): Creating an Integrated Living Community in Salem, MA , Tara Pearce, Architecture

From Sanctuary to Home in the Post-Interstate City , Morgan B. Sawyer, Architecture

Exploring the Use of Grid-Scale Compressed Air Energy Storage in the Urban Landscape , Connor S. Slover, Architecture

Bridging the Gaps in Public Conversation by Fostering Spaces of Activism , Karitikeya Sonker, Architecture

Re-envisioning the American Dream , Elain Tang, Architecture

Tall Timber in Denver: An Exploration of New Forms in Large Scale Timber Architecture , Andrew P. Weuling, Architecture

Theses from 2020 2020

Urban Inter-Space: Convergence of Human Interaction and Form , Clayton Beaudoin, Architecture

The Hues of Hadley Massachusetts: Pioneering Places for Preservation and Growth , Elisha M. Bettencourt, Architecture

Reinvigorating Englewood, Chicago Through New Public Spaces and Mixed-Income Housing , Givan Carrero, Architecture

Architectural Agency Through Real Estate Development , Hitali Gondaliya, Architecture

Multimodal Transit and a New Civic Architecture , Samuel Bruce Hill, Architecture

Rethinking The Suburban Center , Andrew Jones, Architecture

Resilient Urbanism: Bridging Natural Elements & Sustainable Structures in a Post-Industrial Urban Environment , Nicholas McGee, Architecture

Adaptive Airport Architecture , Yash Mehta, Architecture

Rethinking School Design to Promote Safety and Positivity , Emily Moreau, Architecture

The Built Environment and Well-Being: Designing for Well-Being in Post-Industrial Communities During the Age of Urbanization , Tyler O'Neil, Architecture

Brutalism and the Public University: Integrating Conservation into Comprehensive Campus Planning , Shelby Schrank, Architecture

Spatial Design for Behavioral Education , Madeline Szczypinski, Architecture

Theses from 2019 2019

THERAPEUTIC COMMUNITY: FOR REFUGEES , Raghad Alrashidi, Architecture

From Archaic To contemporary : Energy Efficient Adaptive Reuse of Historic Building , Nisha Borgohain, Architecture

(RE)Developing Place: The Power of Narrative , Kinsey Diomedi, Architecture

Rethinking Ambulatory Care Delivery , Senada Dushaj, Architecture

Photosynthesizing the Workplace: A Study in Healthy and Holistic Production Spaces , Kaeli Howard, Architecture

Museum Design As A Tool For A City , Cunbei Jiang, Architecture

Architecture and Wilderness: An Exchange of Order , Ashley Lepre, Architecture

Cross-Species Architecture: Developing an Architecture for Rehabilitative Learning Through the Human-Canine Relationship , Jake Porter, Architecture

Intermodal Transit Terminal: Integrating the Future of Transit into the Urban Fabric , Guy Vigneau, Architecture

Theses from 2018 2018

Bangladeshi Cultural Center: for the Bangladeshi Population Living in New York City , Sabrina Afrin, Architecture

THE ENHANCEMENT OF LEARNING THROUGH THE DESIGN PROCCESS: RENOVATING THE FORT RIVER ELEMENTARY SCHOOL IN AMHERST, MA , Reyhaneh Bassamtabar, Architecture

LEARNING SPACES: DISCOVERING THE SPACES FOR THE FUTURE OF LEARNING , Michael Choudhary, Architecture

ARCHITECTURAL SYNERGY: A FACILITY FOR LIFELONG LEARNING IN ACADEMIA AND PRACTICE , Ryan Rendano, Architecture

Resilient Architecture: Adaptive Community Living in Coastal Locations , Erica Shannon, Architecture

Theses from 2017 2017

New York City 2050: Climate Change and Future of New York | Design for Resilience , Abhinav Bhargava, Architecture

The Performance of Light: Exploring the Impact of Natural Lighting in the New UMass School of Performance , Dylan Brown, Architecture

Regional Expression In The Renovation Of Remote Historic Villages , Jie chen, Architecture

An Incremental Intervention In Jakarta: An Empowering Infrastructural Approach For Upgrading Informal Settlements , Christopher H. Counihan, Architecture

UMASS Dining Hall. A Path to Resiliency , Lukasz Czarniecki, Architecture

LIVING CORE OF THE FUTURE: PROPOSING NEW APPROACH FOR THE FUTURE OF RESIDENTIAL COMPLEX IN METROPOLITAN AREAS , Mahsa G. Zadeh, Architecture

HUMANITY IN A CHILDREN’S CANCER HOSPITAL , Sara Jandaghi Jafari, Architecture

Designing Symbiosis for the New Church Community , Evan Janes, Architecture

A Visible History: A Synthesis of Past, Present and Future Through the Evocation of Memory Within Historic Contexts , Nicholas Jeffway, Architecture

Creating A Community A New Ecological, Economical, and Social Path to Uniting a Community , Andrew Stadnicki, Architecture

Z-Cube: Mobile Living for Feminist Nomads , Zi Ye, Architecture

Theses from 2016 2016

Music and Architecture: An Interpresence , Rachel J. Beesen, Architecture

Intervening in the Lives of Internally Displaced People in Colombia , Amy L. Carbone, Architecture

Designing Waste Creating Space: A Critical Examination Into Waste Reduction Through Building Techniques, Architectural Design, and Systems , Courtney M. Carrier, Architecture

Umass September 11 Intervention , Mohamad Farzinmoghadam, Architecture

Merging Social Science and Neuroscience in Architecture: Creating a Framework to Functionally Re-integrate Ex-Convicts , Kylie A. Landrey, Architecture

From Shelters to Long Living Communities , Yakun Liang, Architecture

Building Hope: A Community + Water Initiative, La Villa de San Francisco, Honduras , Christopher D. Mansfield, Architecture

THE SPATIALITY IN STORYTELLING , Xiang Yu, Architecture

Innovation of the Residential Buildings and Community in the Emerging City Rongcheng , Xing Yu, Architecture

Art and Life - Make invisible visible in Cao changdi village, Beijing, China , peng zhang, Architecture

Theses from 2015 2015

The Dialogue of Craft and Architecture , Thomas J. Forker, Architecture

MOSQUE IN THE VALLEY: A SPACE FOR SPIRITUAL GATHERING & CULTURAL LEARNING , Nabila Iqbal, Architecture

EXPLORATION OF CONNECTIVITY BETWEEN URBAN PLAZA AND MIXED USE BUILDINGS , Youngduk Kim, Architecture

Design Of A Housing For Urban Artisan-Living Work , Fahim Mahmud, Architecture

Membranes and Matrices: Architecture as an Interface , Nayef Mudawar, Architecture

Building for the Future: Revitalization through Architecture , Rebecca N. Perry, Architecture

Developing Maker Economies in Post-Industrial Cities: Applying Commons Based Peer Production to Mycelium Biomaterials , Grant R. Rocco, Architecture

Design of Children's Event and Cutural Center in Osu, Accra, Ghana , Rudi Somuah, Architecture

Sustainable Design of Student Centers Retrofitting and Adaptive Reuse of UMass Student Union , Tianye Song, Architecture

Design/Build in Architectural Education: studying community-focused curriculum , Matthew K. Sutter, Architecture

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Selected Architecture Thesis Projects: Fall 2020

Clockwise from top left: “Citing the Native Genius” by Taylor Cook, “Pair of Dice, Para-Dice, Paradise: A Counter-Memorial to Victims of Police Brutality” by Calvin Boyd, “The Magic Carpet” by Goli Jalali, “Stacked Daydreams: Ceiling-Scape for the Neglected” by Zai Xi Jeffrey Wong, and “Up from the Past: Housing as Reparations on Chicago’s South Side” by Isabel Strauss

Five films showcase a selection of Fall 2020 thesis projects from the Department of Architecture.

Pair of Dice, Para-Dice, Paradise: A Counter-Memorial to Victims of Police Brutality

This thesis is a proposal for a counter-memorial to victims of police brutality. The counter-memorial addresses scale by being both local and national, addresses materiality by privileging black aesthetics over politeness, addresses presence/absence by being more transient than permanent, and lastly, addresses site by being collective rather than singular. The result is an architecture that plays itself out over 18,000 police stations across America and the Washington Monument at the National Mall, two sites that are intrinsically linked through the architecture itself: negative “voids” at police stations whose positive counterparts aggregate at the Mall.

The critical question here is whether or not the system in which police brutality takes place can be reformed from within, or if people of color need to seek their utopia outside of these too-ironclad structures. This counter-memorial, when understood as an instrument of accountability (and therefore a real-time beacon that measures America’s capacity to either change or otherwise repeat the same violent patterns), ultimately provides us with an eventual answer.

Author: Calvin Boyd, MArch I 2020 Advisor: Jon Lott , Assistant Professor of Architecture Duration: 11 min, 2 sec

Thesis Helpers: Shaina Yang (MArch I 2021), Rachel Coulomb (MArch I 2022)

The Magic Carpet

The Persian Carpet and the Persian Miniature painting have served as representation tools for the Persian Gar­den and the idea of paradise in Persian culture since antiquity. The word paradise derives from the Persian word pari-daeza meaning “walled enclosure.” The garden is always walled and stands in opposition to its landscape. This thesis investigates the idea of a contemporary image of paradise in the Iranian imagination by using carpets and miniature paintings as a tool for designing architecture. The garden, with its profound associations, provided a world of metaphor for the classical mystic poets. One of the manuscripts describing the Persian garden is called Haft Paykar – known as the Seven Domes – written by the 12th century Persian poet called Nizami. These types of manuscripts were made for Persian kings and contain within them miniature paintings and poetry describing battles, romances, tragedies, and triumphs that compromise Iran’s mythical and pre-Islamic history. The carpet is the repeating object in the minia­ture paintings of the manuscript. This thesis deconstructs the carpet in seven ways in order to digitally reconstruct the miniature paintings of the Seven Domes and the image of paradise with new techniques.

Author: Goli Jalali, MArch I 2021 Advisor: Jennifer Bonner , Associate Professor of Architecture Duration: 8min, 28 sec

Up from the Past: Housing as Reparations on Chicago’s South Side

Do people know what the Illinois Institute of Technology and the South Side Planning Board and the city of Chicago and the state of Illinois and the United States government did to the Black Metropolis? If they know, do they care? Is it too hard to hold these entities accountable? If we held them accountable, could we find justice for those that were displaced? What would justice look like? What comes after Mecca? What types of spaces come after Mecca? Are they different than what was there before? Are they already there? What defines them? Can Reparations be housing? How many people are already doing this work? How many people are doing this work in academia? On the ground? Is the word “Reparations” dead? What do we draw from? Who is this for? Do white men own the legacy of the architecture that defined the Black Metropolis? How personal should this work be? How anecdotal? How quantitative? Does the design need to be inherently spatial? Or atmospheric? What should it feel like? How do I draw a feeling in Rhino? What are radical ways of looking? How do we reclaim racialized architecture? Do we? Should we even talk about these things?

Author: Isabel Strauss, MArch I 2021 Advisor: Oana Stanescu , Design Critic in Architecture Duration: 4 min, 4 sec

Soundtrack Created By: Edward Davis (@DJ Eway) Production Support: Adam Maserow , Evan Orf , Glen Marquardt Collaborators: Rekha Auguste Nelson , Farnoosh Rafaie , Zena Mariem Mengesha , Edward Davis (DJ Eway) Special Thanks: Caleb Negash , Tara Oluwafemi , Maggie Janik , Ann Whiteside , Dana McKinney Guidance: Stephen Gray , John Peterson , Chris Herbert , Cecilia Conrad , Lawrence J. Vale , Ilan Strauss , Mark Lee , Iman Fayyad , Jennifer Bonner , Mindy Pugh , Peter Martinez Collage Credits: Adler and Sullivan , Bisa Butler , Carrie Mae Weems , Dawoud Bey , Deborah Roberts , Ebony G Patterson , Ellen Gallagher , Frank Lloyd Wright , Howardena Pindell , Jordan Casteel , Kerry James Marshall , Latoya Ruby Frazier , Lelaine Foster , Lorna Simpson , Mark Bradford , Mickalene Thomas , Mies van der Rohe , Nick Cave , Njideka Akunyili Crosby , Romare Bearden , Sadie Barnette More Information: architectureofreparations.cargo.site

Stacked Daydreams: Ceiling‐Scape for the Neglected

Elderly Care Adaptive Reuse of Hong Kong’s Vertical Factory

This thesis operates at the intersection of three domains of neglect:

• In the realm of building elements, the ceiling is often considered as an afterthought in the design process.
• Across building types, the vertical factory sits abandoned and anachronistic to its surroundings. It spiraled into disuse due to Hong Kong’s shifting economic focus.
• In society, the elderly are often subjected to social neglect, seen as a financial burden, and forced toward the fringes of society.

These parts experience obsolescence that led to indifference, and subsequently to boredom. I intend to draw the parallel of deterioration between the body of the elderly and the body of the vertical factory. Using a set of ceiling parts in the manner of prosthetics to reactivate the spaces into elderly care facilities, revert boredom to daydreams, and reimagine the concept of elderhood as an experimental second stage of life.

Author: Zai Xi Jeffrey Wong, MArch I AP 2021 Advisor: Eric Höweler , Associate Professor of Architecture & Architecture Thesis Coordinator Duration: 4 min, 53 sec

Citing the Native Genius

Reconstructing vernacular architecture in Hawai’i

For over 120 years, Americanization has tried to demean and erase Hawaiian language, culture, and architecture. In contemporary discourse, the vernacular architecture of Hawai’i is mostly referred to as ancient and vague. As with many Indigenous cultures, Western perspectives tend to fetishize or patronize the Hawaiian design aesthetic. Within this hierarchy of knowledge is a systemic assumption that Hawaiian vernacular architecture cannot effectively serve as a precedent resource for contemporary architects. Those who do reference the original vernacular will often classify it as utilitarian or resourceful. Regardless of intent, this narrative takes design agency away from the people involved. As a corrective, a respectful use of vernacular domestic form would benefit designers that are struggling to connect with Hawai’i’s cultural and architectural traditions.

Mining the European gaze and influence out of revivalist publications, archeological surveys and historic images reveal unique characteristics of Hawaiian domestic space. Geometric quotation and symbolic referencing are the foundational instruments in applying the discrete components, form, and organizational logic of the vernacular. The result is a design process that creates an amalgamation of decolonized form and contemporary technique. This residential project intends to revive Hawai’i’s erased domestic experience by revisiting the precolonial vernacular form and plan.

Author: Taylor Cook, MArch I 2021 Advisor: Jeffry Burchard , Assistant Professor in Practice of Architecture Duration: 5 min, 13 sec

Special Thanks: Jeffry Burchard, Cameron Wu, Kanoa Chung, Nik Butterbaugh, Carly Yong, Vernacular Pacific LLC More Information: www.vernacularhawaii.com

During the COVID-19 pandemic, the galleries in Gund Hall have been turned ‘inside out,’ with exhibitions shown through a series of exterior projections on the building’s facade. View some images from the screening of these films below:

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Home > Architecture > Architecture Masters Theses

Architecture Masters Theses

RISD’s Master of Architecture program is one of the few in the US embedded in a college of art and design. Here, architecture is taught in a way that understands the practice of design and making as a thoughtful, reflective process that both engenders and draws from social, political, material, technological and cultural agendas. The program aims to empower students to exercise their creativity by understanding their role as cultural creators and equipping them to succeed in the client-based practice of architecture.

The degree project represents the culmination of each student’s interests relative to the curriculum. A seminar in the fall of the final year helps focus these interests into a plan of action. Working in small groups of five or six under the guidance of a single professor, students pursue individual projects throughout Wintersession and spring semester. Degree projects are expected to embody the architectural values that best characterize their authors as architects and are critiqued based on the success of translating these values into tangible objects.

Graduate Program Director: Hansy Better Barraza

These works are licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 License .

Theses from 2023 2023

Ghost Hotel , George Acosta

Cohabitation x Adaptation, 2100: A Climate Change Epoch , Kyle Andrews

Reintroducing Hemp (rongony) in the Material Palette of Madagascar: A study on the potential of Hemp Clay components and its impact on social and ecological communities. , Henintsoa Thierry Andrianambinina

Norteada- En Busca De un Nuevo Norte. Cocoon Portals and the Negotiation of Space. , Kimberly Ayala Najera

Decolonial Perspective on Fashion and Sustainability , Haisum Basharat

Psychochoreography , Nora Bayer

Whale Fall·Building Fall , Jiayi Cai

Means and Methods: Pedagogy and Proto-Architecture , Daniel Choconta

The Miacomet Movement , Charles Duce

Unpacked: Consumer Culture in Suburban Spaces , Jaime Dunlap

you're making me sentimental , Chris Geng

Myths, Legends, and Landscapes , Oromia Jula

Old and New: Intervention in Space and Material , Yoonji Kang

Urban Succession: an ecocentric urbanism , Anthony Kershaw

An Architect's Toolkit for Color Theory , ella knight

WAST3D POTENTIAL , Andrew Larsen

Sustainable Seismic Architecture: Exploring the Synergy of Mortise-and-Tenon Joinery and Modern Timber Construction for Reducing Embodied Carbon , Cong Li

Recipes for Building Relationships , Adriana Lintz

Water Relations, Understanding Our Relationship to Water: Through Research, Diagrams, and Glass , Tian Li

Exploring Permanent Temporariness: A Look into the Palestinian Experience through Refugee Camps , Tamara Malhas

A Study of Dwelling , Julia McArthur

Appropriate that Bridge: Appropriation as a way of Intervention , Haochen Meng

Toronto Rewilded , Forrest Meyer

Confronting and Caring for Spaces of Service , Tia Miller

Reorientation , Soleil Nguyen

The De-centering of Architecture , Uthman Olowa

[De]Composition: Grounding Architecture , Skylar Perez

Soft City: Reclaiming Urban Public Spaces for Play , Jennifer Pham

We Have a (Home) - Co-operative Homes for Sunset Park , Lisa Qiu

The Incremental Ecosystem: Hybridizing Self-Built + Conventional Processes as a Solution to Urban Expansion , Shayne Serrano

Liberdade para quem? - Layered Histories , Vanessa Shimada

Tracing as Process , Lesley Su

The Design of Consequences , Yuqi Tang

On the Edge of the "Er-Ocean" State , Mariesa Travers

Beyond the White Box: Building Alternative Art Spaces for the Black Community , Elijah Trice

Translational Placemaking: The Diasporic Archive , Alia Varawalla

Unearthing Complexity: Tangible Histories of Water and Earth , Alexis Violet

Ritual as Design Gesture: Reimagining the Spring Festival in Downtown Providence , wenjie wang

Spatial Reveries , Alexander Wenstrup

Public-ish , Aliah Werth

Phantom Spaces , Craytonia Williams II

Navigating Contextualism: An architectural and urban design study at the intersection of climate, culture, urban development, and globalization Case Study of Dire Dawa , Ruth Wondimu

Green Paths - On the Space In-Between Buildings , Hongru Zhang

Blowing Away , Ziyi Zhao

Uncovering Emotional Contamination: Five Sites of Trauma , Abigail Zola

Theses from 2022 2022

Revisionist Zinealog : a coacted countercultural device , Madaleine Ackerman

Reengineer value , Maxwell Altman

Space in sound , Gidiony Rocha Alves

Anybody home? Figural studies in architectural representation , David Auerbach

An atlas of speculating flooded futures ; water keeps rising , Victoria Barlay

Notes on institutional architecture ; towards and understanding of erasure and conversation , Liam Burke

For a moment, I was lost ; a visual reflection on the process of grief and mortality within the home , Adam Chiang-Harris

Remnants , Sarah Chriss

A thesis on the entanglement of art and design , Racquel Clarke

Community conservation & engagement through the architecture of public transportation , Liam Costello

Sacred pleasures : a patronage festival of the erotic and play , David Dávila

Caregivers as worldbuilders , Caitlin Dippo

Youkoso Tokyo : Guidebook to a new cybercity , Evelyn Ehgotz

Home: a landscape of narratives ; spaces through story telling , Tania S. Estrada

A digital surreal , Michael Garel-Martorana

Moving through time , Anca Gherghiceanu

Rising to the occasion : a resiliency strategy for Brickell, Miami , Stephanie Gottlieb

Food for an island : on the relationships between agriculture, architecture and land , Melinda Groenewegen

Towards a new immersion , Kaijie Huang

Astoria houses: a resilient community , James Juscik

Healing the Black Butterfly: reparation through resources , Danasha Kelly

Immortal/ ephemeral/ versatile , Zhenhong (Brad) Lei

Objects in transformation , Caroline Coxe Lippincott

System as a living organism , Xinyi Liu

Unnoticeable city corners , Yuchen Liu

Immaterial realities , Tyler Lovejoy

Houston, TX Walkable Circuit interventions to aid Houston’s safe/accessible walk-ability , Isabel Manahl

Reference: a field guide for new practices , Eric Mason

With water , KT McLeod

Scaffolding: medium, mediator, mediated , Mono Yingyi Mo

Solar panels , Marco Nuno Mourão

Post-standardization , Hengrong Stanley Ni

Domestic disturbance: cleaning, labor and maintenance of architecture , Valeria Portillo

Cycle of care: a study based on home-care elderly living in Beijing, China , Wenyue Remi Qiu

[daymeh] a postmemory database , Natalie Rizk

The value in intentional impermanence , Dominique Tsironis

Salt infrastructures & geographies , Jordan Voogt

Framing: embracing trauma in your "surrounding world" , Zheng Xu

Flexing boundaries : tectonic strategies for the multi-generational home , Elise Young

Unseen body, unheard voice , Chunxin Yu

Together: a transformational sequence of healing , Deborah Zhuang

Reclaiming memory through soft spaces , Wendy Zhuo

Space of ambience : learning the relationship between environment, emotion, and behavior , Xueyun Zou

Theses from 2021 2021

Responsive markets: structures supporting economic activity in postcolonial Mumbai , Bilal Ismail Ahmed

Whores, sluts, and bitches; the perceived limits of sexualisation and the affects on space , Chloe Jenny Bennie

Black exposure: a new typology , Teisha Bradley

Imprints of home , Sara Burashed

Architecture of aging care: a field through architectural innovation , Eve Huining Guo

Preserving modern architecture & new railway infrastructure in New Delhi , Yash Sahai Gupta

Manahatta , Nicholas Hinckfuss

A house on a street: a proposal for the multi-generational house in America , Ian Johnson Kienbaum

Play & protest , James Kloote

Breaking the mold: a journey of the brick , Sumanth Krishna

Balance the conversations , Karen Kuo

Community Healthcare Clinic - adaptation system to the pandemic and post pandemic periods , Nhu Le

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Thesis and Capstone

Students across our degree programs have the opportunity to conduct impactful research in the final year of study.

In both the graduate and undergraduate Architecture programs, students can elect to complete a Thesis project. Design students are offered a Capstone project. Historic Preservation graduate students complete a Practicum experience. And graduate students in Sustainable Real Estate Development perform Directed Research. See past graduate projects at Tulane Libraries' collection of Master's Theses - Tulane School of Architecture .

Featured Thesis Projects

The five-year Bachelor of Architecture (BArch) and the graduate Master of Architecture (MArch) prepare students with advanced skills in the areas of history, theory, representation and technology.

The thesis projects address a clear subject matter, identify actionable methods for working, and generate knowledge relative to their findings that ultimately contribute to architectural discourse.

In the fall semester, students conduct research and process work that leads to designing a project according to crucial principles and parameters embedded within the discipline of architecture.

The outcome of these activities is considered an architectural thesis, presented in the spring semester. In both semesters, each student is guided by a faculty thesis director.

See more projects at our Featured Thesis page.

Gabrielle Rashleigh

Graduate Thesis, 2021

Jorge Blandin Milla and Joanne Engelhard

Undergraduate Thesis, 2021

Luke Escobar

Graduate Thesis, 2022

Valentina Mancera and Natalie Rendleman

Undergraduate Thesis, 2022

Zach Braaten

Evan Warder

Kelsie Donovan

Maddison Wells

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Dezeen features 10 Tulane architecture student thesis projects

Architecture Thesis Collection

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The material featured on this site is subject to copyright protection unless otherwise indicated. The portions of the documents may be reproduced for study, research, or non-commercial purposes in any format or medium without permission. Request for commercial use should be addressed to the Dean of University Libraries.

Recent Submissions

• Music + Place  Best, Jeffrey ( 2024-04-29 ) This thesis investigation delved into the intricate cultural fabric of live music, examining how live music venues of diverse types contribute to placemaking to varying degrees among participants. Placemaking refers to the ...
• Revitalizing Recovery  Prus, Victoria ( 2024-04-29 ) This thesis investigation focuses on understanding new ways to benefit patient experience and recovery within behavioral facilities. The current issue within behavioral facilities is that they are not fulfilling their ...
• Reclaiming The City  D'Asti, Nicholas ( 2024-04-25 ) For over half a century, urban freeways have drastically transformed the urban landscape of cities across the world, especially in North America. With increased automobile dependence and the dawn of the 1956 Federal-Aid ...
• The Vignette of a Gender Zeitgeist  Silveira, Joseph ( 2024-04-24 ) Queer genders often exist outside architecture, due to the binary spaces the practice has made hegemonic. Sociologists in the last ten years have been documenting the negative social, psychological, and physical effects ...
• Gamify Detroit Redefining Gamification Through The Implementation of Game Design  Crume, Omari ( 2024-01-17 ) The task of this thesis is to reignite user engagement in public space by redesigning the public realm through the lens of a game designer. There were many designers who attempted to reinvent public space. Notably the ...

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Graduate School of Architecture & Urban Design Theses & Dissertations

Theses/dissertations from 2023 2023.

Designing Social Connection: Older adults and the Infrastructure of Social Encounters , Bomin Kim

The Multifunctionality of Sponge City Parks: Integrated Stormwater Management and Park Services in Shanghai , Peihao Tong

Theses/Dissertations from 2022 2022

St Louis Modern Residences as Cultural Sites, 1938–1951 , Mariana Melin-Corcoran

Theses/Dissertations from 2021 2021

Neighborhood Form and Social Cohesion: What Can We Learn Before and During Social Distancing , Wei Liu

MOSQUE ARCHITECTURE AND IDENTITY: A STUDY OF THE AUTOCHTHONOUS MOSQUE IN CHINA , Yutong Ma

Examining the Impact of In-situ Infrastructural Upgrading on Sustainability in Informal Settlements: The Case of Accra, Ghana , Hsi-Chuan Wang

Theses/Dissertations from 2020 2020

Drawings of a House: Reading Multiple Authorships in Architecture , John Knuteson

Theses/Dissertations from 2017 2017

Architectural Effects of Urban Renewal in St. Louis: An Examination of High-Rise Housing Development in St. Louis , Tingting Lyu

Theses/Dissertations from 2015 2015

Postwar Residential New Towns in Japan: Constructing Modernism , Michelle L. Hauk

Gold, Iron, and Stone: The Urban and Architectural History of Denver, Colorado , Caitlin A. Milligan

Theses/Dissertations from 2013 2013

Columbia University's Introductory Pedagogy (1986 - 1991) , Daniel Stephen Johnson

Midcentury Planning in San Juan, Puerto Rico: Rexford Guy Tugwell, Henry Klumb, and Design for "Modernization" , Linda Levin Moreen

Fumihiko Maki and His Theory of Collective Form: A Study on Its Practical and Pedagogical Implications , Xi Qiu

Theses/Dissertations from 1977 1977

Society, Consciousness, and Planning , Thomas Allen Dutton

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Digital Commons @ USF > College of The Arts > School of Architecture and Community Design > Theses and Dissertations

Architecture and Community Design Theses and Dissertations

Theses/dissertations from 2011 2011.

Aging with Independence and Interaction: An Assisted Living Community , Steven J. Flositz

Theses/Dissertations from 2010 2010

Wayfinding in Architecture , Jason Brandon Abrams

Phenomenology of Home , Lidiya Angelova

Do You Have A Permit For That? Exposing the Pseudo-Public Space and Exploring Alternative Means of Urban Occupation , Adam Barbosa

Architecture as Canvas , Monika Blazenovic

Women and Architecture: Re-Making Shelter Through Woven Tectonics , Kirsten Lee Dahlquist

Re-Connecting: Revitalizing Downtown Clearwater With Environmental Sensibility , Diego Duran

Livable Streets: Establishing Social Place Through a Walkable Intervention , Jeffrey T. Flositz

Upgrading Design: A Mechatronic Investigation into the Architectural Product Market , Matthew Gaboury

Emergent Morphogenetic Design Strategies , Dawn Gunter

Re-Tooling an American Metropolis , Robert Shawn Hott

The Rebirth of a Semi-Disintegrated Enterprise: Towards the Future of Composites in Pre-Synthesized Domestic Dwellings; and the Societal Acceptance of the Anti-In Situ Architectural Movement , Timothy James Keepers

Architectural Symbiosis , Tim Kimball

Elevating Communication , Thao Thanh Nguyen

PLAY: A Process-Driven Study of Design Discovery , Kuebler Wilson Perry

AC/DC: Let There Be Hybrid Cooling , Christopher Podes

The Third Realm: Suburban Identity through the Transformation of the Main Street , Alberto Rodriguez

From Airport to Spaceport: Designing for an Aerospace Revolution , Paula Selvidge

Perceiving Architecture: An Experiential Design Approach , Ashley Verbanic

(im•print) A Material Investigation to Encourage a Haptic Dialog , Julie Marie Vo

Theses/Dissertations from 2009 2009

The Sleeping Giant: Revealing the Potential Energy of Abandoned Industry Through Adaptive Transformation , Wesley A. Bradley

Community Service Through Architecture: Social Housing with Identity , Karina Cabernite Cigagna

Building a Brighter Future Through Education: Student Housing for Single Parent Families , Carrie Cogsdale

Cooper-Hewitt Museum of Design and Technology (C-HMD+T): Biomimetic architecture as part of nature , Isabel Marisa Corsino Carro

Dyna-Mod Constructing the Modern Adaptable Home , Sarah Deardorff

Memory - Ness: The Collaboration Between a Library and Museum , Kelsey Doughty

Promoting Cultural Experiences Through Responsive Architecture , Shabonni Olivia Elkanah

Urban-Eco-Filter: Introducing New Lungs to the City of Beijing , Carlos Gil

Sustainable Planning and Design for Ecotourism: Ecotecture Embraced by the Essence of Nature on Amboro National Park, Santa Cruz-Bolivia , Claudia P. Gil

Revitalization and Modernization of Old Havana, Cuba , Mileydis Hernandez

Framework for Self Sustaining Eco-Village , Eric Holtgard

Condition / recondition: Reconstruction of the city and its collective memory , C Lopez

Architecture of materialism: A study of craft in design culture, process, and product , Logan Mahaffey

Incorporating solar technology to design in humid subtropical climates , Andres Mamontoff

"RE-Homing": Sustaining housing first , Jennifer McKinney

Devised architecture: Revitalizing the mundane , Jason Novisk

A greener vertical habitat: Creating a naturally cohesive sense of community in a vertical multi-family housing structure , Justin Onorati

Visualizing sound: A musical composition of aural architecture , James Pendley

Biotopia: An interdisciplinary connection between ecology, suburbia, and the city , Jessica Phillips

Cultural visualization through architecture , Fernando Pizarro

Experience + evolution: Exploring nature as a constant in an evolving culture and building type , Robin Plotkowski

Nature, daylight and sound: A sensible environment for the families, staff and patients of neonatal intensive care units , Ana Praskach

School work environment: Transition from education to practice , Shane Ross

ReLife: Transitional Housing for Victims of Natural Disaster , Alexander B. Smith

Form and Numbers: Mathematical Patterns and Ordering Elements in Design , Alison Marie Thom

Martian Modules: Design of a Programmable Martian Settlement , Craig A. Trover

Redesigning the megachurch: reintroduction of sacred space into a highly functional building , Javier Valencia

Aquatecture: Architectural Adaptation to Rising Sea Levels , Erica Williams

Theses/Dissertations from 2008 2008

Landscape as Urbanism , Ryan Nicholas Abraham

Architectural Strategies in Reducing Heat Gain in the Sub-Tropical Urban Heat Island , Mark A. Blazer

A Heritage Center for the Mississippi Gulf Coast: Linking the Community and Tourism Through Culture , Islay Burgess

Living Chassis: Learning from the Automotive Industry; Site Specifi c, Prefabricated, Systems Architecture , Christopher Emilio Emiliucci Cox

Permanent Supportive Housing in Tampa, Florida: Facilitating Transition through Site, Program, & Design , Nicole Lara Dodd

School as a Center for Community: Establishing Neighborhood Identity through Public Space and Educational Facility , Fred Goykhman

Reestablishing the Neighborhood: Exploring New Relationships & Strategies in Inner City Single Family Home Development , Jeremy Michael Hughes

High-Rise Neighborhood: Rethinking Community in the Residential Tower , Benjamin Hurlbut

reBURB: Redefining the Suburban Family Unit Under a New Construction Ecology , Matthew A. Lobeck

Blurring the Disconnect: [Inter]positioning Place within a Struggling Context , Eric Luttmann

Socializing Housing Phased Early Response to Impromptu Migrant Encampments In Lima, Peru , Raul E. Mayta

Knitting of Nature into an Urban Fabric: A Riverfront Development , Thant Myat

An Address, Not a Room Number: An Assisted Living Community within a Community , Gregory J. Novotnak

Ecological Coexistence: A Nature Retreat and Education Center on Rattlesnake Key, Terra Ceia, Florida , Richard F. Peterika

Aging with Identity: Integrating Culture into Senior Housing , Christine Sanchez

Re-Establishing Place Through Knowledge: A Facility for Earth Construction Education in Pisco, Peru , Hannah Jo Sebastian

Redefining What Is Sacred , Sarah A. Sisson

Reside…Commute…Visit... Reintegrating Defined Communal Place Amongst Those Who Engage with Tampa’s Built Environment , Matthew D. Suarez

The First Icomde A Library for the Information Age , Daniel Elias Todd

eCO_URBANism Restitching Clearwater's Urban Fabric Through Transit and Nature , Daniel P. Uebler

Urban Fabric as a Calayst for Architectural Awareness: Center for Architectural Research , Bernard C. Wilhelm

Theses/Dissertations from 2001 2001

Creating Healing Spaces, the Process of Designing Holistically a Battered Women Shelter , Lilian Menéndez

A prototypical Computer Museum , Eric Otto Ryder

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Architectural Thesis: Inclusive Centre for Learning in context of a Dargah of Budaun

Related Papers

Contributions to Indian sociology

Seng Guan Yeoh

Jeet Pandey

The chapter titled Contested, Legitimizing and Integrating Carnival Spaces first defines social, cultural, and religious spaces critically, in terms of continuity, post-coloniality, multi-culturalism, sub-culture studies, cultural change, and post-modern hyperspace with an objective of capturing the stability-dynamism dialectic of space and its inseparability with discourses of different epochs of history and power. Space presents the evidences of contest between the dominant and the dominated classes and it remains in the state of flux. It creates the disposition for action among both—the dominant and dominated. Any cultural study has to take into account the history of physical and perceptual space in which the carnival introduces the contact between the urban-rural-tribal communities. Both Kumbha Mela and Medaram Jatra appear to be contested spaces although the nature and scope of contests present in them does vary. The object of contest is share in cultural capital. This share manifests in the form of performance rights. The Kumbha Mela space, at present, is defined and controlled by three different entities—ascetic orders, ‘Temple complex’, and ‘Dharmshala Complex’. Out of these, ascetic orders, represented by All India Akhada Parishad, have overriding rights. Temple Complex is, historically, controlled by priest community and it contributes to the stability factor. Dharmshala Complex is the only entity in which other communities can perform. Ujjain is unique, in terms of Dharmshalas, out of the four Mela centres. Here, low-caste communities also have their own Dharmshalas and accordingly, they have some performance rights as well. This uniqueness is,obviously, a product of history. Medaram Jatra is solely controlled, at present, by Tribal Research Institute, Hyderabad. Other government agencies, including the Endowment Department are in supportive role. There exists a Jatra organizing committee also but its role, at present, is mostly decorative. Because of this historically created organizing power structure, the community identities get dissolved although all individuals, irrespective of their community identity have certain performance rights. The locus of performance rights, otherwise, is solely within the Koya priests. In Kumbha Mela, the contest is driven by the integration of identities of different communities sharing similar traditional profession while in the Jatra, the objective is to achieve social affinity within a tribal community as well as with other associated (tribal- and caste-) communities sharing same geographical identity, and of course, subjected to the same power structure throughout history. There is a clear contest for cultural and religious autonomy at both the carnival sites. At Simhastha, the tribal communities are learning from the struggle of low-caste communities who have evolved the Valmiki narrative and are contesting fiercely for more physical and autonomous space. As a result of this contest, a new Valmiki Dham and a separate Valmiki Ghat have been created in Ujjain. In the Kumbha Mela space, social affinity has been constructed by direct violence and matrimonial alliances (Rajput, Bhil, and Meena). In the Jatra space, the internal segmentation of lineages and diffusion of identities through Jogini system have evolved territorial social affinities that are yet to be integrated into a cohesive whole (Koya-Konda, Reddy-Chenchu-Naikapod). The greatness achieved by the Jatra space, despite similar antiquity, is not as comprehensive as the Mela space due to their differential integrating strengths. Traditionally, the legitimization of cultural practices and social status of communities wrested upon the urban priestly elite community, i.e., the Brahmins. With emergence of democratic state, the privileges accorded to the Brahmin in determining the social status of a community have eroded and have been replaced by other religious or quasi-religious institutions. Ascetic orders in Mela Space have taken over the role of traditional, state-patronized, urban, priestly elites. This autonomy has not been achieved by the jatara space which still depends on the local Tribal Research Institute for the purpose.

Samson Lankeshwar

Folk religion is a part of every religious tradition. Folk religion paves way for innumerable people to express their longing towards particular gods, goddesses, favourite heroes, saints and so on, in ways in which they feel comfortable, but which depart from the path that orthodoxy prescribes. Followers of folk religion are large in number and so it is always difficult, if not impossible for those who adhere to orthodox doctrines to check effectively such heterodox groups. That is true with both monotheistic as well as polytheistic religions. The focus of this study is to discuss the folk religious practise of shrine veneration (dargah-parastish) within the Sufi mystical tradition of South Asian Islam. Specifically, we will look at one particular shrine (dargah) in the city of Pune – the tomb of Qamar Ali Darvesh – and its socio-religious and economic impact on the people there, based on interviews with devotees from various social strata. METHODOLOGY:-Survey Questionnaire Methodology-The Methods Researchers have available to them include qualitative and quantities methodologies, in the broader sense. Specifically, these methodologies may exhibit themselves as focus group research method, written questionnaires, executive interviews, and one-to-one interviews and so on. This research is based on a questionnaire and interview based-survey of 125 devotees of varying social and economic status, gender and age to test the hypothesis that dissonance exists in the informants' experience. The interviewees were Hindus as well as Muslims and both men and women. Two separate questionnaires were formed for Muslims and non-Muslims. Shrine Veneration One method of reaching God for Muslims has been the practise of shrine veneration. While visiting the graves of Muslims and reciting surah from the Quran there to transfer merit to the dead have always been considered meritorious acts, 1 many Muslims attach a greater significance to visiting the tombs of Sufi saints. Sufis showed such intense love for God that their lives became an inspiration to many, who, in order show their love for such Sufis began to honour and remember them by venerating their tombs. Many believe that because the Sufi saints are holy persons and closely associated with God, the places where they are buried become holy ground. So visitors approach the shrines with reverence and respect, removing their footwear while entering a shrine compound, and when they want to convey something to others, they talk in hushed voices. Today we find such tomb shrines (dargahs) all over India. Saint veneration is generally performed by all social classes of South Asian Muslims, but more so among the lower classes. According to Troll, the shrines have played a vital role in society by transcending the boundaries of class and caste structures and have helped to integrate local culture with the Muslim environment. The shrines receive income in the form of donations,

Tourism: An International Interdisciplinary Journal

Kiran Shinde

This paper examines the spatial and temporal contexts that contribute to the fostering of communitas in contemporary South Asian religious travel, with particular attention to the influence of ritual performances and the mediation of social actors engaged in the cultural economy of religious tourism. It is based on the case studies of two sites located in the western Indian state of Maharashtra – Tuljapur and Shirdi. While the first is a site where hereditary lineages of priests perform rituals that are integral to pilgrimage practice, the second is associated with Sai Baba, a 20th century guru, whose spiritual-magical charisma continues to attract millions of visitors and the pilgrimage activity is managed by a centrally administered trust. Hence, they represent a spectrum of pilgrimage sites; at one end are the sites that are managed through social and informal networks (Tuljapur) and at the other are those managed by a public organization (Shirdi). A diverse range of religious functionaries including gurus, priests, and temple managers assist visitors in performing pilgrimage rituals and facilitate arrangements for lodging and boarding in Tuljapur. In Shirdi, these functions are handled by a charitable public trust that administers the shrine, and guides and tour operators and hotels that mediate movement and experience of visitors. The paper highlights how the different spatial modes of engagement with pilgrimage rituals and the mediation by religious specialists through distinct socio-spatial relationships play a significant role in creating the situations for fostering of communitas.

History and Anthropology

Mukesh Kumar

This article explores the making and unmaking of a shared shrine culture at an integrated religious site in north India, known for the entanglement of Hindu and Islamic religious figures. In particular, what prompts Hindu devotees to protect ‘the otherness’ of two Muslim saints from the attacks of right-wing Hindus who, after recent political developments in India, began to challenge the religious others’ presence next to Hindu sacred figures, Shiva and Hanuman. Following Carla Bellamy, it is shown that Muslim saints represent power ready to be used and harnessed by Hindus if they are willing to transcend their religious boundaries, which in turn, following Levinas, creates an ethics of responsibility for ‘the other’ demanding protection of the Muslim saints’ ontological being and their symbolism of devotion and unique power among Hindus. Hindu devotees, it is argued, exercise cooperative segregation and emphasize the importance of distinction to save the religious culture associated with the two Muslim saints and preserve the symbolism of otherness.

Mathew A Varghese

The article is based on ethnographic fieldwork the author has been engaged with a few years back (2004-2006) in the south western Indian state of Kerala. This is more a summary of a work grounded on the author’s own research with brief statements or notes on the field, the problems, and the methods; followed with an extrapolation into possible conclusions and theorisations. The major concern of the work was the transformation of spaces with a focus on public space and new religiosities. It enquired into the dialogues between the two processes and the significance of such dialogues.

AMPS CONFERENCE 15. Issue 1 Tangible–Intangible Heritage(s) - Design, social and cultural critiques on the past, the present and the future

Vinod Chovvayil Panengal

The idea of secularism in India has taken a different direction after independence when religion became a reason for a great divide in, otherwise harmonious society. Since then the religious spaces became protected and more sacred and not shared. However there is a larger threat on beliefs, rituals, and the spirituality of these religions in the form of technology, tourism and globalisation. In a way they weaken the importance of religion from our society over a period of time. The importance of religion to a sense of place has been overlooked or diminished. Religion provides symbolic meaning to places which distinguishes certain physical environments from otherwise similar ones. The rapid transformation of urban spaces, eliminating the territorial differences of sense, spirit and identity have started creating urban centers rooting out this genre of unique urban spaces from our cities. Indian cities, with a strong identity created by rich and colourful overlays of culture through its evolution, have been threatened by this de-territorialization. This paper enquires the relationship of the symbol of the identity and religiosity of a place, through spatial form, rituals and activity, and accommodating the technology and the changing social structure within the bounds of that relationship. The subjects for this enquiry are Sufism and the Sufi city- Ajmer. The internal transformations in the ideologies of Islam & Sufism and the changes in the society surround it triggered the phenomena of de-territorialization. The need for establishing a symbiotic relationship between the spiritual content and the social life, through the manifestation of space, time and activity derived from this concern on abated territory of Sufism inside the city. Redirecting transformation catalyst such as tourism, technology, etc., towards the improvement of physical and social conditions, preservation of the heritage and the expansion of the notional idea of religion over the city will help to re- territorialize city as a Sufi city.

Meenaxi Barkataki-Ruscheweyh

Purna Sati Chandrala

Haywantee Ramkissoon (PhD)

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Breaking the Mould: Redesigning the primary school (SUTD M.Arch Thesis)

Breaking The Mould Redesigning the primary school for active experiential learning

Rachel Tan Master of Architecture Singapore University of Technology and Design1

The important thing is not to stop questioning. Curiosity has its own reason for existing. - Albert Einstein

Master’s Thesis Dissertation August 2017 This document was produced as part of a Master’s thesis research spanning 8 months from January 2017 to August 2017. Tan Wei Xian Rachel [email protected] Master of Architecture (with distinction) Architecture and Sustainable Design (ASD) Singapore University of Technology and Design (SUTD) Thesis Advisors: Stylianos Dritsas Razvan Ghilic-Micu Acknowledgements I would like to extend my gratitude to: My family for their constant support, My thesis advisors for their kind guidance, Danial for his unwavering encouragement, Friends who patiently tolerated all my ideas and questions, and All the teachers that have inspired me one way or another.

Abstract Research

Introduction On Active Learning

Global Context Local Context

Requirements of Schools Benchmark Schools

The Problem with the Classroom

Vision Integrating Experiences

Site Analysis

Appendix & Bibliography

Abstract The educational landscape is constantly shifting with unprecedented advancement in technology and changing pedagogy. Educators today seek to future-proof their classrooms and school-buildings in order to accommodate changes in new teaching and learning styles. In the upgrading of Singapore’s public school system, the traditional classroom remains largely unchanged, and instead resources are put into providing a variety of facilities, both natural outdoor and Information and Communication Technology (ICT). However, we postulate that the mere addition of facilities are ineffective as the root problem lies with prioritising classrooms in the design of schools. We reject the notion that the traditional, polyvalent classroom is future-proof, as it assumes that learning each and every subject can be effectively done within the same four walls. This thesis dreams of a school design not governed by the needs of a multipurpose classroom but rather, the curation of integrated learning experiences. This empowers the learners to take charge of their own learning through more flexible and autonomous exploration. We use a schematic framework of scientific exploration, comprising of discovery, testing and community feedback for young learners to understand the world and to define the learning experiences required in this school design. This system is expected to be future-proof by providing unique experiences that will remain relevant in the face of technology. It inspires sustainability by nurturing a love for life-long learning through cultivating the child-like curiosity into teenage-hood and adult-hood.

Lesson in Tampines Primary School, 2010. Prcloth, “Tampines Primary School Visit,� Two Weeks In Singapore, September 01, 2010, accessed April 14, 2017, https:// twoweeksinsingapore. wordpress. com/2010/07/23/ tampines-primaryschool-visit/.

Introduction Education is an essential part of every child’s life, and the experiences and lessons we learn often carry us through life. The lessons we go through are intended to prepare us for the world, one outside the sheltered walls of the classroom. However, with the shifting paradigms and developments in technology and the global economy, a working adult may feel that skills and knowledge taught in schools were not adequate. Who is to blame, for how could have teachers taught and prepared students for a world that they did not know yet and jobs they cannot comprehend? Pedagogy today seeks to equip students more interpersonal skills and critical thinking. With the increasingly connected world and accessible information through the World Wide Web, students no long need to fully comprehend the “what”, simply the “how” and “why”. There exists today many interesting and new methods for delivery of lessons that encourage effective learning and participation. However, the need for a shift from content delivery to skill development has many schools, teachers and even governments overwhelmed and limited to mere baby steps. The existing infrastructure is deeply entrenched in the ideas of the industrial revolution. New technological infrastructure can only be added onto the existing architecture, indeed providing more facilities but not truly exhibiting the ideals of the new educational paradigms of the 21st century. The system and infrastructure today appears to be produces students with the mindset of earlier generations but equipped with better technological skills. While education is compulsory, this thesis takes on an attitude that learning is a choice. To effectively integrate active learning into today’s curriculum, architectural interventions are required to push the gradually evolving system beyond the incubation stage.

Personal Background

This motivation for this thesis direction primarily arises from various observations, struggles and challenges that I, as “Teacher Rachel”, had while teaching primary school students creative writing. As of 2017, I have been teaching enrichment classes in creative writing for about three years. Creative writing, like all other forms of creativity, is difficult to teach and requires a higher level of independence and participation on the student’s part. Unlike knowledge-based subjects, writing requires more thinking and logic than simply understanding facts. My workplace, The Learning Edge Centre, attempts to break out of this conventional mode of instruction and introduces exercises and games to capture the students’ attention. These methods work to some end, and to others it may even seem more like a gimmick. However with regards to its effectiveness and usefulness, it is always up to the teacher’s experience, skill and execution to engage the students intellectually. I approach the topic of education from both a student’s and a teacher’s point of view. As a student who had a great primary school education, but also as a teacher who feels that more could have been done to inspire the curious child that I was.

Teaching at The Learning Edge Centre Images by author, from her Primary 2 and 3 classes in May 2015, The Frontier Community Club

What is one thing about the world beyond the formal classroom that you wished someone had taught you when you were in primary school (aged 7-12)? Word cloud showing most common words from responses to question above Based on survey conducted with 47 college students in March 2017

Beyond the Classroom

develop more hobbies to encouraging their younger self to be more daring and fearless. Surprisingly, the most prominent theme was communicating with people. To name a few examples,

In Singapore, the goal of compulsory education is simple, to eventually reach tertiary level education and afterwards, the work force and life-long learning. The education system in Singapore is indeed very successful at producing excellent graduates, what the late Lee Kuan Yew termed “Singapore’s only • natural resource, people1”. As Singapore is certified the best education system in the world by OECD PISA • in 20162, I was interested find out whether people found anything lacking or missing in their early • education. • I conducted an experiment with my 54 of my peers, students or recent graduates aged 21 to 27, most of whom took what many Singaporeans would consider the most direct and “successful” route to university in Singapore. I spoke to each one in person, and asked them, “What is one thing about the world beyond the formal classroom that you wished someone had taught you when you were in primary school (aged 7-12)?” The question was presented with as little bias as possible and the interviewee was also prompted that it could be anything from a hard skill, a soft skill or even a life lesson. Often it was followed up with a question about their reasons and motivations. What at first was a simple question spawned out of pure curiosity became an exercise that offered a glimpse into my classmates’ childhood, the opportunities that they never had, the challenges that they face now and their perspective on life itself.

WQ, 22: Better communication skills and to break out of my bubble earlier KT, 23: There is more to learn and gain from knowing people better than just studying books J, 23: To communicate more with people who are different from you S, 25: We should not be afraid of our peers and be more collaborative rather than competitive

School is the first major occasion where most children learn to socialise and communicate with other people outside of their families. However, less than an hour a day is spent on informal activities, such as recess3. With most lessons confined within the four walls of the classroom, perhaps it is only logical that students find it tough to converse with their peers things beyond homework. This study highlighted the trend that students felt that this experience was insufficient in equipping them with the social skills they felt they required today. It may also be the emphasis on the singular goal of reaching the next stage of education that hindered students from developing interpersonal skills.

In response to this study, the thesis will address how the transformative school can help to expand the Only four people had no answer on what that they classroom to create instances for meaningful social found missing in their early education. The rest of interaction between students and also with people the responses ranged from wanting to learn practical outside the school. skills like coding, to wanting more opportunities to

1 Leo Suryadinata, Southeast Asian Personalities of Chinese Descent: A Biographical Dictionary (Singapore: Chinese Heritage Center, 2012), 525. 2 “Singapore tops latest OECD PISA global education survey,” OECD Education, , accessed April 13, 2017, http://www.oecd.org/education/singapore-tops-latest-oecd-pisa-global-education-survey.htm.

3 Based on timetable from a primary school in Eastern Singapore.

An open-air, roadside class for the underprivileged kids of Gurgaon Sanat Das, 2014. Digital photograph. Available from: Flickr, https://www. flickr.com/photos/ sanatdas/ 16246812256/ (accessed April 24, 2017).

On Active Learning Educators all over the world are attempting to promote active learning in their classrooms. We define active learning as a learner-centric approach whereby the teacher allows the learner to take charge of his or her learning. Unlike the usual one-way delivery of content from the teacher where the learner passively listens and absorbs, the active learner is able to engage and participate in the activities, decisionmaking and planning of the direction according to their expertise and interest. The need for active learning in education stems from the need for lasting learning, or even life-long learning1. With more participation and ownership of his or her learning, the learner will develop a more positive attitude towards learning where they were consciously put in more effort2. Students today deal with heavy information overload, due to tough and demanding curriculum. Many tend to lose the intrinsic motivation in learning. These students tend to study for the sake of scoring well in standardised tests3. In this section, we discuss various concepts linked to active learning. First the context, the rise of technology, and the skills required for it and how educators go about teaching it. 1 Susan Edwards, “Active Learning in the Middle Grades”, Middle School Journal 46.5 (2015): 26-32. 2 Michael K. Salemi, “An illustrated case for active learning.” Southern Economic Journal (2002): 721-731. 3 Alfie Kohn. The case against standardized testing: Raising the scores, ruining the schools. Portsmouth, NH: Heinemann, 2000.

Active learning is closely linked to the development of skills. These skills take priority in today’s context due to the rise of the knowledge-based economy, where a wealth of information is available on the World Wide Web. We link the skills involved in active learning to various “21st Century Skills”, namely, creativity, critical thinking, problem solving and decision-making1.

The Knowledge-based Digital Literacy

in the traditional classroom6. In Singapore, in order to equip students with ICT skills, many ICToriented subjects are included at different levels in curriculum. At primary level, use online tools to supplement learning in science. Various schools also offer computing at secondary level7. However, as a whole, such technology is still slow and difficult to implement. Outside of computing and programming lessons, technology-oriented activities only occur with limited “active learning”. For example, some teachers may use “e-worksheets” which basically functions as a multiple choice questionaire8. In higher education, technology has been used as “clickers”, a response system whereby students are allowed to answers questions even during lectures. The lecturer typically displays a bar chart of the results to understand the overall consensus of the room9. Older teachers find to hard to understand and integrate technology in their lesson planning.10

The rise of the knowledge-based economy has put forward the need for the development of research, analytical and communication skills, rather than the mere ingestion of knowledge and information. As such, the teacher no longer remains the sole source of information, but rather as a guide to dissect and explore new information2. Digital technologies is making its way into young children’s lives, not only in leisure but also in education. Children start using digital devices as early as aged 23. 75 percent of children under age four use computers4. Teachers use online tools such as blogs, interactive tools, games and communication forums to engage children in learning5. These Information and Communication Technology (ICT) tools provide a separate platform for teacher-learner and learner-learner interaction, and hypothesized to allow learner autonomy with students as these platforms give the freedom and environment for cognitive operations not possible

Core thinking skills involved in critical thinking are focusing, information-gathering, memory, organising, analysing, generating integrating and evaluating skills11. The ability to think creatively and evaluate situations is important not only for learning and artistic creation but also in coping with life and stress. Lack of creativity is often linked to

1 Jill M. Klefstad, “Focus on Family: Environments That Foster Inquiry and Critical Thinking in Young Children: Supporting Children’s Natural Curiosity: Susan Catapano, Editor.” Childhood Education 91, no. 2 (2015): 147-149. 2 Susan L. Robertson, “Re-imagining and Rescripting the Future of Education: Global Knowledge Economy Discourses and the Challenge to Education Systems.” Comparative education 41, No. 2 (2005): 151-170. 3 Caitlin M. Dooley et al. “Thoughts from the Editors: The Digital Frontier in Early Childhood Education.” Language Arts 89, No. 2 (2011) : 83-85. 4 Robert J. Beichner, “History and Evolution of Active Learning Spaces,” New Directions for Teaching and Learning 2014, no. 137 (2014) 5 Caitlin M. Dooley et al. Digital Frontier.

6 Cher Ping Lim and Chai Ching Sing. “An activity-theoretical approach to research of ICT integration in Singapore schools: Orienting activities and learner autonomy.” Computers & Education 43, no. 3 (2004): 215-236. 7 “Schools looking to better harness technology to aid learning,” Channel NewsAsia - Breaking News, Singapore News, World and Asia, March 17, 2017, accessed April 23, 2017, http://www.channelnewsasia.com/news/ singapore/schools-looking-to-better-harness-technologyto-aid-learning-8200446. 8 Caitlin M. Dooley et al. Digital Frontier. 9 Robert Beichner, Active Learning. 10 From interview with Mdm A. 11 Cher Ping Lim and Chai Ching Sing. ICT integration in Singapore schools.

Critical Thinking and Creativity

inflexibility in decision-making, as evidenced in a study of a group of schizophrenics12. The general assumption is that these thinking skills often only develop with maturity, however, there is evidence that many of these abilities develop at kindergarten level13. These skills manifest in young children as a form of curiosity and wonder, as they inquire to establish frames that help them better understand their world14. It is through the cultivation of such wonder in a child that develops into interest and genuine intrinsic motivation in learning. Wonder often indicates an urge to experiment, and investigation, whereby the learner is not only simply curious asker but a keen participator in discovery. Motivated learners perceiving themselves as active 12 Ellis P. Torrance, Education and the Creative Potential (Minneapolis: University of Minnesota Press, 1963). 13 ibid. 14 Paul M. Opdal, “Curiosity, Wonder and Education seen as Perspective Development,” Studies in Philosophy and Education 20 (2001).

and positive contributers in both learning and living15. Interestingly, children’s form of inquiry is not bounded by rules or other philosophical responsibilities16. Most of the time, their wonder is not built up on arguments from prior ideas, but rather, what they understand through their five senses. The prescriptive approach in education often dulls this sense of wonder by imposing the adult’s world view on the child through dogma and rules. The new dictated order disrupts the natural engagement in philosophy, or critical thinking, and ability to derive their own hypotheses, links, connections within their own mental framework17. There can be a balance, however, as we see teachers try to integrate inquiry skills and creativity thinking 15 Mark Bennett, “The Convergence Into an Ideal Thought: Critical Thinking and Metacognition,” Childhood Education 92, no. 1 (December 31, 2015). 16 Mark Bennett. Convergence 17 Mark Bennett, Convergence.

Integration is the Future Alex Carr, 2010. Digital photograph. Available from: Flickr, https:// www.flickr.com/ photos/98297283@ N05/9369234866/ (accessed April 23, 2017).

2014 1-to-1 computing Bendemeer Secondary School, 2014. Digital photograph. Available from: Flickr, https:// www.flickr.com/ photos/bendemeersec /16078998049/ (accessed April 23, 2017).

Active Learning in Singapore Image from “New School on the Block - Riverside Primary School,� Schoolbag, accessed April 23, 2017, https://www. schoolbag.sg/story/ new-school-on-theblock---riversideprimary-school.

into lessons. With the data and the current student mindset against vocalisation of such cognitive activities, educators find that guiding students to ask question may be the very first step. Even in the United States, only 5% of questions asked in class are by students18.Thus methods of inquiry can be introduced first by outlining prior knowledge before increasing the complexity and the sophistication of questions19. Understanding that problems are seldom solved with one question (and one answer), students can build confidence towards difficult problems.

However, it is crucial to note that while a curious learner with intrinsic motivation is desired, the level of motivation is dependent mainly on interest. In a curriculum with clear divides between different subjects and disciplines and standardised tests, it is evident that not all things taught will be interesting to each and every student. To counter this issue, some teachers integrate play into teaching, to make the activities informal and spark interest amongst students Play is known to activate learners’ imagination and idea generation.20. Extrinsic rewards such as food and beverages has been proven to be able to alleviate boredom in class21, it is known to actually hinder creativity22. Linking extrinsic rewards or reinforcements with creativity is commonly done with the training of performance animals23. It was found that porpoises generally

could be trained to perform new, novel tricks if the extrinsic reward or reinforcement pattern changed from day to day. However, it was clear that the porpoise needed to be trained with basic skills in order to break the “creative block”24. Termed “the pool of behavioural atoms”, this skills can be broken down or recombined by the porpoise to form novel tricks25. Similar parallels can be drawn to human children, many of which would feel helpless and daunted by the vast task ahead and the awareness that the skills they possess are not adequate. This demonstrates the importance of the teacher figure, who is responsible for such skill-building26. havior.” Journal of the Experimental Analysis of behavior 12, no. 4 (1969): 653-661. 24 Per Holth. “The Creative Porpoise Revisited.” European Journal of Behavior Analysis 13, no. 1 (2012): 87-89. 25 ibid. 26 Diane B. Jaquith, When is Creativity.

Porpoise Tricks Image from Karen W. Pryor, Richard Haag, and Joseph O’Reilly. “The creative porpoise: Training for novel behavior.” Journal of the Experimental Analysis of behavior 12, no. 4 (1969): 655.

18 Tarin Weiss, “Any Questions?,” Science and Children 50, no. 09 (Summer 2013). 19 Tarin Weiss, Any Questions. From interview with Mdm A.

20 Diane B. Jaquith, “When is Creativity?,” Art Education, January 2011. 21 Larry Maheady, Diane M. Sainato, and George Maitland, “Motivated Assessment: The Effects of Extrinsic Rewards on the Individually Administered Reading Test Perforance of Low, Average, and High IQ Students,” Education and Treatment of Children 6, no. 1 (Winter 1983). 22 Diane B. Jaquith, When is Creativity. 23 Karen W. Pryor, Richard Haag, and Joseph O’Reilly. “The Creative Porpoise: Training for novel be19

Schoolyard of a Roman Catholic school, 1938 Nationaal Archief, 1930. Black and white photograph. Available from: Flickr, https://www. flickr.com/photos/ nationaalarchief/ 3915530371 (accessed April 14, 2017).

Global Context Education used to be a privilege only for the rich and powerful. Today, it is an experience essential and compulsory for children in many countries around the world. With its long legacy throughout history, education has been constantly evolving through many paradigms, from theoretical forums to industrialized delivery to the global knowledge economy that we see today. There is no lack of literature discussing the changes and evolution of spaces. To structure our research, we seek to explore the history of education and pedagogy before arriving at the modern day school pedagogy and design, its various components and ideas. This section examines first the earliest records of education, in Ancient Greece, We then discuss the gradual dissemination of power and knowledge to the commoners and the role and importance of compulsory education. Afterwards, we conclude with the various opinions on present-day pedagogical approaches in elementary or primary schools.

Counting Frames in Classroom Nationaal Archief, 1930. Black and white photograph. Available from: Flickr, https://www. flickr.com/photos/ nationaalarchief/ 3896157508 (accessed April 14, 2017).

History of Education Education evolves primarily with the shifting political power and economic focus. Throughout history we observe education and theoretical learning to be a privilege for those in power: the politicians, the clergy and the upper class. More often than not, the working and lower class are reduced to learning the skills of the trade that they were born into, what we know today as vocational education. In the 1800s 1900s, through the rise of public schools and compulsory education, we see the rise of a knowledge-based economy, where the workforce moves from specialised artisanal skills to one of management, production and today, design. With the changing attitudes towards education, we also observe the changes in the architecture of the school, the different spaces guided by the content of the curriculum and the teacher-student relationship. Schools today provide more varied environments that allow the student to breathe outside the four walls of the classroom while still engaging in formal curriculum.

Ancient Greece (900 BC - 300 BC)

The Ancient Greeks education revolved around attaining respect, reputation and political power. The great teachers of the time, Socrates, Plato, and Aristotle were widely respected because of their intellectual capacity to think, discuss and debate, most of the time in a very public setting. These public debates and speeches highlighted the academic view (or the “educated view”) on Athenian core values and civic norms1. The first records of education were in 900 BC in Ancient Greece, of the poet Homer, author of the Iliad and the Odyssey2. Far from the formal education that we know today, the style of instruction and form of mental stimuli in Athenian education was the repetitive recitation and memorisation of Homer’s poems3. Homer’s poems also touched on humanity and aspects of human life. They not only provided material for literacy and oratorical development but cultural awareness as well. Typically, students were young boys who either learn from their fathers or with a small group with a teacher, accompanying the recitation of Homer with singing to an instrument, the lyre. 4 Homer was not known to be a teacher himself, conducting or leading discussions like other Athenian philosophers. Instead he was simply the author of these well respected and well circulated texts.

require fees, however it was not open for public entry, only the apprentices and followers of these teachers6. For education at a younger age, the presence of a state furnished gymnasia provided a place for private schools to hold lessons, where a young Greek boy would attend lessons according the education style and character his father chose7. Due to the privately-funded nature of the schools, it was only the aristocrats and the rich who could afford to stay in school up till a mature age, learning music, rhetoric, literature and gym. Students of poorer background generally left the school much earlier learn a trade. Naturally, a well rounded education with the prominent teachers would ensure an aristocratic boy a smooth entry into politics8. It is crucial to note that education was highly esteemed and treated as “beautiful”. Although it was monitored by the state, it was not enforced and remained a choice.9 Within a similar time period (850 BC), the Spartans had a completely different world view. The Spartan society was war oriented and thus any form of education revolved around military and physical training10. The state had ultimate control over the education of young children, sending children into basic military education as young as age 711.

These traditions carried onto well-known philosophers like Plato and Aristotle, the former went on to start the Academy in 386 BC and the latter following in his footsteps, founded the Lyceum in 335 BC5. At this point, the academic clubs did not 1 Josiah Ober, “I, Socrates...” in Isocrates and Civic Education (University of Texas Press, 2004), 22. 2 Francesco Cordasco, A Brief History of Education (Totowa, NJ: Littlefield, Adams, 1981). 3 Teresa Morgan, “Homer in Education,” in The Homer Encyclopedia (Wiley-Blackwell, 2011). 4 Morgan, Homer in Education. 5 Cordasco, Brief History. 28

6 ibid. 7 Levi Seeley, History of Education (New Delhi, India: Amazing Publications, 2014), 59. 8 Vincent Azoulay, Janet Lloyd, and Paul Cartledge, Pericles of Athens (Princeton University Press, 2014), 21-23. 9 Seeley, History of Education, 59. 10 Cordasco, Brief History. 11 Seeley, History of Education, 70.

Education in Ancient Greece, “Education in ancient Greece,” Athens Path, December 08, 2014, accessed April 24, 2017, http://athenspath. com/2014/12/06/ education-in-ancientgreece/.

Ancient Greek Physical Education, H. M. Herget, “Ancient Greek athletes practice their skills.” Ancient Greek athletes practice their skills. | National Geographic Creative, accessed April 24, 2017, https://www. natgeocreative.com/ photography /611340.

The gymnasium’s main function was for the physical training for young boys. However, the scale of the Location: Delphi, Greece. open space proved feasible and useful for public Built: 400 - 300 BC speeches, hence intellectual programmes were held Types of Programs: 12 • Sports Spaces (Covered Exercise Area, Open Air here as well . Intellectual conversation often took place at the bathhouse. Track) • • •

Sports Auxiliary Amenities Club Room Bathhouse

Later, as the general direction of education turned away from sports towards higher education, the smaller auxiliary rooms were converted into seminar With the Ancient Greek education strongly holistic rooms and smaller learning spaces. A library was 13 across both the intellectual and the physical, we also built in 100 AD . note a polyvalency in spaces, whereby the provision 12 “Gymnasium in Delphi,” Greeka, , accessed April 24, 2017, of spaces at different scales appears sufficient for http://www.greeka.com/sterea/delphi/delphi-excursions/delphi-gymnasium.htm. learning. 13 Jesse Nevins, “The Gymnasium Complex,” DELPHI: Gymnasium Complex, , accessed April 24, 2017, http://www.coastal.edu/ intranet/ashes2art/delphi2/gymnasium/gymnasium.html.

Delphi Gymnasium Jesse Nevins, “The Gymnasium Complex,” DELPHI: Gymnasium Complex, , accessed April 24, 2017, http:// www.coastal.edu/ intranet/ashes2art/ delphi2/gymnasium/ gymnasium.html.

Diagram showing distribution of programs in plan Image by author, based on Plan, Delphi, Gymnasium, 1989. C. H. Smith, Perseus Digital Library, available from http://www. perseus.tufts.edu/ hopper/image?img= Perseus:image:1990. 33.0154b

Medieval Lectures, 14 Century by Laurentius de Voltolina, AJ Cann, Available on Flickr, https://www. flickr.com/photos/ ajc1/10924858523

Roman Empire and Middle Ages (100 BC -1400)

The Romans maintained a similar system as Athenian education. However, education was treated as utilitarian, with the sole intent of schools to prepare children for the practical, working life14. This was approached from the perspective of an educated society for the economic betterment of the state. Similar Athenian content was studied, more for the sake of public speaking than for learning itself. Schools prepared the Roman citizens for careers, at higher education the students would be divided according to different vocations15. After the birth and death of Jesus Christ, the rise of Christianity became the major driver of education. The lecture style layout of the church hall could be easily converted into a schoolroom setting. This allowed for the educating of a large group of people at once16. Unlike Greek and Roman philosophical content, the Medieval Era used scripture and religious texts as the primary content for reading and writing.

clergy, they also took charge of the reproduction and transcribing of manuscripts, both religious and pagan19. Other schools like chantry schools were set up to teach working and poorer communities to chant scripture, with the main goal of educating a morally upright, Christian society20. The merchant class too, set up guild schools that shared and taught the skills and craft of any particular trade21. Interestingly, away from the main governance of the church in feudal estates, was the training of knights. In contrary to the monks, the knight’s education focused less on the literary but physical education, manners, etiquette instead22. Despite these differences, the knight’s education eventually tied back with the Church as the official knighthood could only be bestowed by the church23. In general, the middle ages offered widespread education for most, but opportunities were still limited to the rich and powerful.

Catechumen schools were set up to educate children on theology and moral training17. Catechism is a method of instruction where the student systematically memorises answers to a set of questions. The Church found catechisms an effective way to structure religious curriculum into a palatable portions for young children18. On the other hand, monasteries became more common when the Church started solidifying its sole authority over the state. Monasteries and monastic schools not only educated the monks and 14 Seeley, History of Education, 78-79. 15 Seeley, History of Education, 79. 16 Robert J. Beichner, “History and Evolution of Active Learning Spaces,” New Directions for Teaching and Learning 2014, no. 137 (2014) 17 Cordasco, Brief History. Seeley, History of Education, 104. 18 Seeley, History of Education, 104.

19 Cordasco, Brief History 20 ibid. 21 ibid. 22 ibid. 23 Seeley, History of Education, 133. 33

Fountains Abbey

Location: England, United Kingdom Built: 1132 Types of Programs: • Living Spaces • Infirmary • Church Worship Space • Refectory • Cloister

Monasteries generally are self-sufficient estates that have rooms with various purposes. Some even have livestock and farming facilities. The church worship hall is typically used not only for Sunday services but also educational and intellectual instruction at other times of the week.

However, there is also the chapter house, which is smaller meeting-like space where meetings, readings and lectures may be held. Some meetings extend out Religious education was the based on the authority to the cloister or the refectory (dining hall). of the church, which naturally gives rise to a dogmatic approach. Thus most learning occurs in a lecture delivery. Lecture delivery can function in many different scales and the use of different rooms and spaces in the monasteries demonstrate that.

The Ruins of Fountains Abbey “Discover Quintessential England at Fountains Abbey, North Yorkshire,” The Culture Map, July 21, 2015, , accessed April 24, 2017, http:// www.theculturemap. com/discoverquintessentialengland-fountainsabbey-northyorkshire/.

Diagram showing distribution of programs in plan Based on Plan from Jane Vadnal, “MEDIEVAL ART AND ARCHITECTURE,” Medieval Fountains Abbey, , accessed April 24, 2017, http:// www.medart.pitt. edu/image/england/ fountains/fountainsabbey-main.html.

Modern Era (1600 - 1900)

a elementary school programme in Rome that focused less on the learning curriculum but more on the growth and nurturing of the physical and psychological state of the child. This was a response to the extremely rigid style of instruction imposed on children as a result of industrialised system.

The state only begun taking interest in formal widespread education in the Modern era. Statecontrolled education, often propelled by the need for propaganda gained traction in Europe in 1763 (Prussia) - 1876 (United Kingdom). 24 The state, in most cases saw the need to take over education in Montessori Society : education that transforms lives, , order or produce a skilled workforce. With state accessed May 22, 2017, http://amshq.org/Montessori%20 control came affordable, compulsory education in Education/Introduction%20to%20Montessori. primary and secondary schools. At the same time, as a result of the Reformation, well-intentioned churches and pastors, Robert Raikes in England and John Calvin in Scotland, started the Sunday school movement which offered free education to christian children.25 What was previously a privilege to learn solely in Latin was made available in the common folk’s native language. In response to the Industrial Revolution, monitorial schools were set up in 1810, where the system was organised along military lines where more mature pupils taught the younger ones26. Together with the Prussian school system, the monitorial system resulted in what we know as the industrial “factory model” of schooling, one that prioritises efficiency over quality. This is still deeply embedded in compulsory education today.

Ultimately, all these styles of organisation and instruction was integrated to create the highly efficient, public compulsory educational system. The state was responsible for the training of the teachers and supervision of curriculum planning. On a completely different note, Maria Montessori began a new system in 1907. The Montessori method focused on interaction with the senses27. This was 24 Cordasco, Brief History. 25 ibid. 26 ibid. 27 “Introduction to Montessori Method,” American 36

Children in Classroom in Keene New Hampshire, 1907 Whitehouse, Bion, Keene NH, 1907, Black and white photograph. Keene Public Library and the Historical Society of Cheshire County. Available from: Flickr, https://www. flickr.com/photos/ keenepublic library/5448178933 (accessed April 14, 2017).

Maria Montessori Available from: http://www. mirdetstvaspb.ru/ pochemu-my-vybralimontessori.html (accessed May 21, 2017).

High and Normal Schools for Girls Location: Boston, United States Built: 1870 Types of Programs: • Central Halls • Classrooms • Discussion Spaces • Dormitory • Administrative Spaces

Plan of distribution of programs in plan Image by author, based on Plan obtained from Mark Dudek, Schools and kindergartens: A design manual (Basel: Birkhäuser, 2015).

Following the style of the Middle Ages, different scales of spaces were used to cater to different group size. However, the spaces, unlike those in the monasteries, were more specific. Some classrooms were designed for 50 children, some 100. This is due to the need for furniture to cater for such instruction28. 28 Mark Dudek, Schools and kindergartens: A design manual (Basel: Birkhäuser, 2015).

China (500 BC - 1900)

was founded in 186232, as aresponse to the need for education in engineering, sciences and western The progress of education in China surprisingly languages. Later in 1939, the Republic formed and mirrors that of the western world. Confucius was took on Western ideals of education. Accessible 33 like the Socrates, Plato or Aristotle of the east. His education became a priority. teachings, the Analects has survived through Chinese history into present day despite various political shifts. Confucius mainly focused on family values, self reflection and interpersonal relationships29. The political system in Ancient China was surprisingly meritocratic, with state exams open for all aspiring officials of any class. 30 Elementary education is available to all and is generally held at the schoolmaster’s home, a temple or at a wealthy lord’s home.31 This system remained up till the Qing dynasty. Tongwen Guan (present day Peking University) 29 Seeley, History of Education, 28. 30 ibid. 31 ibid.

32 Lackner, Ph.D., Michael; Vittinghoff, Natascha, eds. (2004). Mapping Meanings: The Field of New Learning in Late Qing China ; [International Conference “Translating Western Knowledge Into Late Imperial China”, 1999, Göttingen University]. Volume 64 of Sinica Leidensia / Sinica Leidensia (illustrated ed.). BRILL. p. 249. 33 Liqing Tao, Margaret Berci, and Wayne He, “Historical Background: Expansion of Public Education,” The New York Times, March 23, 2006, , accessed April 14, 2017, http://www.nytimes.com/ref/college/coll-china-education-001.html.

Ancient Chinese School Ma Haifang, Chinese Painting. Xiaoou Yu, “Guidelines for school entrance in ancient China,” China Culture, accessed April 24, 2017, http:// en.chinaculture.org/ chineseway /2014-09/10/ content_562942.htm.

Education Today (1900 - Present)

These new approaches to teaching and learning do not merely encourage students to think out of Schools today are attempting to break out of the the box. Due to its nature of group learning, it also industralised mold of the Modern Era. The notion of encourages social interaction exchange of ideas “sustainability” is making its way into the education amongst peers. system where the lessons taught in school are able to translate into creativity and innovation that will However, these implementations are slow across the prevent economic stagnation34. The presence of board due to policies, people and infrastructure. It is digital literacy and the global knowledge economy, to be expected as the methods of “mass education” where information is shared and easily available is a result of a historical build up from the middle on the World Wide Web, has created a demand for ages. One can only hope to reinvent the schoolroom a different brand of education. In reaction to this, to alter the relationship between the teacher and educators are introducing “active learning”, where student to a more useful one in today’s context. the students do not simply receive information but are able to provide some form of feedback real-time during lessons35.

The “lecture” style of instruction that has been the norm since Ancient Greece is being re-evaluated and re-organised to encourage this active learning36. Learning environments are now designed to stimulate all five senses. With the trend of “maker education” and “project-based learning”, learning spaces are being converted into studio-type spaces that facilitate audio and video creation37. Studio learning, which has roots in the arts and architecture has found a role with the sciences. Heavy emphasis on real world learning, experimentation problem solving are evident in science, technology, math and engineering (STEM) courses 38.

34 Catherine O’Brien and Patrick Howard, “The Living School: The Emergence of a Transformative Sustainability Education Paradigm,” Journal of Education for Sustainable Development 10, no. 1 (2016) 35 Beichner, History and Evolution of Active Learning Spaces. 36 ibid. 37 Robert Dillon, Redesigning Learning Spaces (Thousand Oaks, CA: Corwin, A SAGE Company, 2016). 38 Beichner, History and Evolution of Active Learning Spaces. 40

Informal Learning Spaces Kurani, “Columbine Elementary,” Kurani, March 19, 2017, , accessed April 24, 2017, https://kurani. us/2015/05/16/ columbine-elem/.

Introduction of Studio Clusters into Wondoga Middle Years Kurani, “Wodonga Middle Years,” Kurani, September 02, 2015, accessed April 24, 2017, https://kurani. us/2014/01/21/ wodonga-middleyears-college/.

West Haven Elementary School Location: Utah, United States Built: 2004 Types of Programs: • Classrooms • Breakout Spaces • Small Group Spaces • Sports Spaces • Specialised Teaching Spaces • Administrative Spaces

and also encourage social interaction. Classrooms are structured around an informal breakout area to form clusters. These clusters then group around specialised teaching zones, which each class will then take turn to use.

While this creates a very efficient environment, the extremely organised layout of the plan gives hint to the schools built in the modern era, the scale of West Haven merely much larger. The breakout spaces are placed very conservatively at circulation spaces with An attempt to mix in formal and informal spaces interventions such as furniture or amphitheatre-like for learning, West Haven used the approach of stepped seating. clustering to enable efficient resource distribution Informal Learning at Main Lobby Space Available from http://www. designshare.com/ dbadmin/upload/ projects/1/517/kiva01.jpg

Plan of distribution of programs in plan Image by author, based on Plan obtained from Mark Dudek, Schools and kindergartens: A design manual (Basel: Birkhäuser, 2015).

North Spring Primary School Image scanned from Robert Powell, Architecture of Learning.

Local Context In Singapore, since self governance in 1959, education has largely been managed by government agencies, namely the Ministry of Education and the Public Works Department1. It has been made compulsory in 2003 for children between 6 years to 15 years.2 Today, the Ministry is focused on creating 21st Century learning environments but face the problem of upgrading existing infrastructure all at once. As such, small and almost identical steps are prescribed to upgrade each school for more ICT facilities and performance spaces. In this section we briefly summarise the history that has affected the attitude towards learning and examine a typical school. 1 Public Works Department, 25 Years of School Building. Public Works Department, 1984. 2 “Compulsory Education,� Singapore Ministry of Education, accessed April 13, 2017, https://www.moe.gov.sg/education/education-system/compulsory-education.

Primary Schools in Singapore (& selected site in Changi/Simei zone) Image by author

Schools in Singapore

the T-score in 2021, a system that measures the grades of one students against the performance of Compulsory education in Singapore begins at Primary School. Children in Singapore enter primary school his or her peers3. at seven years old and leave with a Primary School Leaving Examination (PSLE) certification at the age More measures are being put into place to offer of twelve. The PSLE is a nation-wide examination students today with more holistic education. with four examinable topics: English, Mother Philosophy for Children, is a programme modelled Tongue, Mathematics and Science. It is administered after the GCE “A” Level subject, Knowledge and by the Singapore Examinations and Assessment Inquiry. Designed to cultivate critical reasoning and Board, overseen by the Ministry of Education. The thinking skills in children, was introduced to three PSLE score determines which secondary school and primary schools but its actual success not evaluated4. Today, the education system is still facing challenges stream the student is able to enter. especially with regards to evaluation methods, training of teachers and the overall curriculum. As of 2017, there are a total of 190 primary schools in Singapore, 182 of which are operating with a single session1. Due to the young nature of the students, 3 Amelia Teng, “Parliament: PSLE scoring system these schools are typically planned around housing to be revamped; T-score to be removed from 2021,” The districts to limit travel time. Straits Times, July 09, 2016, , accessed April 25, 2017,

http://www.straitstimes.com/singapore/education/parliament-psle-scoring-system-to-be-revamped-t-score-toThinking Schools, Learning Nation be-removed-from-2021. The current motto for the Ministry of Education, 4 Charlene Tan, “Creating thinking schools “Thinking Schools, Learning Nation”, was first through “Knowledge and Inquiry”: the curriculum chalannounced by then Prime Minister Goh Chok Tong lenges for Singapore,” The Curriculum Journal 17, no. 1 (March 2006).

in 1997. The intention was to encourage more forms of autonomy in goal setting and curriculum planning at the level of the school and also the students themselves2.

Schools have undergone many upgrading works, to equip the school with the necessary IT infrastructure and students with the skills needed to lead this IT revolution. Besides developing IT, the system is also trying to inspire creative thinkers through creating a less threatening learning environment. The PSLE revised to be less stringent. MOE will be abolishing 1 “Mode of Operations of Primary Schools,” Ministry of Education, , accessed June 02, 2017, https://www. moe.gov.sg/admissions/primary-one-registration/information-on-primary-schools/mode-of-operations-of-primary-schools#single-session. 2 OECD. “Singapore: Rapid Improvement Followed by Strong Performance.” Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States, 2010, 159-76. 47

Timeline of Singapore’s Educational History Image by author, based on Robert Powell, Architecture of Learning.

Brief History

Singapore’s education scene mirrors that of its economic one. This is no surprise, since the government recognises Singapore’s only natural resource are its people1 and the driving force for the economy. The Public Works Department (PWD), the main designer and manager of government schools was set up in 18732. This was during the British colonial rule, hence many of the schools built were mission and convent schools3. In 1949, there were a total 498 schools in Singapore and 72 100 students enrolled in total4. Many of these schools were either destroyed or converted to Japanese propaganda schools during World War II. In 1949, PWD launched Type 1949, a standard school design of three single-storey blocks oriented around a single courtyard. In 1950, the PWD began to develop two-storey schools, then in 19531956, started building three-storey schools5. Selfgovernance in 1959 and independence in 1965 gave rise to the rapid growth of the school system6.

Balestier Girls’ School Type 1949 school design. Image scanned from PWD, 25 Years of School Building.

Type 1965 secondary school design. Image scanned from PWD, 25 Years of School Building.

During the nation building phase, the PWD began to see the importance of individualised designs, mainly because of its significance with identity. Land scarcity also started to become a problem7, hence replicating plans regardless of site context became problematic. Four-storey secondary schools were built in reaction to limited land.

1 Leo Suryadinata, Southeast Asian Personalities of Chinese Descent: A Biographical Dictionary (Singapore: Chinese Heritage Center, 2012), 525. 2 Robert Powell, Architecture of Learning: New Singapore Schools (Singapore: Akimedia, 2001). 3 Public Works Department, 25 Years of School Building. Public Works Department, 1984. 4 PWD, 25 Years of School Building. 5 ibid. 6 Robert Powell, Architecture of Learning. 7 PWD, 25 Years of School Building. 49

As Singapore moved towards the efficiency driven phase8, As the system moved towards creating multiple pathways to develop skills for a skillintensive economy9. The development of the Institute of Technical Education (ITE) was heavily invested in, producing workers through vocational training for the growing economy. More schools were built in Housing Development Board (HDB) neighbourhoods, to de-centralise the schools from the city centre. With economic stability, the country starts to realise the importance of individuality. The efficiency driven phase led schools to exhibit a lack of identity once again10, and the PWD conducted surveys to determine how to improve these schools through upgrades and addition of facilities. With the advancement in technology, the PWD also saw that the existing facilities were inadequate in providing the environment for learners of the future. It was then in 1989 that the Rebuilding or Extension and Alteration Programme (R/E&A) was launched11. The R/E&A was significant as it evaluated whether the older schools were worth upgrading or should be demolished. Evaluation was based on availability of land, economic lifespan of builings, feasibility of replanning of layout configuration and optimisation of land usage12. Schools that were too small for expansion were either phased out or combined with another school13. Later, the 4th School Building Programme was launched in 1996, with 16 new secondary schools that had zero repeat designs, something that the previous generations of school did not have14. Each school had a unique identity. 8 OECD. “Singapore: Rapid Improvement Followed by Strong Performance.” Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States, 2010, 159-76. 9 OECD. Singapore: Rapid Improvement. 10 Robert Powell. Architecture of Learning. 11 ibid. 12 ibid. 13 ibid. 14 ibid. 50

The Programme for Rebuilding and Improving Existing Schools (PRIME) launched in 199915 to manage new upgradings. In lieu of the “IT revolution”, schools undergo upgrading to improve only their IT infrastructure. However, the recent generation of upgrading has been equipping schools with sports facilities such as a multi-storey indoor sports hall and also visual and performance art facilities. Today, there is a total of 366 schools in Singapore and an enrollment of 450,000 students16. The design of schools is outsourced to a wide pool of consultancy firms. This gives rise to a fair amount of variation in styles. The schools themselves are striving to be more creative, not only with their teaching styles but also in the building expression. An example would be Nanyang Primary School, recently upgraded in 2016, exhibiting rainbow-like bands of colour throughout the whole school.

15 ibid. 16 Ministry of Education, Education Statistics Digest, Ministry of Education. 2016

Nanyang Primary School, 2016. Digital Photograph, available from http://www. designboom.com/ architecture/colorfulnanyang-primaryschool-extensionstudio505-lttarchitects-singapore04-01-2016/

School Design

The capacity and floor area of school has been gradually increasing, as with population growth. The sizes of the classroom has also increased from 64 square metres to 90 square meters, probably to accommodate the larger class size of 40 pupils. Even as school designs begin to show more individuality and flexibility, due to the simplicity of programs involved and the need for daylight and ventilation, the organisations often end up looking similar to older schemes. Generally, the schemes either follow a courtyard organisation, a linear organisation or a hybrid of the two1. Primary Schools have less need for technical rooms and hence the bulk of the school is taken up by classrooms, usually on a single loaded corridor.

The architectural strategies employed are modular flexibility in classrooms, multi-use in facilities and outdoor learning4. Learning does not merely have to happen in the classroom, but all over the school. Hence architects should design for the activities rather than fix the specific program to a specific room5. Flexibility can be designed at the scale of furniture as well, in the forms of mobile and flexible fittings. For example, a music room and audio visual room can be converted to a dance studio6. Architecture can be used as teaching props, to exploit building systems for lessons on real life connectivity and sustainability7. For example, a “PiWall” could teach children about the numbers in pi, by having a facade wall guided by different colour panels varying in number according to pi8.

The program in a Primary School can be identified 4 ibid. as follows: 5 ibid. 6 Ministry of Education, Flexible School Design. • Classrooms 7 Phan Pit Li et al., “Creating 21st Century • Special Teaching Areas Learning Environments,” PEB Exchange, Programme on • Multipurpose Hall Educational Building, June 2005. • Canteen 8 ibid. • Sports Areas • Foyer (Reception) • Administrative Rooms There is a new demand for flexibility in school design, in response to the knowledge that the one-size-fitsall approach is no longer relevant. Research about multiple learning styles and multiple intelligences has influenced the way the school and the teacher organise the classroom2. Designing different scales of teaching spaces in order to accommodate different sizes of classes, introduced via modular classrooms with flexible partitions3. 1 Robert Powell, Architecture of Learning. 2 Pit Li Phan, “Flexibility in schools: a review of MOE’s FlexSi framework.,” Singapore Architect 241 (Oct. & Nov. 2007) 3 Ministry of Education, Flexible School Design Concepts to Support Teaching 52

Rosyth School, an example of a school with hybrid organisation in plan. Image scanned from Robert Powell, Architecture of Learning.

Nett Floor Area 7448 sqm

Student Population

28 nos @ 64 sqm

28 nos @ 72 sqm

36 nos @ 80 sqm

38 nos @ 90 sqm

New Facilities

ECA Rooms Sick Bay Armour Room

Audio Visual Room Workshop Room

Language Lab Recording Room Computer Lab Commerce Room Indoor Fitness Room

IT Learning Resource LAN Room Server Room Media Resource Library

Changes in school capacity over the years Image by author, based on Robert Powell, Architecture of Learning.

Different Typologies of Primary Schools Image by author, based on Plans from PWD, 25 Years of School Building & Robert Powell, Architecture of Learning.

Classroom / Admin Hall / Canteen

Classes at Big Creek Elementary “Big Creek Elementary,” HomePage, accessed April 25, 2017, http:// www.forsyth.k12. ga.us/bigcreek.

Requirements of Schools This section analyses the typical considerations and requirements that go into the design of schools. Due to the nature of compulsory, standardised education, much of this data is determined, controlled and enforced by the governing authority. The school typology is rather similar across the modern western world, and this shows through the similar program and other requirements. We summarise the design requirements involving: • Program and their respective areas • Lighting • Acoustics Understanding the overall considerations will aid in analysing the four case studies in the next section.

Area Requirements

Specialised Learning Rooms include sports, art, music and science rooms. They require very specialised equipment that hardly is transported our of the room. These rooms are not always clustered together or with classrooms, but rather follow fire safety rules (labs) or the need to have proximity New schools not only follow the typical organisation with public zones (theatre, gym). but also try to integrate these various aspects. - The • Performance Theatre 120 sqm [US]8 spatial configurations follow2 • Gymnasium 600 sqm [US] 9 • Integrated break-out spaces and project rooms • Art 120 sqm [US]10, 100 sqm [UK]11 • Specialised learning environments • Multi-functional spaces that support schools as • Music 120 sqm [US]12, 62 sqm [UK] 13 • Science Lab 150 sqm [US]14, 83 sqm [UK] 15 centres of community In general, the programs in an elementary school can be divided into classrooms, outdoor play areas, specialised learning rooms, administrative rooms, common spaces and services1.

Classrooms are the backbone of school design. They Administrative Rooms are facilities for teachers typically have very flexible layouts to accommodate the type of lessons that the teacher wishes to conduct. Classrooms normally occur in a cluster in order to generate social interaction between classes as well as share resources.

55 sqm for 30 students [UK guideline]3 55 sqm [US guideline]4

Outdoor Play Areas provide intermediate spaces

and staff. The rooms are typically clustered together in a single block for efficiency. • • •

Common Spaces are larger informal spaces such as the canteen (commons) or the library.

between large activity areas such as the gymnasium. • They comprise of outdoor amphitheatres, gathering • space, community garden, walking trail and sports facilities5. Due to space constraints, they often outline the perimeter of the site. • •

4200 sqm [US] 6 1200 sqm [UK] 7

1 DOD Education Activity (DODEA), Education Facilities Specifications: Middle School, 5.0, DODEA, 2017. 2 Mark Dudek, Schools and kindergartens: A design manual (Basel: Birkhäuser, 2015). 3 Department for Education, Area guidelines for mainstream schools, 2014. 4 Georgia Department of Education, Guideline for Square Footage Requirements for Educational Facilities, Georgia Department of Education, 2012. 5 DODEA, Education Facilities. 6 ibid. 7 Department for Education, Area guidelines. 58

Reception + Staff Room 120 sqm [US]16 Staff Room 75 sqm [UK] 17 Sick Bay 50 sqm [US] 18

Canteen 260 sqm [US]19 Library 173 sqm [US] 20

8 DODEA, Education Facilities. 9 ibid. 10 ibid. 11 Department for Education, Area guidelines. 12 DODEA, Education Facilities. 13 Department for Education, Area guidelines. 14 DODEA, Education Facilities. 15 Department for Education, Area guidelines. 16 DODEA, Education Facilities. 17 Department for Education, Area guidelines. 18 DODEA, Education Facilities. 19 ibid. 20 ibid.

Reception/ClericaCrossroads Elementary School Image from DODEA, Education Facilities Specifications.

Commons Fort Campbell High School Image from DODEA, Education Facilities Specifications.

Hybrid Performance Space, High Tech Middle School Image from DODEA, Education Facilities Specifications.

Many studies have shown that the design of daylighting is crucial in the success of learning. According to a study done in three different US states21: Students in classrooms with the most daylight progressed 20% faster on math tests and 26% faster in reading tests. Classrooms with the most window area were associated with a 15-23% faster rate of improvement. Researchers found that from ten o’clock until noon our immediate memory is at its best and is therefore a positive factor in schoolwork, concentration and debate. The hours from six in the evening to midnight are favourable for studying since then our long term memory is at its best.

Daylighting with a courtyard Image from Lisa Gelfand, Sustainable school architecture: design for elementary and secondary schools (Hoboken: John Wiley & Sons, 2010)

Consideration for adult and child eye level Image from Lisa Gelfand, Sustainable school architecture: design for elementary and secondary schools (Hoboken: John Wiley & Sons, 2010)

Mark Dudek, Schools and kindergartens.

As such one notes that school design is typically do not have very deep plan. The design typically makes use of courtyards to maximise natural light. For less dense buildings, top-lighting systems are able to provide lighting via the ceiling or roof. Else, for denser buildings with multiple floors, side-lighting systems may deem insufficient for the various activities demand are often more than what the system can provide. As a guideline, the lux levels that the various activities require is summarised in the table on the left. Typically, direct sunlight is avoided to prevent glare and gentle, uniform illumination is encouraged22. Allowing light to bounce off the walls in order to light the space is also generally a good approach to daylighting23.

22 Lisa Gelfand, Sustainable school architecture: design for elementary and secondary schools (Hoboken: John Wiley & Sons, 2010). 23 ibid.

Lighting Strategies for side-lighting and toplighting Image from Mark Dudek, Schools and kindergartens: A design manual (Basel: Birkhäuser, 2015).

Activity/Room

Reading printed material

Reading pencil material

Duplicated material

Drafting, benchwork

Reading chalkboards, sewing

Drafting Room

Home Economics Room

Laboratories

Lecture Room

Study halls

Lux levels for various tasks and programs Image by author, based on Mark Dudek, Schools and kindergartens: A design manual (Basel: Birkhäuser, 2015).

Acoustics is incredibly important to learning, especially when it is with the sense of hearing that many children use to perceive things. It is also essential for communication24. In schools, due to the nature of different programs, it is important to group programs with similar acoustic demands so that the adjacent spaces do not suffer from unwanted noise25. For example, silent areas, noisy areas and speaking areas should be properly segregated so that the corridor spaces can take on the overflow of both people and noise. Silent areas generally demand minimal noise. They do not produce noise and should not receive any external noise as well. Some examples are: •

Libraries & Reading Areas

Noisy areas are programs that produce noise and its effectiveness will not be affected with the addition of more sound. Some examples are: • •

Eating areas Sports areas

24 Mark Dudek. Schools and Kindergartens. 25 ibid.

Different Types of Acoustic Reflection in a Large Space Image from Mark Dudek, Schools and kindergartens: A design manual (Basel: Birkhäuser, 2015).

Specialised areas are programs that require a specific condition, whether it be properly insulated to prevent leakage inside or outside. For example, speaking areas requires good, clear directed sound from the speaker. Some examples are: • • • •

Classrooms Music Rooms Performance Spaces Specialised Teaching Spaces

Acoustic design not only occurs at the larger scale. The selection of materials, design of room geometry and placement of furniture are essential in creating a sensitive acoustic environment for learning26. Direct sound is always encouraged and reflection and reverberation is generally unwanted, especially for clarity of speech. As a standard, reverberation times for the best reception of speech and music are specified within a minimal frequency range of 60 -4,OOO27. 26 ibid. 27 ibid.

Canteen at Elias Park Primary School Image by author

Multi-story linkways at Dunman High School Image by author

Benchmark Schools In this section we analyse four modern schools, Wilkes Elementary School from the United States, Heathfield Primary School from the United Kingdom, North Spring Primary School and Elias Park Primary School from Singapore. These four schools have varying typologies while still maintaining a similar style of school design. We tabulate and analyse the data from floor plans to derive more appropriate conclusions on top of the government-regulated metrics. From these four examples, we are able to compare • Differences in area and sizes • Derive the various adjacencies and important relationships • Evaluate the effectiveness of the circulation in each typology • Identify the common threads and concerns in typical school design

Wilkes Elementary School Location: Washington, United States

Total Date of Completion Number of Floors

Number of Classrooms

Circulation %

Wilkes Elementary School Information and images from “Wilkes Elementary School / Mahlum,� ArchDaily, February 09, 2015, accessed May 25, 2017, http:// www.archdaily. com/596974/wilkeselementary-schoolmahlum.

Program Bubble Diagram Image by author, based off Plan and information from “Wilkes Elementary School / Mahlum,” ArchDaily, February 09, 2015, , accessed May 25, 2017, http:// www.archdaily. com/596974/wilkeselementary-schoolmahlum.

Per Student

Site Area (sqm)

Kindergarten Room

Indoor Sports

Circulation

Adjacency Matrix & Metrics Images by author, based off Plan and information from “Wilkes Elementary School / Mahlum,” ArchDaily, February 09, 2015, , accessed May 25, 2017, http:// www.archdaily. com/596974/wilkeselementary-schoolmahlum.

Annotated plans Images by author, based off Plan and information from “Wilkes Elementary School / Mahlum,� ArchDaily, February 09, 2015, , accessed May 25, 2017, http:// www.archdaily. com/596974/wilkeselementary-schoolmahlum.

Heathfield Primary School Location: Scotland, United Kingdom

Heathfield Primary School Information and images from: “Heathfield Primary School / Holmes Miller Architect,� ArchDaily, September 24, 2012, accessed May 25, 2017, http:// www.archdaily. com/274359/ heathfield-primaryschool-holmes-millerarchitect.

Program Bubble Diagram Image by author, based off Plan and information from “Heathfield Primary School / Holmes Miller Architect,” ArchDaily, September 24, 2012, accessed May 25, 2017, http:// www.archdaily. com/274359/ heathfield-primaryschool-holmes-millerarchitect.

Adjacency Matrix & Metrics Images by author , based off Plan and information from “Heathfield Primary School / Holmes Miller Architect,” ArchDaily, September 24, 2012, accessed May 25, 2017, http:// www.archdaily. com/274359/ heathfield-primaryschool-holmes-millerarchitect.

Annotated Plans Images by author , based off Plan and information from “Heathfield Primary School / Holmes Miller Architect,� ArchDaily, September 24, 2012, accessed May 25, 2017, http:// www.archdaily. com/274359/ heathfield-primaryschool-holmes-millerarchitect.

North Spring Primary School Location: Sengkang, Singapore

Total Date of Completion Number of Floors Enrollment

North Spring Primary School Information and images from: Robert Powell, Architecture of Learning: New Singapore Schools (Singapore: Akimedia, 2001).

Program Bubble Diagram Image by author, based off Plan and information from Robert Powell, Architecture of Learning: New Singapore Schools (Singapore: Akimedia, 2001).

Adjacency Matrix & Metrics Images by author, based off Plan and information from Robert Powell, Architecture of Learning: New Singapore Schools (Singapore: Akimedia, 2001).

Annotated Plan Images by author, based off Plan and information from Robert Powell, Architecture of Learning: New Singapore Schools (Singapore: Akimedia, 2001).

Elias Park Primary School Location: Pasir Ris, Singapore

Elias Park Primary School Images by author

Program Bubble Diagram Image by Author

Adjacency Matrix & Metrics Images by author

Annotated Plans Images by author

We note three main issues that arises out of the Classrooms are typically naturally ventilated. This classroom-centric school design. is especially apparent upon the analysis of the case studies. All the schools had a typical classroom block First, the isolation of the classroom. Learning in almost perfect North-South orientation, to reduce takes place in an isolated box, which may not be the impact of sunlight on radiative heat gain. This sustainable in the long run. Next, the overfocus of would indicate that the placement of classrooms polyvalency. Classrooms are typically designed to have number one priority, and are probably decided be self-sufficient boxes, but perhaps this should even before arranging other larger programs like not be the goal. Lastly, the pressure on the teacher the canteen and indoor sports hall. It is also not to deliver active lessons. The blank slate of the surprisingly, as classrooms are the place where classroom results in a large variation in quality of majority of lessons take place, and is occupied much teaching that schools are still trying to mitigate. The school design itself can help the teacher be a better more than any other space in the school. teacher if it provides more instances for active learning. Both Wilkes Elementary School (US) and Heathfield Primary School (UK) had other programs shield the classroom blocks from both the East and the West. Elias Park Primary School (SG) even maximised the Isolation of Classrooms site in the North-South direction by placing a long Public schools deal with efficiency by centralising resources, sharing as much as possible. This places classroom block, 13 classrooms long. labels on each space and instantly creates physical The classroom appears to be sufficient for the divide. This results in the classroom constantly being propagation of mass public education. However, the detached from other learning spaces in the school. new paradigm of learning has called for a need for a new type of spatial organisation that encourages active learning. Perhaps it is not the idea of the classroom box itself that needs to change, but the environment surrounding it and how it responds. By identifying the issue with the classroom, we are able to adjust and retransform the school for active learning.

North-south Orientation of Classrooms in Respective Schools Image by author

Although not apparent in plan, upon further analysis of program relationship, we note the pattern of special teaching programs arranged to “service� the classroom blocks. When referring to the timetable however, we realise that the classroom may act as the center of the school because it is where the student spends the most time in, and the other special teaching rooms act as enrichment. This

is especially so in Singapore, where the students may not even need to leave the classroom between lessons. This further perpetuates the notion that education is being passively fed to students, who are only required to wait in the same spot for 5 hours a day. It should be noted that having a student constantly in the same space has a possibility of instilling a sense of belonging and attachment to the space. If exceptional learning happens there, children would most likely associate positive memories with the space. The classroom is also always on the end of the line, which results in it being a destination rather than part of a journey. Moving a group of 40 students requires time, and teachers would prefer not to move the whole class unless there was a good reason.

Over-focus on polyvalency

The classroom is effective if all lessons were lectures. Lectures require no movement and does not need any relation to the environment. This may be more effective with older students with longer attention spans, however with young children this may have a negative effect on the absorption of knowledge. The design of classrooms forces teachers to convert

almost every lesson into a type of lecture as they typically do not have enough time to reorganise it or introduce large physical teacher materials. Knowing the sheer range of information that students are fed, it is apparent that one cannot learn every bit of this information effectively if it is taught in the same way, in the same type of room. The polyvalency provided by the classroom has only limited the type of learning. Perhaps there is a need for every classroom to be adapted to some form of specialised learning.

Pressure on Teacher’s Performance

The classroom lacks the type of experiences for children to crystallise concepts. This creates more pressure on teachers to deliver memorable lessons and often this results repetitive rote learning instead. As such, active learning in most schools is lost, instead children are given repetitive drills. This creates an issue about future-proofing, when the economy is no longer looking for do-ers but thinkers. There is a need for active learning experiences to incite excitement and curiosity for children to question and continue their learning journey outside of the classroom.

Typical Primary 6 Timetable in Singapore Image by author, based on actual timetable at a primary school in the Eastern part of Singapore

Learning Outside the Classroom Digital Photograph, available from http:// www.merseyforest. org.uk/news/ cheshire-kidsre-connect-withnature-by-learningoutdoors/

Vision Active learning at the top of the list of priorities, we aim to create a school that provides the students and teachers with a variety of spaces with differing levels of formality. We break down the existing linear system that is exceedingly formal and inflexible. We aim not only to change the space but influence the curriculum as well. This new school focuses on experiential learning and creates many environments for learning to take place. These environments can be a laboratory, outdoor nature space or even an informal amphitheatre. We propose the use of the reciprocal principles of scientific exploration as a framework for learning: to understand the world, to ask questions, to develop interests and also to nurture creativity. Classrooms are converted into studios and laboratories, no longer closed boxes but with blurred boundaries to the discovery and community spaces. This breaks down the importance and rigidity of the sterile classroom and suggests more opportunities for children to take charge of their own learning.

Simplified Representation of the Current System of Learning Image by author.

Today: Linearised Learning

In recent years, education has developed towards building relationships between students through group work, where students can come together to solve the problem presented by the teacher, either through in-class exercises or through a group project over an extended time.

Learning has been simplified into a single linear process, much like that of a manufacturing process. Schools today revolve around efficiency, due to the large number of students and the limited number of teachers. 1 A result of the industrial revolution, the mass education system was more effective at producing manual workers than it was college Discovery is seldom part of this equation and is more likely to act as a bonus, where the teacher is graduates2. able to show the class how the problems taught in In the traditional classroom model, time is the class can be applied in the real world. This becomes constant and learning becomes the variable3. Lessons a very prescriptive process that limits the “active are built around a fixed timetable in classes made learning” of each student by only allowing limited up of students of the same age but differing learning decision making. abilities. This highly industrialised and standardised process results in a loss of the development of the individual. A one-size-fits-all approach assumes that all students enter with the same capabilities and interests. Formal education is made of up three main elements, curriculum, teaching and assessment4. This is typical throughout the world. Students are taught to solve problems developed by teachers, with clear right and wrong answers. Students spend most of their time in the classroom, either absorbing techniques for answering examination questions through lectures or practising these techniques. Often there is a repetition of problem solving exercises, “rote learning”, a common technique for the concept to be committed to the learner’s short term memory. 5 1 Richard Gerver. Creating tomorrow’s schools today: education-our children-their futures. Bloomsbury Publishing, 2014. 2 Ken Robinson and Lou Aronica. Creative Schools: The grassroots revolution that’s transforming education. Penguin Books, 2016. 3 John V. Antonetti and James R. Garver. 17,000 Classroom Visits Can’t Be Wrong: Strategies That Engage Students, Promote Active Learning, and Boost Achievement. ASCD, 2015. 4 Ken Robinson and Lou Aronica. Creative Schools.

John V. Antonetti and James R. Garver. 17,000 Classroom Visits 93

Scientific Method Image by author, based on diagram from “How Science Works,� Understanding Science, 2012, , accessed June 1, 2017, http://undsci. berkeley.edu/lessons/ pdfs/how_science_ works.pdf.

The Scientific Method

The vastly different nature of these stages suggests a need for a wide variety of spaces, some that need to Perhaps to effectively deconstruct the existing method of instruction is to apply a scientific be kept secret while others require close proximity. approach to learning. Instead of the previous model from application to evaluation to exploration, we can Implementing this system as part of active learning envision learning as a reciprocal and almost cyclical could bring forth a form of personalisation even at a process that involves communication back and forth young age. “Ideas” are different from “answers” and between all of these stages. This stages now revolve inspire more ownership and involvement. around “the testing of ideas”, another perspective at solving problems in the traditional way.

In this model, the starting point for learning begins from discovery and exploration, but this does not mean that it never returns. Students may find in the middle of testing of ideas that they require more information and would go back to discovery rather than submitting to the evaluation and waiting for the right answer. This would also work to inspire curiosity and interest, something very lacking from the current system. The “testing of ideas” suggest independence from the right and wrong answers and rather work more like progressive increments. It suggests that the teacher take on the role of facilitator rather than a lecturer and helps to evaluate each iteration rather than to provide the right answer right away.

It is applying the “making” mindset of getting our hands dirty in order to learn by discovering our own mistakes1 rather than learning from the model answers. Community analysis and feedback opens up to more opportunities for sharing different opinions about a wider scope, instead of the typical discussion where by the students simply race each other to solve to answer the same question directed by the teacher.

1 Dale Dougherty, Free to Make: How the Maker Movement is Changing our Schools, our Jobs, and our Minds (Berkeley, CA: North Atlantic Books, 2016), 165. 95

ASFS Science Lab, n.d. Digital Rendering, available from https://edbacker. com/c/asfs-sciencelab

Integrating Experiences Experiential learning and its relevant spaces have been a new focus to encourage more involvement from the student. Students are able to use their five senses to internalise and apply concepts from the classroom. Experiential spaces also break the monotony of lecture-style instruction and help to deal with the short attention spans of young children. Children aged 7 have been known to have short attention spans below 30 minutes1, just equal to lesson block. Teachers with lessons longer than thirty minutes often have to integrate more experiential and spatial learning to help these students to focus. Different subject matters require different nature of spaces, some more experiential than others. Though integrating spatial experiences into every aspect of learning may appear to be a challenge, this thesis aims to holistically connect them through the principles of the scientific method: through discovery and exploration, testing of ideas, evaluation of outcomes and community analysis and feedback. To imagine learning through the scientific method, we list each possible activity and categorise them according to each stage of the methods. It is imperative to understand that many of such spaces already exist in Singaporean schools but are simply not well integrated into the curriculum perhaps due to limited support from the government, more immediate priorities to satisfy the needs of standardised testing, or even because the space-planning does not facilitate it. 1 Kenneth E. Moyer, “The Concept of Attention Spans in Children,� The Elementary School Journal 54, no. 8 (1954)

Science is the discovery and rationalisation of the environment, be it natural or built. Naturally this translates to a large number of spaces already dedicated for exploration of such concepts. The science curriculum requires students to be able to navigate their way through a typical science lab, performing experiments with plants, magnets and other simple experiments.

We imagine creating an environment that focuses less on the theory and lecture-delivery but more about enforcing the links between the spaces that are already present in these schools. This may involve redesigning or relocating these spaces to be more effective in serving each stage of the scientific method.

However, perhaps it is the prescriptive nature of the activities that dull the innate wonder and curiosity of these children. Despite having eco-gardens freely accessible and even wildly populated during recess time, one would hardly see children identifying concepts and applying them in their formal curriculum.

Types of Rooms and Activity organised according to the Scientific Method Table by author

Stage of Scientific Method

Types of Spaces

Discovery and Exploration

Observing Touching

Natural environment (Eco-garden) Built environment (Building systems)

Testing Ideas & Evaluation of Outcomes

Discussing Writing Making Inventing

Project studios Science labs Computer labs

Community Analysis and Feedback

Presenting Showing

Exhibition spaces Amphitheatres

Pakeman Primary Science Lab, n.d. Digital Photograph, available from http://www. pakemanprimary.co.uk/ school-info/premises/

Bukit View Secondary School, 2016. Digital Photograph, available from http://www.straitstimes. com/lifestyle/homedesign/grow-forth-andlearn

Jun Yuan Primary School, 2013. Digital Photograph, available from http://techtrek2013. blogspot.sg/2013/02/ junyuan-primary-schoolvisit.html

Language and Social Sciences

The teaching of languages can be tricky as it is intuitively not as visual and experiential as sciences. Language itself seldom has any order or sequence to learning, its nature itself also proving that the linearised learning is not optimised. Rather, the command of languages can only be improved with more extensive experiences and practice. For example, a student cannot learn English through the continual answering of exam questions or the continual writing of compositions. Instead, they require input and inspiration from daily life and experiences in order to apply more useful vocabulary and more creative narratives.

These two subjects have the capacity to supplement each other, not as a direct cause and effect but rather each of them provides the background for experiencing and learning the other. From the typical listening (lecture), writing (examinations) and speaking (oral examinations), we re-imagine the activities to include activites that typically are associated with independent learning and projectbased learning. For example, students can learn through the world of books, if the library or minilibraries are integrated into the system. They can then apply ideas by writing or performing a play.

Social studies, a simpler version of geography and history taught in primary school is the same. Its dry content can be more effectively taught through experiences and perhaps should be grouped together with language studies instead. Types of Rooms and Activity organised according to the Scientific Method Table by author

Reading Listening

Library Computer labs Listening rooms

Discussing Writing Filming Acting Practising a play

Discussion zones Quiet writing zones Drama studios

Performing Giving a speech

Performance theatres Amphitheatres Recording studio

Performing Arts Studio at Park View Primary School, 2009. Digital Photograph, available from https://www.schoolbag. sg/story/a-closer-look-atnew-learning-spaces-inprimary-schools

Amphitheatre at Fairfield Methodist Primary School, 2009. Digital Photograph, available from https://www.schoolbag. sg/story/a-closer-look-atnew-learning-spaces-inprimary-schools

Media Hub at Beacon Primary School, 2009. Digital Photograph, available from https://www.schoolbag. sg/story/a-closer-look-atnew-learning-spaces-inprimary-schools

Mathematics

Mathematics can be more experiential than what is being taught in school. Geometry can be taught through the measuring exercises in controlled or uncontrolled environments instead of delivering of abstract rule after rule. Simple operators can be taught using simulated business settings, using money which may be more intuitive to some weak students. Ratios and fractions can be taught with hands-on baking or mixing. These methods would possibly require more effort and energy on the teacher’s part, however these proposed spaces could facilitate instead of hinder by allowing the children to learn independently on their own and cultivate life-long learning rather than examination-oriented learning.

Built environment (Building systems, business setting, baking studios)

Measuring Calculating Counting

Project studios Built environment (Building systems, business setting, baking studios)

Texas A&M Math Circle, 2012. Digital Photograph, available from http://www.science.tamu. edu/news/story.php?story_ ID=978#.WSa4Ucap3aY

Geometry Hands-on Exercises, 2016. Digital Photograph, available from http:// middleschoolmathman. blogspot.sg/2016/02/ angles-triangles-and-startof-geometry.html

Pattern Making Exercises in Sherbourne Primary School 2017. Digital Photograph, available from http://www.sherbornepri. dorset.sch.uk/practicalmaths-is-fun-ingrasshopper-class/

Music and Art

Music and art is already taught in an experiential way as it requires the student to be physically and mentally involved in the process. However, in the more scientific scheme of things, it may be more beneficial to integrate discovery and community more into the system. We can possibly delinearlise the relationship between watching, practising and presenting in music education, and perhaps mix it up. Children new to the instrument may not be comfortable constantly observing a well-rehearsed performance and feel overly pressured instead. On the other hand, one that is constantly practising may be inspired by community feedback and also more discovery. We propose similar situations for visual arts, whereby students may be more inspired simply because they are more immersed in the entire experience. Types of Rooms and Activity organised according to the Scientific Method Table by author

Observing Watching Touching

Cinema theatres Museums Interactive exhibits

Specialised studios (Music studio, Visual arts studio, Photography studio)

Exhibition spaces Amphitheatres Performance theatres

Middle School Art Studio, Chapin School, n.d. Digital Photograph, available from http://lilcghana.appspot. com/uploaded/photos/ tour/fullsize/9_ms_art2. jpgY

KidsSTOP Exhibtion at the Singapore Science Centre, 2014. Digital Photograph, available from http://www.cheekiemonkie. net/2014/06/kidsstopsingapore-science-centrefor.html

A case study in the United Kingdom, Grange Primary School, led by Principal Richard Gerver found that empowering children through application based learning often resulted great success in overall academic performance.1 The town included its own newspaper and various retail outlets that would be managed by the students themselves. The teachers would also have a short break during lessons to allow students brainstorm about applying and linking the current lesson to their “jobs”.

school is fenced off, typically with tall chickenwire. By eradicating these fences and reorganising these spaces, the public themselves will be able to enter and be involved in application of concepts, not only benefitting the children but also the entire community.

Essentially, this creates a curated version of life that will not overwhelm children, yet helps to take the first steps in understanding it. Many programs in a typical school incorporate some element of life and application, however the entire 1 Richard Gerver. Creating tomorrow’s schools today: education-our children-their futures. Bloomsbury Publishing, 2014. Types of Application Spaces according to Subject Matter Table by author

Subject Matter

Urban Farming (Indoor and Outdoor)

Canteen Entrepreneur Centers

Formal Performance Theatre Printing Press Broadcasting Centre

The Grangeton Shop Digital Photograph, from Richard Gerver. Creating tomorrow’s schools today: education-our childrentheir futures. Bloomsbury Publishing, 2014.

Site Context To avoid any preconceived notions or ideas about the project, we have selected an empty site in Simei that has been premarked for education on the 2014 masterplan. It is surrounded by relatively new HDB estates and walkable distance to Simei MRT station and the new Changi South Station on the Downtown Line. Its close proximity to the Changi Business Park, the Singapore University of Technology and Design and even Changi General Hospital may also provide opportunities for industry exposure to inspire these young minds to draw mental links between curriculum and real life on their own.

Schools in Simei: Changkat Changi Secondary School (Left), Changkat Primary School (Right) Images by author

Void Deck Childcare and Kindergartens: Cana Bible Presbytarian Church Before and After School Care Centre (Left), Maris Kidz Schoolhouse (Right) Images by author

Void Deck Childcare and Kindergartens: Iman Kindergarten and Childcare (Left), PCF Changi Simei Blk 233 (Right) Images by author

Major Amenities: Simei MRT (Left), Eastpoint Mall (Right) Images by author

Major Amenities: HDB Shopping Street at Blk 248 Images by author

Smaller Amenities: 7-Eleven Convenience Store at Blk 228 (Left), 7-Eleven Convenience Store at Blk 156 (Right) Images by author

Sports Areas: Integrated Fitness Park at Blk 136 (Left), Badminton Courts at Blk 149 (Right) Images by author

Sports Areas: Netball Courts at Blk 226 (Left), Badminton Courts at Blk 123 (Right) Images by author

Park Connector: Towards East Coast Park (Left), From Tampines (Right) Images by author

Parks: Simei Park (Left), Meragi Park (Right) Images by author

Playgrounds: Blk 253 (Left), Blk 136 (Right) Images by author

Playgrounds: Blk 225 (Left), Blk 154 (Right) Images by author

Playgrounds: Blk 227 (Left), Blk 156 (Right) Images by author

Playgrounds: Parc Lumiere (Left), Blk 117 (Right) Images by author

SPORTS AREA

NATURAL SCIENCES

SOCIAL SCIENCES

The Sectional Model

Classrooms have a bad reputation. Here we imagine the new unit of learning not as a single room but a combination of rooms that are arrange strategically in a certain manner. Using the three way relationship between three different types of experiences, discovery, testing and community feedback, we propose a section that illustrates the flow of activity between each space. We aim to redefine the boundaries between each space, hopefully blurring as much as possible.

In all of these scenarios, we see the student as the center of learning, being involved with experiences rather than passively receiving information. We aim to dissolve the teacher-student hierarchy in the classroom, and instead propose that the teacher acts more as the facilitator. In essence, there are no more classrooms, but rather specific types of spaces tailored for a specific type of experience. A class can take place in one of these spaces or go through all three. The goal is not to dictate how the teacher should teach but provide such spaces that will make learning possible.

In the natural science model, we see a loop, starting from discovery space which flows seamlessly into the laboratory testing space, creating a semi-open environment. This then slowly builds up into the formalisation of learning, not through examinations, but through sharing and presentations (community feedback). This space then links back to the discovery space, allowing the speaker to refer back for more effective understanding. In the social science model, we see a gradual progression of speaking spaces. Social sciences and languages are typically taught through speaking and reading, hence the discovery space presents itself as a library-type space coupled with small informal sharing spaces. Students can then take the information and conduct tests, which could happen as a form of speech or writing. The final stage takes place in a formal presentation setting, whereby the student has gone through enough testing back and forth and is ready to face a larger scale of community feedback.

Learning Units

Simplifying learning into two major units, isocial and natural sciences, instead of pigeonholing them into individual subjects such as English, Math, Science and Mother Tongue, allows the learning unit to take on more flexibility than the multipurpose classroom. In this case, we allow for specific types of experiences in and around the learning unit.

larger space to work on projects that may not fit on the table-top workspace. The other facade may be utilised as a planting zone for small planting experiments in a rather controlled environment. A small amphitheatre-like space for 40 students (the maximum class size in Singapore) sits next to the discovery space as a good location for the teacher to introduce concepts and point out the relevant examples.

Learning should not be a stagnant activity. By proposing activities outside of lecture-like lessons, we also propose movement and a journey around the different experiences in order to solidify concepts. As such the multipurpose classroom is transformed into range of spaces for the teacher to use and inspire.

The social science unit focuses on social and communal interaction. Within the unit, reconfigurable layouts are enabled by movable chairs and tables, allowing for different sizes of groups to congregate and discuss. This is directly connected to the library/mediahub-like space, where a wealth of information through books and computers are The natural science spaces is closely connnected readily accessible. The media-hub also features to outdoor discovery space through a very porous different scales of presentation and sharing spaces facade that acts both as ventilation and as doorways. in order to formalise these experiences. An area next to this facade is left empty, for a A semi-open classroom for experiential learning in natural sciences. Render by author.

Overall Organisation

As such we aggregate the learning units in ways where each unit has the access to its relevant experiences. The entire school comes together as a layer of experiences, each tier specific to an age group, showing the level of maturity needed to experience each new area. The bottommost is allocated to the older children, aged 10 to 12, where they are able to apply their learning directly into spaces linked to the community around the school. This is important especially because children learn well when given real-life responsibilities1. In order to facilitate this, we elevate the main body of the school by a level and eradicate the security fence. The main body is surrounded by a “moat� of community-linked program. These are divided into social science program (event space) and natural science program (business and farming). The learning units are positioned on site accordingly to match these program. As the school moves upwards, we create smaller scale of environments as a response to the younger demographic of students, aged 8 to 9. In the middle tier, there is an opportunity for shared crossover learning spaces, where subjects can come together for integrated learning. For example, a mathematics and physics discovery zone can be designed by the teachers on level 3, on an area directly accessible by four different learning units. Hence science teachers and math teachers do not have restrict themselves to designing in class demonstration but instead take pupils out to the discovery zone to understand the subjects relation to others.

1 Richard Gerver. Creating tomorrow’s schools today: education-our children-their futures. Bloomsbury Publishing, 2014. 126

The top most tier transitions into smaller private environments. This takes into account the ability of younger children, aged 7 to 8, and refrains from overwhelming with too much stimuli. Hence focused environments that takes topics one at a time are created. Students are introduced to experiential learning in bite-sized pieces and are allowed freerein to roam around the smaller spaces.

Plant science discovery

PRIVATE ENVIRONMENTS (P1 - P2) Plant science discovery General IT & media discovery Plant science discovery

Informal small presentation space

General IT & media discovery

SHARED ENVIRONMENTS (P2 - P3)

Mathematics and physics discovery

Informal large presentation and performance space LL

Informal small presentation space General IT & media discovery

Natural science units (Mirrored)

Elevated platform as an alternative to security fence

Intermediate semi-public platform for large assembly

RSHIP AGRICU

PARAD MORN E SQUARE / ING AS SEMBL Y

APPLIED ENVIRONMENTS (P4 - P6) FABRIC

Informal large presentation space

Perimeter circulation surrounded by public program

Formal large presentation theatre THEATRE

ADMINIS RECEPTION

Social science units (Mirrored)

Plant science discovery Agriculture science discovery

Steps taken to organise school layout Diagrams by author.

1:500 Massing Model Image by author.

Iteration 1 Interlocking of blocks to symbolise relationships between different types of program

Iteration 2 Introduction of the “moat” surrounded by “life” programs.

Iteration 3 Introduce staggering and terracing of massing to create different outdoor zones and learning environments.

Iteration 4 Drawing links between program to form three way circulation system.

Iteration 5 Applying terracing on natural science block to create private discovery spaces, linked with bridges for shared discovery spaces. Stepped back floor plates on social science block to decrease the scale of the space with respect to presentation and performance spaces.

Natural Science Block, Sectional Model 1:100 Natural science units in relation to varied discovery spaces.

Social Science Block, Sectional Model 1:100 Different scales of presentation and sharing spaces in relation to the social science units.

Multi-section axonometric Varied experiences through the school compound and their relation to the spaces around them

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Mdm N.A. East Primary School 03 April 2017

- What are the considerations you have when you plan each lesson? What sort of difficulties do you expect and how to you go around them? Much of it is guided by the syllabus outcomes, which provide structure for the teachers but still allow for some freedom in decision making. As an English teacher, it is important to anticipate problems, however children are very unpredictable and often we receive silly responses and have to work on developing those.

Education 1. Is there one thing about the world outside the classroom that you wished someone taught your younger primary school self? Public speaking and collaborative skills. How to work in groups. Previously back when I was a student there weren’t much opportunities to work 5. Have you noticed a change in the way you teach together with my peers. over the years? Yes, 15 years ago facilities were not so up to date. 2. How long have you been teaching? 17 years at Park View Primary School. I teach English There was less IT support. I also realise that children today don’t like to read. They prefer online material to Primary 5 and 6. instead of physical books. 3. How do you conduct your class? - E.g. What are your classes like? What kind of activities do you conduct? What kind of materials do you prepare (worksheets, games, activities?) I spend 10 minutes first on delivering prior knowledge, then I move into lesson development, which can be through videos, computer work or discussions. I end off with a conclusion rehashing what we have learnt that day. For example, if the theme is on marine conservation, I will first ask the students what are the prior knowledge they know about the subject. They will form groups and start a list. Then I will ask them what else do they want to find out and regroup them again according to the different categories. Afterwards I will show a video and ask them if the video answered their questions. Most of these depend on the needs of the students, it is important as the teacher to know what they are like, how active are they. We need to use activities to engage them to explore. Sometimes I make them do some research online or immerse them in a world of books.

6. What are your opinions on group learning, experiential learning, and newer methods (if any) of teaching? I use a social media tool similar to twitter where I encourage students to pen down their thoughts and post reflections. My classes actually do use flipped learning. A week before I will post a video online and ask the students to answer three questions in their reflections. When we start the class next week we do not have to start from scratch.

7. How do you think or hope that education will change in the future especially with the development of technologies? I think that education is moving along well ith technology. There needs to be a shift in mindset among the very senior teachers as there is difficulty in getting them to switch styles of teaching. As the Head of Department, I have been engaging teachers, both senior and new to communicate online via our google chat. Its important to talk about professional development, to keep teachers up to date with new pedagogies. 4. How do you go about organising the overall lesson plan? 146

Architecture 1. What are your methods to find inspiration for lessons? We are connected to teachers around the world through international teachers’ associations. As for me, I love watching TED talks and often find themes from there. For example, I conducted a class based on gratitude because I was inspired by how one girl felt grateful over a penny. 2. Do you find yourself inspired by the structure of the school? For example, the various facilities, or some spatial qualities? Not exactly, I work with what I have. I love using mobile computer carts in the classroom.

provided for the children. Student’s needs need to come first and these facilities give teachers more opportunities to make the lessons more exciting. 7. What is your favourite place in the school and why? I have a secret hideout at the sound room on the fourth floor. I blast music there and bring all my work there. I myself find the cubicle very constricting and would rather work in a less formal area.

3. Have you found yourself restricted by the limits of the space? Yes, I often need to bring the students out of the classroom. It is very hard to maintain the attention of 40 students over one whole hour. Sometimes I bring them to the library, or the computer lab if there are computer based activities. 4. If you could change one thing about any space in school, what would it be? A classroom. My ideal classroom would have students working in groups, a corner in the back with beanbags to hangout, a “daily 5” board of questions for stronger kids to explore when they are done with their work. 5. Have you taught in a school that has been through upgrading works (PRIME)? - Have you experienced a school before and after upgrading works? Yes, this school had a major upgrading 8 years ago, where they added a library and a performance theatre that can fit 250 pax. They installed the sound systems as well. 6. How do you find the changes or additions to school? I am very happy that more facilities are being 147

Lim Yuan Chin (Ms Lim) Dunman High School 8 March 2017 Education 1. How long have you been teaching? 我教书应该有十八年。 2. What ages/levels of students have you taught? 从中一到中四。以前在Siglap Secondary School, 现在就在 Dunman High School. 3. How do you conduct your class? Chalk and Talk? 我讲话很多，现在用powerpoint 来讲课。 4. How do you go about organising the lesson plan? 通常是用故事来让上课好玩一些。有时会有比赛 游戏，好像比赛听写之类的。一定要计划要花多 少时间放在每一个部分上面， 要不然一进去会不 知道要做什么。 在我上学时代的时候，我的老师从来不会跟学生 玩游戏的，所以我是不怎么喜欢跟学生玩游戏。 但是我觉得我跟他们比较的是后，有一点我觉得 是比他们做得好的是讲故事，跟学生分享我的人 生经验。 5. Have you noticed a change in the way you teach over the years? 会。以前开始教书的时候很可拍，因为每几年， 或是有个新的教育部长的是后，就会有个新的 initiative. 你可以想象吗，怎么在华文课里面 要溶入”entrepreneurship” 在里面？然后还 有 IT？每一两年就会有改变。这几年我开始有信 心的是不需要跟着这些initiative 一起走，因为 我自己本身不喜欢游戏，所以玩出来的游戏也不 会很好玩。每一个老师都会有自己的 teaching style，这是我教书这么多年发现的一件事。

of teaching? ok啊。我觉得学生是在自己学的时候学的最好， 或是跟朋友一起学。你可以一起做一个专题作 业。每一个学生都有自己的专常，有些人善常美 术呀，有些人善常整理资料。你不可以跟同样性 质的人在同样的组以为这样是学不到东西。 我们老师都会想办法把小组活动放在课里面。我 们现在中一就一定要做一个group project. 我这 两年会帮分配小组。我先会选那些华文不是很好 但是很有责任感的那些学生当组长。然后让他们 自己挑出一男一女做左右手。剩下的我来决定怎 么分。 我有试过experiential learning. 我曾经带过一 整班学生出去看篮球比赛，然后回来写作文。现 在如果做这些是可能会被家长投诉。我会鼓励学 生写他们的CCA 的经验，如果Level Camp 刚玩就 会叫他们写下他们对 Level Camp 的经验。 Architecture 1.What are your methods to find inspiration for lessons? 我会看videos，报纸。 2. Do you find yourself inspired by the spaces in the school? For example, the various facilities, or some spatial qualities? 我觉得我们学校没有这样的地方。 我曾经想过最好是老师要有自己的 homeroom. 学 生来我的课室，不是我去课室找学生。我可能会 设计角落，可以很舒服的看书。然后一个架子， 全都是我觉得适合学生看的书。在这个学校不 可能，我们有三百个老师，不够课室让我们做 homeroom. 我也希望有一个房间，可以当老师累的时候过去 休息睡觉一下子。因为有些老师在学校呆很久， 有些整十个小时。我自己是七点到学校，有时晚 上七点才会家。有时真的希望有一个地方可以睡 个觉。Staff Lounge 是老师吃饭聊天的地方，所 以不是很conducive 的地方。

3. Have you found yourself restricted by the limits of the space? 6. What are your opinions on group learning, 的课室 experiential learning, and progressive methods 你记得以前四楼有一个”wall-less” 148

吗？我很喜欢那个地方，我一直想象可以在那个 地方做什么事。好像有带学生去过那边，在那边 教了一个朗读的课。它是一个没有墙的课室，它 的感觉很不一样。你就任何事都可以做，可能做 些表演，做些朗读。

个活动，有没有足够地方位子。我们这里感觉是 地方不够用。

7. What is your favourite place in the school and why? Outdoor Basketball Court. 不会像ISH 一样闷， 以 前 我 在 中 正 读 书 的 时 候 ， 我 们 E n g l i s h 傍晚时候风吹觉得很爽。 Literature 课的时候，每个礼拜都会到湖边朗 读 Shakespeare，或是在旁边听老师讲课。感觉 是完全不一样的。别的学校会有一种Speeches Corner，很像一个amphitheatre 之类的。 How about making the classrooms less formal? 我觉得只能改变排座位的方法。我特别喜欢DHS Junior High 的课室，因为它的地方比较大，然后 后面的橱柜我还蛮喜欢的，但是学生老师都没有 好好利用。 4. If you could change one thing about any space in school, what would it be? 回复没有墙的课室。 还有一个可以容纳整个班的地方。目前没有这种 地方，我们正心元太过public, 谁都可以看的到。 如果要一个Speaker’s Corner，不可以放在一个 每个人都会做过的一个地方。 5. Have you taught in a school that has been through upgrading works? Yes. 我来的第一年，德明还没有搬去Mount Sinai，然后搬回来到现在。 6. How do you find the changes or additions to school? For example, circulation around the lab spaces? 我喜欢JuniorHigh的课室比较大。有时我们有 Parent-Child Day，如果需要把座椅排到旁边去， 我们还是会有足够的位子来进行活动。 不好的地方就在bad planning. 我们的PAC 整个舞 台不是一个参与过舞台演出的一个人。ISH也不是 一个运动员或体育老师design 出来的样子。 整个学校的大小没有去 plan, 如果整个学 校，Junior and Senior High，如果要一起进行一 149

Neo Sock Khim (Mrs Chan) Dunman High School 8 March 2017 Education 1. How long have you been teaching? I have been teaching for 20 years. I started first in Temasek JC (TJC), then moved on to Tampines JC (TPJC) and I am here right now at Dunman High (DHS). 2. What ages/levels of students have you taught? I have only taught chemistry for Junior College students. 3. How do you conduct your class? I structure my classes based on the profiles of the students. For each concept, I have to determine the level of bridging required for each class, depending on the difficulty of the concept itself. In TPJC where I taught weaker students, I have to either provide scaffolding or bridging questions for the more complicated and tougher concepts.

Yes, of course. However this is mainly due to the changing profiles of students I have faced from the different schools. When I first started at TJC, I used to be the type of teacher who only delivered content at the front of the class. Then at TPJC, I started to use more visual and participative learning especially with the weaker students. That is where the scaffolding, diagrams, discussion and group work come in. I do think that too much group work can be bad. Especially because the systems requires the teachers to evaluate the students and group work does not exactly align with the formative assessment (class tests) and summative assessment (A levels).

Perhaps group work can be seen more as a tool to help in teaching rather than an actual method of assessment? Yes, I do see the merits of that. On top of that, I also think that peer teaching and peer evaluation is a good tool to help students to learn. The teachers are mostly responsible to help students to learn what they cannot do on their own at home. Peer teaching can help to fill in the gaps, to reinforce certain I do allow the students to engage in group work, concepts that weaker students may have missed. for example, for Chemistry experiment planning questions, I will ask the students to do their own 6. What are your opinions on group learning, preparations then discuss to have a combined experiential learning, and progressive methods answer. This allows the students to share and of teaching? compare and strive for better quality of work that I would love to integrate more of this if it is possible. their peers are producing. I always think of bringing the students to a perfume factory where you can see organic chemistry in 4. How do you go about organising the lesson action. It also ties in well with industry exposure, to plan? help the students understand that what they learn I start with defining the targeted concept / learning in school are not concepts in isolation. objective for the particular lesson. I have realised in my years of experience that in order to make On experiential learning, practical assessment is learning meaningful, you need to make the students trying to improve to help students think through see and identify relationships, between different the skills that they learn. We are trying to move topics, subjects or even with the real world. from the prescriptive model to a more independent one. 5. Have you noticed a change in the way you teach over the years? What about games in class? 150

Sometimes, if time permits I will organise games in think the walls restrict much of the learning. For class but mostly for revision. I normally use games example, I read that Finnish education allow the to spice up the dry topics, such as the periodic table. students to get lost in the woods in order for them to learn wayfinding with a compass. It may not be 7. How do you think or hope that education so applicable to JC students, but it would be great will change in the future especially with the for lower levels of students, to give them the space development of technologies? where they can explore. They need a way to put the I actually hope that we will rely less on technology. practical and exploratory part into the teaching in I have noticed an increasing number of students order to make the theory more relevant. who are addicted to it and personally I think that introducing gadgets and technology into the I have this dream of using the cooking lab as part curriculum will only encourage that. of chemistry lessons. It just makes so much sense as cooking has many elements of organic chemistry in Architecture it. It is just a shame as in many schools boundaries 1. What are your methods to find inspiration for are very clear. The cooking lab is for CCA only, and lessons? to cook in the chemistry lab is dangerous as there is Maybe not so much of lessons, but I find myself a clear rule that one should not consume anything sourcing for exam questions from newspaper in the lab. articles. For example, I recently read an article about renewable resources and waste and thought it 4. If you could change one thing about any space would be a good idea to convert it into a chemistry in school, what would it be? question. I would change the structure of the classrooms to enable custom sizes. Smaller class sizes will need a 2. Do you find yourself inspired by the structure smaller, more conducive room. Mobile chairs. More of the school? For example, the various facilities, aisles for teachers to check on students. Why not or some spatial qualities? open up the classroom to combine with another I would love to be inspired by a variety of space. class, or even swap teachers? Back in TPJC, we had more fluid arrangements of furniture so that allowed for more variations. Over 5. Have you taught in a school that has been here in DHS, we have a more rigid arrangement and through upgrading works? little space for movement. No. 3. Have you found yourself restricted by the limits of the space? Yes, in lecture theatres it is hard to plan and do demonstrations. Sometimes it is not so much the space, but the safety regulations that are imposed. For example, if I wanted to throw ethanol to start a fire, I would not be able to simply because it would be extremely dangerous. What about classrooms? Ideally, my classroom would be without walls. I

6. How do you find the changes or additions to school? For example, circulation around the lab spaces? Not applicable. 7. What is your favourite place in the school and why? I used to like the library, especially back in TJC and TPJC. Now it is simply too far away from the staff room. 151

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School of Architecture

Master of Architecture Thesis Presentations

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At Portland State University School of Architecture, we value the lived experiences and areas of interest of our Master of Architecture students. We also believe that an individual should be able to explore those interests in a supportive, caring, and educational environment. As a cornerstone of our Master of Architecture program, the Thesis Project is a yearlong investigation by a student where they identify a topic, develop a body of research both within and outside of the discipline of architecture, and finally design a project rooted in this world. Thesis projects at Portland State range from community-focused public interest design to narratives about architecture's future; from explorations of oneself through building design to mutual aid architecture; from detail-oriented studies of architectural materiality & sustainability to the development of buildings in space. This myriad of possibilities sets Portland State apart because for this to happen, a foundation of trust, rigor, and scholarship is necessary. Culminating in both a public Thesis oral Presentation to invited jurors as well as an in-depth thesis book, students have the chance to not only develop a strong project but also a potential trajectory for their career.

Visiting Guest Reviewers

Bill Hart _Portland, OR | Julia Sedlock _Philmont, NY

Joseph Altshuler _Urbana, IL |  Taryn Mudge _Philadelphia, PA

Rick Mohler _Seattle, WA | Yuki Bowman _Portland, OR

Wednesday, May 10

09:00am Matt Dascomb | 10:00am Daniel Athay  

11:00am Maddy Capizzi  | 12:00pm Lunch | 01:00pm Aaron Meyers  

02:00pm Madeline Peck | 03:00pm Bryan Ortiz

Thursday, May 11

09:00am Matt Wiste | 10:00am Anna Hollingsworth  

11:00am Levi Eads  | 12:00pm Lunch | 01:00pm Naomi Hess  

02:00pm Salix Sampson | 03:00pm Emmanuel Voldovinos-Castaneda

Friday, May 12

09:00am Fatemeh Sheikholya Lavasani | 10:00am Nancy Pelayo Colores  

11:00am Darrick Williams  | 12:00pm Lunch | 01:00pm Nyaz Addison

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