Mary and David Medd’s work: domesticity in postwar British school design (1949–72)

2021 ◽  
Vol 47 (5) ◽  
pp. 597-617
Author(s):  
Paula Lacomba Montes ◽  
Alejandro Campos Uribe
Keyword(s):  
School Design ◽  
British School

Dental school design

BDJ ◽  
1979 ◽  
Vol 147 (5) ◽  
pp. 107-107
Keyword(s):  
Dental School ◽  
School Design

Knossos 1975: Minoan Paralipomena and Post-Minoan Remains

1981 ◽  
Vol 76 ◽  
pp. 83-108 ◽  
Author(s):  
P. Callaghan ◽  
H. W. Catling ◽  
E. A. Catling ◽  
D. Smyth ◽  
A. Spawforth ◽  
...  
Keyword(s):  
The South ◽  
British School ◽  
Northern Half

In BSA 74 (1979) 1–80, an account was given of MM III and LM I buildings and their contents uncovered in 1975 at Knossos during a rescue excavation undertaken by the British School, in the northern half of the Staphylakis field, on the south-east flank of the acropolis (Site Plan, Fig. 1). In that account reference was made (p. 4) to the discovery of other ancient features within the heavily ploughed area. The more important of these finds are briefly described in what follows, to complete the summary publication of the results of the 1975 operation.Full details of the circumstances in which this investigation was undertaken are given in BSA 74, together with acknowledgements to all those who assisted the authors on the site and in the preparation of the material for publication. A brief account of the whole excavation appeared in AR 1976–77.

New Work at Kato Phana, Chios: the Kato Phana Archaeological Project: Preliminary report for 1997 and 1998

1999 ◽  
Vol 94 ◽  
pp. 265-287 ◽  
Author(s):  
Lesley Beaumont ◽  
Aglaia Archontidou-Argyri
Keyword(s):  
Bronze Age ◽  
Preliminary Report ◽  
Survey Methodology ◽  
New Work ◽  
Early Christian ◽  
British School ◽  
Surface Survey ◽  
Archaeological Project ◽  
Dense Concentration ◽  
Geophysical Testing

The first two fieldwork seasons of the Kato Phana Archaeological Project took place in 1997 and 1998 as a collaborative venture between the British School at Athens and the Mytilene Ephorate of the Greek Archaeological Service. The work comprised archaelogical surface survey and mapping of the lower Kato Phana Valley, cleaning and planning of the sanctuary of Apollo Phanaios and geophysical testing of selected areas around the sanctuary site. This article first sets out the aims of the Project and describes earlier work at the cult centre (Geometric to Early Christian periods) by K. Kourouniotes and W. Lamb. This is followed by an account of the survey methodology and of the results gained: these include the location of Bronze Age findspots NE and SW of the cult centre and a dense concentration of sherds, tile and ancient masonry, ranging in date from the Archaic to Early Christion periods, radiating out from the sanctuary, particularly to the S and SE. To the NW, the survey also succeeded in identifying the ancient quarry site from which grey limestone blocks were cut for the sanctuary constructing. The paper concludes with an account of the geophysical testing carried out at Kato Phana, and looks forward to the next projected phase of the Project's fieldwork.

From classrooms to Centres: Mary and David Medd’s contribution to postwar school design in Britain

2020 ◽  
Vol 24 (3) ◽  
pp. 251-264
Author(s):  
Paula Lacomba Montes ◽  
Alejandro Campos Uribe
Keyword(s):  
Great Britain ◽  
Design Process ◽  
School Design ◽  
Ministry Of Education ◽  
Learning Spaces ◽  
Close Collaboration ◽  
Innovative Strategies ◽  
Whole Process ◽  
Conventional School ◽  
Selection Of

This paper reports on the primary school design processes carried out around the 1940s in the County of Hertfordshire in Great Britain, which later evolved into innovative strategies developed by Mary and David Medd in the Ministry of Education from the late 1950s. The whole process, undertaken during more than three decades, reveals a way of breaking with the traditional spatial conception of a school. The survey of the period covered has allowed an in-depth understanding of how learning spaces could be transformed by challenging the conventional school model of closed rooms, suggesting a new way of understanding learning spaces as a group of Centres rather than classrooms. Historians have thoroughly shown the ample scope of this process, which involved many professionals, fostering a true cross-disciplinary endeavour where the curriculum and the learning spaces were developed in close collaboration. A selection of schools built in the county has been used to typologically analyse how architectural changes began to arise and later flourished at the Ministry of Education. The Medds had indeed a significant role through the development of a design process known as the Built-in variety and the Planning Ingredients. A couple of examples will clarify some of these strategies, revealing how the design of educational space could successfully respond to an active way of learning.

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