School architecture

1908 ◽  
Author(s):  
William B. Ittner
Keyword(s):  
School Architecture

scholarly journals El nacimiento de la arquitectura escolar española (1869-1886)

2020 ◽  
pp. 285
Author(s):  
Francisco Javier Rodríguez Méndez
Keyword(s):  
19Th Century ◽  
School Building ◽  
Primary State ◽  
School Architecture ◽  
The 19Th Century ◽  
State Schools

In the middle of the 19th century scarcely a single town in Spain had its own school building, and most of the existing ones lacked the minimum conditions necessary for teaching. During the Sexenio Democrático (1868-1874), the progressive liberalist wing promoted the construction of schoolbuildings, launching a call for models of primary state schools in 1869. The significance of this call was such that it could be considered as the early  dawn of Spanish school architecture, even if the ensuing process and results are debatable. The construction of the Escuela Modelo in Madrid, the Escuelas Aguirre in Cuenca and Madrid, and the Jardines de la Infancia – the first Froebelian institution in Spain, also located in the capital – can be considered to have derived from this contest from 1869.

scholarly journals Una casa della scuola per Roma Capitale

2020 ◽  
pp. 113
Author(s):  
Lorenzo Cantatore
Keyword(s):  
Compulsory Education ◽  
School Buildings ◽  
Historical Trends ◽  
School Architecture ◽  
Religious School ◽  
Legal Documents ◽  
Urban Plan ◽  
The Social ◽  
Deprived Neighborhoods ◽  
Collective Imagination

Our research focuses on school buildings constructed in the first decade of Roma Capitale, between the end of the nineteenth and the beginning of twentieth century. The buildings belonged to two categories: 1) edifices readapted as schools (former convents and private dwellings); 2) newly built constructions. School buildings are studied considering their architectural layout, their location within the urban plan, their décor and their symbolic meaning in relation to topography and toponymy. The study method uses interpretation of spaces and places as educational objects that exert an extraordinary influence on the collective imagination. The sources used are: 1) archive documents (Archivio Capitolino) relating to projects and technical relations of architects and engineers; 2) legal documents: laws, measurements, bulletins, ministerial reports on school buildings; 3) publications that document the shaping of public opinion on the importance of endowing the capital with a number of representative and efficient educational sites. The work highlights three main historical trends: 1) the emergenc of laws supporting compulsory education (Casati law, Coppino law) and the social architectural initiatives undertaken in Rome’s poorest and most deprived neighborhoods (Trastevere, Suburra) or in newly built ones for the ascending middle class (Castro Pretorio); 2) the contradiction between rhetoric regarding public educational sites and the scarcity of financial backing for the management of municipal public education  and the subsequent, perennial lack of new schooling sites; 3) competition with contemporary religious school architecture, which in comparison with that of public and secular schools was always at the vanguard. 

scholarly journals BUILDING CITIZENS: SCHOOL ARCHITECTURE AND ITS SOCIETAL PROGRAMME - COMPARATIVE VISIONS FROM 19TH AND 20TH CENTURY SWITZERLAND AND LUXEMBOURG

2019 ◽  
Vol 23 ◽  
Author(s):  
Marianne Helfenberger ◽  
Catherina Schreiber
Keyword(s):  
Significant Contribution ◽  
Special Focus ◽  
School Buildings ◽  
School Architecture ◽  
The Core ◽  
Nation States ◽  
Societal Needs ◽  
19Th And 20Th Century ◽  
The Village

ABSTRACT The paper examines the hypothesis, that school buildings construct the future citizens of the nation-state. We specifically ask, how such national constructions play out in multilingual nation-states. With a special focus on the development of school architecture in a variety of regions including as major cases Luxembourg and Switzerland, the paper analyses school buildings as the spaces where the act of physically going to school takes place. As a dominant of the local scenery, schools were also actively involved in the presentation of spaces, displaying concepts of the nation or its sub-units. In Switzerland, it reveals the strong importance of the cantons and communities; in Luxembourg it showed the significant role of the capital as well as the local commune and demographical policies of the country: While national coherence was emphasized and also symbolically transported for instance through uniform school buildings or model school types, we found also that the school buildings were of overall importance for the profile finding of regions and communes and became powerful agents of societal planning in anchoring citizens to specific regions and shaping the core of the village. In both cases, the article demonstrates the significant contribution of school buildings to the manifold ways of unifying citizens and differentiating them according to societal needs.

Public policies for education of/in the field and the school environment in a settlement of the MST: the intimate relationship with the pedagogical policy

2020 ◽  
Vol 1 (1) ◽  
pp. 11737
Author(s):  
Luciene Rocha Silva ◽  
Arlete Ramos dos Santos ◽  
Igor Tairone Ramos dos Santos
Keyword(s):  
Rural Education ◽  
Physical Environment ◽  
School Environment ◽  
Public Policies ◽  
Dialectical Materialism ◽  
Intimate Relationship ◽  
Physical Structure ◽  
Exploratory Research ◽  
School Architecture ◽  
Theoretical Support

This article is the result of a research that aimed to analyze the physical environment of a school in an area of agrarian reform settlement, according to what the school architecture proposes. The method used was Historical Dialectical Materialism due to its analysis principles that depart from the universal to the singular, verifying the empirical data that are presented globally in order to make relations, enable interconnections and establish multiple determinations to explain the real object studied. The methodology used to carry out this work was exploratory research, due to its flexibility and possibilities of deepening the various bibliographic research indications and other references for the theoretical support of this document. The conclusion of the analyzes points to the distancing of public policies for Rural Education, as well as the lack of interaction between the physical environment and the school's pedagogical policy, due to signs of inadequacy of the school's physical structure in relation to the work proposal educational system developed at school.

Building the Queenslander: the contribution of school architecture to the formation of the child

1996 ◽  
Vol 3 (2) ◽  
pp. 86-99
Author(s):  
Colin Symes
Keyword(s):  
Public Good ◽  
Michel Foucault ◽  
Classroom Practice ◽  
Social Planning ◽  
Special Significance ◽  
School Architecture ◽  
The Public ◽  
Educational Inquiry ◽  
The Impact ◽  
Conditions Of Learning

The material practices of school, as they relate to the child, have not figured prominently in the repertoire of educational inquiry. They have been examined only in so far that their understanding might result in optimising the conditions of learning or provide systematic explanations as to why school processes are inadequate. Any idea that the practices themselves might encode and instantiate visions of childhood and pedagogy contingent on broader schemes of social planning and ideas of the public good, does not appear to have entered the purview of those writing about education. Under the impact of thenouvelle histoireof Philippe Ariès and Michel Foucault, this situation is being redressed and there is an evolving body of literature devoted to the genealogy of classroom practice, with a specific focus on its origins and underpinning logics. Of special significance to such practice is the venue in which it takes place, namely, the school, which is a specialised form of architecture, housing a range of furnishings and facilities designed to enhance the positions of teacher and child in such a way as to advance the cause of education.

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