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Architecture as the Fourth Teacher /

Ohene, Victor Kwame Ayensu,

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Architecture as the Fourth Teacher /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Architecture as the Fourth Teacher // Victor Kwame Ayensu Ohene.
Author:	Ohene, Victor Kwame Ayensu,
Description:	1 electronic resource (88 pages)
Notes:	Source: Masters Abstracts International, Volume: 86-10.
Contained By:	Masters Abstracts International86-10.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31770014
ISBN:	9798310394643

Architecture as the Fourth Teacher /
Ohene, Victor Kwame Ayensu,

Architecture as the Fourth Teacher /Victor Kwame Ayensu Ohene. - 1 electronic resource (88 pages)

Source: Masters Abstracts International, Volume: 86-10.

The image of a typical Ghanaian basic school is predictable: rows of age-segregated and unitized classrooms arrayed along a corridor, with interiors gridded by tables and chairs. This architectural type is actualized by a standardized educational curriculum, a historically colonial influenced, teacher-centric "talk and chalk" model. These schools prioritize efficiency and conformity to the exclusion of all other modes of learning, a condition perpetuated by its strict and monotonous architecture.The introduction of a formalized education model in the country was reinforced through the imposition of conformity under colonialism. The first schools were established in colonial forts - lasting symbols of imperial control and oppression. Even post-colonial education is modeled after the British system, with buildings that follow the tenants of Tropical Modernism, further evidencing layers of conformity in curriculum, culture, and architecture. If this highly formalized and strict curriculum has produced a particular type of architecture and citizen, could a new type of curriculum and its attendant architecture counter this?This thesis argues for a translation of non-standardized educational models and philosophies - Reggio-Emilia, Waldorf, Montessori, Emergent, etc. - into a new intrinsic architecture that better reflects its context, culture and native teaching methods. Set against the fishing community of James Town, this new typology challenges the standardized curriculum, which is homogenized and non-contextual, by introducing site-specific craftsmanship and vocation into the school complex. This pairing of a non-conformist curriculum with an equally transformative architecture constitutes a new type of school that fosters learning in all its spaces.

English

ISBN: 9798310394643Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Alternative education

Architecture as the Fourth Teacher /
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245 1 0 $a Architecture as the Fourth Teacher / $c Victor Kwame Ayensu Ohene.
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300 $a 1 electronic resource (88 pages)
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500 $a Source: Masters Abstracts International, Volume: 86-10.
500 $a Advisors: Mori, Toshiko.
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520 $a The image of a typical Ghanaian basic school is predictable: rows of age-segregated and unitized classrooms arrayed along a corridor, with interiors gridded by tables and chairs. This architectural type is actualized by a standardized educational curriculum, a historically colonial influenced, teacher-centric "talk and chalk" model. These schools prioritize efficiency and conformity to the exclusion of all other modes of learning, a condition perpetuated by its strict and monotonous architecture.The introduction of a formalized education model in the country was reinforced through the imposition of conformity under colonialism. The first schools were established in colonial forts - lasting symbols of imperial control and oppression. Even post-colonial education is modeled after the British system, with buildings that follow the tenants of Tropical Modernism, further evidencing layers of conformity in curriculum, culture, and architecture. If this highly formalized and strict curriculum has produced a particular type of architecture and citizen, could a new type of curriculum and its attendant architecture counter this?This thesis argues for a translation of non-standardized educational models and philosophies - Reggio-Emilia, Waldorf, Montessori, Emergent, etc. - into a new intrinsic architecture that better reflects its context, culture and native teaching methods. Set against the fishing community of James Town, this new typology challenges the standardized curriculum, which is homogenized and non-contextual, by introducing site-specific craftsmanship and vocation into the school complex. This pairing of a non-conformist curriculum with an equally transformative architecture constitutes a new type of school that fosters learning in all its spaces.
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650 4 $a Education. $3 516579
650 4 $a African studies. $3 2122725
650 4 $a Educational philosophy. $3 3173367
653 $a Alternative education
653 $a Climate design
653 $a Colonial history
653 $a Craftsmanship
653 $a Ghanaian basic school
653 $a Play
690 $a 0515
690 $a 0293
690 $a 0998
690 $a 0729
710 2 $a Harvard University. $b Department of Architecture. $e degree granting institution. $3 3824095
720 1 $a Mori, Toshiko $e degree supervisor.
773 0 $t Masters Abstracts International $g 86-10.
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