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Gewählte Master / Diploma Thesis:

Angela Weikmann (2011): Schulfreiräume als Lern- und Freiräume für Mädchen und Buben Landschafts- und freiraumplanerische Untersuchung von Schulen für 10- bis 14-Jährige im 3. und 11. Wiener Gemeindebezirk unter Berücksichtigung der planerischen Leitbilder zum Schulfreiraum.
Master / Diploma Thesis - Institut für Landschaftsplanung (ILAP), BOKU-Universität für Bodenkultur, pp 203. UB BOKU obvsg

Data Source: ZID Abstracts
This master thesis investigates school grounds for pupils between ten and fourteen years in Vienna. The aim is to develop a taxonomy of schoolhouses and school grounds and to work out high quality features for school grounds. In addition, conceptions and values underlying the architecture and landscape planning of school grounds are explored by following the structuralist approach. The chosen methodological framework of the thesis is the experience-based approach and the structuralist approach of landscape planning. The twelve investigated schools are located in the third and eleventh district of Vienna, both public and private schools among them. The examples can roughly be classified into schools built in the second half of the 19th century and into schools built in the period of urban functionalism (20th century). The taxonomy is described and the different types of school grounds are analysed and evaluated from a landscape planning point of view, especially considering gendered social practices and aspects of everyday economy. Further on, the conceptions and values that inform building school grounds are explored. This study of the imaginary and symbolic level is structured by the historical periods of construction of the investigated schools: the second half of the 19th century (Gründerzeit), modernism and postmodernism. Using documentary records like historical publications of architects, educators and landscape planners of the respective periods, the underlying ideas are extracted and interpreted in relation to the school-study. The findings of the thesis are one the one hand a taxonomy of schoolhouses and school grounds, on the other hand the documentation of conceptions and values concerning school grounds and finally principles and suggestions for high quality school grounds, which can be realised on the three structuralist levels: the symbolic, the imaginary and the real.

Beurteilende(r): Schneider Gerda
1.Mitwirkender: Damyanovic Doris

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