A semiological analysis of Educational design in Britain, 1950-2000
An anaylsis, set within the cultural climate and design movements of both eras, of two school designs using semiotics.
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School design has recently attracted some of the biggest names in Architecture. These new designs are unlike anything seen before, they are one off's, unique to their site, there is no format. However, they still consist of the mundane necessities of a school - classrooms, canteen, assembly hall, etc. So why are these new designs attractive to the user? How do these buildings compare with the schools in use, which mainly date back to the post war era of design? These questions will be answered by looking at the differences between the mass of existing school buildings and this new wave of scho...
School design has recently attracted some of the biggest names in Architecture. These new designs are unlike anything seen before, they are one off's, unique to their site, there is no format. However, they still consist of the mundane necessities of a school - classrooms, canteen, assembly hall, etc. So why are these new designs attractive to the user? How do these buildings compare with the schools in use, which mainly date back to the post war era of design? These questions will be answered by looking at the differences between the mass of existing school buildings and this new wave of school designs. There are two design case studies, which were created in two difference eras; one is a post war 1950's school located in suburban Bristol, and the other is a new modern primary located in central London. My analysis will include the cultural theory of semiotics. I consider the impacts of two different design movements, modernism and post-modernism, and the cultural climate at thetimes that both of these buildings were designed.
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