Theses / Dissertations >
College of Architecture and Planning >
Please use this identifier to cite or link to this item:
|Title: ||Community School - Taifa|
|Authors: ||Schall, Rebecca Martechoo|
|Issue Date: ||7-May-1988|
|Series/Report no.: ||1684;|
|Abstract: ||Through this thesis, it has been possible to create that interesting aid stimulating environment to sustain the interest of the child and to lure the child who dislikes leaving home to cone to school.
The design has the advantage of splitting the large school population into smaller courts and families aid then bringing them together in different hierarchy at’ sixes according to the activity and encouraging socialization wherever possible.
Apart from formal teaching spaces, facilities have been provided which will enable pupils and students to develop their body and manipulative and aesthetic skills. A wide scope has been provided for children to appreciate and imbibe the Ghanaian culture whilst at the same time gaining exposure to modern trends end civilization. The medium of instruction shell be English Language from class one to improve the standard of spoken English.
Because of rapid changes in a educational demands, the school has been planned to allow flexibility and adaptability of the spaces, the classroom unit and the school as a whole affording the same sense of natural security and intimacy with is which the child is familiar at home
Another important consideration has been the issue of affordability which baa influenced the planning, choice of materials, architectural design and construct ion details. Where there is a conflict between educational a rid cost considerations a sensible balance has been sought.|
|Description: ||A thesis submitted to the Board of Postgraduate Studies, Kwame Nkrumah University of Science and Technology, Kumasi, in partial fulfilment of the requirements for the award of Postgraduate Diploma in Architecture Examination, 1988|
|Appears in Collections:||College of Architecture and Planning|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.