{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/31126"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/31126","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Design and Architecture High School","abstract":"This thesis is about learning from architecture, it is about teaching design at an early age, and how light and space speak about architecture. It is about teaching design and architecture at the high school level, and the ideas, metaphors and sources of inspirations used to achieve this. Design students require a sense of the sublime, the ability to respond to art and architecture, and challenge to aspire to greatness. Schools of design must teach about nature, the metaphysical and the fragility of mankind, moving away from prior schools of thought including \"form follows function\" and replacing the traditional teaching of architecture with a more inclusive approach.One way to develop thought processes that lead to inclusivity is through the metaphor. Metaphors are the foundation of the imagination. Strongly developed metaphorical channels are essential to any designer. They offer opportunities to contemplate a proposed work in another light. They inspire the designer to probe new sets of questions and develop new ideas and interpretations. Several metaphors formed the basis of this thesis, \"Learning as Light,\" \"A new light every dawn,\" and \"Education by Design,\" which proposes that twenty?first century design educators rely more greatly on the use of metaphors in their teaching curriculum. Above all, the search for the metaphysical \"soul of the building\" is and will continue to be the most integral element in the teaching of design and architecture. Art, architecture and archeology are essential elements to a robust design education, for they provide the context for the history, challenges and changes of the field. This thesis proposes a Design and Architecture High School in downtown Washington, a design developed through careful consideration of the elements essential to the transfer of knowledge.","abstract_html":"This thesis is about learning from architecture, it is about teaching design at an early age, and how light and space speak about architecture. It is about teaching design and architecture at the high school level, and the ideas, metaphors and sources of inspirations used to achieve this. Design students require a sense of the sublime, the ability to respond to art and architecture, and challenge to aspire to greatness. Schools of design must teach about nature, the metaphysical and the fragility of mankind, moving away from prior schools of thought including "form follows function" and replacing the traditional teaching of architecture with a more inclusive approach.One way to develop thought processes that lead to inclusivity is through the metaphor. Metaphors are the foundation of the imagination. Strongly developed metaphorical channels are essential to any designer. They offer opportunities to contemplate a proposed work in another light. They inspire the designer to probe new sets of questions and develop new ideas and interpretations. Several metaphors formed the basis of this thesis, "Learning as Light," "A new light every dawn," and "Education by Design," which proposes that twenty?first century design educators rely more greatly on the use of metaphors in their teaching curriculum. Above all, the search for the metaphysical "soul of the building" is and will continue to be the most integral element in the teaching of design and architecture. Art, architecture and archeology are essential elements to a robust design education, for they provide the context for the history, challenges and changes of the field. This thesis proposes a Design and Architecture High School in downtown Washington, a design developed through careful consideration of the elements essential to the transfer of knowledge.","abstract_has_math":false,"creators":["Bernal, Jorge L."],"institution":"Virginia Tech","degree_name":"Master of Architecture","degree_level":"masters","degree_discipline":"Architecture","degree_department":"Architecture","school":null,"contributors":[],"advisors":[],"committee_chairs":["Emmons, Paul F."],"committee_members":["Holt, Jaan","Piedmont-Palladino, Susan C.","Frascari, Marco"],"year":2001,"date_issued":"2001-01-31","date_published":"2001-01-31","updated_at":"2026-07-22T22:19:41Z","subjects":["Design","architecture high school"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-02042002-102708"],"render_values":[{"text":"etd-02042002-102708","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/31126","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Emmons, Paul F."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Holt, Jaan","Piedmont-Palladino, Susan C.","Frascari, Marco"]},{"key":"dc:contributor.department","label":"Department","values":["Architecture"]},{"key":"dc:creator","label":"Author","values":["Bernal, Jorge L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:31:24Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:31:24Z","2003-03-17"]},{"key":"dc:date.issued","label":"Date","values":["2001-01-31"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Architecture"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Architecture"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Design","architecture high school"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-02042002-102708"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/31126"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis is about learning from architecture, it is about teaching design at an early age, and how light and space speak about architecture. It is about teaching design and architecture at the high school level, and the ideas, metaphors and sources of inspirations used to achieve this. Design students require a sense of the sublime, the ability to respond to art and architecture, and challenge to aspire to greatness. Schools of design must teach about nature, the metaphysical and the fragility of mankind, moving away from prior schools of thought including \"form follows function\" and replacing the traditional teaching of architecture with a more inclusive approach.One way to develop thought processes that lead to inclusivity is through the metaphor. Metaphors are the foundation of the imagination. Strongly developed metaphorical channels are essential to any designer. They offer opportunities to contemplate a proposed work in another light. They inspire the designer to probe new sets of questions and develop new ideas and interpretations. Several metaphors formed the basis of this thesis, \"Learning as Light,\" \"A new light every dawn,\" and \"Education by Design,\" which proposes that twenty?first century design educators rely more greatly on the use of metaphors in their teaching curriculum. Above all, the search for the metaphysical \"soul of the building\" is and will continue to be the most integral element in the teaching of design and architecture. Art, architecture and archeology are essential elements to a robust design education, for they provide the context for the history, challenges and changes of the field. This thesis proposes a Design and Architecture High School in downtown Washington, a design developed through careful consideration of the elements essential to the transfer of knowledge."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Architecture"]},{"key":"dc:title","label":"Title","values":["Design and Architecture High School"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Emmons, Paul F."],"dc:contributor.committeemember":["Holt, Jaan","Piedmont-Palladino, Susan C.","Frascari, Marco"],"dc:contributor.department":["Architecture"],"dc:creator":["Bernal, Jorge L."],"dc:date.accessioned":["2014-03-14T20:31:24Z"],"dc:date.available":["2014-03-14T20:31:24Z","2003-03-17"],"dc:date.issued":["2001-01-31"],"dc:description.abstract":["This thesis is about learning from architecture, it is about teaching design at an early age, and how light and space speak about architecture. 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