Contextualizing indigenous cultures and traditions in a culture-specific school design / Lora Monina P. Arquiza; Kristin Faye M. Olalo, adviser
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TextPublication details: 2018Description: 322 leavesSubject(s): Dissertation note: Thesis (BS Architecture) University of the Philippines Mindanao, 2018 Abstract: The aim of the study is to formulate a set of design guidelines for a culture-specific learning environment. Through a combination of Descriptive and Participatory Research Methods, the findings of this research revealed that in order for a learning environment to be responsive to IP learners, it must provide three (3) architectural interventions, namely: (1) Enactive, in terms of Spaces and Activity Areas within the site, (2) Iconic, in terms of 2D visuals like the decorations and motifs in tribal wears and handicrafts and 3D visuals in the form of material culture, and (3) Symbolic, in terms of spatial layout. With the Bagobo-Tagabawa, Obu Manuvu and Matigsalug as the study groups of this research, designing a school responsive to their culture requires an almost complete overhaul of the mainstream school design. The potential contributions of this research are multi-disciplinary and promising when it comes to empowering indigenous minorities.
| Item type | Current library | Collection | Call number | Status | Date due | Barcode |
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Thesis
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University Library General Reference | Room-Use Only | LG993.5 2018 A7 A77 (Browse shelf(Opens below)) | Available | 3UPML00025666 | |
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Thesis
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University Library Archives and Records | Non-Circulating | LG993.5 2018 A7 A77 (Browse shelf(Opens below)) | Preservation Copy | 3UPML00041051 |
Thesis (BS Architecture) University of the Philippines Mindanao, 2018
The aim of the study is to formulate a set of design guidelines for a culture-specific learning environment. Through a combination of Descriptive and Participatory Research Methods, the findings of this research revealed that in order for a learning environment to be responsive to IP learners, it must provide three (3) architectural interventions, namely: (1) Enactive, in terms of Spaces and Activity Areas within the site, (2) Iconic, in terms of 2D visuals like the decorations and motifs in tribal wears and handicrafts and 3D visuals in the form of material culture, and (3) Symbolic, in terms of spatial layout. With the Bagobo-Tagabawa, Obu Manuvu and Matigsalug as the study groups of this research, designing a school responsive to their culture requires an almost complete overhaul of the mainstream school design. The potential contributions of this research are multi-disciplinary and promising when it comes to empowering indigenous minorities.
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