Architecture as a Teacher Exploring the merger of cultural heritage and scientific theory in a learning environment Author Andreas Pehrson Examiner Mikael Ekegren Supervisor Björn Gross 2 Master´s Thesis Chalmers School of Architecture MPARC - Architecture & Urban Design Building Design Autumn 2017 Title Architecture as a Teacher Exploring the merger of cultural heritage and scientific theory in a learning environment Author Andreas Pehrson Supervisor Björn Gross Examiner Mikael Ekegren 3 Abstract During the next ten years Sweden needs to build a thousand new schools due to in- creased childbirth and the increasing num- ber of refugees coming to Sweden (Skanska 2016). In addition to new schools needing to be built many of Sweden’s schools are in dire need of renovation and at the current rate it will take seventeen years to renovate all the schools built before 2015 in Sweden (Byggfakta 2017). The purpose of this thesis is to investigate how the physical environment of schools influences students and their ability to learn. Most schools and classrooms today look the same as they did a hundred years ago but what we know about how we learn and the way we teach has changed drasti- cally, so why has the physical environment in schools not changed during this time? This thesis also aims to raise a discussion about what good architecture in schools is, how can we build great schools that work and that enhances the students ability to learn. The result of this thesis is a new secondary school in my hometown Kinna. The proposal will show that the physical environment can aid students in their learning. It will explore how the physical shape of a classroom can enhance inter- action between the students themselves and the interaction between student and teacher. It will show that depending on the layout of the classrooms and the communication between them one can create a place where students can feel safe and confident in their ability to learn. The thesis is based on a research by design process, with the support of scientific reports and papers written on the subject of the physical environments effects on learning. The program for the new school is a result of a close collaboration with the municipal- ity and the principals and teachers of the secondary school in Kinna. 1.1 Introduction Abstract 4 1.2 Introduction Content Content 1 Introduction 1.1 Abstract 3 1.2 Content 4 1.3 Background 5 1.4 Design Aim 6 Method 6 Questions 6 1.5 Aim, delimitations 7 1.6 Method, results 8 2 Analysis 2.1 Scientific reference 9-13 2.2 Program 14-21 2.3 Iterative design 22-23 2.4 Local context 24-27 3 Proposal main building 3.1 Materials 28-33 3.2 Exterior Illustration 34 3.3 Construction 35 4 Drawings main building 4.1 Site plan 36 4.2 Entrance 37 4.3 Interior illustration 38 4.4 First floor 39 4.5 Second floor 40 4.6 Third Floor 41 4.7 Sections 42-43 4.8 Detail 44-45 4.9 Fasades 46-47 5 Proposal homestead building 5.1 Materials 48-51 5.2 Interior illustration 52 6 Drawings homestead building 6.1 Entrance 53 6.2 First, second floor 54 6.3 Sections 55 6.4 Facade 56-57 7 Conclusion 7.1 Reflection 58 8 Reference 8.1 Litrature, streaming media 59 8.2 Images 60 5 Background At the end of summer 2016 the secondary school in my hometown Kinna had to close due to dangerous amounts of mold in the structure and particles in the air. Instead of returning to their old school after summer vacation the students where scattered and had to continue their studies in a num- ber of locals spread out across the town center. The town of Kinna is a small rural locality in the municipality Mark located sixty kilome- tres east of Gothenburg with a population of about 14.000 people. The region has a long history of textile man- ufacturing beginning in the 18th century and continuing on to this day. During a pe- riod in the middle of the 19th century 80% of all the cotton fabric sold in Sweden were made by hand in the region.(Hembygd, u.å.) Located in a rural area the region also has a long history of agriculture and forestry. Drawing inspiration from the cultural her- itage of the region and scientific research within the field of pedagogy this thesis will result in a design proposal for a new sec- ondary school in Kinna. 1.3 Introduction Background 6 1.4 Introduction Design Design Aim The aim of the thesis is to explore the school as a typology using scientific reports, papers, references, local context and cultur- al heritage. Method By using a research by design approach the thesis will explore how to use the knowl- edge of today’s learning to create a pro- posal in which students can feel safe and inspired. Through sketches and 3d models, the designs will be evaluated and narrowed down to a final proposal. Questions Can architecture influence student’s ability to learn? How do we design a school that is safe, inspiring and aids students in their pursuit of knowledge? 7 1.5 Introduction Aim, delimitations Aim The proposal will show that by combining local cultural heritage and scientific re- search one can create a physical environ- ment that can aid students in their learning. Furthermore it will show that by merging these two aspects the school will ground itself on the site and in the community. The thesis explores how the physical shape of a classroom in a homestead environ- ment can enhance interaction between the students themselves and the interaction be- tween student and teacher thru peripheral engadgment. Furthermore the typology of the school itself should make the students feel safe, counteract bullying, encourage exploration and communication. Delimitations A program was decided early on in the pro- cess by the municipality, principals and the representatives of teachers and other disci- plines within the school. Using the program the focus has been to design a school that accommodates to an extent the wishes of the previously mentioned groups together with the findings of the research by design formula. 8 Method By applying a research by design process to the design proposal it will naturally evolve through the continuing iterations combining elements of cultural heritage and scientific research. Iterations of the design proposal will be evaluated in 3d models and sketches. Results The thesis will result in a proposal for a new secondary school in Kinna. The school will combine local cultural context, research and user input into a school where students feel safe, inspired and inquisitive. 1.6 Introduction Method, results 9 Clever Classrooms A summary report of the HEAD project (Ho- listic Evidence and Design) at the University of Salford in Manchester. In the report the research presents clear evidence that the overall design of the physical learning space does have an effect on its users. Researchers spent three years collecting performance statistics and doing detailed surveys of 153 classrooms from 27 very diverse schools in the United kingdom. “Surprisingly, whole-school factors (eg size, navigation routes, specialist facilities, play facilities) do not seem to be anywhere near as important as the design of theindividual classrooms” Professor Peter Barrett Dr Yufan Zhang Dr Fay Davies Dr Lucinda Barrett February 2015 Summary report of the HEAD Project Clever Classrooms (Holistic Evidence and Design) 2.1 Analysis Scientific reference 10 The L-Shaped Classroom: A Pattern for Promoting Learning Peter C. Lippman The architect Peter C. Lippman re-examine the “Fat L” classroom that was previously proposed by James A. Dyck in the article “A Case for the L-Shape Classroom: Does the shape of a classroom affect the quality of the learning that goes inside it?”. Lippman gives a in-depth look at the inter- actions that take place between student and teatcher in the classroom and how this is affected by its physical shape. “the environmental qualities of class- rooms—high/low, open/closed, big/little, vertical/horizontal—do indeed affect the learning process in young children” James A. Dyck 2.1 Analysis Scientific reference 11 Lärande och fysisk miljö En kunskapsöversikt om samspelet mellan lärande och fysisk miljö i förskola och skola Pia Björklid In this research overview Pia Björklid, professor emerita of pedagogy explores the connections between the physical environ- ment and children´s learning. The report use and summarizes research done within Scandinavia from the 1990s and onwards 2.1 Analysis Scientific reference 12 Better spaces for learning RIBA A report from RIBA (Royal Institute of British Architects) that investigates how good de- sign can help students and teachers within the current British school system. It focuses on how the British government school buildings programme can evaluate their current system and improve it so that good design can help ensure that the capital funding can deliver schools that have a bet- ter value for the money they spend. Through their evaluation they discover that the current programme delivers school buildings to a varying degree of quality where on the lower part of the scale it is likely to have a higher running and mainte- nance cost, worse student performance and behavior, and lower staff productivity. 2.1 Analysis Scientific reference 13 Framtidens lärande 2012: Studio Lärmiljö A series of video lectures and panel discus- sions about how we can build flexible learn- ing spaces that are tailored for the increas- ing need of adaptable spaces and the use of digital tools in schools today. 2.1 Analysis Scientific reference 14 2.2 Analysis Program The Programme The school is divided into three grades ranging from 7-9 each with four classes with the option of an additional four classes per grade. The students are between 12 -15 years old. The total sum of users are 360 students, 50 teachers and other administra- tive personnel. 15 Homestead x 3 Classroom 60 sqm Classroom 60 sqm Classroom 60 sqm Classroom 60 sqm Premises Classroom Group room Teacher workspace Recreation area WC HWC Storage Quantity 12 12 3 3 24 3 3 Sqm 60 12 18 100 1,5 5 8 Total sqm 180 36 54 300 36 15 24 Group room 12 sqm Group room 12 sqm Group room 12 sqm Group room 12 sqm Teacher workspace 18 sqm HWC 5 sqm Storage 8 sqm Recreation area 100 sqm WC 8 x 12 sqm 2.2 Analysis Program Homestead 16 Subject specific classrooms 2.2 Analysis Program Art 75 sqm Music 100 sqm Photo studio 10 sqm Art 75 sqm Music 100 sqm Group room 15 sqm Group room 15 sqm Group room 20 sqm Group room 20 sqm Instrument storage in classroom 10 sqm Instrument storage in classroom 10 sqm Ceramics workshop 12 sqm Group room 15 sqm Group room 15 sqm Storage 12 sqm Storage 12 sqm 17 2.2 Analysis Program Subject specific classrooms Textile craft 75 sqm Woodworking 75 sqm Woodworking 75 sqm Dyeing space 15 sqm Textile craft 75 sqm Metalworking room 20 sqm Surface treatment 20 sqm Storage 15 sqm Storage 15 sqm Machine room 20 sqm Wood storage 15 sqm Weaving room 15 sqm Storage 15 sqm 18 Natural science 70 sqm Biologi 70 sqm Natural science 70 sqm 2.2 Analysis Program Subject specific classrooms Domestic science 75 sqm Domestic science 75 sqm Techology/ mechanics 65 sqm Special needs kitchen 20 sqm Laundry room 20 sqm Prep. room 30 sqm Prep. room 30 sqm Prep. room 30 sqm Storage 15 sqm Material room 15 sqm 19 2.2 Analysis Program Café 80 sqm Food court 200 sqm Kitchen 140 sqm Kitchen laundry room 15 sqm Serving area 90 sqm Kitchen staff room 20 sqm Study hall/library 80 sqm Changing room/WC 15 sqm Changing room/WC 15 sqm Lecture hall Kitchen/ Food court Lecture hall 150 sqm 20 2.2 Analysis Program Administration Administrators office 10 sqm Administrators office 10 sqm Principals office 15 sqm Vice rincipals office 15 sqm Changing room/WC 15 sqm Changing room/WC 15 sqm WC 1.5 sqm HWC 5 sqm Staff room 60 sqm Copy room 15sqm Storage/file room 12 sqm Conference room 30 sqm 21 2.2 Analysis Program Cleaning School counselor 12 sqm Cleaning central 20 sqm Storage 20 sqm Changing room/WC 15 sqm Changing room/WC 15 sqm Special pedagog 12 sqm Doctor/nurses office 30 sqm Nurse administration 12 sqm Waiting room 20 sqm Resting room 12 sqm 22 2.3 Analysis Iterative design Iterative design process Once the building programme was estab- lished an iterative design process began. Using a set number of criteria ranging from student safety, easy accessibility, transpar- ency and building footprint on the site the designs where analyzed tested and refined. Slowly but surely the design of the build- ing fell in to place further anchored by the initial inspirations of the cultural heritage of the region. 23 2.3 Analysis Iterative design 24 Gothenburg Borås Varberg Kinna Local context The site of the school is the small rural town of Kinna in the western part of Sweden. Kinna is located near three of the largest cities of that region, Gothenburg, Borås and Varberg. This makes it an attractive place to live for anyone wanting to get away from the busy city life but still have easy access to the possibilities the larger cities provide. 2.4 Analysis Local context 25 2.4 Analysis Local context The school will be the first thing one sees approaching Kinna from the neighbouring town of Skene and in extension, Gothen- burg. It is the first point in a sequence of social hubs that run through the city center. The other ones being a town square, an outdoor theater and the town library and concert hall. 26 The location of the old school is near the new location keeping the tradition of the area and at the same time rejuvenating it. 2.4 Analysis Local context 27 The placement of the buildings take into ac- count the sun’s path during the hours of the day, accessibility for the students be it by car, buss, bicycle or walking. The placement also allows for easy delivery of material and goods. 2.4 Analysis Local context 28 3.1 Proposal main building Materials Exterior materials Drawing inspiration from the traditional textile weaving traditions of the area the main structure is inspired by a loom weav- ing a delicate fabric that wraps around the building. The curtain wall is covered with a wood laminate panel. The panel draws it´s colors from the natural surroundings of the area and connects the building to the history and context of the site. Red, orange and yellow inspired by the fields and agricultural heritage, various shades of green taken from the forest and represents the forestry that has taken place here for centuries. The blue colors come from the lakes and rivers that made much of the textile fabrication possible in Kinna and the neighbouring community’s. 29 Rye field The Lake Öresjön Traditional loom. 3.1 Proposal main building Materials 30 Laminate panel cladding color Entrance, first floor Second floor Third floor 3.1 Proposal main building Materials 31 Third floor 3.1 Proposal main building Materials Interior materials In the entrance of the building you are greeted by the two Ornäs birches, Knowl- edge and Values, growing in between the main staircase. Moving further into the building the colors and the textile qualities of the exterior continue to accompany their respective floor but here they lend their colors to the woven vinyl floors and the stair balusters. 32 Bollon wing carpet The finnish pavilion, Hannover 3.1 Proposal main building Materials 33 Interior color Entrance, first floor Second floor Third floor 3.1 Proposal main building Materials 34 3. 2 Pr op os al m ai n bu ild in g Ex te rio r I llu st ra tio n 35 Th e ex te rio r s he ll is co ve rd w ith a 0 .6 x 0 .6 m o ff w hi te la m in at e p an el c la dd in g of d iff er en t g lo ss in es se s r an g- in g fr om fu ll m att to a p ia no fi ni sh to c re at e a va ria tio n in th e ot he rw ise m on oc ro m e sh el l f as ad e. Pr e fa br ic at ed c ur ta in w al l e xt er io r w ith w in do w o pe ni ng s in tw o va ria tio ns ; 2 .4 x 2 .4 m a nd 1 .2 x 2 .4 m . Ho llo w c or e sla bs re sti ng o n co nc ea le d st ee l b ea m s. Ve rti ca l p ill ar c on st ru cti on in a 4 ,8 x 4 ,8 m g rid w ith su pp or t o f t w o el ev at or sh aft s. In th e cl as sr oo m s s om e pi lla rs a re re m ov ed in or de r t o fu lly u til ize th e sp ac e. Gl as fa ca de d iv id ed in to 2 .4 m se cti on s. 0. 3 x 0. 3 m L am in at e pa ne l c la dd in g in a v ar ia tio n of co lo rs . Co nc re te sl ab fo nd ati on . 3. 3 Pr op os al m ai n bu ild in g Co ns tr uc tio n 36 Sc al e: 1 :6 50 N 4. 1 Dr aw in gs m ai n bu ild in g Si te p la n A- A A- A 1 2 3 4 5 7 8 11 99 12 13 10 9 9 6 1. M ai n en tr ac e ha ll 2. C af é 3. S tu dy h al l/ lib ra ry 4. F oo d co ur t 5. S er vi ng a re a 6. D ish es 7. K itc he n 8. K itc he n st aff ro om 9. D re ss in g ro om /W C/ S ho w er 10 . K itc he n la un dr y ro om 11 . C le an in g ce nt ra l 12 . R ec iv in g ar ea 13 . S to ra ge B- B B- B C- C C- C 4. 2 Dr aw in gs m ai n bu ild in g En tr an ce Sc al e: 1 :3 50 38 4. 3 Dr aw in gs m ai n bu ild in g In te rio r i llu st ra tio n 39 1 2 3 4 5 8 10 10 9 9 11 12 12 13 15 6 1 2 3 16 14 1718 19 20 1 7 21 Sc al e: 1 :3 50 1. S tu dy / r ec re ati on a re a 2. N at ur al sc ie nc e 3. P re p. ro om 4. S ta ff ro om 5. C on fe re nc e ro om 6. F ile st or ag e 7. P rin ci pa l´s o ffi ce 8. V ic e pr in ci pa l´s o ffi ce 9. D re ss in g ro om /W C/ S ho w er 10 . A dm in ist ra tio n 11 . C op y/ p os t r oo m 12 . W C/ HW C 13 . S ch oo l c ou ns el or 14 . S pe ci al p ed ag og 15 . W ai tin g ro om 16 . N ur se a dm in ist ra tio n 17 . S tu de nt re st ro om 18 . S ch oo l n ur se 19 . P re p. ro om 20 . B io lo gy 21 . L ec tu re h al l 4. 4 Dr aw in gs m ai n bu ild in g Fi rs t fl oo r 40 2 2 3 4 5 7 8 9 10 10 11 6 6 12 13 14 1 1 1. S tu dy / r ec re ati on a re a 2. Te xti le c ra ft 3. W ea vi ng ro om 4. S to ra ge 5. D ye in g sp ac e 6. W oo dw or ki ng 7. M et al w or ki ng ro om 8. M ac hi ne ro om 9. S ur fa ce tr ea tm en t 10 . S to ra ge 11 . W oo d st or ag e 12 . M at er ia l r oo m 13 . T ec ho lo gy / m ec ha ni cs 14 . L ec tu re h al l Sc al e: 1 :3 50 4. 5 Dr aw in gs m ai n bu ild in g Se co nd fl oo r 41 Sc al e: 1 :3 50 1. S tu dy / r ec re ati on a re a 2. D om es tic sc ie nc e 3. S pe ci al n ee ds k itc he n 4. L au nd ry ro om 5. S to ra ge 6. M us ic 7. G ro up ro om 8. In st ru m en t s to ra ge 9. G ro up ro om 10 . S to ra ge 11 . A rt 12 . C er am ic st ud io 13 . P ho to st ud io 14 . E xh ib iti on a re a 1 2 3 8 8 9 9 10 10 11 11 13 6 6 1 24 5 12 14 7 7 4. 6 Dr aw in gs m ai n bu ild in g Th ird fl oo r 42 A- A Sc al e: 1 :3 50 4. 7 Dr aw in gs m ai n bu ild in g Se cti on s 43 B- B C- C Sc al e: 1 :3 50 4. 7 Dr aw in gs m ai n bu ild in g Se cti on s 44 Scale: 1:35 4.8 Drawings main building Detail 45 50 Expanded metal mesh 8 Laminate panel 50 Fasade panel 1 Water proofing membrane 145 Insulation 145 Wood post c 600 80 Insulation 1 Plastic foil 70 Insulation 70 Wood post c 600 13 Plasterboard 13 Plasterboard 30 Screed flooring 300 Hollow core slab 12 Plasterboard 12 Plasterboard 3 Tar paper 335 Insulation 300 Concrete 12 Plasterboard 50 Terrazzo 270 Concrete 550 Insulation Gravel Scale: 1:35 4.8 Drawings main building Detail 46 So ut h fa sa de Sc al e: 1 :3 50 4. 9 Dr aw in gs m ai n bu ild in g Fa ca de 47 N or th fa sa de Sc al e: 1 :3 50 4. 9 Dr aw in gs m ai n bu ild in g Fa ca de 48 Exterior materials The forest and forestry heritage of the re- gion is where the inspiration for the home- stead building originates from. The smaller, lower and more organic shape of the homestead building reminiscent of a tree stump is clad with wood slats that will fade to gray over time. 5.1 Proposal homestead building Materials 49 Tree stump Forest 5.1 Proposal homestead building Materials 50 Interior materials Inside wooden slabs and slats continue to clad the interior walls along with random slats colored in the same colors as was used within the main building. From the interior ceiling wood hexagons are suspended to improve the sound environment and to further enhance the overall hexagonal spac- es of the homestead building. Carpets are used in the classrooms to give them a more homely feeling. 5.1 Proposal homestead building Materials 51 Apartment at Bow Quarter Les Dada East hair salon 5.1 Proposal homestead building Materials 52 5. 2 Pr op os al h om es te ad b ui ld in g In te rio r i llu st ra tio n 53 A- A A- A B- B B- B Sc al e: 1 :3 50 6. 1 Dr aw in gs h om es te ad b ui ld in g En tr an ce 54 Sc al e: 1 :3 50 6. 2 Dr aw in gs h om es te ad b ui ld in g Fi rs t & s ec on d flo or 55 Sc al e: 1 :3 50 A- A B- B 6. 3 Dr aw in gs h om es te ad b ui ld in g Se cti on s 56 Ho m es te ad n or th fa sa de Sc al e: 1 :3 50 6. 4 Dr aw in gs h om es te ad b ui ld in g Fa ca de 57 Ho m es te ad so ut h fa sa de Sc al e: 1 :3 50 6. 4 Dr aw in gs h om es te ad b ui ld in g Fa ca de 58 7.1 CONCLUSION Reflection Reflection Why a school? Because this is something I believe in and have a passion for, I believe that the physical environment can help stu- dents in there learning and I want to make people aware that this is the case. I believe that if we use the research being done within this field we can plan and build schools that are healthy, have architectur- al quality and that actually aid student in there learning. Learning is something I´ve always found very interesting, how we learn, what drives us as a species to learn more, to discover and experience. During this project I dis- covered that I still have a lot to learn. When one thinks of a school the typology seems quite obvious there´s classrooms, corridors, some larger areas for recreation, maybe a library, that can´t be too hard to design, but as I discovered the more you learn about schools and the factors that play in too how we learn the harder it gets. With my project I feel that I answer the question that prompted the thesis to begin with “Can the physical environment of a school building aid students in their learn- ing?” In it I feel that my school is a place where students can feel safe, find inspi- ration and where they are allowed to be inquisitive about their surroundings. While doing the research and working through the design iterations and trying to fit the program while at the same time taking the staffs wants and requests into account I was happy that I it still felt that this is what I want to do, this is something I could do for the rest of my life. This was a massive project and I may have been a bit naïve and a little bit overconfi- dent when all of this began it was a very humbling experience but I´m glad that I endured and finished the project. 59 8.1 REFERENCES Litrature, streaming media Litrature Clever Classrooms. Barrett, P., Zhang, Y., Davies , F., & Barrett, L.,(15). Clever Classrooms Summary report of the HEAD Project. Manchester:University of salford, Manchester. Available at: http://www.salford.ac.uk/cleverclassrooms/1503-Salford-Uni-Report-DIGI- TAL.pdf[Accessed 2016-10-11] The L-Shaped Classroom: A Pattern for Promoting Learning. Lippman, P., C.(04). The L-Shaped Classroom: A Pattern for Promoting Learning. Minneapolis:Design Share, Minneapolis, MN. Available at: https://eric.ed.gov/?id=ED497662[Accessed 2016-09-29] Design Share, Minneapolis, MN. Lärande och fysisk miljö En kunskapsöversikt om samspelet mellan lärande och fysisk miljö i förskola och skola. Björklid, P.(05). Lärande och fysisk miljö En kunskapsöversikt om samspelet mellan lärande och fysisk miljö i förskola och skola. Stockholm:liber distribution Better spaces for learning Plotka, E.,(16). Better spaces for learning. Available at: https://www.architecture.com/-/media/gathercontent/better-spac- es-for-learning/additional-documents/ribabetterspacesforlearningpdf.pdf[Accessed 2017- 03-15] Streaming media Framtidens lärande 2012: Studio Lärmiljö diu redaktion, Available at: https://vimeo.com/user1797694[Accessed 2017-02-18] 60 Images Traditional loom Wikimedia Commons user Damast, (04). Väv,_Vävstol.jpg [photography]. Available from: https://commons.wikimedia.org/wiki/File:V%C3%A4v,_V%C3%A4vstol.jpg The Lake Öresjön Schweden-angler, (14). ö16-768x511.jpg [photography]. Available from: https://schwe- den-angler.de/oeresjoen/ Rye field unknown, (17). rye_cereals_nature_grain_ear_field_plant_golden_yellow-490178.jpg [photography]. Available from: https://pxhere.com/es/photo/490178 The finnish pavilion, Hannover SARC Architects (00). finland_birchgrove4-edit-1500x650.jpg [photography]. Available from: https://sarc.fi/wp-content/uploads/2015/11/finland_birchgrove4-edit-1500x650. jpg Bollon wing carpet Bollon, (13). Wing-flooring-tile-by-Bolon-07.jpg [photography]. Available from: http://re- taildesignblog.net/2013/06/27/wing-flooring-tile-by-bolon/ Tree stump unknown, (17). wood_wood_background_stump_tree_stump_tree_forest_summer_an- nual_rings-343297.jpg [photography]. Available from: https://pxhere.com/ko/pho- to/343297 Forest Wikimedia Commons user Petritap (2008). ”Iso Helvetinjärvi Lake in the Helvetinjärvi Na- tional Park in Ruovesi, Finland. [photography]. Available from: https://commons.wikime- dia.org/wiki/File:Iso_Helvetinjarvi.jpg Apartment at Bow Quarter Luke White(12). 1335186625_apartment_at_bow_quarter_studio_verve_archi- tectes_1334712313_view_to_bedrooms_0095_1a.jpg [photography]. Available from: https://www.archdaily.com.br/br/01-44981/apartmento-em-bow-quarter-stu- dio-verve-architects/44981_44995 Les Dada East hair salon Matteo Rossi(16). les-dada-east-joshua-florquin-paris-france-_dezeen_936_11.jpg [photography]. Available from: https://www.dezeen.com/2016/01/31/joshua-florquin- les-dada-east-paris-hair-salon-hexagonal-ceiling/to-em-bow-quarter-studio-verve-archi- tects/44981_44995 8.2 REFERENCES Images 61 Master´s Thesis Chalmers School of Architecture MPARC - Architecture & Urban Design Building Design Autumn 2017 Title Architecture as a Teacher Exploring the merger of cultural heritage and scientific theory in a learning environment Author Andreas Pehrson Supervisor Björn Gross Examiner Mikael Ekegren