Abstract:
The Alice Project investigates the problem behind the lack of provision for children in developing areas. The project recognises the potential in formal educational facilities as being the most important designed children’s space in townships [as developed transit camps]. The study will aim to address school environments in an extroverted or interactive manner. This will be done in order to transform the school grounds into a community children’s ‘city of learning’ [H.Hertzberger.2008:127]. The study questions the one dimensional identity of current educational environments, while focusing on Olievenhoutbosch as the main research area [Olievenhoutbocsh Ministerial Housing Estate: July 2005] The study identifies the problem behind the dystopian institutional character of current educational facilities as; introverted layouts, isolation, mono function and functionally dominant and intimidating spaces [H.Zeither.1996:16; H.Hertzberger.2008:71]. In order to address dissertation elements of spatial alienation, the dissertation will investigate counter theories of contextual inclusion and humane places of interaction, using contextual informants of community use of spaces to assist in program allocation and determinants of spatial hierarchy, supported with theories by Jane Jacobs [1961] and Jan Gehl [2010 and 2011] on qualities of a humane compact city space. These theories will then be combined with educational design theories of learning spaces implemented as a city in miniature, ultimately allowing the educational environment to socially extrovert to include community life and achieve a social academic atmosphere through an interactive educational environment .
