Abstract:
This dissertation explores the impact of providing platforms for school learners to positively express themselves through multiple educational activities, in turn, developing a collective identity through performance. The existing school typologies in Mamelodi East, Pretoria, are found to hinder such explorative and all-round inclusive activities, resulting in the exclusion of many types of learners. Through a filter of music-making, the architecture of Tsako Thabo Secondary School in Mamelodi East has been assessed to have inadequate spaces and cause a disconnect with the community. Identified through literature, there is an opportunity to investigate the connection between music-making, participation and architecture as a way of transforming both the social and physical aspects of the school and surrounding community.
The proposed intervention networks between existing nodes of music-making. With a focus on the node of Tsako Thabo Secondary School, an expressive architectural language is used to provide platforms for inclusive and adaptable
educational and social activities. This language ripples out through the built fabric of the community and creates a sense of identity through the intersection of music and architecture. This dissertation uses participatory research in order to identify real world problems and social agents of change within the community. Furthering participation, codesign methods are used to influence the iterative design process to work beyond the single author limitations and remain contextually and socially relevant throughout. This was largely affected by the COVID-19 pandemic, proving resilience and adaptability for the approach, relevant for current research methodologies.
