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The interface: The spatial conditions in a work - learn environment and the interface between the built environment and the natural environment

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dc.contributor.advisor Moller, Chris
dc.contributor.author Hickman, Ellen Rose
dc.date.accessioned 2014-11-11T02:22:13Z
dc.date.accessioned 2022-11-03T02:11:32Z
dc.date.available 2014-11-11T02:22:13Z
dc.date.available 2022-11-03T02:11:32Z
dc.date.copyright 2014
dc.date.issued 2014
dc.identifier.uri https://ir.wgtn.ac.nz/handle/123456789/29603
dc.description.abstract Effective spatial conditions and formal interventions that enhance the relationship between architecture and natural environment enable users’ ideas to prosper. This thesis asks how architecture can be a platform for learning and innovation. Hutt City Council strives to bring change within Seaview Gracefield, as there is a need to strengthen business vitality and to enhance the environment. The Seaview Marina was identified to be in need for critical engagement thus is the site for architectural experimentation. The method of this investigation employs a design-led research enquiry, utilising an iterative design process, where the design of an innovation centre is tested through drawings and physical and digital models, intertwined with broader architectural theory and design. This thesis is explored in two threads. Firstly, workplace and learning environment theory to arrive at ideal spatial conditions to facilitate different modes of interaction essential for accelerating innovation. Secondly, the interface between architecture and nature where the relationship between the two is integral for work-learn environments, and enhancing the ambient qualities of site. These two threads are imperative to frame the exploration of the design of an innovation environment. These imperatives are understood through key theorists. Kelley, Steigmeier, Moultrie and Penn, Desyllas and Vaughan’s, arguments around ideal spatial design operations for workplace environments, with learning environment design is understood through the writings within the “The Third Teacher”. Meanwhile, Kellert, Balmori and Sanders, Murcutt and Snohetta advocate architectural responses to its natural surroundings and how it affects productivity in the workplace, have helped frame this field of enquiry. The concluding design is a speculative architectural condition that facilitates an interactive work - learn environment and a place of social engagement and exchange. It is an enabling device that encourages learning and interaction through specific spatial conditions and reveals how the interface between architecture and the natural environment can support and accelerate innovation. en_NZ
dc.format pdf en_NZ
dc.language en_NZ
dc.language.iso en_NZ
dc.publisher Te Herenga Waka—Victoria University of Wellington en_NZ
dc.rights Access is restricted to staff and students only. For information please contact the library. en_NZ
dc.subject Innovation centre en_NZ
dc.subject Work-learn environments en_NZ
dc.subject Architectural space en_NZ
dc.title The interface: The spatial conditions in a work - learn environment and the interface between the built environment and the natural environment en_NZ
dc.type Text en_NZ
vuwschema.contributor.unit School of Architecture en_NZ
vuwschema.subject.anzsrcfor 120101 Architectural Design en_NZ
vuwschema.subject.anzsrcseo 970112 Expanding Knowledge in Built Environment and Design en_NZ
vuwschema.type.vuw Awarded Research Masters Thesis en_NZ
thesis.degree.discipline Architecture en_NZ
thesis.degree.grantor Te Herenga Waka—Victoria University of Wellington en_NZ
thesis.degree.level Masters en_NZ
thesis.degree.name Master of Architecture (Professional) en_NZ

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