Browsing by Author "Bickley, Steve"

Now showing 1 - 5 of 5
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    Collegiate Legacy: Emeritus Faculty Exhibition
    (Virginia Tech. Moss Arts Center, 2014)
    Exhibition of work by College of Architecture and Urban Studies faculty celebrating CAUS' 50th year.
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    In search of a new aesthetic
    Freeman, Paul Murphey (Virginia Tech, 1995-07-28)
    The study of ecology is having profound effects on society. It has begun to cause a shift in western culture. People are becoming aware of their impacts on the environment, and are changing their behavior. This shift is now affecting aesthetics in landscape architecture. The validity of the dominant landscape aesthetic in the profession of landscape architecture is being questioned on the grounds of its ecologic impacts. As a result, a new landscape aesthetic is being called for. Five articles published in Landscape Journal between 1986 and 1990 outline the argument for a new aesthetic. These articles provide a theoretical framework that is then applied to a body of artwork. The artwork is the result of a 1992 art exhibit that gathered together many "ecological artists". Just as the study of ecology is affecting change in landscape architecture, it is also affecting change in art. The theories from landscape architecture are applied to the physical forms in art to see if connections can be made between the idea and its implementation. "Art and landscape architecture are related so that they allow for this type of comparison. The results can be used to inform landscape architecture in its search for a new aesthetic.
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    TeacherWork: A Journey to Recast the Reggio Emilia Approach for a Middle School Within the Context of Power, Politics, and Personalities
    Hill, Lynn T. (Virginia Tech, 1999-10-13)
    The purpose of this study was to focus on a teacher-led school reform initiative. Inspired by the Reggio Emilia Approach for Early Childhood Education and committed to constructivist teaching and learning, a group of Middle School teachers embarked on a journey to plan a new way of thinking and being in a Middle School. This ethnographic study utilized observations, interviews, participant action research, and a variety of field texts to capture the story of these remarkable teachers. This case study chronicles the life and work of thirteen teachers, three administrators and two university faculty members as they struggled to make sense of the planning process that was necessary to launch a reform effort. Particular attention was focused on the power, politics, and personalities that both harmonized and conflicted with the work of these reformers. Analysis revealed a passionate desire on the part of the reformers to change the face of schooling and education for children and for themselves. Conflicting forces in opposition to their best efforts included the lack of adequate time to devote to such a cause, institutional and cultural rituals in the school, and a changing political climate in the town in which the reform was initiated. Despite the barriers, this group has been able to achieve a solid sense of community and has been able to stand together as an articulate, knowledgeable, savvy group of educators on behalf of improved education for children. Strengthening their power base through collaboration with the administrators at their school has escalated their effort to the implementation stage. Sharing vision and responsibility, their dream is coming true. Based on lessons learned in the journey with the teachers a model for exploration of process of innovation in context is proposed.