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City Library of Přerov
Valová, Alena ; Pechman, Tomáš (referee) ; Sochor, Jan (advisor)
The aim of this project is to properly implement the new library building in the territory. It also brings new value for the people of the borough. With the integration of library functions improves the life of the borough.
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Primary Architecture / Teaching Architecture Elements
Juřicová, Magdaléna ; Veselá, Markéta (referee) ; Ponešová, Barbora (advisor)
The thesis addresses the connection of the Faculty of Architecture and the Faculty of Fine Arts in the newly designed building. Both faculties are defined primarily by practical creation and corresponding elementary teaching spaces - studios. From these basic elements literally grows the final form of the school. The design process itself is accompanied by constant changes and the search for adequate spatial expression for individual functions of the school. The final solution is the result of gradual rationalisation, finding certainties and sticking points in the proposal. In the end, the barest, most elemental, is crystallized from a multitude of variations and reflections on space.
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Teaching-space paradigm
Belopotocký, Maroš ; Bureš, David (referee) ; Sládeček, Svatopluk (advisor)
The task of the bachelor's thesis is to design the completion of the Faculty of Architecture in the BUT campus in the Brno-centre district between Úvoz, Údolní and Tvrdého streets, due to the planned transfer of the faculty from the current premises on Poříčí Street. The issue of completion allows for the expansion of the faculty premises and the addition of capacities for which the current situation no longer has a place. The project also addresses the use of the original historic buildings and the connection of the Faculty of Architecture with the Faculty of Fine Arts within one area.
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Teaching-space paradigm
Kolomazníková, Pavla ; Vojtíšek, Jan (referee) ; Rozwalka, Szymon (advisor)
The main task of the project is moving the faculty of architecture to other place because of inconvnient requirements for the future education of students. The new Faculty tries to create a new space for students, which can offer them different types of communication, enough flexibility,, diversity of the space itself it gives them an opportunity to become the real part of the space.
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Teaching-space paradigm
Cingeľ, Adam ; Müller, Rudolf (referee) ; Rozwalka, Szymon (advisor)
Faculty of architecture as one is not just a space for educating the students, it should show its opportunities. It shoul use its potential and allow the users to feel differet types of space on their own. In comparison with other faculties, this faculty is unique because it can use its own space as a paradigm of educating the students
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Teaching-space paradigm
Bureš, Jan ; Müller, Rudolf (referee) ; Kristek, Jan (advisor)
The project is dealing with building of a new Faculty of Architecture at BUT. The target area is located on one of the BUT campuses between Údolní, Úvoz and Tvrdého streets. The concept of the new Faculty of Architecture is based on a relationship between teachers and students. The specificity of the architectural studio education is historically referring to beaux art academies. The atelier is a community space where students learn from their "master", but above all from each other. The project addresses the relationship between student´s and teacher´s spaces, which meet in the central "factory" hall, connecting the two worlds.
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Teaching-space paradigm
Behro, Daniel ; Maršíková, Hana (referee) ; Sládeček, Svatopluk (advisor)
What should the current area of higher education be like? And what should be the space for creative work? Is the type of teaching reflected in the school building itself? I wonder if, for example, the Faculty of Social Studies would be made up only of social spaces? If the Faculty of Mechanical Engineering were to look like a hall for the production of automotive components, what would the Faculty of Legal Studies look like? And what about the Faculty of Architecture? Does the appearance and quality of the building determine the appearance of the projects created there? Does its structure affect the next generation of architects? Or should it be as clean and white as canvas before the first stroke of the brush is projected on it? I deal with both assumptions: the building as a pure paper, which gives freedom for creativity and does not limit the mind, and on the other hand, matter, structure, space, which shows what architecture can do. I prefer freedom of choice, which is why I want to describe both approaches in the proposal. Open-space free layout versus firmly defined closed studios. Artistic space, free versus technically and rationally defined space. Virtual space versus space of unchanging matter.
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Teaching-space paradigm
Dimitrov, Georgi ; Štojdl, Václav (referee) ; Kristek, Jan (advisor)
The project is dealing with building of a new Faculty of Architecture at BUT. The target area is located on one of BUT campuses between Údolní, Úvoz and Tvrdého streets.The proposal envisages the placement of the entire FA program in the building of the former barracks from the 19th century on Úvoz Street and adjoining outbuildings. The "extension" is not only an extension, as an enlargement of an existing building, but it is an opportunity for its reconfiguration. This creates a hybrid, a game between the old and the new, which forms a new way of using the object. Programmatically, the entire proposal is divided according to three levels of accessibility: the public, students and teachers and employees. The spatial solution is then solved as the mutual interaction of the three groups of users.
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Space kitsch
Helešic, David ; Mitášová,, Monika (referee) ; Kristek, Jan (advisor)
As a student of the final year of my master‘s programme I assume that I have been exposed to myriad perceptions throughout my studies, whether during lectures, compulsory practices or studio work, that have formed me as a student and future architect. Despite the fact I understand my study as an opportunity for personal development and university institution as a platform for „self-improvement“, the subsequent discursive formation cannot be avoided. Primarily, at my study begginings I have perceived theses, informations or solutions presented by teachers, as universal thruths. The lecturers rarely emphasize that their statements are possible interpretations, personal opinions, what means they are existing in certain philosophical or ideological framework. Over time one begins to doubt and relativize. As a critical introspection of „faculty-discourse“, which I have gone through my studies, I decided to question the concept of Space. The analysis I have done in my thesis confirms, that the Space is for the majority of teachers integral part of architect‘s work. The opinions which circulate around this concept penetrate to the students‘ thought apparatus throught teaching. Then they take them as an argumental arsenal for their own practice. To answer the question: „What is the Space?“, however is not the subject of this work. The work with the Space, which for many architects symbolize a boundary between „building“ and „Architecture“, is according to my analysis appearing as a controversial conception what an architect actually does. A clear definition of the architectural Space does not really exist and in this aspect by constant repetition of the term of the Space, we are exposing it to the risk of absolute emptying. The space in architectural theory and consequently in architectural discourse was invented relatively recently (1893).
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