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dc.contributor.advisorWilliams, Isaac S.en_US
dc.contributor.authorClark, Linda Jeanayen_US
dc.date.accessioned2013-07-02T05:30:38Z
dc.date.available2013-07-02T05:30:38Z
dc.date.issued2012en_US
dc.identifier.urihttp://hdl.handle.net/1903/14205
dc.description.abstractThis thesis proposes to redefine an existing building type: a public arts high school in an urban city context, as a building that becomes more than an important place for its students, and the community, but as a home for the arts, academics, and learning through social interactivity. The case study for these explorations will redefine Duke Ellington School of the Arts as a prototype for this architectural theory. It is sited in the historic Georgetown neighborhood in the northwest quadrant of Washington D.C. The thesis of this project attempts to create a contemporary building in a historic presence that reflects the school's identity and increases its visibility and presence within its Georgetown community, and rethinks how art schools adapt to change, by exploring themes of flexibility, growth and adaptability in various learning environments to changing pedagogy and technology.en_US
dc.titleDUKE ELLINGTON SCHOOL OF THE ARTS: CREATING IDENTITY THROUGH ARTISTIC AND ARCHITECTURAL EXPRESSION OF CULTURE IN A HISTORICAL CONTEXTen_US
dc.typeThesisen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentArchitectureen_US
dc.subject.pqcontrolledArchitectureen_US
dc.subject.pqcontrolledArt educationen_US
dc.subject.pquncontrolledArts educationen_US
dc.subject.pquncontrolledArts High Schoolen_US
dc.subject.pquncontrolledDuke Ellingtonen_US
dc.subject.pquncontrolledHistorical Contexten_US
dc.subject.pquncontrolledRenovationen_US
dc.subject.pquncontrolledWashington DCen_US


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