| This thesis focuses on the role architecture plays in defining and facilitating the use of public institutions. Specifically, this issue is addressed through the investigation of the Community School as an iconic representation of its host community, one of contextual uniqueness.; The relationship between community and school is often deeply rooted in societal and cultural values, characterized by geographic and social definitions of—and distinctions between—place. This amalgamation between community and school is examined at the scale of the rural Maritime village, a scale of intimate familiarity.; Through an analysis of site, cultural history and the built environment it is possible to create an architecture that responds to our understanding of—and desire for—meaningful gathering, learning, social exchange and active participation.; The site for this investigation is the seaside village of Chester, in Mahone Bay, on Nova Scotia's South Shore, in Canada. This thesis investigates the geographic and social development of the area, analyses the site's existing school (c.1963) and tenders a design exploration for a contextually appropriate new Community Middle School. |
