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After the second world war two movements evolved as a reaction to the developments the war brought into society and built environment. The comparison involves the movements metabolism and structuralism both from the lenses of the protagonists of these movements: Kenzo Tange and Herman Hertzberger respectively. This thesis aims for an understanding of the core principles of each movement, the origin of these and how they translates themselves into the design of building through the lens of the protagonists of both movements. By doing a literature study, a case studies and a comparative analysis this thesis tries to understand how these movements relate to one another. The research revealed that structuralism critiques the fast paced and functionalistic approach of the CIAM for the reconstruction of cities. It puts an emphasize on the human scale: in particular user experience and the personalisation of spaces. Metabolism reacted to the scarcity in land parallel with the rapid growth of the population of Japan. It focusses on the future change of demand in space by allowing buildings to grow and adapt: unlimiting metabolism for biological organisms only. The Centraalbeheer Achmea building shows the high level of thinking in detail for the user experience in contrast to the Shizuoka Broadcast Centre. Another contrary aspect is the direction of creating spaces in which one colonizes land while the other colonizes air by building higher. Both movements have their own experimental creative approach in which they question the way people thought about architecture. By understanding the principles of these movements and how they translate into design, this thesis offers an insight on how different society and built environment can shape architecture differently., AR2A011, Architectural History Thesis, Architecture, Urbanism and Building Sciences

Herman Hertzberger is an architect who has dealt over many years with the design of school buildings, both in terms of theory and practice. Owing to his vast experience in this field, he has established a theoretical framework on designing stimulating learning spaces for children. The scope of this thesis is firstly to present Hertzberger’s theory on the attributes of such spaces and how architects can achieve designing successful school buildings. There are several remarks of his that can be achieved spatially in various manners. After all, in architecture there is not an unambiguous relationship between theory and practice. In this sense, the research question of the present thesis is how Hertzberger’s theory on designing school buildings has been implemented in different ways. In other words, I will try to display the various architectural ‘solutions’ manifesting the same principles. In order to answer the question above, I will analyse schools (kindergartens and primary schools) designed by Hertzberger to serve contemporary learning approaches and teaching practices. The schools that will be selected cover a large time span, starting from the first buildings he designed until recent projects; the objective is to understand in what ways he himself has implemented his own ideas and probably detect elements that he further developed or departed from., AR2A011, Architectural History Thesis, Architecture, Urbanism and Building Sciences

Life is an ever-evolving process, over time new ideas are born and offer new possibilities and approaches to handle familiar problems or processes differently. This is also the case for educational buildings and the architectural ideas that they represent, especially in the social and interactive realm. The school’s beating heart focuses on the central hearts of three elementary school buildings, built around the year 1980, designed by Jan Verhoeven, Herman Hertzberger, and the Architects firm Van den Broek & Bakema. This thesis in particular addresses the way these central hearts evoke social interaction through their architecture and unravels the ideas of the architects on social interaction in the bigger context of educational and architectural thinking during the time the projects were designed. This resulted in the research question that takes a central place in this thesis: What are the ideas of the architects of ‘t Ronde, Apolloschools, and De Schalm on meeting in the schools and how do the school buildings evoke social interaction? This thesis is structured by exploring the greater context of Dutch education and Western thoughts on the structuralist architectural movement and formulating their main points of focus and concepts. These points are used to analyze the three elementary school buildings in an individual way, which allows the buildings to be compared in an equal way. The thesis concluded by stating that all schools have similar concepts and ideas behind their designs, but that the outcome of the school buildings is largely affected by the organizations that initiated the design and their philosophy on education., AR1A066, Architectural History and Theory, Architecture, Urbanism and Building Sciences