Postwar Elementary School Design in Ontario

It appears your Web browser is not configured to display PDF files. Download adobe Acrobat or click here to download the PDF file.

Click here to download the PDF file.


Gamarra, Jessie




Following the Second World War, the elementary school was recognized by architects, educators, and policymakers as an environment that was crucial to the formation of modern Canadian citizens. A new school model emerged in architectural discourse and progressive pedagogical policy that sought to embody the retrenched ideologies of democracy and individual freedom through design. Typically a one-storey brick and steel-framed building characterized by large windows, the postwar school emphasized the physical and emotional well-being of the student through 'child-centred' design that drew primarily from the users' needs. This functional and flexible space for learning encouraged health, movement, and the democratization of the classroom. Architects and educators no longer discussed the school as just a building, but also as a tool for socialization. This study helps to define the modern vernacular type through analysis of discourse and the built form.


Education - Elementary
Canadian History




Carleton University

Thesis Degree Name: 

Master of Arts: 

Thesis Degree Level: 


Thesis Degree Discipline: 

Art History

Parent Collection: 

Theses and Dissertations

Items in CURVE are protected by copyright, with all rights reserved, unless otherwise indicated. They are made available with permission from the author(s).