| 词条 | Draft:Mark Dudek |
| 释义 | {{Infobox architect | name = Mark Dudek | birth_date = 4 May 1955 (age 63), London | nationality = British | parents = Tadeusz Dudek (Father), Thelma Tuxford (Mother) | practice = Mark Dudek Associates | significant_buildings = Cherry Lane Children’s Centre, London Khorog Park Kindergarten, Tajikistan The Glasshouse Café at RHS Wisley, Surrey Betty’s Cottage, Taynton, Burford, Oxfordshire Ledbury Mews North, Nottinghill Gate, London Spitalgate School Children’s Centre, Grantham, Lincolnshire Windham Children’s Centre, Richmond upon Thames, West London | website = {{url|www.markdudek.com}} | Studied = The Becket Grammar School, Nottingham and University of Westminster School of Architecture }}Mark Michael Dudek (born 4 May 1955) is a British architect, designer, writer and educator. Dudek is the founder and principal of Mark Dudek Architects, established in London in 1991 with considerable expertise in the design of schools and children’s centres[1]. His built projects include The Glasshouse Café for the Royal Horticultural Society in Surrey, The Nursery and School for Children with Learning Difficulties at Wyndham, Richmond upon Thames and The Cloughjordan Heritage Centre and Thomas MacDonagh’s Home in the Irish Republic. He has been key-note speaker at over fifty conferences all-over the world on the subject of schools and children’s spaces, and was a Research Fellow at the School of Architecture, University of Sheffield between 2002 and 2012 [4]. He has written a number of influential books on school buildings and children’s urban culture[2]. Dudek's research is recognized as having provided some of the strongest evidence of the links between architectural space, pedagogy and positive educational outcomes.[3]Selected Publications, Books:
One of the earliest events I can recall goes back to my own childhood. The first school I knew comprised a series of temporary wooden huts built for troops during the Second World War. The transmission of noise from adjacent rooms, the unpleasant aroma of lunchtime cooking emanating from the galley kitchen, the hard exposed playground areas were a chaotic transformation from the relative order of my home environment. My senses became so heightened to the atmosphere that developing a critical response to any new environment became easy from an early age. Trying to learn how to read and write, or even play, in such an environment was another matter. Two years later when I was just seven, we moved into a new purpose designed building, and immediately my performance picked-up. As I observed: “The new school within its own secure site had classrooms with solid walls and large openable windows, providing views onto the playing fields beyond. Each classroom had its own lavatories and cloakrooms. There was a multi-purpose hall with a sprung beech floor. The sign which read ‘No Stiletto Heels’ added an exotic touch which lent to that space a symbolic significance in my mind; it asserted the value of the architecture placing the needs of children over and above those of adults”… [1] |
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