Seth Ramesra, "Landscapes of Learning"
Schools are often centres of community and growth in Toronto, and are frequently near the ravine systems which define Toronto’s geography and ecology. The design, use, and curriculum within these schools reveal past, present, and aspirational community values. These central public spaces often ignore significant site and social contexts, and fail to address ecological literacy as a foundational component in adolescent learning & development.
This thesis explores how landscape interventions that promote play & exploration can be a medium for enhancing experiential learning, growth, and community as part of a strategy that strengthens Toronto’s Urban and Ravine communities.
Program: Master of Landscape Architecture
Advisor: Peter North
