Relevant bibliographies by topics / Pedagogy and Architecture

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pedagogy and Architecture'

Author: Grafiati
Published: 21 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Pedagogy and Architecture.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Pedagogy and Architecture"

1

Orr, David W. "Architecture as Pedagogy." Conservation Biology 7, no. 2 (June 1993): 226–28. http://dx.doi.org/10.1046/j.1523-1739.1993.07020226.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Orr, David W. "Architecture as Pedagogy II." Conservation Biology 11, no. 3 (June 1997): 597–600. http://dx.doi.org/10.1046/j.1523-1739.1997.011003597.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Keumala, Nila, Mohammed Amer Younus, Yong Kuan, Asrul Sani Bin Abdul Razak, Muhammad Azzam Ismail, and Karam M. Al-Obaidi. "Pedagogy of Architectural Education on Sustainability in Malaysia – Student Perspective." Open House International 41, no. 4 (December 1, 2016): 104–8. http://dx.doi.org/10.1108/ohi-04-2016-b0014.

Full text
Abstract:
The increasing global concerns about the environmental degradation and climate changes oblige architecture students to apply sustainable design approaches in their studio projects. Therefore, renewable energy raises the expectation of providing sustainable solutions for their architectural design proposals. This paper aims to investigate the learning of students in knowledge, awareness and applicability on sustainability during their first three years of the part 1 architecture programme. Surveys were conducted on 500 students from eight architecture schools from the local universities, two architecture schools from the polytechnic colleges and three architectural schools from the overseas universities. These survey results from 335 respondents confirmed that the learning on sustainability through self (51.6%), peer (48.6%) and design studio lecturers (37.0%). These results confirmed also that most respondents did rely on pre-design assessments to develop sustainable design strategies in their final architectural design proposals. These results concluded that the perception of architecture students on learning sustainability is based mainly on other sources. These findings provide knowledge for educationists and practitioners towards the planning of architecture curriculum and the implementation of pedagogical approach in sustainability. This paper determines the most important source of learning on sustainability knowledge for students in the pedagogy at university level.
APA, Harvard, Vancouver, ISO, and other styles
4

D'souza, Newton. "Revisiting a Vitruvian preface: the value of multiple skills in contemporary architectural pedagogy." Architectural Research Quarterly 13, no. 2 (June 2009): 173–82. http://dx.doi.org/10.1017/s1359135509990261.

Full text
Abstract:
Recent criticisms in architectural pedagogy suggest that schools of architecture tend to privilege a narrow section of designers with limited skill-sets, neglecting individual differences. In order to encourage architectural pedagogy to become more inclusive, this paper revisits the value of multiple skill-sets in architectural design – following an original suggestion by Vitruvius – exploring it through the framework of multiple intelligences developed by cognitive psychologist Howard Gardner.
APA, Harvard, Vancouver, ISO, and other styles
5

Harry, Sachin, and Ambuj Kumar. "Transformation of the Design Studio in New Learning Spaces: Virtual Design Studio in Architecture Pedagogy." ECS Transactions 107, no. 1 (April 24, 2022): 6251–60. http://dx.doi.org/10.1149/10701.6251ecst.

Full text
Abstract:
Architectural education has come a long way since the first formal school of architecture, École des Beaux-Arts, was started at Paris, France in 1816. 21st century architecture is constantly evolving through changes in technology, and now in 2020-’21, COVID-19 pandemic has brought the concept of architectural education going online. Due to the forced disruption to the traditional pedagogical environment, a new pedagogical paradigm has been established through online theory and studio classes. This has brought about a challenging design pedagogy where teachers and students are reaping the benefits of technological advancement but without any prior training. This in turn has raised the question, how can architecture be taught effectively through virtual means? In response, this paper conducts literature review and a questionnaire survey amongst students and teachers of Chandigarh region on experiences of virtual teaching in the field of architecture and seeks to address the issues concerning virtual architectural pedagogy.
APA, Harvard, Vancouver, ISO, and other styles
6

Barreiros Proença, Sérgio, Francesca Dal Cin, Cristiana Valente Monteiro, and Beatriz Freitas Gordinho. "Revealing the Place: Sacred Architecture along the Portuguese Coastline." Sustainability 14, no. 23 (November 22, 2022): 15486. http://dx.doi.org/10.3390/su142315486.

Full text
Abstract:
Revealing the place addresses the referential role of sacred architecture elements that dot the Portuguese Atlantic coastline in contemporary architectural pedagogy and in the practice of architecture. The long Portuguese coastline, the case study of the research, is dotted with sacred architectural elements—sanctuaries, churches, chapels and crosses—oriented according to both compositional and canonical cosmological principles. The character of the space of articulation between the land and the sea is made evident by the tension between the sacred elements and the landscape. This paper addresses this relation, resorting to decomposition interpretative drawings and arguments that uncover the formal relationships between sacred architecture and the landscape, proposing an interpretative reading of the built elements that combines type and place. Furthermore, it discusses the transposition of composition principles from sacred to secular architecture, building an analogy for the typological transfer process, considering the transference of existing qualities in sacred architecture for contemporary architectural projects. The hypothesis discussed is that the decoding of the architectural composition of sacred elements in the landscape remains useful both in the pedagogy and practice of architecture. Finally, it is evidenced that this exercise allows us to transfer formal relations established between sacred buildings and the landscape for contemporary architectural practice, revealing type and topos.
APA, Harvard, Vancouver, ISO, and other styles
7

Ameri, Amir. "Architecture Pedagogy, Cultural Identity, and Globalization." International Journal of the Arts in Society: Annual Review 2, no. 6 (2008): 45–54. http://dx.doi.org/10.18848/1833-1866/cgp/v02i06/35438.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Gillette, David. "Pedagogy, architecture, and the virtual classroom." Technical Communication Quarterly 8, no. 1 (January 1999): 21–36. http://dx.doi.org/10.1080/10572259909364646.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Pozzi, Carlo. "Pedagogy in architecture: visiting construction sites." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 1972–76. http://dx.doi.org/10.1016/j.sbspro.2010.03.266.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

SEHGAL, VANDANA. "Formative Studios in Architecture Design: Pedagogy Based on the Syntax." Creative Space 3, no. 1 (July 2, 2015): 83–101. http://dx.doi.org/10.15415/cs.2015.31007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Pedagogy and Architecture"

1

Garcia, Daniel Joe. "Pedagogy & Space." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121871.

Full text
Abstract:
Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, 2019
Cataloged from PDF version of thesis. Page 106 blank.
Includes bibliographical references (page 105).
With a Secretary of Education mandating school choice, advocating for more religious and charter private schools, how does this address the towns that do not have the population to support more than one school? With populations ranging from 500 to 5,000 people, rural towns have to provide public schools that are accessible to everyone in their community. The public school system though is far from perfect. Programs such as "No Child Left Behind" have burdened public schools with meeting standards, leading to multiple choice testing and teaching from standardized textbooks. This has resulted in the standardized architectures of schools which do not address shifts in education towards inventive learning. This culminates in a context where rural towns who do not have the tax base to fund typical new school construction are pushed to go rogue and build a new type of public school.
A school designed not by standardized spaces of the past, but by different scales of inventive learning environments that can produce unique spaces for planned and unplanned learning. This opens an opportunity for a new type of architectural practice that can work with rural towns to reimagine a school that is not dedicated to providing consistent spaces to children, with desks in classrooms, but a school that offers variability. The first thing that emerges in rural towns located on the railroad are their large agricultural facilities with grain silos and warehouses. However, with the storage and production of grain moving to larger regional facilities, the silos and warehouses of these towns are moving towards obsolescence. Yet these structures are centrally located and adjacent to residential areas, suggesting an opportunity to adapt the silos and warehouses into typologies for a new type of school.
Thus, the first project of the school becomes its own construction, managed by the architect and utilizing the skills of the town, to adapt their rural archetypes from grain production to brain production.
by Daniel Joe Garcia.
M. Arch.
M.Arch. Massachusetts Institute of Technology, Department of Architecture
APA, Harvard, Vancouver, ISO, and other styles
2

DICKINSON, TERAN HANSON. "ARCHITECTURE THROUGH PEDAGOGY: NORTH MINNEAPOLIS WALDORF." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/190439.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Papadopoulou, Athina S. M. Massachusetts Institute of Technology. "Perceptual prototypes : towards a sensory pedagogy of space." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91411.

Full text
Abstract:
Thesis: S.M., Massachusetts Institute of Technology, Department of Architecture, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 76-78).
Architecture education, by being enclosed in studios and by focusing on formal qualities of spaces, has been detached from the direct experience of space and has prioritized vision over the other senses. If we are to extend our spatial understanding, we need to expand the boundaries of our sensory perception by developing tools and situated learning strategies focused on the interaction between our bodies and the built environment. I propose the Perceptual Prototypes as tools through which we can sense and experience space. My hypothesis is that the Perceptual Prototypes can augment our understanding of space by allowing us to focus on each of our senses individually. As precedents I discuss pedagogies of the Montessori method and the Bauhaus school, which focused on the separate training of the senses. I then draw upon studies in psychology and cognitive science to suggest that we can train our senses by 'sensing through' and 'experiencing through' the tools we use. To demonstrate the pedagogical implications of my thesis, I first discuss the procedure and results of the workshop 'Perception Creatures' I co-taught during IAP. Students designed their own 'creatures' using sensors to study the body-space interaction. I then proceed with an experiment where I ask participants to explore a physical space by using a wearable tool - the Perceptual Prototype - that I developed. In the experiment the tool takes again the role of a creature, which is limited to a specific sense. Asking participants to act as host for this creature, I study how they experience the space by focusing on each of the different senses. The results of the case studies demonstrate the enriched experiences and perceptions that emerge through the use of the Perceptual Prototypes suggesting a direction towards a sensory pedagogy of space through the use of tools as 'objects to sense with' in the learning process.
by Athina Papadopoulou.
S.M.
APA, Harvard, Vancouver, ISO, and other styles
4

Marblestone, Kevin Allen, and Emily Mary Whitbeck. "Pedagogy of the fourth wall : toward a time-based architecture." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129851.

Full text
Abstract:
Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, February, 2020
Cataloged from student-submitted thesis.
Includes bibliographical references (page 97).
Contemporary design pedagogy has failed to produce architects that can operate effectively within time-based global crises. In their attempts to address issues of sustainability and resiliency, architects have trapped themselves in a false binary, understanding structures to be either temporary or permanent. However, this considers only time-span. This shallow understanding of time has stifled the work produced by students and professionals today and reinforces the use of static mediums and conventions of orthography. Architecture needs a new generation of practitioners that can think differently about time. Rather than rely on private organizations that profit off of the desire for sustainability, we need to rely on the profession itself to produce new structures of thought. This thesis focuses on rethinking the true beginning of the design profession, the moment of inception, the first-year design studio. This course is structured as a pedagogical experiment that establishes a working methodology focused on time and perception, rather than program and form. In this course, time is considered the most malleable material at an architect's disposal. The curriculum engages a new critical eye on time, one that folds linear understandings of time in on themselves and acknowledges its cyclical, recursive nature. This new framework around time mandates the use of time-based media at the very beginning of the design process. The impact of propagating this pedagogy through an entire architectural education could produce a fleet of architects that are capable of addressing architecture through time. How could this then redirect the course of the profession?
by Kevin Allen Marblestone [and] Emily Mary Whitbeck.
M. Arch.
M.Arch. Massachusetts Institute of Technology, Department of Architecture
APA, Harvard, Vancouver, ISO, and other styles
5

Lawton, Jacquiann T. "Tracking tacit knowledge a toolkit for architecture pedagogy and practice /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0025039.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

McClean, David. "Embedding learner independence in architecture education : reconsidering design studio pedagogy." Thesis, Robert Gordon University, 2009. http://hdl.handle.net/10059/1253.

Full text
Abstract:
The landscape of UK Higher Education has witnessed significant change in recent years, characterised by rapidly increasing numbers, widening participation, and a diminished per capita resource base. Developmental and enhancement agenda have placed greater emphasis on skills for lifelong learning, and the independent learner has thus become a prominent theme. In architecture education these factors are imposing pressures on the traditional studio-based teaching model, one that forms a universal cornerstone of architecture schools. Coincidentally, the same period has seen this model, endorsed by Schon in the 1980s, increasingly challenged. It is argued that the confluence of these factors, presents an opportunity to develop studio-based pedagogy around the notion of the independent learner, renewing studio's relevance and currency. The aim of this thesis was developed from a literature review that was divided into four sections. The first summarised developments within UK higher education, including research into the First Year Experience, and placed architecture education within this context. The second examined the origins of contemporary studio-based teaching, whilst the third discussed the theoretical roots of its pedagogy. The final chapter critiqued teaching and learning practices through comparison with the theoretical intent, revealing a number of contradictory and counter-productive aspects. From this, the position that the development of the truly independent learner in the discipline of architecture requires the formulation of new inclusive pedagogic strategies that explicitly accommodate the individual in the studio-based learning process, and address identified shortcomings in existing studio-based teaching practices, was developed. The methodology adopted an ethnographic approach that gathered data through a longitudinal study of student perceptions, together with interviews with selected academics. Analysis of the findings, whilst replicating many phenomena raised by the literature, also revealed in detail a range of perceptions of learning, and wider student life, giving insight into key challenges. In considering these against the agendum of creating the independent learner, the importance of the peer group as a vehicle for studio-based learning and pastoral support, emerged strongly. A number of recommendations were thus made aimed at reconstructing the role of the tutor in the development of future strategies, as well as harnessing the unrealised potential of the peer group as an agent in embedding independent learning in design studio. The originality of this thesis resides in the fact that it constitutes a holistic study of teaching and learning practices in first year design studio. This is viewed against the background of rapid change in UK Higher Education. Pivotal to the study was the undertaking of a longitudinal survey of student perceptions, presenting a vitally different perspective from, say, that of Schon. From a holistic standpoint, the study creates the theoretical and evidential basis for the future development of key pedagogic strategies relating to design studio. This lays the foundation for the development of learning practices that foster learner independence within the context of design studio.
APA, Harvard, Vancouver, ISO, and other styles
7

Burton, Lindy Osborne. "Experimentations in transformational pedagogy and space: The architecture students' experience." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/121543/1/Lindy-Lou_Burton_Thesis.pdf.

Full text
Abstract:
Conducted across five studies, this research investigates how learning environments can contribute to transformational design pedagogy and authentic learning experiences. It offers four dimensions to an architectural education transformational framework: (1) scaffolding learning experiences, both pedagogically and spatially; (2) constructing authentic, immersive and engaging learning experiences; (3) reinforcing teaching experimentation and risk taking; and (4) embedding environments with technology plus. This 'Thesis by Publication' concludes with a proposal of a case for enchanting, exuberant learning environments and invites a transformational way of conceptualising contemporary issues in architectural education.
APA, Harvard, Vancouver, ISO, and other styles
8

Williams, Tiffany N. "Erudition and Craft: A Proposed Pedagogy of Architectural Education." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1460731600.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Yergens, Milton Stewart 1949. "Reshaping pedagogy in architectural education for the information age." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/278490.

Full text
Abstract:
Digital technology was introduced to architectural practice during the last decade. Traditional techniques have developed along with practice for thousands of years. There has been hesitation to adopt this new technology, on the part of academia, due to ideological resistance and limited resources. Practice, out of necessity, adopted computer technology but has not developed its full potential. This thesis investigates reshaping traditional architecture school curriculum to include networked computers and peripherals. This is a process most architecture schools must soon face. Precepts are formulated to assure freedom and autonomy prevail in the transitional confusion. The Curriculum will be transformed to take advantage of what digital means and information technology have to offer while maintaining continuing to support of traditional means. Fusion between traditional and digital means, will foster a climate which will spawn creativity and innovation. A foundation course illustrates an Information Age approach to teaching design communication.
APA, Harvard, Vancouver, ISO, and other styles
10

Marjanovic, I. "Pedagogy into practice : Alvin Boyarsky's collections and the estrangement of architecture." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1450253/.

Full text
Abstract:
The second half of the twentieth century was a time of change marked by increased global mobility and the exchange of ideas, a context framed by the diversification of approaches that occurred at the confluence of modernism and postmodernism. Responding to this context of dispersal and fragmentation, the Canadian-born educator Alvin Boyarsky (1928-1990) acted as a collector of ideas, drawings and people, and, consequently, a promoter of novel forms of architectural pedagogy that affected architectural culture worldwide. His Transatlantic web of educational, curatorial and publishing venues absorbed new disciplinary discourses and propelled careers of protagonists like Zaha Hadid, Bernard Tschumi, and Rem Koolhaas, who in turn influenced architectural ideas and built work around the world. As Boyarsky’s pedagogical experiments poured into practice, they engendered a form of architecture that distanced itself from any national or professional confines, thriving instead on international displacement of people, ideas and images. Boyarsky embraced this peripatetic context – the growing national and professional mobility of architectural ideas, artifacts and educators – allowing his collections of postcards, books, and drawings to act as itinerant sites of architectural production worldwide. His pedagogical models echoed these collections, embracing estrangement, opposition and resistance not only as pragmatic opportunities conducive to global economic change, but also as engines of disciplinary transformation that erased boundaries between academia and practice, the local and the global, and production and consumption. In blurring such boundaries these pedagogical models imploded traditional institutional, national and disciplinary structures and heralded a truly international era of architectural education and practice. Rather than mere globalisation of architecture, they signalled a more nuanced estrangement of architecture – a time when strangers and foreignness resurfaced as globally significant categories whose diverse narratives were only reconciled within the loose framework of a collection and the constantly shifting desires of its collector.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Pedagogy and Architecture"

1

Places of learning: Media, architecture, pedagogy. New York: RoutledgeFalmer, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lahiji, Nadir. Architecture, Philosophy, and the Pedagogy of Cinema. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003166252.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

A, Dutton Thomas, ed. Voices in architectural education: Cultural politics and pedagogy. New York: Bergin & Garvey, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Rutherford, Francesca. What is the relationship between architecture and pedagogy in nursery settings? London: University of Surrey Roehampton, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Association of Collegiate Schools of Architecture. Southwest Region. Conference. Pedagogy & practice: 1988 Conference of the Southwest Region, Association of Collegiate Schools of Architecture. Arlington: School of Architecture and Environmental Design, University of Texas, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Association of Collegiate Schools of Architecture. Meeting. Debate & dialogue: Architectural design & pedagogy : proceedings of the 77th annual meeting of the Association of Collegiate Schools of Architecture, Chicago, 1989. Edited by McGinty Tim and Zwirn Robert. Washington, DC: The Association, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sanderson, Laura, and Sally Stone. Emerging Practices in Architectural Pedagogy. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003174080.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Temple, Stephen. Design through making: A pedagogy for beginning architectual design. Dubuque, Iowa: Kendall/Hunt Pub. Co., 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

EAAE-ENHSA Thematic Sub-Network: The Teaching of Construction in Architectural Education. Meeting. The teaching of construction in architectural education: Current pedagogy and innovative teaching methods. Edited by Voyatzaki Maria and Socrates-Erasmus Thematic Network. [Thessaloniki?]: [EAAE-ENHSA?], 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Yanar, Anu. The silenced complexity of architectural design studio tradition: Pedagogy, epistemology and the question of power. Oxford: Oxford Brookes University, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Pedagogy and Architecture"

1

Lahiji, Nadir. "Critical pedagogy." In Architecture or Revolution, 26–44. New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780367853372-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Oakley, D. J. "Musical structures as structural pedagogy." In Structures and Architecture A Viable Urban Perspective?, 997–1004. London: CRC Press, 2022. http://dx.doi.org/10.1201/9781003023555-119.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chakraverty, Shampa. "Overlapped Concepts Pedagogy for Advanced Computer Architecture." In Proceedings of the International Conference on Transformations in Engineering Education, 103–9. New Delhi: Springer India, 2014. http://dx.doi.org/10.1007/978-81-322-1931-6_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Orr, David W. "Further Reflections on Architecture as Pedagogy (1997)." In Hope is an Imperative, 180–85. Washington, DC: Island Press/Center for Resource Economics, 2011. http://dx.doi.org/10.5822/978-1-61091-017-0_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mayrhofer-Hufnagl, Ingrid. "Paul Klee's Pedagogy and Computational Processing." In Bauhaus Effects in Art, Architecture, and Design, 169–83. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003268314-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Li, Dan. "Pedagogy for Sustainability in Landscape Architectural Education." In The Routledge Handbook of Landscape Architecture Education, 91–98. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003212645-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lahiji, Nadir. "The proletarian mise-en-scène." In Architecture, Philosophy, and the Pedagogy of Cinema, 120–40. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003166252-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lahiji, Nadir. "Mass art and impurity." In Architecture, Philosophy, and the Pedagogy of Cinema, 39–54. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003166252-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lahiji, Nadir. "Dialectics and mass art." In Architecture, Philosophy, and the Pedagogy of Cinema, 94–119. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003166252-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lahiji, Nadir. "Introduction." In Architecture, Philosophy, and the Pedagogy of Cinema, 1–9. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003166252-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Pedagogy and Architecture"

1

Luckan, Y. "Analysis and perception: architectural pedagogy for environmental sustainability." In ECO-ARCHITECTURE 2014. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/arc140491.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Gonavaram, Shivani, and So-Yeon Yoon. "Basic Design Pedagogy with Digital Media." In CAADRIA 2004: Culture, Technology and Architecture. CAADRIA, 2004. http://dx.doi.org/10.52842/conf.caadria.2004.477.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Weyland, Beate. "DESIGNING SCHOOLS. BETWEEN PEDAGOGY AND ARCHITECTURE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0120.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Daas, Mahesh, and Andrew Wit. "Pedagogy of Architectural Robotics." In CAADRIA 2015: Emerging Experience in Past, Present and Future of Digital Architecture. CAADRIA, 2015. http://dx.doi.org/10.52842/conf.caadria.2015.003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Wrightsman, Bruce, and Michael Everts. "Pedagogy of Practice." In AIA/ACSA Intersections Conference. ACSA Press, 2015. http://dx.doi.org/10.35483/acsa.aia.inter.15.21.

Full text
Abstract:
The day-to-day practice of architecture must navigate within a system of contexts often replete with competing values dictated through external forces by clients and patrons to effectively execute the work. This requires the process of design and construction to respond to constant tactile adjustments made by the demands of clients, codes, budgets, etc. to address the landscape of contingency. Every project, decisions are made about quality of materials versus reality of budget and time constraints or owner-prescribed values and requirements versus site and building code constraints. Engaging these conflicts defines the profession of architecture.
APA, Harvard, Vancouver, ISO, and other styles
6

Jenewein, Oswald. "Architecture in the Anthropocene: Toward an Ecological Pedagogy of Parts and Relationships." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335060.

Full text
Abstract:
The impact of human activity on the global climate has started to cause physical repercussions that form, transform, and inform the natural and built environment. These repercussions have been materializing in a variety of ways, from sea level rise to wildfires, from health-threatening pollution to contamination of air, soil, and water. Architectural education in the age of climate crisis must tackle ecological challenges and respond to the impacts of global environmental change. This paper uses three curricular components as a case study to demonstrate how architectural education may be able to address global challenges through the lens of ecology, showcasing (1) Design Studios, (2) Seminar Courses, and (3) International Initiatives. This methodological approach is strongly connected to a pedagogy based on flat hierarchies, personal engagement, and collective awareness of the individuals within a course environment. The content-based pedagogy around ecology becomes a guide for both architecture and architectural pedagogy. The aim is to provide students with an understanding of how the formal relationship between the (geometric) parts of space becomes an integral part of the emerging systems within the changing environment. This paper also highlights the importance of travel components in contemporary architectural curricula, promoting a global-campus concept that is based on international academic and professional partnerships. Concrete examples of interdisciplinary and inter-university collaborations are provided to connect teaching components to research projects. The paper concludes by relating teaching and research endeavors to the current transition of traditional architecture programs to STEM-affiliated disciplines.
APA, Harvard, Vancouver, ISO, and other styles
7

Rutenberg, Micah, and Scott Wall. "Digital Instruction and the Pedagogy of Hesitation." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.15.

Full text
Abstract:
The reconfiguration of the world of embodied existence into a digital one over the past two decades has been a transition full of potential and possibility, but also one of pedagogical concern and uncertainty. Faculty in every school of architecture are still grappling with the challenges of building curricula that introduce digital modes of architectural production at the onset of design education while simultaneously maintaining a balanced emphasis on developing the student’s spatial and experiential imagination, along with its direct translation into architectural space.The generation of students entering architecture and design schools today are the first to be fully native to digital culture with computation, virtual existence, and access to information streams as equally relevant interfaces with the world as are the direct physical stimuli of lived experience. However, their fluency with computation does not at first appear to facilitate an innate ability to use digital tools to develop the spatial imagination or to create new synaptic connections between the spatial imagination and physical form. In fact, we often see the opposite. Rather than adding spatial depth, digital tools–everything from modes of production like laser cutters and 3D printers, to visualization tools such as Rhino, V-Ray, or Grasshopper–seem to flatten space.
APA, Harvard, Vancouver, ISO, and other styles
8

Modesitt, Adam. "Figuring in Friction: A Pedagogical Framework for Foundational Studios." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.18.

Full text
Abstract:
It is a truism, perhaps, that architectural education should not merely teach tools, vocationally. Architectural education should prioritize conceptual development, interpretive skills, and critical thinking alongside calisthenic exercises in precision, craft, and rigor. The field of architecture however, continues to adopt an expanding array new mediums, predominantly computational and digital, of increasing complexity. Moreover, facility with new digital tools increasingly serves as a perquisite for entry contemporary architectural practice, presenting urgent questions and challenges for foundational architectural education. Architectural education, especially foundational pedagogy, must impart the fundamentals and simultaneously prepare students for the onset professional practice in which they will face an expanding, fragmented landscape of new architectural tools and mediums.Critical questions for foundational pedagogy include the degree to which tool instruction and shoptalk is positioned within the studio environment. Is pedagogy strengthened by the integration of tool instruction within the studio, or should it be siloed outside in dedicated courses? Among new mediums, which best serve as vehicles for imparting design principles? Which modes of production, historically established or new and experimental, best prepare students for professional practice? Does a focused, targeted adoption of specific tools foster conceptual development, or should a wide-range of tools be sampled? Lastly, amid these questions, where can students find space to experiment, assume risk, and begin to establish their own positions?This paper proposes a pedagogical framework for situating these questions within a foundational architecture studio and presents results from a new core curriculum at the Tulane School of Architecture, in New Orleans. A seminal foundational studio pedagogy developed a decade ago at the school is revisited and reappraised in the context of the revised curriculum. Current and past curricula-la share common roots and goals, but diverge in technique, meth-od, and process. Lesson structures similar to the past curricula were adopted in the current pedagogy to facilitate systematic comparisons between approaches and make legible new outcomes. Development of core studio foundational pedagogy necessitates a clear stance on the role of tool instruction within the studio, a pressing challenge in the context of an increasingly fragmented landscape of tools, techniques, and mediums. The new pedagogy at the Tulane School of Architecture embraces this context, and positions the friction generated amidst the application of multiple tools and mediums as a primary site for architectural invention and critical development.
APA, Harvard, Vancouver, ISO, and other styles
9

Fricker, Pia, Toni Kotnik, and Kane Borg. "Computational Design Pedagogy for the Cognitive Age." In eCAADe 2020: Anthropologic : Architecture and Fabrication in the cognitive age. eCAADe, 2020. http://dx.doi.org/10.52842/conf.ecaade.2020.1.685.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Fricker, Pia, Toni Kotnik, and Kane Borg. "Computational Design Pedagogy for the Cognitive Age." In eCAADe 2020: Anthropologic : Architecture and Fabrication in the cognitive age. eCAADe, 2020. http://dx.doi.org/10.52842/conf.ecaade.2020.1.685.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Pedagogy and Architecture"

1

Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2668.

Full text
Abstract:
Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Pedagogy and Architecture' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography