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Dissertations / Theses on the topic 'Pedagogy of architecture'
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Garcia, Daniel Joe. "Pedagogy & Space." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121871.
Full textAbstract:
Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, 2019Cataloged 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
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DICKINSON, TERAN HANSON. "ARCHITECTURE THROUGH PEDAGOGY: NORTH MINNEAPOLIS WALDORF." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/190439.
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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 textAbstract:
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.
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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.
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Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, February, 2020Cataloged 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
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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.
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McClean, David. "Embedding learner independence in architecture education : reconsidering design studio pedagogy." Thesis, Robert Gordon University, 2009. http://hdl.handle.net/10059/1253.
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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.
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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.
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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.
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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.
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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/.
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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.
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Ramirez, Jasso Diana. "Imagining the Garden: Childhood, Landscape, and Architecture in Early Pedagogy, 1761-1850." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10060.
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This dissertation examines childhood, education, and designed environments as interrelated concerns. It explores the ways in which, in eighteenth- and early nineteenth-century Europe, gardens and architecture were understood as important instruments in pedagogical theory and practice, often being deployed as primary instruments in the education of young children. In order to establish the primacy of these spaces in the pedagogical imagination of this period, the study interrogates texts and images produced in France and Germany between 1761 and 1850. The analysis develops through a series of case studies that are connected historically, beginning with Jean-Jacques Rousseau’s Julie, ou la nouvelle Héloïse (1761) and Émile, ou de l’éducation (1762), two works that established some of the issues and concerns that were later adopted by progressive educators in Germany. The study then turns to the work of Johann Bernhard Basedow, Christian Heinrich Wolke, and other German pedagogues associated with the Philanthropinum, an experimental school founded in Dessau in 1774. A discussion of the historical context brings to light their reinvention of the garden as a space for physical training; their use of pictures, architectural models, and scientific instruments in the development of the child’s powers of observation; and their activation of architecture as a cognitive filter for the perception of the world. The study concludes with a discussion of a paradigmatic garden for early childhood education, Friedrich Froebel’s Kindergarten, as it was theoretically formulated and visually represented in 1850. Rather than investigating actual gardens or spaces, the research concentrates on the ways in which these settings were imagined, described, and represented in pedagogical texts. The methodology through which these narratives and representations are approached deliberately aims to bring into focus an understudied aspect of the material culture of childhood by expanding the context of analysis of distinct disciplinary histories. By bringing together various field-specific studies—the intellectual history of modern Europe and the histories of landscape, of education, and of childhood—this dissertation uncovers the ways in which educators in this period conceived of the performative power of space.
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Carroll, Katherine L. "Modernizing the American medical school, 1893-1940: architecture, pedagogy, professionalization, and philanthropy." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12311.
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Thesis (Ph.D.)--Boston UniversityAt the end of the nineteenth century, a revolution occurred in American medical education as physicians embraced scientific medicine and experiential learning. The new curriculum required the total redesign of the medical school. Drawing on archival sources, this dissertation provides the first comprehensive examination of medical school architecture and considers the transformative years 1893-1940. Heretofore research on medical architecture has focused on spaces for patient care. An analysis of the buildings for medical training reveals a new set of cultural discourses. The dissertation centers on eight case studies representing a diversity of locations, funding, reputations, and student populations, specifically Johns Hopkins Medical School, Harvard Medical School, University of Nebraska College of Medicine, Vanderbilt University School of Medicine, Woman's Medical College of Pennsylvania, Columbia University's College of Physicians and Surgeons, Syracuse University College of Medicine, and Howard University College of Medicine. At the most basic level, this investigation traces what was built. The dissertation goes on to argue, however, that the varied forms of the buildings promoted alternate conceptions of modem medicine; the buildings themselves helped to define modem science for their occupants. What is more, the medical schools and their dormitories shaped the professional identities of physicians, and the medical schools marketed modem medicine to members ofthe non-medical community. Finally, the dissertation asserts that funding influenced architectural developments. A number of private and public sources supported medical education construction, but only the General Education Board (GEB) funded by John D. Rockefeller, Sr., had a national impact on medical school design. Under the leadership of Abraham Flexner, the GEB encouraged a particular building type and promoted the rise of Shepley, Rutan, and Coolidge and its successors as the premier architectural firm specializing in medical schools in this period. This dissertation proposes new lenses through which to analyze educational architecture. It makes clear that professional identities can form long before employers and employees enter the workplace, and it underscores the need to investigate philanthropic organizations without codified architectural programs for their impact on the built environment.
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Tovatt, Tania. "Havsviksskolan." Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-230977.
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Havsviksskolan tar hänsyn till omgivningen i dess placering på henriksdalstomten då den följer den befintliga statsformen och tar vid Henriksdalsalléns riktning snarare än den intilliggande motorvägen. Det höga tornet innehåller klassrum från årskurs 3 – 6 som jag har valt att placera ovanpå varandra för att kunna nyttja skolgården på bästa sätt. Tornet relaterar till Backström & Reinius punkthus och marknivåskillnaderna på tomten- byggnaden står i suterräng med entré från gatuplan och våningen ovanför. Den lägre delen sträcker sig som en “arm” ut från tornet och avskärmar skolgården från vägen. På markplan ligger förskolan, klass 1 och 2 (årskurser som jag anser ha störst behov av direkt kontakt med mark). På det övre planet ligger alla ämnessalar, personalrum samt matsal. Detta plan kontrasterar till den specifika planlösningen i tornet, ämnesalarnna och korridorens planlösning är flexibel med många generella öppna ytor – platser för eleverna att använda på det sätt som passar dem bäst. Det sågtandade takets riktning styr utformningen av de speciella rummen. Överbelysning från takfönster ger fina rum trots byggnadens djup som följer gymnastiksalens bredd,18 meter. Gymnastiksalen har nio meter i takhöjd (7,5 meter exklusive konstruktion) och är nedgrävd en våning. Den lyser upp skolgården på kvällstid tack vare den uppglasade fasaden från makt till bjälklag, som även tillåter folk på gatunivå att blicka ner i salen. Ett så kallat ’Pratt’s fackverk’ i trä med diagonaler i stål sträcker sig från sida till sida av den 18 meter breda skolgården. Skolbyggnadens fasad är klädd med stående furupanel ytbehandlad med järnvitriol som grånar med tiden och samspelar med det veckade taket i valsblank titanzink.Havsviksskolan takes into account its surroundings in its location on the specified site as it complies with the existing state form and picks up the direction of the Henriksdal alley rather than the adjacent motorway. The high tower contains classrooms from grades 3 to 6 that I have chosen to place on top of each other in order to leave as much space as possible for the school. The high-rise building relates to Backström & Reinius tower blocks. The lower part of the school stretches out like an "arm" from the tower and shields the school yard from the road. At ground level I’ve placed the pre-school, class 1 and 2 (grades I consider benefit most of direct contact with the ground). The floor above holds the classrooms for various subjects, staff rooms and dining area. On the contrary to the specific rooms of the tower the lower part of the school is flexible with many general open spaces - places for students to use in the way that suits them the best. The direction of the saw-toothed roof controls the planning and design of the special rooms. Light form the sky enters the building though windows facing north in the ceiling. This provide nice spaces despite the depth of the building which follows the gymnasium's width, 18 meters. The height of the gym is nine meters (7.5 meters excluding construction). The floor of the gym is one stories down below ground. It illuminates the school yard in the evening thanks to its open façade made of glass which also allows people on the yard/street to look at the activities in the hall. The construction is a so-called 'Pratt's Fackverk' in wood with steel diagonals. The facade of the school building is pinewood panel -treated with iron vitriol, which turn grey over time and interacts with the zinc ceiling.
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Bohannon, Cermetrius Lynell. "Design Education Reconsidered: Faculty Perceptions of Community Engagement in Landscape Architecture." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/71297.
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Colleges and universities have been linked to society since their inception. In recent times this linkage has come under scrutiny as society's expectations of higher education have become more expansive and diverse. Over the past decade, there have been various shifts in pedagogy and scholarship in higher education, including the shift towards increased civic responsibility. One such shift is the role of universities and the communities they serve. This shift toward partnership and reciprocity is termed engagement. Community engagement has emerged as an important academic strategy used to enhance and complement traditional learning methods in higher education. According to the Campus Compact, the number of faculty members who include community engagement as part of their teaching, research, and service has increased (Campus Compact, 2012). While faculty are encouraged to incorporate community engagement into their work (Colby, Ehrlich, and Stephens, 2003), nominal research focuses on the perceptions of faculty members in landscape architecture on community engagement. This research explores the current state of community engagement within landscape architecture and identifies the benefits and barriers that foster or inhibit faculty from using community engagement as part of their teaching, research, and service.
This study employed a mixed methods research design. Two sequential phases were utilized. The first phase consisted of faculty responses to the Community Engagement in Landscape Architecture Education (CELAE), which consisted of 70 questions. The second phase consisted of in-depth interviews with faculty who self selected to participate in the qualitative phase of the study. Descriptive and inferential statistics were used to analyze the quantitative data, and content analysis was used to analyze the qualitative data.
Findings indicate faculty members in landscape architecture believe that community engagement has a positive impact on student's educational experiences, provides opportunities for research and scholarship. Faculty also reveal how faculty in landscape architecture define community engagement in regards to other terminology that is currently used in higher education to describe working with communities to solve problems. Findings from this study may be used to help landscape architecture faculty members design and develop efforts to help promote community engagement as part of their teaching research and service.Ph. D.
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Fang, Yining. "The Research on the Learning Space of Contemporary School from the Experiences of the Development of Educational Architecture in Modern China." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1623251172389788.
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Allan, Elizabeth G. "Composition, Rhetoric, and Literacies in Architecture Studio Classes." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/56764.
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EnglishPh.D.
This qualitative ethnographic study investigates the multimodal literacy practices and rhetorical strategies of undergraduate architecture students and studio professors in the first-year, third-year, and fifth-year studio classes of a five-year B. Arch. program. As they assume the disciplinary identity of architects, students develop studio ethos, a network of discipline-specific practices and values shaped by studio culture. Data was gathered through field observations, interviews, collection of textual artifacts, and photographs documenting students' visual work and presentations. Using a constant comparative analysis approach, I identify similarities between the design studio pedagogy practiced by the studio professors in this study, sophistic rhetorical pedagogy, and the pedagogy of multiliteracies developed by the New London Group of multimodal literacy theorists. Analysis of the data reveals a shifting relationship between verbal and visual literacies across the arc of the program. First, verbal literacy practices scaffold the development of discipline-specific visual literacies as novice students produce, translate, and synthesize knowledge by working iteratively across multiple modes. Then, the visual displaces the verbal as students present design arguments to an architectural audience. At the same time, verbal peer critique and presentations to non-architects require an increased rhetorical awareness. Finally, the verbal and visual are realigned according to disciplinary values in the fifth-year students' formal design thesis papers and independent thesis projects. A rhetorical analysis of the architects' practices reveals a conceptual connection to three components of sophistic rhetorical pedagogy: melete, the belief in the transformative power of iterative practice through agonistic encounters; kairos, the sense of appropriate and timely response; and metis, a flexible, cunning intelligence. I theorize that the relationship between multimodal literacy and rhetoric hinges on the interplay of modal affordances(what a particular mode can and cannot convey) and the available means of persuasion(rhetorical exigencies determined by cultural values). I argue that understanding the academic multimodal and rhetorical practices of a visually-based discipline can enhance how new media texts are composed and deployed in composition and rhetoric and literacy studies.
Temple University--Theses
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Melissinopoulos, Stavros. "Beyond the discussion at the extremes : an investigation into the plausibility of shifting focus from pedagogy to a didactics of architecture." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/29616.
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Architectural education has received attention from within and even from outside the field, and it has even been presented as a model for all professional education, as i.e. by Donald Schön, since 1983 and 1985. In conditions of globalized capitalism, developing tendencies in education, such as the shift from objectivist to constructivist paradigms, have not left architectural education unaffected. Especially since the global financial crisis of 2008 it is expected to remain under scrutiny: Does contemporary architectural education have the purpose of developing the student’s individual expressiveness, or is it a process of coming to terms with society, and even, developing a ‘world’ citizenry? Is it a process of unifying the fragmented areas of knowledge and interpretations of reality into an articulated and meaningful whole or is it about acquiring instrumental knowledge towards professional mastery? The motivation for this thesis was born in the aporia of how we could situate, in the context of broad questions as the above, the enquiry into ways of investigating better teaching and learning in architecture. This research draws from examples of architectural education in the U.K. and from previous research work undertaken in the U.K., as well as from relevant deliberations from the international educational scene. The thesis distinguishes between pedagogy and didactics within the current discourse, and argues for the priority of didactics in the framing of explanations for architectural education. The main questions are: (a) what are ways to investigate better modes of learning in architecture, and (b) what are presuppositions for establishing a special didactics for architecture. Two methods of enquiry are employed in this thesis. One is argumentative analysis, used on two exemplary cases of a subcategory of the broader discussion, described in this thesis as ‘discussion at the extremes’. The other is philosophical explanation, used to investigate the logical, theoretical and philosophical presuppositions and consequences of architectural education. The ‘Theory of Experience in Education’ by John Dewey and the ‘Theory of Skill Acquisition’ by Hubert Dreyfus, representing the distinct theoretical frames of pragmatism and phenomenology respectively, are proposed for the study of architecture’s two didactic tools, of the Design Studio project and the Live project. The approach is dialogic, attempting to bridge qualities of the two frames into a hybrid descriptive model. The thesis concludes with the proposed component of a descriptive didactics for architecture. At the end, this thesis puts forward the opening of a broader discussion about the prospects for a didactics and meta-didactics of architecture.
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Solovyova, Irina. "The role of the autobiographical experiences with emotional significance of an architect in design conjecturing." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-3104.
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Larsson, Regnström Vilhelm. "Sjöängsskolan." Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-229441.
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Detta projekt har ämnat att bevara de kvalitéer som projektplatsen Henriksdalshamnen har, vilket bland annat är dess siktlinjer, närheten till vatten och dess urbana karaktär. Platsens problem har varit den långsmala tomten och Värmdövägens buller. Vad beträffar byggnaden som skola har grundvisionen varit ”en aha-upplevelse för alla” vilket innebär att alla lär in på olika sätt och att det därför måste finnas utrymme för olika inlärningsmetoder. Sjöängsskolan har en form som sluter sig mot Värmdövägen och fungerar således som ett bullerskydd för Henriksdalshamnen. I kontrast till detta öppnar sig byggnaden på andra sidan för området. Byggnaden har placerats på tomtens nordöstra hörn dels för att maximera som bullerskydd men även för att göra skolan synlig från så många håll som möjligt. Innanför väggarna är rörelsen den mest centrala aspekten. Kommunikationen har placerats i fasad och kombineras med andra funktioner så som matsal, bibliotek och kapprum. Mer slutna och uppstyrda funktioner så som kontor, kök och basrum har placerats längre in i byggnaden. I klassrummet börjar alltid dagen med en samling på mattan. Läraren har ingen kateder utan sitter centralt i rummet vid genomgångsbordet. Alla har en egen plats vid ett gruppbord, men den som vill arbeta enskilt kan både göra det i klassrummet och i ett grupprum i hemvisten. För den som behöver extra stöd har biblioteket rum för specialpedagogik. Skolan är belägen i Hammarby Sjöstad, en stadsdel där hållbarhet varit i fokus från början. Att bygga en skola i massivträ känns således som ett givet alternativ för denna plats. Byggnaden har ett bjälklag i KL-trä och väggarna är en kombination av KL-trä och limträbalkar.The project has aimed to preserve the qualities that the project site Henriksdalshamnen has to offer, such as the views, the nearby water and its urban character. The challenges have been the elongated site and the noises from Värmdövägen. As for the builidng, the vision has been to create an ”aha-experience for everyone” which means that everyone learns in different ways and therefore the a school has to offer different kinds of learning methods. Sjöängen Elementary School has a shape that protects the playground and Henriksdalshamnen from the noise from Värmdövägen. Instead the school opens up for Henriksdalshamnen. It is located in the northeast part of the site to maximize its function as noise protection and also to make the building visible from as many views as possible. The ability to move flawlessly in the building has been important in this project. Therefore the movement has been placed in the front of the building and combined with other functions such as the library, the cafeteria and cloakrooms. Closed functions such as offices, classrooms and the kitchen have been placed in the back of the building. In the classroom, the school day begins around the carpet. The teacher does not have a lectern but sits in the center of the classroom by the table of meetings. Every pupil has his own seat by a group table and the classroom also offer seats for individual work. There are also group rooms available close to the classrooms. If a pupil is in need of extra help, the library has rooms for special teaching. The school is located in Hammarby Sjöstad, a district of Stockholm that has focused on sustainability since its beginning. To build a school in solid wood felt like a matter of course for this site. The building has a flooring of cross-laminated timber and the walls are a combination of cross-laminated timber and cross-laminated beams.
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Granados, Manjarrés Maritza Beatriz. "Creatividad y estrategias didácticas para la práctica académica del ejercicio proyectual." Doctoral thesis, Universitat Politècnica de València, 2021. http://hdl.handle.net/10251/172233.
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[ES] Desde la aparición de la figura de taller a principios del siglo XX en Viena y el afianzamiento de las propuestas de la Bauhaus como modelo ideal de enseñanza, una variedad de estrategias para abordar el proyecto arquitectónico ha aparecido intentando responder a problemas contextuales, políticos y culturales. Sin embargo, muchas siguen apegadas a lógicas que demandan una actualización que incluya propuestas transdisciplinares centradas en los estudiantes.
Esta investigación, preocupada por la pedagogía del proyecto plantea que para proponer didácticas de proyecto más eficientes y actualizadas estas deben ser abordadas no solamente desde las lógicas de la investigación proyectual sino que además deben cruzarse con los estudios de la creatividad y los procesos cognitivos que la psicología ha encontrado como relevantes para detonarla, y con la voz de los estudiantes, sus preocupaciones y sus maneras de aprender, pues se considera que la enseñanza es un engranaje complejo que se construye en las relaciones entre actores y sus variables contextuales.
En consecuencia y para atender los frentes mencionados, la investigación se estructuró sobre tres pilares cuyas hipótesis surgieron a medida que era desarrollado tanto el Estado de la Cuestión como el Caso de Estudio. Primero, se hizo una exploración de los estudios de la creatividad para definir en dónde se enmarca la producción arquitectónica, llegando a la conclusión que esta se ciñe a un sistema interdependiente que la valida y resignifica, y que en Arquitectura es imperante la construcción de los problemas por parte del diseñador para garantizar propuestas originales y de calidad. Segundo, a la luz de la investigación proyectual se analizaron algunos modelos y tipologías de proceso, concluyendo que, por un lado, los modelos vinculados al Paradigma Científico están contraindicados para las disciplinas proyectuales y por el otro que la enseñanza del proyecto necesita un cambio fundamental y la figura de taller debe ser revaluada y rediseñada.
Para apoyar estos hallazgos, surge el tercer pilar de esta investigación que fue un Caso de Estudio que se desarrolló en la Pontificia Universidad Javeriana (Bogotá) en el que participaron cerca de 2000 estudiantes del Programa de Arquitectura, quienes fueron entrevistados, encuestados, testeados y observados por un período de dos semestres. Todas las fuentes documentales fueron analizadas según los lineamientos de la Teoría Fundamentada y después de tres ciclos de análisis y conceptualización se llega a la conclusión de que hay cinco factores que sugieren cambios relevantes en la pedagogía del proyecto y que, coherente a la propuesta inicial, responde tanto a la investigación proyectual, como a los procesos cognitivos asociados a la creatividad y la voz de los estudiantes. Estos factores sintetizan todos los hallazgos fruto del análisis y su interpretación, y sugieren cambios que promoverán aprendizajes más profundos y motivados desde: las dimensiones de planificación de la enseñanza, el clima escolar, los modelos Conjetura-Análisis, la construcción de problemas y la diferenciación de las estrategias didácticas por niveles de enseñanza.[CA] Des de l'aparició de la figura de taller a principis del segle XX a Viena i el fiançament de les propostes de la Bauhaus com a model ideal d'ensenyament, una varietat d'estratègies per a abordar el projecte arquitectònic ha aparegut intentant respondre a problemes contextuals, polítics i culturals, no obstant això, moltes segueixen apegades a lògiques que demanden una actualització que incloga propostes transdisciplinars centrades en els estudiants. Aquesta investigació, preocupada per la pedagogia del projecte planteja que per a proposar didàctiques de projecte més eficients i actualitzades aquestes han de ser abordades no solament des de les lògiques de la investigació projectual sinó que a més han de creuar-se amb els estudis de la creativitat i els processos cognitius que la psicologia ha trobat com a rellevants per a detonar-la, i amb la veu dels estudiants, les seues preocupacions i les seues maneres d'aprendre, perquè es considera que l'ensenyament és un engranatge complex que es construeix en les relacions entre actors i les seues variables contextuals. En conseqüència i per a atendre els fronts esmentats, la investigació es va estructurar sobre tres pilars les hipòtesis dels quals van sorgir a mesura que era desenvolupat tant l'Estat de la Qüestió com el Cas d'Estudi. Primer, es va fer una exploració dels estudis de la creativitat per a definir on s'emmarca la producció arquitectònica, arribant a la conclusió que aquesta se cenyeix a un sistema interdependent que la valguda i resignifica, i que en Arquitectura és imperant la construcció dels problemes per part del dissenyador per a garantir propostes originals i de qualitat. Segon, a la llum de la investigació projectual es van analitzar alguns models i tipologies de procés, concloent que, d'una banda, els models vinculats al Paradigma Científic estan contraindicats per a les disciplines projectuals i per l'altre que l'ensenyament del projecte necessita un canvi fonamental i la figura de taller ha de ser revaluada i redissenyada. Per a donar suport a aquestes troballes, sorgeix el tercer pilar d'aquesta investigació que va ser un Cas d'Estudi que es va desenvolupar en la Pontifícia Universitat Javeriana (Bogotà) en la qual van participar prop de 2000 estudiants del Programa d'Arquitectura, els qui van ser entrevistats, enquestats, testats i observats per un període de dos semestres. Totes les fonts documentals van ser analitzades segons els lineamientos de la Teoria Fonamentada i després de tres cicles d'anàlisis i conceptualització s'arriba a la conclusió que hi ha cinc factors que suggereixen canvis rellevants en la pedagogia del projecte i que, coherent a la proposta inicial, respon tant a la investigació projectual, com als processos cognitius associats a la creativitat i la veu dels estudiants. Aquests factors sintetitzen totes les troballes fruit de l'anàlisi i la seua interpretació, i suggereixen canvis que promouran aprenentatges més profunds i motivats des de les dimensions de planificació de l'ensenyament, el clima escolar, els models Conjectura-Anàlisi, la construcció de problemes i la diferenciació de les estratègies didàctiques per nivells d'ensenyament.
[EN] Since the appearance of the studio figure at the beginning of the 20th century in Vienna and the consolidation of the Bauhaus proposals as the ideal teaching model, a variety of strategies to approach the architectural project have appeared trying to respond to contextual, political, and cultural problems. However, many strategies remain attached to logics that demand an update that includes transdisciplinary proposals focused on students. This research, concerned with the pedagogy of the project, suggests that to propose more efficient and up-to-date project didactics, these must be approached not only from the logics of project research but also must intersect with the studies of creativity, and the voice of the students, their concerns and their ways of learning, since it is considered that teaching is a complex gear that is built in the relationships between actors and their contextual variables. Consequently, and to address the aforementioned fronts, the research was structured on three pillars whose hypotheses emerged as both the State of the Art and the Study Case were developed. First, an exploration of creativity studies was made to define where the architectural production is framed concluding that it lyes on an interdependent system, and that problem construction is needed to guarantee original and quality proposals. Second, in the light of project research, some models and process typologies were analyzed, concluding that the models linked to the Scientific Paradigm are contraindicated for project disciplines and, that the studio teaching needs a fundamental change. Third and to support these findings, a Stuy Case was developed at the Pontificia Universidad Javeriana (Bogota) with the participation of about 2000 students of the Architecture Program. They were interviewed, surveyed, tested, and observed for a year. All sources were analyzed according to the Grounded Theory guidelines and after three cycles of analysis and conceptualization, it is concluded that there are five factors that suggest relevant changes in the pedagogy of the project and that, consistent with the initial proposal. These factors synthesize all the findings resulting from the analysis and their interpretation and suggest changes that will promote deeper and motivated learning from: the dimensions of teaching planning, the school climate, the Conjecture-Analysis models, the construction of problems, and the differentiation of teaching strategies.
Granados Manjarrés, MB. (2021). Creatividad y estrategias didácticas para la práctica académica del ejercicio proyectual [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/172233
TESIS
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Helsel, Sand, and n/a. "A Search For Common Pleasures: CURATING THE CITY." RMIT University. Architecture and Design, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091216.141950.
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The project-based research questions how professionals working in the built environment can engage a broader range of 'others' (students, client, users) in ways of seeing and acting in a meaningful way. It challenges the role of the expert in architecture and urban design and in particular their use of the masterplan, which is often an oversimplified reductive response, laden with generalisations and the ill-considered overlay of inappropriate models. Design methods are designed to enable us to see afresh and respond accordingly. These are demonstrated in three suites of projects that include urban installations such as Five Walks for the Melbourne International Arts Festival, war memorials, lectures, photographs and teaching practice such as Taipei Operations, a student workshop, architectural exhibition, and book. The design research is situated within an expanded field of cross-disciplinary practice that includes art, landscape architecture, urban design, architecture and geography. Tools are developed to enable us to understand the city at many spatial and temporal scales; observations made at a micro scale reveal systems at a macro scale - a bottom-up approach. The application of the methods explored implies that
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De, guillebon Marie. "Vers une pratique du réemploi en architecture : expérimentations, outils, approches." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAH014.
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Le monde de la construction est aujourd’hui confronté aux exigences et enjeux de la transition socio-écologique. La discipline de l’architecture évolue afin de tendre vers une architecture plus éco-responsable tant du point de vue technique que culturel, économique que juridique. Le réemploi, moins développé que le recyclage, est une pratique qui s’émancipe à grande vitesse et peine à s’insérer dans le système de production normalisé et standardisé imputé par le système industriel et socio-technique actuel.La thèse s’inscrit dans le cadre théorique de la transition socio-écologique qui propose une vision plus large [1] des changements de paradigme à opérer en intégrant, au-delà du seul versant technique (énergie) l’ensemble des actions sociales et des comportements dits écologiques. Nous situons en ce sens notre recherche dans le cadre théorique que propose Sylvain Lavelle[2] qui opte pour « une transition plus juste ».[3] Il défend une transition polymorphe qui se fonde sur un changement d’oikos, de tekhnè, d’ethos et de muthos, dépassant ainsi la seule question énergétique et intégrant des principes de justice sociale, de relation à l’environnement, d’éthique et de nouvelles narrations socio-culturelles. Nous y lisons un programme d’action transposable à la pratique du réemploi et plus globalement à la discipline architecturale.Ce travail de thèse questionne les potentiels de cette pratique à induire d’autres approches et outils de projet pour tendre vers une architecture véritablement éco-responsable. Nous proposons la définition d’oïko-responsable pour appuyer sur la nécessité d’un changement de regard sur ce terme et donner à lire le programme d’actions qu’il suppose.Bien que philosophiques, ces définitions nous ont servi de grilles de lecture et d’analyse des pratiques expérimentales et des outils d’un double corpus de pratiques opérationnelles (huit acteurs) et pédagogique (un module) ; elles nous ont également permis de défricher le fond d’engagement et de sens de cette pratique.Ce travail de recherche est l’occasion de faire l’état des lieux de cette pratique émergente et poser un regard sur la manière dont elle oriente la triple pratique de l’architecture.Il conviendra alors de vérifier l’hypothèse selon laquelle le réemploi peut induire une architecture oikos-responsable en mobilisant la triple activité de pratique opérationnelle, pédagogique et de recherche. Pour cela, nous proposons un premier temps démontrant comment les praticiens travaillent à sa professionnalisation en réinsérant la dynamique expérimentale dans le processus de projet. Un second temps démontre leurs capacités à redéfinir ou créer des outils propres au réemploi à même de répondre à cette mutation écoresponsable. Ces deux temps tirent un portrait d’acteurs qui sollicitent, en définitive, cette pratique du réemploi comme un outil pour réinterroger la déontologie des pratiques d’architecteThe world of construction is nowadays confronted with the requirements and challenges of the socio-ecological transition. The discipline of architecture is evolving in order to move towards a more eco-responsible architecture from a technical, cultural, economic and legal point of view.Reuse, less developed than recycling, is a practice that is emancipating itself at high speed and struggling to fit into the standardized production system attributed by the current industrial and socio-technical system.The PHD is part of the theoretical framework of the socio-ecological transition, which proposes a broader vision of the paradigm changes to be made by integrating, beyond the technical side (energy), all social actions and so-called ecological behaviours. In this sense, we situate our research within the theoretical framework proposed by Sylvain Lavelle , who opts for "a fairer transition" . He defends a polymorphic transition based on a change of oïkos, tekhnè, ethos and muthos, thus going beyond the energy question alone and integrating principles of social justice, relationship to the environment, ethics and new socio-cultural narratives. We read, trought this thought, an action program that can be transposed to the practice of reuse and more generally to the architectural discipline.This thesis work questions the potential of this practice to induce other approaches and project tools to move towards a truly eco-responsible architecture. We propose the definition of oïko-responsible to support the need for a change of perspective on this term, and to give a reading of the programme of actions it implies. Although philosophical, these definitions have served as a framework for reading and analysing experimental practices and tools for a dual corpus of operational (eight actors) and pedagogical (one module) practices; they have also enabled us to explore the basis for commitment and meaning of this practice. The challenges of this research work consist in taking stock of this emerging practice and looking at how it guides the triple practice of architecture (pedagogy, research, operational).It will then be necessary to verify the hypothesis that reuse can induce an oïkos-responsible architecture by mobilizing the triple activity of operational practice, pedagogy and research. To this end, we propose a first step demonstrating how practitioners work towards its professionalization by reintegrating experimental dynamics into the project process. Secondly, they demonstrate their ability to redefine or create tools for reuse that can respond to this eco-responsible change. These two phases draw a portrait of actors who ultimately request this practice of reuse as a tool to reinterview the ethics of architectural practices
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Wik, Louise. "Ett färgfläckat golv : Bildpedagogers tankar om rumslighetens betydelse i konstnärlig utbildning." Thesis, Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7866.
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Syftet med den här studien var att få en större förståelse för hur den fysiska miljön i bildsalar och ateljéer i konstnärlig utbildning påverkar de som brukar lokalerna. Jag har samlat bildpedagogers tankar om och erfarenheter av undervisning i gymnasiets bildklassrum och ateljéer på folkhögskolor och förberedande konstskolor. Detta för att undersöka vad som karaktäriserar de olika rummen, vad en ateljé eller en kreativ plats är enligt dem; och vad olika rum kan tillföra lärandet. Den metod som har använts är kvalitativa intervjuer och tolkande fenomenologisk analys med stöd i kroppslig fenomenologi, platsfenomenologi, arkitekturteori och synen på konstnären i utbildning och samhälle. Resultat som framkom i undersökningen visar att bildpedagogerna lägger stor vikt vid platsens historia och spår av tidigare verksamheter. De flesta talar om tryggheten i att vila i en konst- och hantverkstradition, och om lokalers ändamålsenlighet. Spår av processer används medvetet för att locka fram självförtroende och inspiration. Flera av dem talar om att autentiska miljöer och verktyg får oss att känna oss tagna på allvar. De har också lyft vikten av att börja i sin egen kropp, att förankra den konstnärliga processen i taktilt arbete och därmed i sig själv. Det verkar som att de intervjuade bildpedagogerna ser ett högt värde i de unika platser som många konstskolor är.
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Lima, Isabel Cristina A. A. Silva. "Carlos Ramos pedagogo da "Escola do Porto"." Master's thesis, Instituições portuguesas -- -Universidade Lusíada, 1999. http://dited.bn.pt:80/30397.
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Diener, Amandine. "L'enseignement de l'architecture à l'Ecole des beaux-arts au XXe siècle : une lecture des règlements et de la pédagogie (1863-1968)." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAG012.
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La thèse interroge la formation des architectes à l’Ecole des beaux-arts au vingtième siècle en privilégiant deux orientations qui fondent une histoire réglementaire et une histoire de la pédagogie. D’un côté, les archives de l’Ecole des beaux-arts et ses règlements font émerger les moments de réforme et de débats comme les phases de stabilité. D’un autre côté, l’enseignement de la théorie de l’architecture éclaire certaines pratiques pédagogiques, notamment à l’articulation entre les cours et les concours d’émulation. Ce regard croisé entre histoire règlementaire et pédagogique traduit l’évolution et les continuités d’un enseignement. Ainsi sont évaluées les capacités de l’institution à se réformer et à questionner ses traditions académiques au fil du temps. Du berceau parisien aux antennes provinciales, des enjeux scolaires à ceux de la profession, des cours aux concours, est ici proposée une lecture inédite de certains traits de l’enseignement de l’architecture à l’Ecole de beaux-arts au XXe siècleThis PHd thesis is focused on the architect’s formation at the Ecole des Beaux-Arts during the Twentyth century. It is focused on the history of both regulations and pedagogy. Archives of the Ecole de Beaux-Arts and texts of regulations show reformes and period of stability along the century. The teaching of Architectural Theory, expecially the articulation between courses and contests, shows some pedagogical practices. By using a double perspective, continuities and evolutions have been highlighted. Moreover the abilities of the institution to let its academic traditions evolve has been explored. From Paris to provincial schools, from academical contest to professional one, from courses to contests, an innovative way of understanding teaching at the Ecole des Beaux-Arts during the Twentyth century is proposed
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Bigot-Doll, Eglantine. "Du Noumène à l'OEkoumène, une émulsion analogique-numérique pour une prospective du projet d'architecture." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2063.
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La pratique du projet instrumenté par les dispositifs numériques de CAO et de CFAO a bouleversé les stratégies de conception architecturale. Les géométries non-standard dorénavant à la portée de tous, génèrent de nouvelles matérialités et modifient les usages. De plus, le paramétrique injecte un hiatus inéluctable par implémentation et simultanéité des déclinaisons de la forme produite sous l’égide de syntaxes naturelles et formalisées. Quels seraient alors les mécanismes et les potentiels prospectifs d’une solubilité du numérique dans le monde analogique impliqués lors d’une telle refonte de paradigmes ? Dans le cadre de notre thèse de doctorat engagée au sein du laboratoire MAP-Aria à l'ENSA de Lyon, les travaux des étudiants de Master en Architecture SPACA[A]N 2015/16 ont constitué notre matériau de recherche. Par l’émulsion de techniques tantôt parfois archaïques tantôt avancées, nous avons investigué les potentialités de créativité sous le prisme d’un scénario en tant que fil conducteur d’un mode de conception exploratoireThe project practice tooled by digital processes associated with CAD/CAM apparatuses deeply disrupted the approaches of architectural design. Non-standard geometries, now within everyone’s reach, generate new materialities and modifiy usages. Furthermore, parametrics now injects an ineluctable hiatus by implementation and simultaneity of form declensions produced under the aegis of natural and formalized syntaxes. Through this research, we question the analog/digital solubility mechanisms and prospective potentialities implied by such a paradigms remodeling. In the context of this PhD thesis investigations hosted by the laboratory MAP-Aria at ENSA Lyon, the students’ works from SPACA[A]N 2015/16 Master of Architecture constituted our research material. By the emulsion of techniques either sometimes archaic, either advanced, we explored the creativity potentialities governed by a scenario as guideline in an exploratory conception stance
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Jolley, Christopher S. "Waldorf Architecture: A Pedagogy's Relation to Design." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276954474.
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Naidoo, Purll. "Redefining South African Government School Typologies to Encourage Lifelong Learning Potential." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78529.
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This document serves as a mini dissertation in the professional Master of Architecture degree in the Department of Architecture at the University of Pretoria. It focuses on the educational ecosystem within the context of South Africa, with emphasis placed on the economically distressed environment of Mamelodi East. Mamelodi is a township situated in the north east of the City of Tshwane, Gauteng. Due to the location of the University of Pretoria’s Mamelodi Campus, this area has been a study of investigation for many faculties over the years.
The spatial consequences of architecture on the educational ecosystem are questioned, with focus placed on the shift in the learning environment towards lifelong learning. The dissertation deals with this concept from the perspective of the holistic development of a person through the qualitative social activities of learning. Lifelong learning is explored throughout the dissertation from a spatial and non-spatial point of view. The spatial conversation deals with the intersection between architecture and education, whilst the non-spatial conversation advocates for a relationship between a community and its school, as integral in achieving lifelong learning.
The study is grounded in a typological understanding of the schooling environment that arises as a result of South African educational policy documents. A critical stance is taken where the resulting school typology is challenged in relation to context. The intention is to redefine the current teacher-centric classroom and corridor typology. It is proposed that the schooling environment should be publicly redefined and serve as a support structure within its context, instead of isolating the educational experience. This is explored through the concepts of building as a boundary and building for pedagogy with the resulting development of a spatial matrix to provide architectural definition to South African educational policy.
Tsako Thabo Secondary School was used as a case study school for the application of the matrix principles, however it is intended that these principles could be applied to other schools within similar contexts and typologies to achieve lifelong learning potential.
Both the research and design process of the dissertation has been directed through the lens of Participatory Action Research (PAR) involving co-design and spatial agency theories. Particular focus within the co-design process was given to the development of design games as a mediation tool. An intimate use of both analogue and digital design games has been applied throughout.Mini Dissertation (MArch (Prof))--University of Pretoria, 2020.
Departmental National Research Foundation (NRF) project titled, Stitching the city: From micro-data to macro-views (STINT), aimed at establishing a “transdisciplinary collaboration” to develop a “methodological framework and digital platform for the collection, storage, and sharing of spatial, socio-economic data at a street and precinct level” (Roussou, Brandao, Adelfio & Thuvander 2019). The STINT project was a collaborative effort between the University of Pretoria (UP), South Africa (Departments of Architecture and GeoInformatics) and Chalmers University in Gothenburg, Sweden (Department of Architecture) from 2019 to 2020. In particular, the collaboration was between the Unit for Urban Citizenship (UUC) and the Social Inclusion Studio (SIS) from Chalmers University’s architecture department.
Architecture
MArch (Prof)
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Armitt, M. P. "Teaching discipline space : experimental architectural pedagogy at VKhUTEMAS (1923-1926), Moscow." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3028518/.
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Lindberg, Marcus. "Den tredje pedagogen." Thesis, KTH, Arkitektur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-140195.
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Gu, Daqing. "Introductory education in architectural design : the design studio : its formation and pedagogy /." [S.l.] : [s.n.], 1994. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=10306.
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Morris, John Edward. "Integrating waste management into the architectural pedagogy modularity and the solar decathlon /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7833.
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Thesis (M. Arch.) -- University of Maryland, College Park, 2007.Thesis research directed by: School of Architecture, Planning and Preservation Architecture. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Milovanovic, Julie. "Exploration de la pédagogie du studio de projet d’architecture : Effet de l’écosystème de représentations du projet sur la situation de la session critique." Electronic Thesis or Diss., Ecole centrale de Nantes, 2019. http://www.theses.fr/2019ECDN0029.
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La thèse porte sur à la pédagogie en studio de projet dans les écoles d’architecture. Le studio de projet est le lieu d’apprentissage de la conception architecturale et il est au cœur de la formation en architecture. Les sessions critiques hebdomadaires sont un moment d’échange entre enseignants et étudiants, où ces derniers ont l’occasion d’avoir un retour d’expert sur l’avancement de leur projet d’architecture. L’activité de conception est à la fois l’objet d’apprentissage et la manière d’apprendre lors des sessions critiques. Nous définissons cette activité comme pratique réflexive mentorée. Le support de cette pratique réflexive mentorée est l’ensemble des représentations de projet apportées par l’étudiant lors de la critique que nous appelons écosystème de représentations. La recherche étudie l’effet d’une modification de l’écosystème de représentations sur la pratique réflexive mentorée. Nous avons analysé quatre écosystèmes de représentations différents : traditionnel sur table comprenant des plans, coupes et maquettes d’étude ; maquette grande échelle ; Hyve-3D et Studio Collaboratif Distant. Nous avons utilisé la méthode d’analyse de protocoles vidéo pour étudier l’engagement des participants pendant la critique, leurs collaborations, et leurs manipulations des représentations du projet en fonction de l’écosystème de représentations utilisé. En nous basant sur ces résultats, nous proposons le développement d’un scénario pédagogique intégrant CORAULIS, la nouvelle plateforme immersive de l’Ensa NantesThe thesis focuses on design studio pedagogy in schools of architecture. In the design studios, students learn how to design and think architecturally. The studio is the cornerstone of architectural education. The weekly critiques are moments where tutors and students can discuss design issues. During the critiques, students have the opportunity to get an expert’s feedback on their design. Designing is both the learning objective and the way to learn in design critiques. We coined this activity a mentored reflective practice. Design representations brought by students support the mentored reflective practice during the critique. Those design representations are named representational ecosystem. This research work focus on the effect of a change in the representational ecosystem on the mentored reflective practice. We analyzed four different representational’ ecosystems : traditional desk critiques composed of plans, sections and mock-ups; large-scale mock-up; Hyve-3D and Digital Collaborative Studio. We exploited the video protocol analysis methodology to study participants' engagement during the critique, their collaboration, and how they interact with design representations depending on the representational ecosystem used. Based on these results, we develop a pedagogic scenario integrating CORAULIS, Ensa Nantes' new immersive platform
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Kramer, Zachariah 1972. "Lessons from the underground : the pedagogic possibility of urban infrastructure." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/67746.
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Thesis (M.Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2002.Includes bibliographical references (p. 75-76).
There is no end of superlatives regarding Boston's Central Artery/Tunnel project [CA/T] , also known as "The Big Dig". Each day, as the budget grows and the construction progresses, another benchmark is passed. It has been ubiquitous in the city for over a decade, and yet, the goal of this project-that has literally torn through the earth of downtown, South Boston, East Boston, and finally stretched across the Charles River to Charlestown-is to conceal the enormous infrastructure change as much as possible. The artificiality of a city is easily forgotten-in part because it is tremendously complex to consider how a city is formed. Repeated visits to the same places yield distinct impressions. An enriched awareness of a place makes it unique among the complexity, a destination. This thesis proposes four new destinations, distributed along the CA/T path through Boston, that will enrich the awareness of the city and its supporting infrastructure. By strategically choosing installation points, each with different architectural requirements, unique aspects of the CA/T can be revealed. A visit to the four sites will yield an understanding-through direct physical experience-of the CAIT and its path through Boston, and of urban infrastructure there and elsewhere. All of the locations present opportunities to explain the myriad urban implications- from hydrology to neighborhood formation-inherent in such an enormous endeavor. The hope is to increase a visitor's awareness of their surroundings, and to foster the questions that lead to a deeper awareness of this and other places.
by Zachariah Kramer.
M.Arch.
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Stenfalk, Mikaela. "School + Museum : An investigation into two pedagogic institutions and their architecture." Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-214404.
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This project is an investigation into two pedagogic institutions - a school (for adults) and a museum (for temporary exhibitions) - and how they can interact, complement, and merge together in their common aim to educate society. In the book Beyond Learning: Democratic Education for a Human Future, Gert J. J. Biesta (Professor of Education and Director of Research at Brunel University in London) presents an alternative view on education. He states that the aim of education is to create democratic citizens, which happens best through interaction with others. The educator’s responsibility is therefore to create rooms of otherness and difference, which eventually also becomes the responsibility of the architect. As the goal is to expose different groups of people to each other, combining a school for adults and a museum should be positive. Especially since both groups visit the building with a similar mindset: to learn something. It is, however, then important that these two groups (the students and the museum visitors) also interact. Because of this, the flexibility of the building and the communication spaces becomes highly important, and became the origin of the building’s design. The plan arrangements are made to offer various possibilities of opening or closing walls in order to crate interesting paths for exhibitions throughout both communication spaces and classrooms. Depending on the situation, the building may transform between almost completely exhibition space and solely classrooms. This opens the opportunity for the school to exhibit their student’s work, and become more public, while the museum broadens its reach to people whom may not have visited the exhibition otherwise.Det här projektet är en undersökning av två pedagogiska institutioner - en kommunal vuxenskola och ett museum - och hur de två kan interagera, komplettera och sammansmälta i deras gemensamma intresse att utbilda samhället. I boken Beyond Learning: Democratic Education for a Human Future, presenterar Gert J. J. Biesta (Professor i Education and Director of Research vid Brunel University in London) ett alternativt synsätt på utbildning. Han menar att utbildningens mål är att skapa demokratiska medborgare, vilket bäst sker genom interaktion med andra som är olika en själv. Utbildarens ansvar är därför att skapa sådana rum för möten av olikheter, vilket därmed också blir ansvaret för arkitekten. Eftersom att målet är att utsätta olika grupper av individer för varandra borde en kombinerad skola och museum vara positivt. Speciellt när båda grupperna skulle besöka byggnaden med liknande inställning: för att lära sig något. Det är däremot väldigt viktigt att dessa två grupper (skolans elever och museets besökare) också interagerar. På grund av det blir byggnadens kommunikationsytor extremt viktiga och var därför utgångspunkten för byggnadens utformning. Planlösningen är utformade för att skapa så många olika rumsligheter som möjligt, med hjälp av öppningsbara väggar. Detta skapar en flexibilitet och byggnaden kan anpassas för att skapa spännande utställningsytor såväl som välfungerande klassrum och kommunikationsytor mellan dem. Utefter efterfrågan kan byggnaden transformeras från nästan enbart utställningsytor till enbart utbildningsytor. Detta öppnar inte bara för att byggnaden kan användas nästan dygnet runt, utan också för en ny typ av skola. En skola där elever får utrymme att ställa ut sina arbeten för allmänheten och ett museum som kan nå ut till samhällsgrupper som annars kanske aldrig skulle besökt museet.
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Mahmoodi, Amir Saeid. "The design process in architecture : a pedagogic approach using interactive thinking." Thesis, University of Leeds, 2001. http://etheses.whiterose.ac.uk/2155/.
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To present a discussion about architectural design, it is necessary to identify the theoretical perspectives behind architecture. The application of "positive" theories - which require a thorough understanding about the users, their behaviour in space, and their environment - has been selected for this purpose. Such a theoretical perspective calls for systematic research and understanding about man and his environment. The fields of Psychology - in general - and Educational Psychology - in particular - have a great deal to offer architectural educators and students in their search for training and becoming a better problem-solver and designer. Understanding the human nature of thinking and reasoning mechanisms, as the central issue of the design process, plays a major role in this research. The Iowa State University's "Complex Thinking Processes" model - which defines an interaction between "contentlbasic", "critical", and "creative" thinking - is integrated with a proposed model for design methodology - which introduces an interaction between three stages of 'understanding', 'idealising', and 'presenting'. The use of action research in this thesis facilitated the collection of data from British educators as well as educators from other countries, on the subjects of architectural design education and the design process. This thesis concludes with a case study in which the proposed "interactive" teaching strategy has been trilled with a group of Third-year students of architecture at the University of Tehran.
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Gonavaram, Bala Sai Shivani Seshadri. "Interactive teaching model : a proposal to integrate basic architecural [sic] design pedagogy with digital media /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1422926.
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Yanar, Anu. "The silenced complexity of architectural design studio tradition : pedagogy, epistemology and the question of power." Thesis, Oxford Brookes University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325289.
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Chatot, Tristan. "Aldo Rossi : trajectoire d'un architecte enseignant dans l'Italie des années 1960 : pour une approche dialectique et épistémologique de la théorie du projet." Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAG019/document.
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L’esprit dialectique qui caractérise la posture intellectuelle d’Aldo Rossi en tant qu’enseignant et architecte, cristallise durant les années 1960, en Italie, une nouvelle approche de l’enseignement de la théorie du projet en architecture. Cherchant à être rationnel tout en intégrant la question de « l’élément subjectif » de l’architecte, au travers de son expérience, la posture intellectuelle de Rossi s’est positionnée en réponse à un contexte politique et universitaire en crise. Dans la continuité des recherches menées sur l’épistémologie et la pédagogie de l’architecture ainsi que sur son ouverture réflexive à d’autres champs disciplinaires, Rossi tente de construire un essai théorique à la Fabrique du projet (la Città analoga). Il y questionne la pensée analogique face aux études typologiques en cherchant à esquisser une méthode didactique fonctionnant par étapes. Face à la difficulté de rationaliser « l’élément subjectif », Rossi, prolonge son essai sur la Fabrique du projet, au travers de ses propres œuvresThe dialectical spirit which characterizes Aldo Rossi's intellectual disposition as a teacher and architect practitioner, crystallized during the 1960s, in Italy, a new approach to the teaching of the theory of the project in architecture. Trying to be rational while integrating the question of " the subjective element " of the architect, through his experience, the intellectual posture of Rossi was positioned in response to a political and university crisis. In the continuity of the researches led by the epistemology and the pedagogy of architecture and on his reflexive openness to other disciplinary fields, Rossi tries to build a theoretical essay to the Fabric of the project (Città analoga). He questions the analogical thought in front of the typological studies and tries to sketch a didactic method step by step. Facing the difficulty of rationalising " the subjective element ", Rossi, extends his essay on the Factory of the project, through his own works
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Carter, Francis. "Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis." Master's thesis, Faculty of Humanities, 2007. https://hdl.handle.net/11427/31640.
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There appears to be a gap in architectural knowledge between design theory and implementation practice which is difficult to bridge in teaching, learning and work. As evidence of the existence of this gap two sources of data are contrasted: exhibition catalogues which convey what individual architects say to each other about their work, and official reports which convey what institutional representatives of the organised profession say about failures in the work of architects. These data sets are contradictory, reinforcing the possibility of a fault-line between design knowledge and implementation. The question then arises as to whether this tension in professional knowledge in the field of production is reflected in the pedagogisation of the knowledge, reinforced through its transmission. As the architectural curriculum in Commonwealth countries has a generic format, this generic curriculum is analysed next, in terms of Bernstein's concepts of classification/ framing, and integration I collection. The analysis is ambiguous, as both strong and weak criteria co-exist with dual coding, complicated by the horizontality and tacit nature of spatial design knowledge on the one hand, and the extent of regionalised knowledge on the other which recontextualises contradictory knowledge systems from sources in arts and sciences. Tacit implementation knowledge sits uncomfortably in this mix as a largely segmental horizontal discourse. To understand the default pattern in this pedagogy more clearly, the research then tracks back to the initial definition of the knowledge system at the time of the formation of the modern profession. In this analysis Bernstein's pedagogic device is used as the framework for locating and unraveling the historic data in terms of the production and recontextualisation of knowledge, distributive rules and power relations between agents. The history maps neatly onto this theoretical model, confirming in-built tensions in the knowledge system which marginalise knowledge of implementation and which construct a professional consciousness centered around spatial imagination primarily and technical innovation secondarily. The research is thus an initial attempt at a historical analysis of a region of professional knowledge.
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Chebahi, Malik. "L’Enseignement de l’architecture à l’École des beaux-arts d’Alger et le modèle métropolitain : réceptions et appropriations (1909-1962)." Thesis, Paris Est, 2013. http://www.theses.fr/2013PEST1049.
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En 1881, un atelier d'architecture est fondé à l'École nationale des beaux-arts d'Alger. Jusqu'en 1940, les programmes, les concours, ainsi que les jugements et les récompenses dépendent de patrons et de jurys locaux. À partir de 1940, l'atelier devient régional et intègre le giron de l'École des beaux-arts de Paris. C'est la seule structure appartenant à l'empire colonial français à s'être vu accorder ce statut. Alors que l'évolution des pensées architecturales et urbaines d'Alger durant la période française a fait l'objet de nombreuses recherches, l'histoire de la formation des architectes dans cette ville est quant à elle demeurée inexplorée. Cette thèse vient donc lever le voile existant autour du modèle pédagogique développé en Algérie. Elle examine en particulier la période entre 1909 et 1962. Ces limites chronologiques correspondent à la fois à une période mieux documentée et à deux moments importants pour l'institution architecturale. En effet, l'année 1909, marque la nomination du premier architecte français natif d'Algérie à la tête de l'atelier d'architecture. Cet avènement est le point de départ d'un enseignement de l'architecture plus structuré et mieux organisé. Quant à l'année 1962, elle signe la fin de la présence française en Algérie et la naissance de l'école algérienne. Cette recherche, qui fait confluer histoire de l'enseignement en France et histoire de la colonisation, s'est notamment construite sur les interrogations suivantes : quelle forme l'enseignement de l'architecture en Algérie a-t-il revêtu durant la période coloniale? Transplantation à l'identique du modèle pédagogique instauré par les Beaux-Arts de Paris, adaptation ou refondation? Quelle part a pris la dimension régionale dans l'éducation architecturale diffusée en Algérie ? L'intérêt de cette thèse est de situer l'enseignement prodigué à l'atelier d'architecture d'Alger par rapport au modèle pédagogique des Beaux-Arts de Paris, et de le replacer dans le contexte général de l'émergence d'une identité architecturale propre à la colonie. Au travers d'une analyse comparée entre la pédagogie diffusée à Paris et à Alger, cette recherche démontre qu'une structure formant à l'art de bâtir est indissociable du territoire qui l'abrite, de la population qui la fréquente, ainsi que de l'environnement politique et culturel qui l'entoure. Par ailleurs, cette thèse contribue à mettre à jour les transferts culturels et professionnels qui s'opèrent entre la métropole et sa « périphérie »In 1881, an atelier (studio) was founded at the École des Beaux-Arts in Algiers. Up until 1940, programs, concours, as well as judgments and rewards have depended on masters and local juries. From 1940, the atelier has been regional and included the bosom of the École des Beaux-Arts in Paris. This is the only structure belonging to the French colonial empire to have been granted this status. While the evolution of architectural and urban ideas in colonial Algiers was the subject of much research, the history of architectural education in this city has meanwhile remained unexplored. This thesis comes therefore to lift the existing veil around the pedagogical model developed in Algeria. It examines in particular the period between 1909 and 1962. These chronological limits correspond to both a period that is better documented and to two important moments for the architectural institution. Indeed, the year 1909 marked the appointment of the first French architect born in Algeria as the head of the architectural studio. This advent is the starting point for a more structured and better organized teaching of architecture. As for the year 1962, it signaled the end of the French presence in Algeria and the birth of the Algerian school. The interest is to place the education provided at the studio of architecture in Algiers in relation to the pedagogical system of the Beaux-Arts in Paris, and to replace it in the broader context of the emergence of an architectural identity that is specific to the colony. This research, which converge the history of architectural education in France and the history of colonization, is notably built on the following questions: what form has the teaching of architecture in Algeria taken during the colonial period? Was the transplantation identical to the pedagogical model introduced by the Beaux-Arts in Paris, adaptation or rebuilding? What part has the regional dimension taken in the architectural education disseminated in Algeria? Through a comparative analysis between the pedagogy disseminated in Paris and in Algiers, this research shows that a structure forming in the art of building is inseparable from the territory that houses it, the population that attends it, and the political and cultural environment that surrounds it. Furthermore, this thesis contributes to updating the cultural and professionals exchanges that operate between France and its colony
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Alvares, Sandra Leonora 1969. "Traduzindo em formas a pedagogia Waldorf." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/258401.
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Orientador: Ana Lúcia Nogueira de Camargo HarrisDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo
Made available in DSpace on 2018-08-17T07:51:28Z (GMT). No. of bitstreams: 1 Alvares_SandraLeonora_M.pdf: 8031425 bytes, checksum: 8552e5b6a57b6fe1b92ccb5fd86aee77 (MD5) Previous issue date: 2010
Resumo: A Escola Waldorf teve sua origem na Alemanha em 1919, quando o dono da fábrica de cigarros alemã Waldorf Astoria pediu a Rudolf Steiner, educador e filósofo, que organizasse uma escola para os filhos de seus operários. Assim, Steiner idealiza a pedagogia Waldorf com a missão desenvolver não só o lado intelectual das crianças, mas também, o emocional, o psicológico, o intuitivo e a experiência concreta. Dentro deste contexto, a experiência espacial que toca a criança, física e criativamente, é considerada tão significativa quanto o ensino das matérias que alimenta a capacidade intelectual e social da criança. Consequentemente existe uma preocupação em proporcionar aos alunos espaços físicos adequados ao processo de ensino. Este fato se reflete na arquitetura de seus prédios, que se destacam por suas formas orgânicas e peculiares, caracterizando um tipo arquitetônico. Tendo em vista a importância da arquitetura para o processo de aprendizado Waldorf e, também, o valor da identidade para uma comunidade, essa pesquisa propôs-se a estudar a arquitetura dos prédios das escolas Waldorf. Esta foi analisada sob o foco da linguagem dos parâmetros de Christopher Alexander que possibilitou a identificação de diferentes soluções projetuais para os três princípios que norteiam a construção desse tipo arquitetônico: a integração, a correlação e a inspiração. Assim, com base no estudo teórico da pedagogia Waldorf e na análise das escolas, foi possível propor sugestões projetuais para auxiliar arquitetos, que venham a projetar escolas Waldorf, a preservar o "tipo arquitetônico".
Abstract: The Waldorf School had its origins in Germany in 1919, when the owner of the cigarettes factory Waldorf Astoria asked to the educator and philosopher Rudolf Steiner to organize a school for the sons of its workers. Thus, Steiner Waldorf idealizes the Waldorf Pedagogy with the mission of developing not only the intellectual side of children, but also the emotional, psychological, intuitive and concrete experience. In this context, the spatial experience that touches the child physically and creatively is considered as significant as the courses taught, feeding the intellectual capacity and social development of the child. Consequently, there is a concern in providing the students with physical spaces adequate to the teaching process. This fact is reflected in the architecture of its buildings, which are distinguished for its organic and peculiar forms, featuring an architectural type. Given the importance of the architecture for the Waldorf learning process, and also the value of identity for a community, this research aimed to study the building of Waldorf schools. That was analyzed under the focus of Christopher Alexander language patterns which allowed to identify different design solutions in accordance to the three principles that rules the building of this architectural type: integration, correlation and inspiration. Thus, based on a theoretical study about the Waldorf pedagogy as well as on the analysis of its school building it was possible to propose design solutions to help architects, which come to project Waldorf schools, to preserve this architectural type.
Mestrado
Arquitetura e Construção
Mestre em Engenharia Civil
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Taboada, Rojas Estefany Lisseth. "Nueva tipología del Centro Educativo Nacional, la pedagogía Montessori como filosofía de proyecto en V.M.T." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656014.
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El presente proyecto tiene como finalidad proponer un nuevo diseño para la tipología de centro educativo nacional para los niveles de inicial, primaria y secundaria, el cual tiene como herramienta de diseño los lineamientos de la filosofía Montessori. El proyecto se encuentra en una zona de grandes desniveles y en el microclima de lomas, dónde en la época de invierno el porcentaje de humedad se incrementa a niveles alarmantes. Es así que se toman dos estrategias la primera es a nivel urbano, se logra integrar el Asentamiento Humano de ciudad de Gosen con el resto de la ciudad, ya que actualmente se encuentra segregado por los diferentes terrenos perimetrales de esta zona, estos terrenos tienen muros ciegos que actúan como islas urbanas. Se propone un gran parque, como estrategia de integración vecinal que contiene diversos ambientes con diferentes actividades como el área de huertos urbanos, canchas deportivas, alamedas y calles de aprendizaje dónde se logra ejercer ciudadanía. Sumado a ello los diversos ambientes que puede compartir el colegio con la comunidad como la Biblioteca, el pabellón deportivo, el área de talleres, el comedor y SUM. También. Por otro lado, a nivel arquitectónico la tipología Montessori en conjunto con la organización y el diseño adecuado del mobiliario logran el aprendizaje integral del niño. Es así que los pabellones de inicial primaria y secundaria están compuestos por diversos paisajes educativos las cuales producen emociones y experiencias sensoriales que potencian el aprendizaje del niño.The purpose of this project is to propose a new design for the typology of a national educational center for the initial, primary and secondary levels, which has as a design tool the guidelines of the Montessori philosophy. The project is located in an area of great unevenness and in the microclimate of hills, where in the winter season the humidity percentage increases to alarming levels. It is so that two strategies are taken the first one is at an urban level; it is possible to integrate the Human Settlement of the city of Gosen with the rest of the city, since it is currently segregated by the different perimeter grounds of this area, and these lands have walls blind people who act as urban islands. A large park is proposed as a neighborhood integration strategy that contains different environments with different activities such as the area of urban gardens, sports fields, malls and learning streets where citizenship can be achieved. Added to this are the different environments that the school can share with the community such as the Library, the sports pavilion, the workshop area, the dining room and SUM. As well. On the other hand, at the architectural level the Montessori typology in conjunction with the organization and the appropriate design of the furniture achieve the integral learning of the child. Thus, the primary and secondary initial pavilions are composed of various educational landscapes, which produce emotions, and sensory experiences that enhance the child's learning.
Tesis
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Riggs, Jr Robert Andrews. "An Examination of Design/Build Projects in the Education of an Architect." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/85849.
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This thesis aims to provide an examination of design/
build projects as a mode of educating architects from
the perspective of a recurring student participant.
Contemporary scholarly articles are synthesized with the
observations of a student with a range of experience to
form a position on the place and purpose of design/build in
architectural education. Additionally, these conclusions
are used to formulate an outline of the ideal design/build
course for architecture students.Master of Architecture
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Burroughs, Brady. "Architectural Flirtations : A Love Storey." Doctoral thesis, KTH, Kritiska studier i arkitektur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-194216.
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Formulated as a feminist project, written as a pulp fiction, Architectural Flirtations: A Love Storey begins with our claim that the architectural discipline is centered around a culture of critique, which is based in what bell hooks calls “a system of imperialist, white supremacist, heterosexist, capitalist, patriarchy,” and that the values instilled by this culture not only begin with, but are reinforced and reproduced by, the education of young architects. Sounds serious. Right? In a move toward a more vulnerable, ethical and empowering culture of architecture, the project aims to displace the culture of critique, by questioning and undermining relationships of power and privilege through practices that are explicitly critical, queer feminist, and Campy. In other words, it takes seriously, in an uncertain, improper and playful way, what is usually deemed unserious within the architectural discipline, in order to undermine the usual order of things. All of the (love) storeys take place on March 21st, the spring equinox, in and around a 1977 collaborative row house project called Case Unifamiliari in Mozzo, Italy, designed by Aldo Rossi and Attilio Pizzigoni. Beda Ring, PhD researcher, constructs a Campy renovation of one of these row houses, full of theatricality, humor, and significant otherness; while architectural pedagogue, Brady Burroughs, guides a student group from KTH in an Architecture and Gender course; and Henri T. Beall, practicing architect, attends to the details upstairs.QC 20161025
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Couton, Loïc. "Les enjeux de la question constructive dans le processus de conception architecturale des architectes-constructeurs." Thesis, Paris Est, 2014. http://www.theses.fr/2014PEST1012/document.
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L'objectif principal de cette thèse de doctorat est de porter un nouveau regard sur le processus de conception architecturale, au travers des cultures constructives, en tissant des liens étroits entre théorie et pratique. Il s'agit de « réhabiliter » la construction au sein du processus de conception architecturale, en tant qu'outil de conceptualisation, au même titre que tout autre fondement du projet. Explorer les conditions d'émergences, symboliques, physiques et matérielles, du projet d'architecture au long d'un cheminement qui relie, pour ne pas dire unifie, sa conception à sa matérialisation, au travers des questions techniques. L'un des objectifs de ce travail de recherche est de proposer un modèle original du processus de conception architecturale, intimement liée aux cultures constructives, autant dans sa signifiance théorique que dans sa pédagogie appliquée. Cette modélisation décrit la manière dont l'esprit d'un architecte praticien conçoit, jusqu'à son édification, un projet d'architecture, en montrant, d'une part comment sa pensée interagit avec les cultures constructives pour conceptualiser ses idées à partir des conditions d'émergence dont il dispose, et d'autre part comment la construction structure sa méthodologie en lui apportant tous les référents iconiques de la matérialité dont elle a besoin, pour atteindre à la matérialisation du projet. Son originalité se situe autant dans l'importance qu'elle donne aux questions constructives que dans la double considération, théorique et pragmatique, qu'elle entretient avec ces questions. Sa spécificité réside quant à elle dans sa dimension cognitive, que sont les modes de pensée des architectes-constructeurs, par rapport à leurs modes d'actionThe main goal of this doctoral thesis is to bring a new view on the process of architectural design, through Building cultures, and by evaluating the close links between theory and practice. The purpose is to re-establish the construction within architectural design process, as a conceptualization tool, equally to any other project foundation. Explore conditions of emergence, symbolic, physical or material of the architectural project through the design process, connecting, even unifying, its conceptualization to its embodiment thanks to the technical questions. One of the goal of this work is to propose a pioneering model of architectural conception process, closely linked to building cultures, both in its theoretical means and its applied pedagogy. This modelling describes how the architect- practitioner's mind creates, up to the construction, an architectural project picturing on one side how his mind interacts with building cultures to conceptualize his ideas based on the emergence conditions and on the other side how the construction techniques will structure his methodology by bringing all needed iconic references of the materiality, to finally perform the materialization of the project. Its innovation comes both from the weight of the constructional approach and the dual estimation, theoretical and pragmatic of those topics. Its specificity lies in its cognitive dimension of the thinking of the architect-builders, and how they interact with execution modes
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Cortes, Buitrago Gloria. "Simulations et contrôle pédagogique : architectures logicielles réutilisables." Université Joseph Fourier (Grenoble), 1999. http://www.theses.fr/1999GRE10165.
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Cette these porte sur les environnements permettant aux formateurs de developper des simulations pedagogiques. La premiere partie presente un etat de l'art de ces environnements, au regard des differentes taches identifiees par le modele mars (modele, associations, representation, scenario). Elle montre notamment l'interet d'une separation nette entre la simulation proprement dite et le controle pedagogique, ce qui permet d'utiliser differentes approches pedagogiques sur une simulation. Cette etude theorique est completee par une experimentation que nous avons menee avec des enseignants, dans le cadre du projet europeen ariadne, sur l'outil oasis cree par l'equipe arcade sur la base du modele mars. Ces travaux montrent que les outils existants facilitent les taches de l'auteur, mais que la distance cognitive entre ses abstractions et les abstractions proposees par les outils est encore trop grande. Partant de ce constant, l'ideal (utopique) serait d'offrir un outil adaptable au domaine particulier de l'auteur. Adoptant un point de vue genie logiciel, nous proposons dans la deuxieme partie de cette these une solution permettant a un developpeur de construire rapidement des outils adaptes. Cette solution s'appuie sur des techniques de reutilisation basees sur les architectures, les frameworks et les patrons. Nous presentons un framework que nous avons developpe sur la base du modele mars. Nous avons utilise ce framework pour construire une version d'oasis, ainsi que l'outil fenix dedie a la realisation de simulations basees sur des modeles mathematiques simples. La troisieme partie concerne la mise en uvre effective de la separation entre simulation et controle pedagogique preconisee plus haut. Nous proposons argos, une architecture de communication entre simulations et outils de controle pedagogique. Un sous-ensemble d'argos a servi a l'elaboration d'un prototype pour le controle pedagogique de simulations a distance.
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Troberg, Mimmi. "Vasalunds Montessoriförskola." Thesis, KTH, Arkitektur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-188155.
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Förskolan är en plats som har en stor vikt i ett barns liv. en plats där en enorm utveckling och inlärning sker, varje dag. därför är förskolans utformning oerhört viktig för att den ska kunna fylla just funktionen som en plats för utveckling och inlärning. Med utgångspunkt i montessoripedagogiken har jag skapat en förskola för barnets utveckling, både fysiskt och psykiskt. I montessoripedagogiken är den fysiska miljön en viktig utgångspunkt och den ska vara förberedd för barnet och dess aktiviteter. På den lilla tomten i Vasalund har jag skapat en byggnad som både värnar om utomhus- och inomhusmiljö, då båda fyller en viktig funktion för barnen. För att kunna utnyttja taket som gård är byggnaden nedsänkt och insidan är öppen och genomsiktlig. Betongfasaden är stängd så barnen får skapa en egen värld inuti, men den är också en del av gården eftersom barnen både kan känna och använda fasaden att exempelvis måla på då materialet är beständigt och lätt att göra rent. Trappan har varit en viktig del i min förskola, då den används som pedagogiskt verktyg istället för endast kommunikation och istället för ett centralt trapphus finns det trapphus i varje avdelning. Förskolan är skapad för barnen med deras utveckling och lärande i fokus och med en översiktlighet och tydlighet som verktyg för detta.The preschool is a place of great importance in the childrens life, a place where a huge amount of learning and development takes place, every day. Because of that it’s of great importance that the built environment is made for those things, learning and the development of the children.I’ve created a preschool with a base in the Montessori pedagogy, a preschool where the childrens development, both physical and psychological, is the focuspoint. Within the Montessori padagogy, the built environment is very important, it is supposed to be prepared for the children and their activities.On the small lot in Vasalund, Solna, I have created a bulding that takes both the outdoor and the indoor environment in mind, since both are very important for the children and their activities. The builing is lowered underground to be able to use the roof as a part of the playground. The inside of the building is open with a lot of visibility between the different rooms. The facade is made of concrete and is very closed to be able to create a world for the children inside, but the facade is also a part of the playground as it provides texture to feel and something to play with for the children, since the material is sdurable and easy to clean.Stairs has been an important part of this building, since i’ve used tham as a pedagogical tool instead of just communication and instead of just one central staircase I’ve included stairs in each unit of the preschool.This preschool is created for the children, with their development and learning in mind and with visibility and readability as tools to achieve this.
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Borg, Anita, and Ann Johansson. "När rummen råder : En studie om skolan som disciplinerande rum." Thesis, Linköping University, Department of Thematic Studies, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1170.
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This study titled When the spaces dominate A study of the school as disciplinary rooms is a study where the emphasis is on quality and where the results are based on observations. The purpose of the research was to analyse rooms and other artefacts in the school as seen from Foucault’s analysis of power. He emphasised that power is expressed in human relationships. To understand how that power is used one can study the techniques adopted and resistance offered. We have studied two types of schools, firstly schools with n open architecture and secondly schools with a more confined architecture. In those schools, where there is an open architecture, there is a less visible disciplinary control than in those schools where the architecture is more confined. By rendering the techniques of power invisible you obtain a feeling of freedom while the disciplinary responsibility lies with he individual. That how looks and open and freely are in fact more controlled than the visible control.
Denna studie med titeln När rummen råder En studie om skolan som disciplinerande rum är en kvalitativ inriktad studie där observationer har legat till grund för resultatet. Syftet med undersökningen var analysera skolans rum och dess artefakterutifrån Foucaults maktanalytik. Han betonade att makt uttrycks i relationer mellan människor. För att förstå hur makten utövas kan man studera de tekniker som används och det motstånd som bjuds. Vi har studerat två typer av skolor, dels skolor med öppen arkitektur dels skolor med en mer sluten arkitektur. I de skolor som har en öppen arkitektur råder en mer osynlig disciplinerande kontroll än i de skolor som har en mer sluten arkitektur. Genom att göra maktteknikerna osynliga erhålls en frihetskänsla samtidigt som ansvaret för disciplineringen läggs på individerna, man bygger in disciplineringen i individerna. Det till synes öppna och fria innebär i själva verket mer kontroll än den synliga kontrollen.
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Söderström, Olle. "Grundskola i Trollbäcken." Thesis, KTH, Arkitektur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-205690.
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Till kandidatexamensprojektet 2016 var uppgiften att rita en grundskola för ca 700 elever på en given tomt i området Trollbäcken i Tyresö. Tomten var placerad i den norra änden av Fornuddsparken vars södra ände slutar i Drevviken. Jag har velat utnyttja de naturliga höjder som finns på platsen för att få en varierad skolgård, särskillt för de lägre åldrarna. Fotbollsplanen har vridits 90° för att få en bättre koppling mellan skola och park. Skolan är huvudsakligen i två plan med takterasser som gör att båda planen har nära till utemiljön. Viktigt har varit att skapa centrala samlingspunkter. Därför är idrottshallen placerad i mitten och omgiven av breda passager och mindre nischer som kan brukas av studenter och lärare för olika sorters aktiviteter. Centralt ligger också en Aula. Jag har inspirerats av utvecklingen av de engelska skolor som byggdes på 50-70-talet. De kom fram till begreppet inbyggd variation vilket kommer från en tro om att flexibilitet i undervisningen tillåts om det finns rum med olika kvalliteter.For the Bachelor project in 2016 the task was to design an elementary school for about 700 students on a given plot of land in the area Trollbäcken in Tyreso. The plot was located in the northern end of Fornuddsparken whose southern part ends in Drevviken. I wanted to use the natural heights available on the site to get a varied schoolyard, especially for the lower ages. The football field has been rotated 90 degrees to get a better link between the school and the park. The school is mainly two levels with roof terraces that allow both planes to be close to the outdoor environment. Important was to create central gathering points. Therefore, sports hall is located in the middle and surrounded by wide passages and smaller niches that can be used by students and teachers for different kinds of activities. Placed in the center is also an auditorium. I have been inspired by the development of the English schools built in the 50-70’s. They came up with the concept of built-in variety, which comes from a belief that flexibility in teaching is allowed if there are rooms with different quallities.
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Many, Holly Figaro. "L'accompagnement vers la résilience et la place du Moi dans l'éducation des publics à besoins spécifiques : Entre modélisation et pratiques : Une étude de cas au lycée Ettore Bugatti d'Illzach auprès d'élèves en situation de décrochage scolaire." Thesis, Mulhouse, 2019. http://www.theses.fr/2019MULH0452.
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Cette thèse s'inscrit dans la poursuite des travaux de recherche du Professeur Loïc Chalmel en histoire des idées pédagogiques sur le « Moi » et le « Moi social », qui sont deux processus idéologiques et éducatifs distincts. À partir des données empiriques collectées dans le cadre d'un programme de recherche sur le décrochage et la persévérance scolaire au lycée Ettore Bugatti d'Illzach entre 2015 et 2018 - que nous avons croisées avec d'autres matériaux émanant de différentes sources - nous sommes parvenus non seulement à une compréhension élargie et approfondie des deux systèmes éducatifs mais également à une connaissance spécifique des enjeux inhérents à l'accompagnement et la résilience des publics à besoins spécifiques dans un contexte de formation et d'apprentissage. Ainsi, nous avons proposé une modélisation de l'accompagnement vers la résilience en tenant compte de trois aspects fondamentaux : l'individu, l'organisation et l'environnement. Ce faisant, nous avons mis en exergue les notions de pédagogie d'individuation et de développement personnel et d'architecture psychopédagogique de formation, d'environnement capacitant, en s'inspirant principalement des théories de Carl Jung, Isabel Briggs Myers et Katherine Cook Briggs, Henry Mintzberg, Boris Cyrulnik, Jean Pierre Pourtois, Huguette Desmet, Pierre Falzon et Jacques Langevin. La présente recherche offre une vision pédagogique différenciée tridimensionnelle du processus de néo-développement d'un individu fracassé à la suite d'un effondrement identitaireThis dissertation is part of the continuing research of Professor Loïc Chalmel in history of pedagogical ideas on the "Self" and the "Social self", which are two distinct ideological and educational processes. Based on empirical data collected as part of a research program on dropout and school dropout at Ettore Bugatti High School in Illzach between 2015 and 2018 - which we crossed with other materials from different sources - we have achieved not only a broad and in-depth understanding of the two educational systems but also a specific knowledge of the issues inherent in the support and resiliency of audiences with specific needs in a context of instructional design. For example, we proposed a modelling of support to resilience considering three fundamental aspects: the individual, the organization and the environment. In so doing, we have highlighted the concepts of pedagogy of individuation and personal development and psychopedagogical architecture of training, and enabling environment, inspired mainly on the theories of Carl Jung, Isabel Briggs Myers and Katherine Cook Briggs, Henry Mintzberg, Boris Cyrulnik, Jean Pierre Pourtois, Huguette Desmet, Pierre Falzon and Jacques Langevin. This research offers a three-dimensional differentiated pedagogical view of the process of neo-development of an individual shattered following an identity collapse