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Relevant bibliographies by topics / Pedagogy of architecture / Dissertations / Theses

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Dissertations / Theses on the topic 'Pedagogy of architecture'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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

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Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, 2019<br>Cataloged from PDF version of thesis. Page 106 blank.<br>Includes bibliographical references (page 105).<br>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 fro

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2

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.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Architecture, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 76-78).<br>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 th

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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, 2020<br>Cataloged from student-submitted thesis.<br>Includes bibliographical references (page 97).<br>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 wo

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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

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

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Conducted across five studies, this research investigates how learning environments can contribute to transformational design pedagogy and authentic learning experiences. It offers four dimensions to an architectural education transformational framework: (1) scaffolding learning experiences, both pedagogically and spatially; (2) constructing authentic, immersive and engaging learning experiences; (3) reinforcing teaching experimentation and risk taking; and (4) embedding environments with technology plus. This 'Thesis by Publication' concludes with a proposal of a case for enchanting, exuberan

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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 for

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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 abs

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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 c

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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 University<br>At 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 cultu

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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

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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 enh

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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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English<br>Ph.D.<br>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

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Woodward, Sarah A. "A practice-led study of analogue, digital and hybridised visual representation pedagogy for undergraduate landscape architecture students." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/98264/1/Sarah_Woodward_Thesis.pdf.

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This thesis presents a new framework for curricula design for undergraduate landscape architect students who are learning how to visualise landscape design using analogue, digital and hybrid visualisation techniques. The two iterations of a curricula that were created using this framework were trialled and tested on two groups of first year landscape architecture students at QUT in 2011 and 2012.

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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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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 expre

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Brogden, Liz. "From product to process and site to system: Disaster resilience and humanitarian design in architecture education." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/202988/1/Elizabeth_Brogden_Thesis.pdf.

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This research explores humanitarianism and disaster resilient design within architecture education through the practice of transformative pedagogy. Through emancipatory action research, a concept-based curriculum was developed, implemented and evaluated. This study challenges traditional structures of architectural design studios, proposing a designed and tested alternative studio model for transformative learning. The research found that – to address complex global problems faced by 21st Century learners – architecture education must embrace transdisciplinary, collaborative design methods. Th

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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 öppna

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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 act

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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 inc

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Di, Gaeta Maria Ilaria. "Abitare la scuola. Ricerca esplorativa sulle opportunità educative offerte dallo spazio, in prospettiva inclusiva." Doctoral thesis, Università degli studi di Padova, 2015. http://hdl.handle.net/11577/3424193.

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Recently in the Western countries, within a wider debate on the improvement and enhancement of education, the theme of architecture of school buildings is taking a growing interest. In Italy it became a debated theme, with the approvation, at a regional level, of the New Provincial Guidelines for School Building in Alto Adige (2009) and, at a national level, with the New Guidelines for School Building (2013). This research aims to explore the theme of the physical space in education and to understand what are the opportunities that a physical space provides for inclusive education to promote

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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

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Agostini, Alice. "Henri Ciriani dans le champ de l'Histoire : d'une morale architecturale à l'esthétique du quotidien." Electronic Thesis or Diss., Sorbonne université, 2024. https://accesdistant.sorbonne-universite.fr/login?url=https://theses-intra.sorbonne-universite.fr/2024SORUL004.pdf.

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Henri Édouard Ciriani (1936-), embrasse rapidement la carrière d'architecte, dès l'obtention de son diplôme à la Universidad Nacional de Ingéniera à Lima. Il est employé par le ministère des Travaux publics et réalise des logements dans la capitale. En 1964, il arrive à Paris : les leçons de Le Corbusier, l'influence de la Tendenza et les apports de l'industrialisation du bâtiment, donnent vie à un nouveau discours architectural, qui place la concordance fonctionnelle entre structure et espace au cœur d'une démarche éthique et esthétique, applicable à l'habitat populaire. Cette exigence fait d

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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 fenome

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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’évol

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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

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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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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

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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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MARCARINI, MARIAGRAZIA FRANCESCA ROSA LUCIA. "Pedarchitettura. Quali spazi per l'educazione della persona? Un’architettura pedagogica per nuovi modi di insegnare e di apprendere nella scuola del futuro." Doctoral thesis, Università degli studi di Bergamo, 2014. http://hdl.handle.net/10446/30540.

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Pedagogy and architecture fields of study seem distant from each other, actually the collaboration between the two disciplines is widely studied and analyzed. The structuring of space and the furniture layout, desks and chair, affect people and teacher can give rise to another organization and another scenario. It becomes important, therefore, to start from the space and from its organization in order to propose a new teaching model. The research has followed two distinct paths: one part was developed in Copenhagen, at Hellerup Skole and Ørestad Gymnasium. This choice of Denmark was ma

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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.<br>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

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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.<br>Includes bibliographical references (p. 75-76).<br>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

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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

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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 t

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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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RUBINO, ANNA CELESTE. "The School in the Contemporary City. Conceptual ideas in Italian and English practice in education." Doctoral thesis, Università Politecnica delle Marche, 2020. http://hdl.handle.net/11566/274929.

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La tesi esplora il ruolo dell’architettura della scuola e dell’ambiente fisico circostante come mediatori educativi attraverso l’innovazione degli spazi educativi e la creazione di interazioni culturali tra scuola, quartiere ed altre organizzazioni educative. L’obiettivo della tesi è comprendere le idee teoriche che legano la pedagogia e l’apprendimento con l’architettura, il paesaggio e l’assetto urbano, includendo dei riferimenti a noti esempi di architetture scolastiche italiane a partire dal 20° secolo. La tesi sviluppa una lettura critica dell’architettura scolastica in differenti contes

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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

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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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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 d

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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 implementa

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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 Harris<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo<br>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<br>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. As

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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 actualmen

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Iftikhar, Naima. "A model for contemporary learning of architectural design in Australia." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/180912/1/Naima_Iftikhar_Thesis.pdf.

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This research identifies essential knowledge for effective learning and teaching of subject-situated architectural design in Australia. It has resulted in a learning and teaching model called the 'Model for contemporary learning of architectural design in Australia' that illustrates the contemporary shift in the signature studio pedagogy. The model informs the basis on how students, tutors and unit coordinators perceive their roles to interact with each other in face to face design lectures and design studio tutorials for effective design learning by students. This model is applicable in the f

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