Journal articles: 'Pedagogy of architecture'

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

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

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

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

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

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

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

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

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

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

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Fabiani, Erwan. "Experiencing a Problem-Based Learning Approach for Teaching Reconfigurable Architecture Design." International Journal of Reconfigurable Computing 2009 (2009): 1–11. http://dx.doi.org/10.1155/2009/923415.

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This paper presents the “reconfigurable computing” teaching part of a computer science master course (first year) on parallel architectures. The practical work sessions of this course rely on active pedagogy using problem-based learning, focused on designing a reconfigurable architecture for the implementation of an application class of image processing algorithms. We show how the successive steps of this project permit the student to experiment with several fundamental concepts of reconfigurable computing at different levels. Specific experiments include exploitation of architectural parallelism, dataflow and communicating component-based design, and configurability-specificity tradeoffs.

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Bărbuică, Letiţia. "Towards a New Aural Pedagogy for Architecture." Procedia - Social and Behavioral Sciences 92 (October 2013): 92–97. http://dx.doi.org/10.1016/j.sbspro.2013.08.642.

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Jadrešin-Milić, Renata, and Catherine Mitchell. "The death of aesthetics in architectural education? Possibilities for contemporary pedagogy." SAJ - Serbian Architectural Journal 11, no. 3 (2019): 553–70. http://dx.doi.org/10.5937/saj1903553j.

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The importance of aesthetics within architecture has a long history. Although evidence suggests that the term was not brought into architectural writing until 17351 , the place of aesthetics can be identified across architectural theory and philosophy since the time of Vitruvius. Developing an aesthetic sensibility was seen as crucial for an architect and the study of architecture was understood through the three Vitruvian lenses (utlitas, firmitas, venustas) one of which, venustas, is directly associated with aesthetics. This paper responds to the current and ongoing discussions between architects, architectural educators and architectural students on the role of aesthetics in architectural education and professional practice today. It was initially inspired by questions raised at the 2017 and 2018 annual conferences of the Society of Architectural Historians (SAH 2017 and 2018) about the role of architectural history in architectural design and practice today, and in line with this, questions about place of aesthetics in architectural education. This paper considers the place of aesthetics in architectural education and provides a detailed overview of the key pedagogical interventions undertaken in one architectural studies programme which might serve as a guide for educators interested in maintaining the place of aesthetics in contemporary architectural education. It suggests that aesthetics can continue to play a key role in the architectural curriculum whilst a focus on design problem-solving and achieving the contemporary educational requirements of accreditation is maintained.

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Châtelet, Anne Marie. "DIALOGUE FRANCE–ALLEMAGNE SUR L’ARCHITECTURE ET LA PEDAGOGIE." Proyecto, Progreso, Arquitectura, no. 17 (2017): 16–27. http://dx.doi.org/10.12795/ppa2017i17.01.

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MAHAJAN, RAJINI ITHAM, and SUNBUL SHAFAQUE. "Lateral Integration of Architectural Theory in Design Studio Pedagogy during the Early Years of Architecture Education – A Trans-disciplinary Approach." Creative Space 3, no. 1 (July 2, 2015): 69–82. http://dx.doi.org/10.15415/cs.2015.31006.

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Afroz, Rumana. "Developing a low-carbon architecture pedagogy in Bangladesh." Buildings and Cities 1, no. 1 (September 23, 2020): 637. http://dx.doi.org/10.5334/bc.54.

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McKay, Sherry. "Towards a new pedagogy and practice of architecture." Building Research & Information 29, no. 3 (May 2001): 256–58. http://dx.doi.org/10.1080/09613210010016866.

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Kaiser, Keelan P., and David M. Ogoli. "Expression and Evidence, Advances in Architecture Studio Pedagogy." Procedia Engineering 145 (2016): 196–202. http://dx.doi.org/10.1016/j.proeng.2016.04.060.

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Chamel, Olivier. "Design/build: A Relevant Pedagogy for Architecture Education." VITRUVIO - International Journal of Architectural Technology and Sustainability 1, no. 2 (December 20, 2016): 53. http://dx.doi.org/10.4995/vitruvio-ijats.2016.6773.

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The predominance of drawing as a mean to create and represent architecture, whether in an educational setting or in professional practice, has had a profound influence on the design process. Drawings are so much a part of that process that they can often be mistaken for architecture itself. But drawings are not architecture, rather they are tools to create and control.Historically, drawings greatly contributed to the establishment of the profession of architect inaugurated by the Italian Renaissance. They became the means by which architects gained control over design and by extension over the construction process. Control of the design process eventually moved from the hands of the master builders to architects’ pencils.The long-held monopoly of drawings in architecture has perpetuated a structural disconnect between design process and the “making of things”. The heavy reliance on drawings has lead to tendencies for abstraction, repetition, self reference and a diminished sense of genuine innovation.Design/build as an alternative delivery method focuses on a more intuitive approach based on the creative powers of manual labor and the interaction of the designer with the material world. This methodology has the advantage to re-engage a generation of student increasingly invested in a world of virtual stimuli with the physical materiality of things and promote the creative value of Homo Faber. By “making things” students are designing. A hands-on approach would also meet the needs of a student body who responds well to active learning pedagogy.This paper will present a series of recent furniture design/build exercises where students designed and furniture and small building prototypes with limited reliance on drawings. We will discuss how subjects such as structures, material sourcing and construction detailing can be transposed from various courses and applied to design/build projects. We believe that a pedagogy based on physical experimentations could infuse energy throughout curricula no matter the course subject.

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El-Latif, Manar A., Khalid S. Al-Hagla, and Asmaa Hasan. "Overview on the criticism process in architecture pedagogy." Alexandria Engineering Journal 59, no. 2 (April 2020): 753–62. http://dx.doi.org/10.1016/j.aej.2020.01.019.

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Talwai, Preeti. "Toward a New Architectural Pedagogy: Marketing and Teaching Architecture in the Experience Economy." International Journal of Design Education 9, no. 3 (2015): 17–26. http://dx.doi.org/10.18848/2325-128x/cgp/v09i03/57912.

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Fierro, Annette. "Transparent Pedagogy." Journal of Architectural Education 56, no. 4 (May 2003): 37–39. http://dx.doi.org/10.1162/104648803321672960.

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Crysler, C. Greig. "Critical Pedagogy and Architectural Education." Journal of Architectural Education (1984-) 48, no. 4 (May 1995): 208. http://dx.doi.org/10.2307/1425383.

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Perlaza Salazar, Martha, and Wendy Betancourt Galeano. "Formación integral en arquitectura: Hacia una pedagogía innovadora / Integreal training (Education) in Architecture Towards an Innovative Pedagogy." Revista Internacional de Educación y Aprendizaje 6, no. 2 (November 29, 2018): 69–75. http://dx.doi.org/10.37467/gka-revedu.v6.1457.

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ABSTRACTArchitectural education is at a time of transformation and search for a new sense of knowledge, thus emerges the development of alternative strategies that generate a more active work conducive to the reflection-action to improve the processes of teaching and learning in architectural design workshops. Objective: Develop a proposal of teaching innovation for the achievement of meaningful learning, through various educational strategies based on expressions of artistic or cultural, favoring the formation of architecture students. Conclusions: The development of alternative strategies was useful for the fulfillment of the objectives proposed in the course. Equally, the construction of this experience as an interdisciplinary project and the practical approach of workshops, favored meaningful learning of the students of architecture of the Pontificia Universidad Javeriana Cali. RESUMENLa formación en arquitectura está en un momento de transformación y búsqueda de un nuevo sentido del conocimiento, así surge el desarrollo de estrategias alternativas que generan un trabajo más activo conducente a la reflexión-acción para mejorar los procesos de enseñanza-aprendizaje en los talleres de diseño arquitectónico. Objetivo: Elaborar una propuesta de innovación pedagógica para el logro del aprendizaje significativo, a través de diversas estrategias didácticas basadas en expresiones artísticas y/o culturales, favoreciendo la formación integral de los estudiantes de arquitectura. Conclusiones: El desarrollo de estrategias alternativas resultó útil para lograr el cumplimiento de los objetivos propuestos en el curso. Igualmente, la construcción de esta experiencia como un proyecto interdisciplinario y el enfoque práctico de los talleres, favoreció el aprendizaje significativo de los estudiantes del programa de Arquitectura de la Javeriana Cali.

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Gür, Berin F., and Onur Yüncü. "An Integrated Pedagogy for 1/1 Learning." METU Journal of Faculty of Architecture 27, no. 2 (December 15, 2010): 83–94. http://dx.doi.org/10.4305/metu.jfa.2010.2.5.

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Bower, Matt. "Virtual classroom pedagogy." ACM SIGCSE Bulletin 38, no. 1 (March 31, 2006): 148–52. http://dx.doi.org/10.1145/1124706.1121390.

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Hamer, John, Quintin Cutts, Jana Jackova, Andrew Luxton-Reilly, Robert McCartney, Helen Purchase, Charles Riedesel, Mara Saeli, Kate Sanders, and Judithe Sheard. "Contributing student pedagogy." ACM SIGCSE Bulletin 40, no. 4 (November 30, 2008): 194–212. http://dx.doi.org/10.1145/1473195.1473242.

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Clancy, Michael J., and Marcia C. Linn. "Patterns and pedagogy." ACM SIGCSE Bulletin 31, no. 1 (March 1999): 37–42. http://dx.doi.org/10.1145/384266.299673.

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Onishi, Y. "Improving Pedagogy of Architecture with the Power of BIM." Concrete Journal 50, no. 9 (2012): 793–99. http://dx.doi.org/10.3151/coj.50.793.

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Pyla, Panayiota. "Historicizing Pedagogy: A Critique of Kostof'sA History of Architecture." Journal of Architectural Education 52, no. 4 (May 1999): 216–25. http://dx.doi.org/10.1111/j.1531-314x.1999.tb00274.x.

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Luka, Ineta. "Design Thinking in Pedagogy." Journal of Education Culture and Society 5, no. 2 (January 6, 2020): 63–74. http://dx.doi.org/10.15503/jecs20142.63.74.

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The twenty-first century has brought lots of challenges for people in all spheres, including education. In the new context, traditional approaches often seem ineffective and therefore new tools and methods have to be applied. An alternative approach that might be useful in the given context is design thinking – the approach that originated in architecture, design and art, and nowadays is applied in many fields. It is a human-centered problem-solving approach that may be used in the teaching/learning process to develop twenty-first century skills and enhance creativity and innovation. This paper introduces readers to the origin of design thinking, its attributes and processes as well as its application in pedagogy.

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Kim, Joongsub. "Exploring Social Construction in Architectural Pedagogy." Open House International 31, no. 3 (September 1, 2006): 51–59. http://dx.doi.org/10.1108/ohi-03-2006-b0007.

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The orthodox approach in contemporary architectural pedagogy, grounded in a narrowly conceived rationality, lacks diversity in terms of both the population it serves and the methods it follows in the studio. This paper advances a social construction model with distinct advantages over the rational model. Based on multidisciplinary research, the model presented here is experimental, promoting innovation and allowing the unpredictable to emerge. It encourages students and studio clients to create their own collaborative reality. The paper recommends four socially constructive techniques for architecture/community design in neighborhood revitalization. Inversion begins with the client's vision. As students and residents work together to form their own image of the ideal community, the resulting vision informs subsequent data collection and analysis. Simulation allows students and other participants to undertake small-scale experiments, drawing immediate lessons that enhance the final implementation process. Reciprocity involves role-switching between expert partners and non-expert participants to counter biases while building mutual understanding. Finally, with Research in Action, hypothesis testing and design occur simultaneously. With these social construction approaches, predetermined steps in the rational model are reversed, merged, or even omitted. Faculty and expert partners behave more like facilitators than directors, coordinating activities and processes, reinforcing initiatives, and resolving conflicts-as clients make key design decisions. By assigning some major responsibilities to students and residents, social construction creates a sense of ownership among stakeholders. The paper compares the rational and social construction approaches, discussing implications and suggesting areas of further study.

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Argunova, Nina Vasil'evna, Aleksandra Petrovna Argunova, and Alena Mikhailovna Popova. "Developing Learners’ Spatial Thinking while Solving Geometrical Tasks with Elements of the Yakut Everyday Life and Architecture." Pedagogika. Voprosy teorii i praktiki, no. 1 (March 2020): 17–21. http://dx.doi.org/10.30853/pedagogy.2020.1.3.

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Jin, Ruoyu, Tong Yang, Poorang Piroozfar, Byung-Gyoo Kang, Dariusz Wanatowski, Craig Matthew Hancock, and Llewellyn Tang. "Project-based pedagogy in interdisciplinary building design adopting BIM." Engineering, Construction and Architectural Management 25, no. 10 (November 19, 2018): 1376–97. http://dx.doi.org/10.1108/ecam-07-2017-0119.

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Purpose The purpose of this paper is to present a pedagogical practice in the project-based assessment of architectural, engineering and construction (AEC) students’ interdisciplinary building design work adopting BIM. This pedagogical practice emphasizes the impacts of BIM, as the digital collaboration platform, on the cross-disciplinary teamwork design through information sharing. This study also focuses on collecting students’ perceptions of building information modeling (BIM) effects in integrated project design. Challenges in BIM adoption from AEC students’ perspective were identified and discussed, and could spark further research needs. Design/methodology/approach Based on a thorough review of previous pedagogical practices of applying BIM in multiple AEC disciplines, this study adopted a case study of the Solar Decathlon (SD) residential building design as the group project for AEC students to deliver the design work and construction planning. In total 13 different teams within the University of Nottingham Ningbo China, each group consisting of final year undergraduate students with backgrounds in architecture, civil engineering, and architectural environmental engineering, worked to deliver the detailed design of the solar-powered residential house meeting pre-specified project objectives in terms of architectural esthetics, structural integrity, energy efficiency, prefabrication construction techniques and other issues such as budget and scheduling. Each team presented the cross-disciplinary design plan with cost estimate and construction scheduling together within group reports. This pedagogical study collected students’ reflective thinking on how BIM affected their design work, and compared their feedback on BIM to that from AEC industry professionals in previous studies. Findings The case study of the SD building project showed the capacity of BIM in enabling interdisciplinary collaboration through information exchange and in enhancing communication across different AEC fields. More sustainable design options were considered in the early architectural design stages through the cross-disciplinary cooperation between architecture and building services engineering. BIM motivated AEC student teams to have a more comprehensive design and construction plan by considering multiple criteria including energy efficiency, budget, and construction activities. Students’ reflections indicated both positive effects of BIM (e.g. facilitating information sharing) as well as challenges for further BIM implementation, for example, such as some architecture students’ resistance to BIM, and the lack of existing family types in the BIM library, etc. Research limitations/implications Some limitations of the current BIM pedagogy were identified through the student group work. For example, students revealed the problem of interoperability between BIM (i.e. Autodesk Revit) and building energy simulation tools. To further integrate the university education and AEC industry practice, future BIM pedagogical work could recruit professionals and project stakeholders in the adopted case studies, for the purpose of providing professional advice on improving the constructability of the BIM-based design from student work. Practical implications To further integrate the university education and AEC industry practice, future BIM pedagogical work could recruit professionals and project stakeholders in the adopted case study, for the purpose of providing professional advice in improving the constructability of the BIM-based design from student work. Originality/value This work provides insights into the information technology applied in the AEC interdisciplinary pedagogy. Students gained the experience of a project-based collaboration and were equipped with BIM capabilities for future employment within the AEC job market. The integrated design approach was embedded throughout the team project process. Overall, this BIM pedagogical practice emphasized the link between academic activities and real-world industrial practice. The pedagogical experience gained in this BIM course could be expanded to future BIM education and research in other themes such as interoperability of building information exchange among different digital tools.

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Szpytma, Cezary. "Szkoły typu Open-Air: eksperymenty architektoniczno-pedagogiczne szkolnictwa w pierwszych dziesięcioleciach XX wieku." Problemy Wczesnej Edukacji 31, no. 4 (December 31, 2015): 23–41. http://dx.doi.org/10.5604/01.3001.0008.5645.

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The aim of the article is to present the contribution of Open-Air schools in the context of the evolution of the school environment and development of modern pedagogy. The article takes into account the historical context of evolution and the historical development of pedagogical ideas. The article focuses on the connection between pedagogy and architecture – regarding school, both disciplines are inextricably linked. Pedagogy is the theoretical foundation of teaching practice, implemented in an architectural space. The quality of this space is of great importance for learning outcomes. Consciously the design and architecture of a school creates something more than a simple housing for the process of education. It can create an environment for education and could strengthen that process in a synergistic manner. In reality, we can observe almost the opposite situation, when the school space, instead of comprehensively stimulating the students, becomes a materialized symbol of the oppressive nature of the educational system. Open-Air schools of the early twentieth century seem to be still an avant-garde and a model, which should be rediscovered. They offer the opportunity to develop social, emotional, and creative skills. These objectives are itemized by many as essential for education in the future.

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Bar-Sinai, Karen Lee, Tom Shaked, and Aaron Sprecher. "A pedagogical protocol for iterative robotic fabrication on remote grounds." Archnet-IJAR: International Journal of Architectural Research 14, no. 3 (May 27, 2020): 453–68. http://dx.doi.org/10.1108/arch-09-2019-0214.

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PurposeThe purpose of the paper is to advance remote robotic fabrication through an iterative and pedagogical protocol for shaping architectural grounds. Advancements in autonomous robotic tools enable to reach increasingly larger scales of architectural and landscape construction and operate in remote and inaccessible sites. In parallel, the relation of architecture to its environment is significantly reconsidered, as the building industry's contribution to the environmental stress increases. In response, new practices emerge, addressing the reshaping and modulation of environments using digital tools. The context of extra-terrestrial architecture provides a ground for exploring these issues, as future practice in this domain relies on the use of remote autonomous means for repurposing local matter. As a result, the novelty in robotic construction laboratories is tied to innovation in architectural pedagogy.Design/methodology/approachThis paper puts forth a pedagogical protocol and iterative framework for digital groundscaping using robotic tools. The framework is demonstrated through an intensive workshop led by the authors. To situate the discussion, digital groundscaping is linked to several conditions that characterize practice and relate to pedagogy. These conditions include the experimental dimension of knowledge in digital fabrication, the convergence of knowledge as part of the blur between the fields of architecture and landscape architecture and the bridging of heterogeneous knowledge sets (virtual and physical), which robotic fabrication on natural terrains entails.FindingsThe outcomes of the workshop indicate that iterative processes can assist in applying autonomous design protocols on remote grounds. The protocols were assessed in light of the roles of technological tools, design iterations and material agency in the robotic fabrication.Originality/valueThe paper concludes with observations linking the iterative protocol to new avenues in architectural pedagogy as means of advancing the capacity to digitally design, modulate and transform natural grounds.

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A. Aboushal, E., and Mohamed Salah Gharib. "The Future of Architectural Education in Egypt " Architecture Pedagogy Focuses on Educational Concepts and Approaches"." Engineering Research Journal 171 (September 1, 2021): 301–13. http://dx.doi.org/10.21608/erj.2021.195194.

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Grover, Robert, Stephen Emmitt, and Alex Copping. "Critical learning for sustainable architecture: Opportunities for design studio pedagogy." Sustainable Cities and Society 53 (February 2020): 101876. http://dx.doi.org/10.1016/j.scs.2019.101876.

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Hakak, Alireza Mahdizadeh, Nimish Biloria, and Mozhgan Raouf Rahimi. "Implementing Unconventional Virtual Environments for Enhancing Creativity in Architecture Pedagogy." International Journal of Virtual and Personal Learning Environments 3, no. 4 (October 2012): 41–52. http://dx.doi.org/10.4018/jvple.2012100104.

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What can be extracted as a common definition amongst near 100 different definitions of creativity according to different disciplines is: Creativity is a new combination of what you have in your inventory of experiences + intuition. It can be considered that expanding the inventory of experiences can gradually help in novel combination of experiences and intuition. To support and promote such an expansion, experiencing a virtual environment (VE) with unconventional spatial characteristics offers to be an interesting case. VE’s can help in detaching one self from the real-world as regards the sense of time, matter and physical constraints, thus enabling a designer to embody and expand into a new palette of inventory.The authors thus hypothesize from a cognitive point of view that extensiveness extensiveness of experience gained by surfing in unconventional virtual environments can positively be related to both creative performance (enhance interactivity, lateral thinking, idea generation and creativity-supporting cognitive processes (retrieval of unconventional knowledge, recruitment of ideas from unconfined virtual environment for creative idea expansion). The authors also believe that creating a new perception of spatial environment as the first step of architecture pedagogy can be of vital impetus in expanding the educator’s ideas. As a practical suggestion the authors suggest conducting praxis based workshops besides the main academic curriculum in which designers can design, surf, play, manipulate unconventional virtual environment, totally free of any constrains in an immersive, interactive virtual environment.

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Coleman, Nathaniel. "History Theory Design: a pedagogy of persuasion." Architectural Research Quarterly 7, no. 3-4 (September 2003): 353–60. http://dx.doi.org/10.1017/s1359135503002288.

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Architecture students tell stories about their work. These stories are meant to convey information regarding their convictions about design, the motivating concept for a specific design, and the intended meaning of the design. Such stories are calculated to have something to do with the work presented. Often, though, what is said is put forward and accepted as valid simply because it is said. Scrutiny of the relationship between such accounts and the visual or physical evidence frequently reveals a wide gap between intention and result. Credulity of such incongruity encourages a loose way of thinking that fosters a separation of thought (theory) from doing (practice). Concurrently, architecture students at the earliest stages of their education seem to require skill development above all else. But overemphasis on technique undervalues developing conceptual depth. If students are not introduced to design as an ill-defined problem, akin to formulating effective and persuasive arguments, their propensity is to produce work that tends to be ineffectively developed or represented while lacking theoretical sophistication.

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CHRZANOWSKA, OLGA. "Contemporary architect’s self-education on the issues concerning architecture history. Selected problems." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 25 (June 15, 2019): 403–17. http://dx.doi.org/10.14746/ikps.2019.25.17.

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Olga Chrzanowska, Contemporary architect’s self-education on the issues concerning architecture history. Selected problems. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 403-417. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.17 The aim of this text is to describe the risks faced by contemporary architects when undertaking to learn, either directly or indirectly, about architecture in the era of the Internet and mass consumption of culture. The role of architect’s self-education on the issues concerning architecture history and aesthetic empathy theory in the context of everyday architectural landscapes. As an example, the historical foundations for the thinking on modernity in designs of the three architects: Peter Zumthor, Christian de Portzamparc and David Chipperfield

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Kelbaugh, Douglas. "“Seven Fallacies in Architectural Culture”." Open House International 31, no. 2 (June 1, 2006): 5–11. http://dx.doi.org/10.1108/ohi-02-2006-b0002.

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As an architect and educator I worry about the intellectual and pragmatic challenges that currently bedevil architectural practice and pedagogy. There are at least seven design fallacies that in various combinations permeate professional practice and studio culture at most schools of architecture. Some are self-imposed and tractable; others are less easily addressed because they are externally driven by the media, technology, globalization and capital. Some are about form-making; others are about social equity and environmental sustainability. All seven are deeply embedded in our architectural psyches. Changing them will not be easy, but change them we must if we want to recuperate architecture and urbanism, as well as invigorate them as a more positive and progressive force in the world.

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Haar, Sharon. "Preservation, Provocation, and Pedagogy." Journal of Architectural Education 61, no. 2 (November 2007): 60–65. http://dx.doi.org/10.1111/j.1531-314x.2007.00151.x.

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Oxman, Robert. "Towards a New Pedagogy." Journal of Architectural Education (1984-) 39, no. 4 (1986): 22. http://dx.doi.org/10.2307/1424792.

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Dutton, Thomas A. "Design and Studio Pedagogy." Journal of Architectural Education (1984-) 41, no. 1 (1987): 16. http://dx.doi.org/10.2307/1424904.

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Fekete, Albert, and Martin van den Toorn. "Teaching Fieldwork in Landscape Architecture in European Context; Some Backgrounds and Organisation." Land 10, no. 3 (March 1, 2021): 237. http://dx.doi.org/10.3390/land10030237.

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Fieldwork is an intrinsic part of landscape architecture education because it confronts the students with the landscape in real life, shows realised projects, enables different experiences, and provides a direct confrontation with the historical context of the discipline. Here the main goal is to give a first overview of teaching of fieldwork, compare that with other publications, and analyse pedagogical and didactic backgrounds in landscape architectural education in Europe. This study is based mainly on existing publications and complemented with our own experiences with fieldwork in teaching. The research method is based on accumulating existing knowledge on the subject and the principles of case study research. After a short overview of pedagogy and didactics in the context of teaching in design disciplines and how this relates to teaching landscape architecture, we work out the organisation of teaching in the outdoors. The conclusions focus on what can be learned in the outdoors that you cannot be learned indoors. Learning to see, to experience the landscape in real is part of “learning by doing” in which drawing, sketching, measuring plays a key role. In the long run pedagogy and didactics of fieldwork should be developed as domain-specific field of knowledge as part of design education in general.

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Tepavčević, Bojan. "Design thinking models for architectural education." Journal of Public Space 2, no. 3 (December 9, 2017): 67. http://dx.doi.org/10.5204/jps.v2i3.115.

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Technology advancements have profound impact on design thinking in architecture, professional practice and architectural education. New models of representation, along with computational design thinking and innovative approaches in digital fabrication bring new demands for the rethinking of educational pedagogy for the new generation of architects in the digital age. While learning by making has been deeply rooted in the process of architectural education, digital modes of design, representation and manufacturing reconcile the dual nature of design process that has traditionally oscillated between drawing and making, visual and material. In this paper, the relationship between making process in design-led research and other aspects that challenge architectural education are analyzed and described. Along with emerging trends in this topic, current design-led research position and strategies at some Australasia schools of architecture are presented.

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Olweny, Mark RO. "Students’ views of the architectural design review: The design crit in East Africa." Arts and Humanities in Higher Education 19, no. 4 (March 12, 2019): 377–96. http://dx.doi.org/10.1177/1474022219833595.

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The design studio and the associated design review can be regarded as the signature pedagogy of architectural education, where students garner the essence of what it means to be an architect. Here, novices are transformed into architects through the acquisition of architectural cultural capital. This paper investigates the design review in East African schools of architecture from a student’s perspective, garnered from focus group discussions carried out in five schools of architecture, and corroborated through observations. Findings indicate challenges in the design review, vis-à-vis the broader goals and objectives of architectural education. However, it did uncover attempts at change, via a ‘back seat instructor approach’, for example, breaking down the stereotype of the design review as a hostile environment for students. The paper concludes with a few recommendations to help recast this signature pedagogical approach as a truly discursive environment.

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Hamilton, Olivia. "Commoning Interior Design Pedagogy." Interiors 9, no. 2 (May 4, 2018): 122–39. http://dx.doi.org/10.1080/20419112.2019.1565678.

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Asghar, Quratulain, and Syed Muhammad Zille Ali Naqvi. "BIOMIMICRY PERMEATED ARCHITECTURE PEDAGOGY - A METHOD OF INVESTIGATING BIO-MIMICRY AND DIGITAL TECHNIQUES IN THE ARCHITECTURAL DESGIN STUDIOS." Journal of Research in Architecture and Planning 27, no. 2 (December 25, 2019): 34–47. http://dx.doi.org/10.53700/jrap2722019_4.

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In the emerging era of technology, the architectural world is taking inspiration from nature for solutions to its problems, which involve the study of natural design systems and various processes. This research investigation, carried out in the fourth year architecture design studio, aims to investigate bio-mimicry as a development process, involving it for architectural design. It also attempts to study innovation by integrating the digital tools like Rhino, Grasshopper, Ladybug and Para Cloud Gem. A new understanding of solving design issues with the help of natural processes and phenomena is the basic aim. Natural systems offer design strategies to improve design thinking due to the availability of extensive repertoire; which makes incorporating multi-functional and self-organized biomimetic principles into the design process a requirement. This discusses an undergraduate design studio titled "Digital Design through Bio-mimicry" which was taught by the author in an architectural degree program at the University of Engineering and Technology Lahore, Department of Architecture in Spring 2018. Following the exploration of individual research topics, the findings were implemented into design solutions. It has been a critical challenge for the author to increase the skill of students about biomimetic thinking, making them learn about how to handle digital tool’s performance issues, as well as making them work on the development of interesting form generation. The challenges encountered in the teaching process and future lines of the work are discussed in this paper. Keywords: Biomimetic processes, Architectural education, Digital Techniques, Vertical Landscape, Computer-Aided Architectural Design

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Hamza, M. Khalid, Bassem Alhalabi, and David M. Marcovitz. "Creative pedagogy for computer learning." ACM SIGCSE Bulletin 32, no. 4 (December 2000): 70–73. http://dx.doi.org/10.1145/369295.369335.

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Marlowe, Thomas J., Cyril S. Ku, and James W. Benham. "Design patterns for database pedagogy." ACM SIGCSE Bulletin 37, no. 1 (February 23, 2005): 48–52. http://dx.doi.org/10.1145/1047124.1047375.

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Journal articles on the topic 'Pedagogy of architecture'

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