Thresholds in Architectural Education

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Nur Caglar, Tayyibe
Otros Autores: Curulli, Irene G., Ruhi-Sipahioglu, Isil, Mavromatidis, Lazaros
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Newark : John Wiley & Sons, Incorporated, 2020.
Temas:
Architecture > Study and teaching.
Architecture > Étude et enseignement.
Architecture > Study and teaching
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Half-Title Page
  • Title Page
  • Copyright Page
  • Contents
  • Introduction
  • I.1. Why this book?
  • I.2. The moment of crisis
  • I.3. Outside world
  • I.4. Students
  • I.5. Thresholds in architectural education
  • I.6. Taking action
  • I.7. Roadmap
  • I.8. Acknowledgements
  • I.9. References
  • Editors and Contributors
  • About the Editors
  • About the Authors
  • PART 1: Practices in the Formal Institutions that Cope with the Rapid Pace of Change
  • 1. Towards a New Interaction Between Educational Processes and Practices: Faculty of Architecture, Sapienza University of Rome
  • 1.1. Framework of reference: between crisis of the figure of the architect and the need for innovation
  • 1.2. Newly integrated skills and knowledge for technical training in the field of architecture and of construction engineering
  • 1.3. A new opportunity for training and the profession: managing the processes of building design and construction
  • 1.4. The new training project and relationship with the professions
  • 1.5. References
  • 2. Continuity in Architectural Education: A Driving Force or a Burden to Creativity?
  • 2.1. Introduction
  • 2.2. A conventional education method: Mimar Sinan Fine Arts University Department of Architecture
  • 2.3. Towards a more inclusive approach
  • 2.4. Conclusion
  • 2.5. References
  • 3. From the Experiences in the Iberian Peninsula to California
  • 3.1. Introduction
  • 3.2. The Iberian schools
  • Porto, Lisbon and Barcelona
  • 3.3. Passing by the University of California
  • 3.4. Early teaching
  • 3.5. References
  • 4. Project Domain: A Formalist Exercise in the Education of Architects
  • 4.1. The Crystal Palace
  • 4.2. The practice and the education of architecture
  • 4.3. The sequence
  • 4.4. References
  • 5. Towards a New Studio Culture: Changing Minds, Transforming Education
  • 5.1. Introduction
  • 5.2. Thoughts and views on studio culture
  • 5.3. Influencers of studio culture
  • 5.4. Studio culture and informal learning
  • 5.5. Suggestions
  • 5.6. Conclusion
  • 5.7. References
  • 6. Climatic Heterotopias or the Obscure Element of Architectural Creation: Introducing a Tangible Alternative Pedagogy within a Global Climate Regime
  • 6.1. Architectural consciousness and pedagogy
  • 6.2. Tarrying with multiple imaginaries
  • 6.3. Climate change, normative abstract idealisms, constructal thermodynamics and sustainable spatiality
  • 6.4. Climatic heterotopias
  • 6.5. Once upon a sustainable architectural space
  • 6.6. References
  • 7. A Threshold In-between Education and Profession: The Final Architectural Design Studio
  • 7.1. Introduction
  • 7.2. The survey of FADSs across European architecture schools
  • 7.2.1. Methodology
  • 7.2.2. Objectives of FADSs
  • 7.2.3. The duration of FADSs
  • 7.2.4. Supervision models
  • 7.2.5. Enrollment criteria
  • 7.2.6. The appointment of tutors
  • 7.2.7. Topic/theme determination

Ejemplares similares