Architectural Education

Estranged-Gaze Pedagogy: Probing Architectural Computing through Multiple Ways of Seeing

by Stanislav Roudavski

Cite as: Roudavski, Stanislav (2012). 'Estranged-Gaze Pedagogy: Probing Architectural Computing through Multiple Ways of Seeing', in Beyond Codes and Pixels: Proceedings of the 17th International Conference on Computer-Aided Architectural Design Research in Asia, ed. by Thomas Fischer, et al. (Chennai, India: CAADRIA), pp. 659–668

This paper discusses the challenges of teaching architectural design theory in a world transformed by the digital... more This paper discusses the challenges of teaching architectural design theory in a world transformed by the digital revolution. Design is changing in dramatic ways and architecture is changing with it but a well-defined body of knowledge that can serve as a foundation for digital architectural design has – as yet – not been established. Relevant concepts, methods and precedents originate in many fields that are typically well beyond the scope of reading suggested to (or encountered by) students of architecture. This material is highly dynamic, often contradictory and, typically, of varying quality. Presenting this developing body of knowledge to students is a difficult challenge. A suitable pedagogical approach ought to reflect the heterogeneous and volatile nature of the contemporary design discourse enabling critical analysis of existing design practices, evidenced defence of one’s own creative work and successful communication with many heterogeneous stakeholders.

Keywords: critical pedagogy; digital architectural design; architectural theory; architectural education.

Space and discourse interleaved: Intertextuality and interpretation in the education of architects

by Oskar Lindwall

Co-authored with Gustav Lymer and Jonas Ivarsson, published in Social Semiotics, 2011

This study examines a sequence of instructional work taken from the practice of critique in architectural education.... more This study examines a sequence of instructional work taken from the practice of critique in architectural education. In analyzing the ways in which one instructor assesses and interprets how a group of students have worked with references to other architects and to well-known buildings, the study provides a respecification of notions of interpretation and intertextuality as practical features of design work: design anticipates professional interpretation, and is thus prospectively oriented towards the retrospective ascription of intertextual meanings. The sequence revolves around highly ideologically charged sites. The instructional work around the use of references to these sites highlights the modes of architectural reasoning implicated in the competent handling of ideology in relation to aesthetic expression. Finally, the space of the critique itself is shown as a rich site for the reproduction of architectural knowledge, in which multiple spatial and disciplinary contexts are embedded through representation, discourse, and embodied practice.

Space and discourse interleaved: Intertextuality and interpretation in the education of architects

by Oskar Lindwall

Co-authored with Gustav Lymer and Jonas Ivarsson, published in Social Semiotics, 2011

This study examines a sequence of instructional work taken from the practice of critique in architectural education.... more This study examines a sequence of instructional work taken from the practice of critique in architectural education. In analyzing the ways in which one instructor assesses and interprets how a group of students have worked with references to other architects and to well-known buildings, the study provides a respecification of notions of interpretation and intertextuality as practical features of design work: design anticipates professional interpretation, and is thus prospectively oriented towards the retrospective ascription of intertextual meanings. The sequence revolves around highly ideologically charged sites. The instructional work around the use of references to these sites highlights the modes of architectural reasoning implicated in the competent handling of ideology in relation to aesthetic expression. Finally, the space of the critique itself is shown as a rich site for the reproduction of architectural knowledge, in which multiple spatial and disciplinary contexts are embedded through representation, discourse, and embodied practice.

Contrasting the Use of Tools for Presentation and Critique: Some Cases From Architectural Education

by Oskar Lindwall

Co-authored with Gustav Lymer and Jonas Ivarsson, published in the International Journal of Computer-Supported Collaborative Learning, 2009

This study investigates video recordings of design reviews in architectural education, focusing on how presentations... more This study investigates video recordings of design reviews in architectural education, focusing on how presentations and discussions of designs are contingent on the specific tools employed. In the analyzed recordings, three different setups are utilized: traditional posters, digital slide-show technologies, and combinations of the two. This range of different setups provides a set of contrasts that make visible the role of technologies in shaping the ways in which the reviews are conducted. The analysis is structured in three themes. First, we examine the sequential organization of digital presentations in relation to the spatial structure of poster-based presentations. Second, the different ways in which shared attention is established in digital, paper-based, and hybrid presentation practices are analyzed. Third, we address part-whole relations—how details in presented materials are put in relation to the overarching project or the presentation as a whole. Taken together, the analyses suggest that the detailed organization of the design review is transformed in subtle yet consequential ways through the introduction of digital slide-show technologies. These transformations are consequential not only locally, for the design review itself, but also for the instructive work that is accomplished through this practice. We conclude by discussing some implications for design, arguing that an increased awareness of how the practice is influenced by the different setups might be key for the proper adaptation of presentation technologies to particular purposes.

Urban Design_Landscape Architecture _Sustainable Design_Giornale Iuav 107_2012-01-12_Light

by Mauro Marzo

MAP 1: Investigative Designing

by Stanislav Roudavski

Cite as: Roudavski, Stanislav, ed., (2011). MAP 1: Investigative Designing (Melbourne: University of Melbourne, Melbourne School of Design)

A book showcasing ideas, projects, designs and courses united by the theme of Investigative Designing (and digital... more A book showcasing ideas, projects, designs and courses united by the theme of Investigative Designing (and digital architectural design). Realised at the Faculty of Architecture, Building and Planning, University of Melbourne.

Paper copies can be purchased here: http://www.bookshop.unimelb.edu.au/bookshop/p?8880000451055

Schizzi e Rovine - Francesco Venezia_Engramma 96_genn-feb 2012

by Mauro Marzo

How Spike and the Slumdweller Find Reality In Design Studio Handouts: An Exploration of Reality In the Design Studio

by Beatriz C. Maturana

"How Spike and the Slumdweller Find Reality in Design Studio Handouts: An Exploration of Reality in the Design Studio," in ArchNet-IJAR: International Journal of Architectural Research, vol. 4, issues 2/3 (2010).

This paper is part of my research exploring the architectural design studio (ADS) and its engagement with the real... more This paper is part of my research exploring the architectural design studio (ADS) and its engagement with the real world. This engagement is partly investigated by identifying instances where the architectural design brief (reflecting the reality of practice) manifests in the ADS handouts. Specifically, it examines the occurrence of three of the nine criteria identified in the design brief within the ADS handouts: consultation, need, and client. Spike and the slumdwellers are two “clients” that reveal some of the complexities of the connection between ADS handouts and the real world. The data for the study consists of 145 handouts from three architectural faculties in Australia. It covers five years of architectural studies between 2003 and 2007.

L'architettura come testo e la figura di Colin Rowe

by Mauro Marzo

Luigi Moretti al Foro Mussolini: la palestra del duce e altri inediti.

by Piero Cimbolli Spagnesi

In: Luigi Moretti architetto del Novecento. Atti del convegno di Roma (24-26 settembre 2009), a cura di C. Bozzoni, D. Fonti A. Muntoni, Roma, Gangemi, pp. 331-338. ISBN 978-88-492-2200-5

Selective Jamming: Digital Architectural Design in Foundation Courses

by Stanislav Roudavski

Cite as: Roudavski, Stanislav (2011). 'Selective Jamming: Digital Architectural Design in Foundation Courses', International Journal of Architectural Computing, 9, 4, pp. 437-461

This article considers how the concepts and practice of digital architectural design can influence early architectural... more This article considers how the concepts and practice of digital architectural design can influence early architectural education.The article approaches this topic through one example, the Virtual Environments course – a constituent of the Bachelor of Environments program at the University of Melbourne.The institutional remit of this course is to introduce first-year students to the roles of design representation. However, recently, the course developed to encompass these pragmatic educational aims and began to question canonical attitudes towards architectural education and practice.At the core of this course are the notions, methods and skills of digital architectural design, understood not as a stylistic option or as a novel paradigm, but as a catalyst for creativity, experimentation, critical thinking and the sustained growth of creative communities.

Educación, Arquitectura y Tecnología

by Fidel Meraz

Published by Universidad Iberoamericana in 'DIDAC', 54, 2010. http://www.uia.mx/web/files/didac/54.pdf

Este artículo describe una aproximación a la tecnología en arquitectura hoy en día en gran parte del mundo... more Este artículo describe una aproximación a la tecnología en arquitectura hoy en día en gran parte del mundo globalizado, mas específicamente en la formación de estudiantes de la misma. Se perfila la existencia de al menos dos posibles visiones del problema de la integración de la tecnología en arquitectura. Se sugiere entonces la conveniencia de entender la arquitectura desde una concepción más integral al habitar humano proponiendo una renovada concepción de sus aspectos tecnológicos. Finalmente cuestiona el entendimiento de la tecnología dentro del campo de la arquitectura en particular en sus aspectos formativos, primero de manera analítica y luego con vistas a su integración.

This article describes an approach to technology in today's architecture in much of the globalised world, more specifically in architectural education. It outlines the existence of at least two possible visions of the problem of integration of technology in architecture. It then suggests the desirability of a holistic understanding of architecture as the human dwelling proposing a renewed conception of its technological aspects. Finally it challenges the understanding of technology within the field of architecture, in particular its educational aspects, first analytically and then with a view to their integration.

Introduction: Architecture, Technology, and Education

by Ted Cavanagh

published in the Journal of Architectural Education

Dichotomy in the design studio: adapting to new blended learning environments

by Lindy Osborne

Valued approach to the assessment of design skills in architectural education: a pilot study

by Mark Wolffe

Co-authored with Antoine Defesche
In Quality in higher education, Vol. 5(1999), No. 2, p. 125-132

In 1997, the Faculty of Architecture at Delft launched research into the factors that facilitate learning among first-... more In 1997, the Faculty of Architecture at Delft launched research into the factors that facilitate learning among first- and second-year students and the factors that influence their progress. One of the methods for assessing design skills that was investigated is described here. At the time this specific project was part of a proposal that included various methods which together would measure discipline-specific including a portfolio examination supporting learning and for monitoring progress.

A RECIPROCAL EVALUATION METHOD PROPOSAL BASED ON THE PARAMETERS BETWEEN STUDENT AND COORDINATOR DURING THE PROJECT PERIOD

by Aydin Uçar

co- authored by R. Eser GÜLTEKİN.
Its presented and published in the proceeding.ARCHITECTURAL EDUCATION FORUM 4: Flexibility in Architectural Education 26-29 May 2009 / Erciyes University Faculty of Architecture / Kayseri-TURKEY

We are often faced with two problems in the architecture education. One of the problems is that the student can not... more We are often faced with two problems in the architecture education. One of the problems is that the student can not keep to the curriculum within the desired period and levels during the project period which covers the entire semester; and the other one is that the coordinator focuses on one of the positive or negative aspects of the project rather than evaluating the project objectively as a whole at the final evaluation stage. The main objective of this paper is, as in the other applied disciplines, to develop a method concerning the application of performance-based learning which is determined according to certain parameters and of performance evaluation criteria which are the result of the performance-based learning, to the architecture studio environment. For the subject and program that are determined at the beginning of the semester, a general curriculum is prepared at the project studio. This plan is composed of analysis, concept, design development, detail and presentation processes. In order to make a better use and obtain a good performance during the processes in question, all the requirements at all stages are defined and handed to the student as articles, in writing. The student presents the tasks he/she has carried out within the period specified in the document given to his/her coordinator after self-evaluation. Then the student and the coordinator make evaluations together on the presented materials. This briefly described period underlies the method which is the subject of our research. The student hands in the self-evaluation of the work he/she has achieved also during the submission with the same method.
In such a field as architecture which both rational and psychological factors have a role in, feedbacks during design process, review of the data and reevaluation of the design may be in question.
Applicability, conformity, evaluation and development of a method prepared in the direction of such parameters will be discussed.

Integral Sustainable Design: transformative perspectives

by Mark DeKay

New book. Available from Amazon, Earthscan, or Routledge web sites

This book offers practical and theoretical tools for more effective sustainable design solutions and for communicating... more This book offers practical and theoretical tools for more effective sustainable design solutions and for communicating sustainable design ideas to today's diverse stakeholders.

It uses integral theory to make sense of the many competing ideas in this area and offers a powerful conceptual framework for sustainable designers through the four main perspectives of: behaviours; systems; experiences; cultures.

It also uses human developmental theory to reframe sustainable design across four levels of complexity present in society: the Traditional, Modern, Postmodern, and Integral waves. Profuse with illustrations and examples, the book offers many conceptual tools including:

• twelve principles of integral sustainable design
• sixteen prospects of sustainable design
• six perceptual shifts for ecological design thinking
• five levels of sustainable design aesthetics
• ten injunctions for designing connections to nature.

Illuminating the Invisible: Race+ Space in Architectural Pedagogy

by Benjamin Flowers

The Journal of History and Culture, vol. 1, no. 2 (Summer 2009).

This essay describes an ongoing effort to situate race and its attendant complexities within the studio model of... more This essay describes an ongoing effort to situate race and its attendant complexities within the studio model of architectural education.

Discussion on Chinese Modern Architectural Education and Essence of Architecture: Interview with Prof. Gu Daqing [中國現代建築教育與建築學本質的討論:顧大慶教授訪談] (written in Chinese)

by Hing-wah Chau

HKIA Journal issue no. 59 (2010): 70-71

The Challenge of Learning Architecture in the Contemporary Context: Interview with Prof. Li Shiqiao

by Hing-wah Chau

HKIA Journal issue no. 58 (2010): 54-57