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Author:
Publisher: ARTI-ARCH
ISBN: 2940075077
Category : Architecture
Languages : en
Pages : 135
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Book Description
Author:
Publisher: ARTI-ARCH
ISBN: 2940075077
Category : Architecture
Languages : en
Pages : 135
Get Book Here
Book Description
Author: Alexander Griffin
Publisher: Routledge
ISBN: 1351356879
Category : Architecture
Languages : en
Pages : 187
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Book Description
Academic architectural education started with the inauguration of the Académie d'Architecture on 3 December 1671 in France. It was the first institution to be devoted solely to the study of architecture, and its school was the first dedicated to the explicit training of architectural students. The Académie was abolished in 1793, during the revolutionary turmoil that besieged France at the end of the eighteenth century, although the architectural educational tradition that arose from it was resurrected with the formation of the École des Beaux-Arts and prevails in the ideologies and activities of schools of architecture throughout the world today. This book traces the previously neglected history of the Académie’s development and its enduring influence on subsequent architectural schools throughout the following centuries to the present day. Providing a valuable context for current discussions in architectural education, The Rise of Academic Architectural Education is a useful resource for students and researchers interested in the history and theory of art and architecture.
Author: Julio Bermudez
Publisher: CUA Press
ISBN: 0813234816
Category :
Languages : en
Pages : 294
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Book Description
How does spirituality enter the education of an architect? Should it? What do we mean by 'spirituality' in the first place? Isn't architectural education a training ground for professional practice and, therefore, technically and secularly oriented? Is there even room to add something as esoteric if not controversial as spirituality to an already packed university curriculum? The humanistic and artistic roots of architecture certainly invite us to consider dimensions well beyond the instrumental, including spirituality. But how would we teach such a thing? And why, if spirituality is indeed relevant to learning architecture, have we heard so little about it? Spirituality in Architectural Education addresses these and many other important philosophical, disciplinary, pedagogic, and practical questions. Grounded on the twelve-year-old Walton Critic Program at the Catholic University of America School of Architecture and Planning, this book offers solid arguments and insightful reflections on the role that "big questions" and spiritual sensibility ought to play in the architectural academy today. Using 11 design studios as stopping grounds, the volume takes the reader into a journey full of meaningful interrogations, pedagogic techniques, challenging realizations, and beautiful designs. Essays from renowned architects Craig W. Hartman, Juhani Pallasmaa, Alberto Campo Baeza, Claudio Silvestrin, Eliana Bórmida, Michael J. Crosbie, Prem Chandavarkar, Rick Joy, Susan Jones, and Daniel Libeskind open new vistas on the impact of spirituality in architectural education and practice. All this work is contextualized within the ongoing discussion of the role of spirituality and religion in higher education at large. The result is an unprecedented volume that starts a long-awaited conversation that will advance architectural schooling. ACSA Distinguished Professor Julio Bermudez, with recognized expertise on spirituality in architecture, will be the guide in this fascinating and contemplative journey.
Author: James Thompson
Publisher: Routledge
ISBN: 1351121855
Category : Architecture
Languages : en
Pages : 289
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Book Description
Narratives of Architectural Education provides an overview of life as an architecture student, detailing how a layperson may develop an architectural identity. This book proposes becoming an architect as a personal narrative of professional development structured around various stages and challenges associated with identity transformation. Using a case study of aspiring architects along multiple time points of their professional education, Thompson investigates the occupational identity of architects; how individuals construct a sense of themselves as future architects and position themselves within the architectural community. This book provides previously unexamined insights into not just the academic development of an architect, but also the holistic and experiential aspects of architectural education. It would be ideal for those in the educational field of architecture, to include students, educators, interns, and mentors.
Author: William J. Carpenter
Publisher: John Wiley & Sons
ISBN: 9780471287933
Category : Architecture
Languages : en
Pages : 196
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Book Description
Learning by Building challenges today’s architects and students to experience the energy and creativity of construction. Based on the example of famous architects such as Frank Lloyd Wright and Le Corbusier, who considered construction an integral part of the design process, "design-build" is standard practice in growing numbers of today’s architecture firms. Architect and professor William J. Carpenter explores ways to integrate construction into architectural education, bridging the gap between theory and practice—between designing and building. Mr. Carpenter traces the history of construction in architectural education, from medieval times, to Jefferson’s Monticello, to the German Bauhaus. He cites twentieth-century artists such as Richard Serra and Donald Judd, whose work is generated by the process of making; like the artist, "the architect should be immersed in the potential of construction." Ten in-depth case studies of schools that have incorporated design-build into their curriculum illustrate how construction studios help future architects learn real-life pragmatics and collaboration. Through text and photographs, Mr. Carpenter recounts the diverse experiences of high-profile schools such as Cranbrook and Yale University, providing models for other schools that wish to include design-build in their curriculums. Mr. Carpenter also gives a helpful outline of the practical details involved in design-build, such as team issues, legal issues, and built applications of the process. Learning by Building is a wake-up call to architects and students alike to immerse themselves in the process of architecture—to rediscover, or witness for the first time, the excitement of building.
Author: Joan Ockman
Publisher: National Geographic Books
ISBN: 0262017083
Category : Architecture
Languages : en
Pages : 0
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Book Description
The first comprehensive history of architecture education in North America, offering a chronological overview and a topical lexicon. Rooted in the British apprenticeship system, the French Beaux-Arts, and the German polytechnical schools, architecture education in North America has had a unique history spanning almost three hundred years. Although architects in the United States and Canada began to identify themselves as professionals by the late eighteenth century, it was not until nearly a century later that North American universities began to offer formal architectural training; the first program was established at MIT in 1865. Today most architects receive their training within an academic setting that draws on the humanities, fine arts, applied science, and public service for its philosophy and methodology. This book, published in conjunction with the centennial of the Association of Collegiate Schools of Architecture (ACSA), provides the first comprehensive history of North American architecture education. Architecture School opens with six chronological essays, each devoted to a major period of development: before 1860; 1860–1920; 1920–1940; 1940–1968; 1968–1990; and 1990 to the present. This overview is followed by a “lexicon” containing shorter articles on more than two dozen topics that have figured centrally in archictecture education's history, from competitions and design pedagogy to research, structures, studio culture, and travel.
Author: Mark Crinson
Publisher: Manchester University Press
ISBN: 9780719041723
Category : Architecture
Languages : en
Pages : 228
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Book Description
Architects are perhaps the most important people involved in shaping the built environment, so the ideas they receive in the course of their training are a major influence upon the buildings and cities of the future. Crinson and Lubbock present a bold new perspective on the evolution of the British architect from Wren to post-modernism and beyond, and provide the first general history of architectural education, making an important contribution to current debates. The Prince of Wales' views on modern architecture and the need for a change in the way architects are trained, has attracted enormous support from the public, resulting in architects and their training being under the spotlight more than ever. The drive to define and promote the architectural profession that began in the eighteenth century and reached its apogee in the 1960s has now begun to unravel. How has this happened? What relation does an architect's education have to the built environment? What lessons are there from the past? This book will be of interest to students, lecturers and all those interested in the debates around contemporary architecture.
Author: Mine Ozkar
Publisher: Routledge
ISBN: 1317578686
Category : Architecture
Languages : en
Pages : 236
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Book Description
Rethinking Basic Design in Architectural Education provides historical and computational insights into beginning design education for architecture. Inviting the readers to briefly forget what is commonly known as basic design, it delivers the account of two educators, Denman W. Ross and Arthur W. Dow, from the turn of the twentieth century in Northeast America, interpreting key aspects of their methodology for teaching foundations for design and art. This alternate intellectual context for the origins of basic design as a precursor to computational design complements the more haptic, more customized, and more open-source design and fabrication technologies today. Basic design described and illustrated here as a form of low-tech computation offers a setting for the beginning designer to consciously experience what it means to design. Individualized dealings with materials, tools, and analytical techniques foster skills and attitudes relevant to creative and technologically adept designers. The book is a timely contribution to the theory and methods of beginning design education when fast-changing design and production technology demands change in architecture schools’ foundations curricula.
Author: Elke Couchez
Publisher: Routledge
ISBN: 1000473716
Category : Architecture
Languages : en
Pages : 356
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Book Description
What kind of architectural knowledge was cultivated through drawings, models, design-build experimental houses and learning environments in the 20th century? And, did new teaching techniques and tools foster pedagogical, institutional and even cultural renewal? Architectural Education Through Materiality: Pedagogies of 20th Century Design brings together a collection of illustrated essays dedicated to exploring the complex processes that transformed architecture’s pedagogies in the 20th century. The last decade has seen a substantial increase in interest in the history of architectural education. This book widens the geographical scope beyond local school histories and sets out to discover the very distinct materialities and technologies of schooling as active agents in the making of architectural schools. Architectural Education Through Materiality argues that knowledge transmission cannot be reduced to ‘software’, the relatively easily detectable ideas in course notes and handbooks, but also has to be studied in close relation to the ‘hardware’ of, for instance, wall pictures, textiles, campus designs, slide projectors and even bodies. Presenting illustrated case studies of works by architects, educators and theorists including Dalibor Vesely, Dom Hans van der Laan, the Global Tools group, Heinrich Wölfflin, Alfons Hoppenbrouwers, Joseph Rykwert, Pancho Guedes and Robert Cummings, and focusing on student-led educational initiatives in Europe, the UK, North America and Australia, the book will inspire students, educators and professionals with an interest in the many ways architectural knowledge is produced and taught.
Author: Michael Mehaffy and Nikos A. Salingaros
Publisher: Sustasis Press
ISBN: 098934696X
Category : Architecture
Languages : en
Pages : 192
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Book Description
In this brief, accessible volume, the authors — an urban philosopher and a mathematician-physicist — explain the surprising new findings from the sciences that are beginning to transform environmental design in the modern era. Authors Michael Mehaffy and Nikos Salingaros explore fractals, networks, self-organization, dynamical systems and other revolutionary ideas, describing them to non-science readers in a direct and engaging way. The book also examines fascinating new topics of design, including Agile, Wiki, Design Patterns and other “open-source” approaches from the software world. The authors conclude that a profound transformation is under way in modern design — and today’s students and practitioners will need to be aware of its implications for our future. “Lucidly describes what’s coming in the world of design — and what needs to come.” — Ward Cunningham, Inventor of wiki, and pioneer of Pattern Languages of Programming, Agile, and Scrum “Essential reading for all urban designers.” — Jeff Speck, Author of Walkable City “Brilliant.” — Charles Montgomery, Author of Happy City “Inspired, compelling and fascinating… Recognizes that a true architecture can be dug from the facts, insights, and theories, that occur with a broadening of science to include the human being.” — Christopher Alexander, Author of A Pattern Language and Notes on the Synthesis of Form Some comments on the individual chapters: “Packed with detail and beautiful in presentation.” — Gil Friend “Human society must find a path of retreat. Salingaros and Mehaffy point the way.” — David Brussat, Providence Journal “Michael Mehaffy and Nikos Salingaros have written some brilliant articles on how we can co-create cities which are truly resilient, rather than being ‘engineered resilient’.” — Smallworld Urbanism “For me, this essay was like a flash of insight, and I suddenly saw the world in a new light.” — Oeyvind Holmstad, Permaliv “We’ve just come across a very thoughtful article by Michael Mehaffy and Nikos Salingaros… [who] draw a number of lessons from biological systems and use them to draw conclusions about how resilient human systems must be designed.” — Resilient Design Institute “Salingaros and Mehaffy take us from the configuration of city spaces to the order of cells in living beings.” — Jaap Dawson, Delft Institute of Technology “If you wanted to know where the cutting edge was in urban design, it is here.” — Patrick J. Kennedy, CarFreeInBigD “This is the single most intelligent and illuminating article I’ve seen on Archdaily in 3 years.” — Nìming Pínglùn Zhě, China Michael Mehaffy is an urbanist and design theorist, and a periodic visiting professor or adjunct in five graduate universities in four countries and three disciplines (architecture, urban planning and philosophy) including the University of Oregon (US) and the University of Strathclyde (UK). He has been a close associate of the architect and software pioneer Christopher Alexander, and a Research Associate with the Center for Environmental Structure, Alexander’s research center founded in 1967. He is currently executive director of Portland, Oregon based Sustasis Foundation, and editor of Sustasis Press. Nikos A. Salingaros is a mathematician and polymath known for his work on urban theory, architectural theory, complexity theory, and design philosophy. He has been a close collaborator of the architect and computer software pioneer Christopher Alexander. Salingaros published substantive research on Algebras, Mathematical Physics, Electromagnetic Fields, and Thermonuclear Fusion before turning his attention to Architecture and Urbanism. He is Professor of Mathematics at the University of Texas at San Antonio and has been on the Architecture faculties of universities in Italy, Mexico, and The Netherlands.
