HISTORY OF ARCHITECTURE EDUCATION: POTENTIALS AND LIMITATIONS FOR A BETTER DESIGN PROBLEM SOLVING
Download as PPT, PDF1 like676 views
The document discusses the integration of history courses into architectural design education, emphasizing the importance of understanding the historical context of the built environment. It outlines various teaching methods and assignments aimed at fostering student engagement and critical thinking through modeling and comparative analysis of architecture. Additionally, it highlights the role of historical architecture in influencing modern design principles.
HISTORY OF ARCHITECTURE EDUCATION: POTENTIALS AND LIMITATIONS FOR A BETTER DESIGN PROBLEM SOLVING
- 1. Dr. Iman Osama Abdel GawadDr. Iman Osama Abdel Gawad Helwan University, Faculty of Fine Arts, Department of Architecture, Cairo, Egypt
- 3. ?? To link History courses to design problem solving, and outline the value of history courses in students’ lives To open the way for architecture students to understand the ways in which our built environment has been historically shaped The development of assignments that spark excitement in students and create an interrelationship between the history courses and the architectural design courses
- 5. InternationalInternational UIA/UNESCO charter of architectural education EuropeEurope The Foundation for Architecture and Education (AE) in Scotland The Royale institute for British Architects (RIBA) USAUSA The National Architectural Accrediting Board (NAAB) Massachusetts Institute of Technology (MIT) The Global Architectural History Teaching Collaborative 'GAHTC' HISTORY INHISTORY IN ARCHITECTURAL INSTITUTIONS WITH LIMITED RESOURCES ?????
- 6. .METHODS OF TEACHING1 The method set up in ‘History of Architecture’ by Sir Banister Fletcher, is the most interminable because of the presented charts and graphics that makes the subject easy to teach. Fletcher has used the ‘Comparative Method’ The Continental Comparative Method Concerned with the history of each continent or civilization, directly from its beginning to the end Universal Comparative Method Focuses on a broader outlook towards the development and growth of art and architecture around the globe Help to generate students' interest and respect for the studied subject Help to generate students' interest and respect for the studied subject Students are well informed that the knowledge of their national history helps to anticipate some of the previously adopted design principles of their historic buildings Students are well informed that the knowledge of their national history helps to anticipate some of the previously adopted design principles of their historic buildings
- 7. Deductive- expository Inductive- expository Deductive- inquisitory Inductive- inquisitory Case study Lecture; then case study Case study; then lecture Lecture; and then have students create a case study Do case study; and then have students create models, design concepts, etc. on what they have learned Programmed Learning Design concepts, models, etc.; followed by examples Examples; followed by design concepts, models, etc. Design concepts, models, etc.; and then have students create an example Examples; and then have students create design concepts, models, etc. Metaphors Teacher gives concepts of subject and then a metaphor. Teacher gives a metaphor and then the concepts Teacher gives concepts and then the students create metaphors Teacher gives metaphor and then the students create concepts, models, etc. LEARNING THEORIES 2. Examples of combined learning approaches and instructional strategies 12 Best method for assuring deep knowledge base. However, it is usually the most time-consuming Also successful but requires more effort as the history teacher has to ensure that students have both the basic knowledge and general information to support the deductive aspect of it
- 8. AssimilatingConverging DivergingAccomodating Processing infoProcessing info To "chase" the learner round the cycle, askingTo "chase" the learner round the cycle, asking questions which encourage reflection,questions which encourage reflection, conceptualisation, and ways of testing the ideasconceptualisation, and ways of testing the ideas (KOLB, 1984) THE FOUR LEARNING STYLES OF THE ADULT LEARNING PROCESS
- 9. Misr International University (MIU), Cairo (2014). Engineering History and Technology Course taught to year one. Basics of load distribution and the appropriate building form which can support variant loads Interacting with a building model makes history ‘present’ to the student and lends a tangible essence to a past that is now felt and reconstructed
- 10. Helwan University, Fine Arts Faculty (2013) To model various Churches/Cathedrales in Cairo Modeling makes history ‘present’ to the student Modeling sharpen students’ critical and analytical engagement with the subject
- 11. Helwan University, Fine Arts Faculty, Cairo (2013) The redesign of Renaissance and Baroque facades in Cairo’s Assignment An example of a teaching exercise run by a number of history of architecture teachers in 2013 as a submission for the students of Year3.
- 12. 1. The choice of the studied building and the capability to explain the main idea that guided the building's design process 2. The ability of dealing with the materials and modeling techniques used to produce an analytical study of the building
- 13. University of Western Australia (2007) - 'Venturi house' Assignement An example of a teaching exercise run by a number of history of architecture teachers as a submission for the students of Year 2. Students were given a seminal ancient building and a task of turning it into a 'flat pack' scale model on a piece of A1 card.
- 14. MIU History of Architecture3 (2012) To analyse a chosen contemporary building with respect to the main principles of Islamic architecture
- 15. Shrouk Academy, Cairo (2012) Environmental studies in old Islamic monuments-Sultan Hassan Mosque Trip
- 16. • By vision and consciousness, it is possible to bring the spirit of the history of architecture into the design process. • Introducing history of architecture in design courses should be based on diverse interpretations as well as focusing on the architectural background. • It is very important to pay attention to the architectural backgrounds and the influencing factors affecting the process of studying and learning the history of architecture.
Editor's Notes
- #3: proposing new teaching strategies for architectural design faculties (especially architectural institutions with limited resources) in order to overcome problems and limitations of sustainable design education in Egypt. The methodology is based on analysing existing problems and limitations in sustainable design education in Egypt as well as determining basic sustainability principles to be embedded within the architectural design curriculum. Parallel, an exploration of some new and old (yet effective) architectural teaching methodologies and learning experiences is done. Some international teaching examples are presented as well as the author’s personal teaching experiences in sustainable design the profession of sustainable architecture design in Egypt has evolved, but its educational process, especially in national (state) architectural institutions, has been slow to respond to this alteration.