Home About us Contact
|
Home About us Contact | ||
|
|
||
Architectural Education (architectural + education)
Selected AbstractsAn Alternative Path to Modernism: Carl König and Architectural Education at the Vienna Technische Hochschule, 1890,1913JOURNAL OF ARCHITECTURAL EDUCATION, Issue 1 2001Christopher Long Between 1890 and the outbreak of the First World War, the Vienna Technische Hochschule was among the leading training grounds for modern architects and designers in central Europe. This essay explores the school's curriculum and the role that its doyen, Carl König (1841,1915), played in the training of many of the region's modernists. By stressing such issues as construction, materials, and spatial planning rather than the search for a modern style, König, despite his own conservative approach to architectural design, provided crucial lessons for his students, many of whom were able to trace novel and widely divergent paths to modernism. [source] Client-Situated Architectural Practice: Implications for Architectural EducationJOURNAL OF ARCHITECTURAL EDUCATION, Issue 1 2001Brian Schermer The rising proportion of architects who work as in-house employees of large client organizations represents an important shift in the pattern of architectural employment. Client-situated practice presents new challenges for architects that they do not otherwise face in more traditional work settings. This research attempts to provide, through a case study of one group of in-house architects, a fuller understanding of the nature of this form of work. The study uses a community of practice perspective to shed light on how the architects fit within the client's organizational structure and hierarchy, the practical actions and strategies of the architects and others who are involved in building design, and the material and social context in which the architectural work is situated. After comparison with traditional practice, this article offers suggestions for preparing students for this growing form of architectural employment. [source] Concrete Geometry: Playing with BlocksINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2010Andreas Luescher This article describes a design/build exercise conducted in an Architectural Materials and Methods class to achieve three interrelated objectives: (1) to apply physically the semester's theoretical focus on the constituent process and languages of architecture investigations, (2) to capitalise on the physical and aesthetic properties of concrete masonry to explore fabrication and detailing in the design process, and (3) to examine preconceptions about solo work and team work in architectural education and practice. What makes this project unique among other design/build projects is its emphasis on Concrete Masonry Units (known as CMU in the USA) and their visual, tactile and functional properties. The junior and senior students were allowed three building elements: an 8, cube of space, an unlimited number of concrete blocks, and the visual ecology of a site. The structural vocabulary that Frank Lloyd Wright developed consisted of a three-dimensional field of lines through which the solid elements of the building were located, enabling the voids to be integral to the whole and equally meaningful. Using these elements, students were asked to design/build temporary structures in a field next to the airport hangar on campus. The pedagogical objective was to adopt Wright's creative spirit, as opposed to quoting his architectural language. [source] The Importance of Conceptual and Concrete Modelling in Architectural Design EducationINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2009Aysu Akalin The design studio is the heart of architectural education. It is where future architects are moulded and the main forum for creative exploration, interaction and assimilation. This article argues for a ,studio-based learning' approach in terms of the impact of design tools, especially sketching and concrete modelling, on the creativity or problem-solving capabilities of a student. The implementation of a ,vertical design studio' model at Gazi University Department of Architecture is reported with examples of students' works. [source] In Australia, Between America and Europe, Beaux Arts and Modernism, Scholarship and Qualification: The Melbourne University Architectural Atelier, 1919,1947JOURNAL OF ARCHITECTURAL EDUCATION, Issue 3 2005JULIE WILLIS The role of architectural education in facilitating the international flow of ideas and developing the local profession during the interwar period is relatively underexplored. In Australia, the Melbourne University Architectural Atelier (1919,1947) was instrumental in introducing foreign methodologies while promoting a locally inflected paradigm of modern architecture. Based initially on the Ecole des Beaux Arts, the atelier's emphasis on composition and form, rather than a single accepted architectural style, fostered a culture of experimentation among Australian architects. But its focus on scholarship instead of professional qualification led to its eventual demise, highlighting the complex relationship between global design culture and local architectural practice. [source] Toward a Geography of the Globalization of Architecture Office NetworksJOURNAL OF ARCHITECTURAL EDUCATION, Issue 3 2005PAUL L. KNOX This paper examines the globalization of architectural practice, focusing on the global strategies of architectural firms in relation to those of advanced business services and to the evolving network of world cities that provides the spatial framework for economic globalization. A basic geography of global architecture office networks is identified, and multivariate statistical analysis is used to identify four distinctive global arenas in which architectural firms are involved. In a final section, the implications of these findings for architectural education are discussed. [source] The Identity of Place in Virtual Design StudiosJOURNAL OF ARCHITECTURAL EDUCATION, Issue 1 2002TADEJA ZUPANCIC STROJAN Since independence in 1991, Slovenian society has sought models for education in the West. As in Slovenia, schools of architecture situated in other countries of rapid social transformation are offered the opportunity to critically review examples of the virtual design studio (VDS). This article investigates such examples within the concepts of "identity" and "place." These concepts are developed to include a consideration of the identity of virtual places and virtual studios and to examine the implications of globalization on architectural education. In conclusion, we develop an exploratory model for VDS as an instrument that integrates computer technology, distance learning, and design education. [source] Reinterpreting Sustainable Architecture: The Place of TechnologyJOURNAL OF ARCHITECTURAL EDUCATION, Issue 3 2001Simon Guy This paper examines the relationships between diverse technical design strategies and competing conceptions of ecological place making. It highlights the conceptual challenges involved in defining what we mean by calling a building "green" and outlines a social constructivist perspective on the development of sustainable architecture. The paper identifies six alternative logics of ecological design which have their roots in competing conceptions of environmentalism, and explores the ways in which each logic prefigures technological strategies and alternative visions of sustainable places. Finally, the paper discusses the implications of the contested nature of ecological design for architectural education, practice, and research. [source] Learning in Newbern: Rural Studio in Year TenARCHITECTURAL DESIGN, Issue 4 2005John Forney Abstract Amidst the regulated and increasingly fraught business of architectural practice, particularly within its homestead of the town of Newbern, Hale County, Alabama, Rural Studio has entered its second decade as a force to contradict normative modes of architectural education and practice. In the coming years, we will see if the wider consequences triggered by this innovative organisation will take root elsewhere. In the meantime, John Forney's reflective examination of its roots substantiates the condition that, in times of change, the periphery is a place that matters greatly. Copyright © 2005 John Wiley & Sons, Ltd. [source] | ||||||||||