Kooperativer Bibliotheksverbund

UID:

Format: 1 online resource (301 pages)

Edition: 1st ed.

ISBN: 9781119751410

Note: 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 , 10.5.2. Network strategy -- 10.5.3. Studio Book -- 10.6. Conclusion -- 10.7. Acknowledgements -- 10.8. References -- 11. Theory and Practice of Bookmaking: An Experiment in Architectural Design Education -- 11.1. Introduction -- 11.2. Book -- 11.3. Making -- 11.4. Conclusion -- 11.5. Acknowledgements -- 11.6. References -- 12. Formal Supersedes Non-formal: Comparative Analyses of European and Japanese Architectural Design Education -- 12.1. Introduction -- 12.2. Methods -- 12.3. Results -- 12.3.1. Final Architectural Design Studio (FADS) -- 12.3.2. Studio/preparation -- 12.3.3. Studio/conduct -- 12.3.4. Studio/assessment -- 12.3.5. Studio/general -- 12.4. Conclusion -- 12.5. References -- PART 2: Non-formal and Informal Learning Environments -- 13. A Tangible Approach to the Alternative Teaching Education -- 13.1. Introduction -- 13.2. A review of education and skills for a sustainable educational design -- 13.3. Expansion in education interest in ecological and sustainable urban design -- 13.4. The Erasmus Intensive Programs (IPs) experience at the University of Florence -- 13.5. Intensive Programs (IPs)/Design Workshops (DWs) educational structure -- 13.6. The Florence IP/DW description -- 13.7. Conclusion -- 13.8. References -- 14. Social Networks and Architecture: Possible Benefits for Design Education? -- 14.1. Introduction -- 14.2. Using social media for design studio education -- 14.3. Case studies -- 14.3.1. Case study I: design blog -- 14.3.2. Case study II: social network -- 14.3.3. Case study III: "Insta Company" -- 14.4. Conclusion -- 14.5. References -- 15. Architectural Education and the Politics of Architect-Client Relationships: A Case Study from Jordan -- 15.1. Introduction -- 15.2. Current pedagogy in selected architectural departments in Jordan -- 15.3. Importance of communication skills in architectural education , 15.4. Training after graduation -- 15.5. Conclusion -- 15.6. References -- 16. Outer Studio: Learning from the Students -- 16.1. Architectural design education in Turkey -- 16.2. Initiatives of students: architecture, design and education -- 16.2.1. Baykuslar Toplaniyor (Izmir, 2010-2013) -- 16.2.2. Yer_denyüksek (Istanbul, 2013-2015) -- 16.2.3. Bademlik Tasarim Festivali (Eskisehir, 2013-) -- 16.2.4. Ulusal Mimarlik Ögrencileri Bulusmasi (UMÖB) -- 16.3. This will not kill that -- 16.4. References -- 17. An International Collaboration and Interdisciplinary Architectural Education Experience: Atelier Européen -- 17.1. Introduction -- 17.2. Flexibility in formal-informal integrated architectural education and interdisciplinary collaborations -- 17.3. The case of Atelier Européen -- 17.3.1. Structure, objectives, content and methods -- 17.3.2. Stages of the studio process -- 17.3.3. Previous studio projects -- 17.4. Evaluation -- 17.5. Conclusion -- 17.6. Acknowledgements -- 17.7. References -- 18. A School of One's Own: Reporting from the Students' Front -- 18.1. Introduction -- 18.2. The Flexible School -- 18.3. The Architect of the Future -- 18.4. Travelling School -- 18.5. BACKYARD -- 18.6. Own Kind of Architect -- 18.7. Conclusion -- 18.8. References -- List of Authors -- Index -- Other titles from iSTE in Science, Society and New Technologies -- EULA , 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 -- 7.2.8. Student position -- 7.2.9. Co-requisite courses along FADSs -- 7.2.10. Assessment methods -- 7.2.11. Appointment of jury members -- 7.3. Challenges in the final studio -- 7.3.1. Major challenges faced by students -- 7.3.2. Major challenges faced by teaching staff -- 7.3.3. Strong aspects of the FADS -- 7.4. Conclusion -- 7.5. Acknowledgements -- 7.6. References -- 8. Final Diploma Project as a Key into the Architect's Profession -- 8.1. Architecture and urban planning in the Polish educational system -- 8.2. Integrating and disintegrating trends in the scientific discipline: "architecture and urban planning" -- 8.3. Architecture curriculum in Poland according to the Bologna System -- 8.4. First-degree studies (engineer studies) -- 8.4.1. General requirements -- 8.4.2. Content and effects of education -- 8.4.3. Other requirements , 8.4.4. Graduate qualifications of first-degree studies (engineer studies) -- 8.5. Second-degree studies -- 8.5.1. General requirements -- 8.5.2. Content and educational effects of the courses -- 8.5.3. Other requirements -- 8.5.4. Graduate qualifications of the second-degree studies (Master studies) -- 8.6. Demands and expected outcomes of the Final Diploma Project (FDP) in architecture and urban planning in Poland -- 8.7. FDP as a key to professional work in architectural and urban planning studios -- 8.8. Discussion on the expectations of the job market and those of the young absolvents of architecture -- 8.9. Benchmarking system for international comparison of professional preparation of absolvents of architecture and urban planning -- 8.10. Conclusion -- 8.11. Appendix 1. The list of Polish state universities and private high education schools with Architecture and Urban Planning -- 8.12. References -- 9. Designing a Relevant Answer to One's Own Question: Assessing the Diploma Studio at the Zagreb Faculty of Architecture -- 9.1. Introduction -- 9.2. Developing the Zagreb Faculty of Architecture's curricular profile -- 9.3. Extracurricular workshops: exploring motives -- 9.3.1. Social agency: learning spaces in transition workshop -- 9.3.2. Empathy through immersion: mountaineers' shelter workshop -- 9.3.3. Designing meaning: AF/SC workshop -- 9.4. Testing alertness: the diploma studio in Zagreb -- 9.5. Conclusion -- 9.6. References -- 10. Designerly Ways of Understanding Research Capabilities of Architectural Design and Studio -- 10.1. Architectural design studio as a research platform -- 10.2. Intricacy of intellectual and actual sources of design experience -- 10.3. Structured improvisation -- 10.4. Emergence of difference through repetition -- 10.5. For example, TOBB ETU Final Architectural Design Studio -- 10.5.1. Manifesto

Additional Edition: Print version Caglar, Nur Thresholds in Architectural Education Newark : John Wiley & Sons, Incorporated,c2020 ISBN 9781786306494

Language: English

Keywords: Electronic books ; Electronic books

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URL: FULL  ((OIS Credentials Required))