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Thresholds in Architectural Education


Thresholds in Architectural Education


1. Aufl.

von: Nur Caglar, Irene G. Curulli, Isil Ruhi Sipahioglu, Lazaros Mavromatidis

139,99 €

Verlag: Wiley
Format: PDF
Veröffentl.: 16.07.2020
ISBN/EAN: 9781119751403
Sprache: englisch
Anzahl Seiten: 304

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Beschreibungen

The book explores, discusses, and considers new and innovative perspectives on the crossings, interactions, and transformations of non-formal, informal learning, and formal learning within or prior to FADS and Internship. The contributions provide a wider perspective on the alternating Final Architectural Design Studios and Internship programs as interfaces and interaction zones among different learning experiences that lead to professional and intellectual qualification.
<p>Introduction xiii<br /><i>Nur ÇAĞLAR and Irene G. CURULLI</i></p> <p>Editors and Contributors xxiii</p> <p><b>Part 1. Practices in the Formal Institutions that Cope with the Rapid Pace of Change </b><b>1</b></p> <p><b>Chapter 1. Towards a New Interaction Between Educational Processes and Practices: Faculty of Architecture, Sapienza University of Rome </b><b>3<br /></b><i>Anna Maria GIOVENALE, Spartaco PARIS and Roberto BIANCHI</i></p> <p>1.1. Framework of reference: between crisis of the figure of the architect and the need for innovation 4</p> <p>1.2. Newly integrated skills and knowledge for technical training in the field of architecture and of construction engineering 5</p> <p>1.3. A new opportunity for training and the profession: managing the processes of building design and construction 6</p> <p>1.4. The new training project and relationship with the professions 10</p> <p>1.5. References 12</p> <p><b>Chapter 2. Continuity in Architectural Education: A Driving Force or a Burden to Creativity? </b><b>13<br /></b><i>Deniz İNCEDAYI, Burcu Selcen COŞKUN and İkbal Ece POSTALCI</i></p> <p>2.1. Introduction 13</p> <p>2.2. A conventional education method: Mimar Sinan Fine Arts University Department of Architecture 15</p> <p>2.3. Towards a more inclusive approach 20</p> <p>2.4. Conclusion 22</p> <p>2.5. References 23</p> <p><b>Chapter 3. From the Experiences in the Iberian Peninsula to California </b><b>25<br /></b><i>Pedro Ressano GARCIA</i></p> <p>3.1. Introduction 25</p> <p>3.2. The Iberian schools – Porto, Lisbon and Barcelona 26</p> <p>3.3. Passing by the University of California 26</p> <p>3.4. Early teaching 28</p> <p>3.5. References 28</p> <p><b>Chapter 4. Project Domain: A Formalist Exercise in the Education of Architects </b><b>31<br /></b><i>Krunoslav IVANIŠIN</i></p> <p>4.1. The Crystal Palace 31</p> <p>4.2. The practice and the education of architecture 36</p> <p>4.3. The sequence 37</p> <p>4.4. References 42</p> <p><b>Chapter 5. Towards a New Studio Culture: Changing Minds, Transforming Education </b><b>45<br /></b><i>Ozan Önder ÖZENER and Mehmet Ümit METERELLIYÖZ</i></p> <p>5.1. Introduction 45</p> <p>5.2. Thoughts and views on studio culture 47</p> <p>5.3. Influencers of studio culture 49</p> <p>5.4. Studio culture and informal learning 50</p> <p>5.5. Suggestions 53</p> <p>5.6. Conclusion 54</p> <p>5.7. References 54</p> <p><b>Chapter 6. Climatic Heterotopias or the Obscure Element of Architectural Creation: Introducing a Tangible Alternative Pedagogy within a Global Climate Regime </b><b>57<br /></b><i>Lazaros MAVROMATIDIS</i></p> <p>6.1. Architectural consciousness and pedagogy 57</p> <p>6.2. Tarrying with multiple imaginaries 59</p> <p>6.3. Climate change, normative abstract idealisms, constructal thermodynamics and sustainable spatiality 61</p> <p>6.4. Climatic heterotopias 64</p> <p>6.5. Once upon a sustainable architectural space 66</p> <p>6.6. References 67</p> <p><b>Chapter 7. A Threshold In-between Education and Profession: The Final Architectural Design Studio </b><b>69<br /></b><i>Işıl RUHİ SİPAHİOĞLU and Aslı ALANLI</i></p> <p>7.1. Introduction 69</p> <p>7.2. The survey of FADSs across European architecture schools 71</p> <p>7.2.1. Methodology 72</p> <p>7.2.2. Objectives of FADSs 76</p> <p>7.2.3. The duration of FADSs 79</p> <p>7.2.4. Supervision models 80</p> <p>7.2.5. Enrollment criteria 81</p> <p>7.2.6. The appointment of tutors 82</p> <p>7.2.7. Topic/theme determination 83</p> <p>7.2.8. Student position 85</p> <p>7.2.9. Co-requisite courses along FADSs 85</p> <p>7.2.10. Assessment methods 86</p> <p>7.2.11. Appointment of jury members 90</p> <p>7.3. Challenges in the final studio 92</p> <p>7.3.1. Major challenges faced by students 92</p> <p>7.3.2. Major challenges faced by teaching staff 93</p> <p>7.3.3. Strong aspects of the FADS 94</p> <p>7.4. Conclusion 96</p> <p>7.5. Acknowledgements 97</p> <p>7.6. References 97</p> <p><b>Chapter 8. Final Diploma Project as a Key into the Architect’s Profession </b><b>99<br /></b><i>Zbigniew Władysław PASZKOWSKI and Anna PAZDUR-CZARNOWSKA</i></p> <p>8.1. Architecture and urban planning in the Polish educational system 99</p> <p>8.2. Integrating and disintegrating trends in the scientific discipline: “architecture and urban planning” 100</p> <p>8.3. Architecture curriculum in Poland according to the Bologna System 101</p> <p>8.4. First-degree studies (engineer studies) 102</p> <p>8.4.1. General requirements 102</p> <p>8.4.2. Content and effects of education 102</p> <p>8.4.3. Other requirements 106</p> <p>8.4.4. Graduate qualifications of first-degree studies (engineer studies) 106</p> <p>8.5. Second-degree studies 107</p> <p>8.5.1. General requirements 107</p> <p>8.5.2. Content and educational effects of the courses 107</p> <p>8.5.3. Other requirements 108</p> <p>8.5.4. Graduate qualifications of the second-degree studies (Master studies) 108</p> <p>8.6. Demands and expected outcomes of the Final Diploma Project (FDP) in architecture and urban planning in Poland 109</p> <p>8.7. FDP as a key to professional work in architectural and urban planning studios 110</p> <p>8.8. Discussion on the expectations of the job market and those of the young absolvents of architecture 112</p> <p>8.9. Benchmarking system for international comparison of professional preparation of absolvents of architecture and urban planning 114</p> <p>8.10. Conclusion 115</p> <p>8.11. Appendix 1. The list of Polish state universities and private high education schools with Architecture and Urban Planning 116</p> <p>8.12. References 117</p> <p><b>Chapter 9. Designing a Relevant Answer to One’s Own Question: Assessing the Diploma Studio at the Zagreb Faculty of Architecture </b><b>119<br /></b><i>Mia ROTH-ČERINA</i></p> <p>9.1. Introduction 120</p> <p>9.2. Developing the Zagreb Faculty of Architecture’s curricular profile 120</p> <p>9.3. Extracurricular workshops: exploring motives 121</p> <p>9.3.1. Social agency: learning spaces in transition workshop 122</p> <p>9.3.2. Empathy through immersion: mountaineers’ shelter workshop 122</p> <p>9.3.3. Designing meaning: AF/SC workshop 123</p> <p>9.4. Testing alertness: the diploma studio in Zagreb 124</p> <p>9.5. Conclusion 126</p> <p>9.6. References 127</p> <p><b>Chapter 10. Designerly Ways of Understanding Research Capabilities of Architectural Design and Studio </b><b>129<br /></b><i>Zelal ÖZTOPRAK and Nur ÇAĞLAR</i></p> <p>10.1. Architectural design studio as a research platform 129</p> <p>10.2. Intricacy of intellectual and actual sources of design experience 131</p> <p>10.3. Structured improvisation 133</p> <p>10.4. Emergence of difference through repetition 134</p> <p>10.5. For example, TOBB ETU Final Architectural Design Studio 135</p> <p>10.5.1. Manifesto 140</p> <p>10.5.2. Network strategy 142</p> <p>10.5.3. Studio Book 142</p> <p>10.6. Conclusion 143</p> <p>10.7. Acknowledgements 143</p> <p>10.8. References 143</p> <p><b>Chapter 11. Theory and Practice of Bookmaking: An Experiment in Architectural Design Education </b><b>145<br /></b><i>Selda BANCI</i></p> <p>11.1. Introduction 146</p> <p>11.2. Book 147</p> <p>11.3. Making 152</p> <p>11.4. Conclusion 155</p> <p>11.5. Acknowledgements 158</p> <p>11.6. References 158</p> <p><b>Chapter 12. Formal Supersedes Non-formal: Comparative Analyses of European and Japanese Architectural Design Education </b><b>161<br /></b><i>Larisa ČIŠIĆ</i></p> <p>12.1. Introduction 162</p> <p>12.2. Methods 162</p> <p>12.3. Results 162</p> <p>12.3.1. Final Architectural Design Studio (FADS) 162</p> <p>12.3.2. Studio/preparation 163</p> <p>12.3.3. Studio/conduct 164</p> <p>12.3.4. Studio/assessment 164</p> <p>12.3.5. Studio/general 165</p> <p>12.4. Conclusion 165</p> <p>12.5. References 166</p> <p><b>Part 2. Non-formal and Informal Learning Environments </b><b>167</b></p> <p><b>Chapter 13. A Tangible Approach to the Alternative Teaching Education </b><b>169<br /></b><i>Dimitra BABALIS</i></p> <p>13.1. Introduction 169</p> <p>13.2. A review of education and skills for a sustainable educational design. 170</p> <p>13.3. Expansion in education interest in ecological and sustainable urban design 172</p> <p>13.4. The Erasmus Intensive Programs (IPs) experience at the University of Florence 173</p> <p>13.5. Intensive Programs (IPs)/Design Workshops (DWs) educational structure 174</p> <p>13.6. The Florence IP/DW description 177</p> <p>13.7. Conclusion 179</p> <p>13.8. References 180</p> <p><b>Chapter 14. Social Networks and Architecture: Possible Benefits for Design Education? </b><b>183<br /></b><i>Akin Tolga İLTER</i></p> <p>14.1. Introduction 183</p> <p>14.2. Using social media for design studio education 185</p> <p>14.3. Case studies 186</p> <p>14.3.1. Case study I: design blog 186</p> <p>14.3.2. Case study II: social network 189</p> <p>14.3.3. Case study III: “<i>Insta </i>Company” 191</p> <p>14.4. Conclusion 194</p> <p>14.5. References 195</p> <p><b>Chapter 15. Architectural Education and the Politics of Architect–Client Relationships: A Case Study from Jordan </b><b>197<br /></b><i>Ahlam HARAHSHEH</i></p> <p>15.1. Introduction 197</p> <p>15.2. Current pedagogy in selected architectural departments in Jordan 199</p> <p>15.3. Importance of communication skills in architectural education 201</p> <p>15.4. Training after graduation 204</p> <p>15.5. Conclusion 205</p> <p>15.6. References 206</p> <p><b>Chapter 16. Outer Studio: Learning from the Students </b><b>209<br /></b><i>Çağda TÜRKMEN</i></p> <p>16.1. Architectural design education in Turkey 209</p> <p>16.2. Initiatives of students: architecture, design and education 211</p> <p>16.2.1. Baykuşlar Toplanıyor (Izmir, 2010–2013) 212</p> <p>16.2.2. Yer_denyüksek (Istanbul, 2013–2015) 213</p> <p>16.2.3. Bademlik Tasarım Festivali (Eskişehir, 2013–) 213</p> <p>16.2.4. Ulusal Mimarlık Öğrencileri Buluşması (UMÖB) 215</p> <p>16.3. This will <i>not </i>kill that 217</p> <p>16.4. References 219</p> <p><b>Chapter 17. An International Collaboration and Interdisciplinary Architectural Education Experience: Atelier Européen </b><b>221<br /></b><i>Elif MIHÇIOĞLU</i></p> <p>17.1. Introduction 222</p> <p>17.2. Flexibility in formal–informal integrated architectural education and interdisciplinary collaborations 222</p> <p>17.3. The case of Atelier Européen 223</p> <p>17.3.1. Structure, objectives, content and methods 224</p> <p>17.3.2. Stages of the studio process 225</p> <p>17.3.3. Previous studio projects 225</p> <p>17.4. Evaluation 231</p> <p>17.5. Conclusion 231</p> <p>17.6. Acknowledgements 232</p> <p>17.7. References 232</p> <p><b>Chapter 18. A School of One’s Own: Reporting from the Students’ Front </b><b>235<br /></b><i>İkbal Ece POSTALCI, Burcu Selcen COŞKUN and Işıl RUHİ SİPAHİOĞLU</i></p> <p>18.1. Introduction 235</p> <p>18.2. The Flexible School 237</p> <p>18.3. The Architect of the Future 238</p> <p>18.4. Travelling School 240</p> <p>18.5. BACKYARD 241</p> <p>18.6. Own Kind of Architect 244</p> <p>18.7. Conclusion 246</p> <p>18.8. References 247</p> <p>List of Authors 249</p> <p>Index 253</p>
<ul> <li>Tayyibe Nur Çaðlar, Prof. Dr., Head of Department of Architecture, TOBB University of Economics and Technology</li> <li>Irene G. Curulli, Assist. Prof. Dr., Department of the Built Environment, Architectural Design and Engineering, Eindhoven University of Technology (TU/e)</li> <li>Iþýl Ruhi-Sipahioðlu, Dr., Lecturer, Department of Architecture, TOBB University of Economics and Technology</li> <li>Lazaros Mavromatidis, Dr, Associate Professor, School of Architecture, Institut National des Sciences Appliqués Strasbourg (editor in chief of the series)</li> </ul>

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