Learning Through Drawing - Project description

20/20 Design Vision, 2011

The conference proceedings are published by the Design Education Forum of Southern Africa (DEFSA) on the following website: www.defsa.org.za

2001

This book holds together the proceedings of a three day international conference on architectural education that took place at the University of Cyprus, in Nicosia, between 23-25 October 2019. The conference focused on first year design teaching and the broad theme under examination was how we introduce students in the world of architectural design. Entering the field of architecture often, still, holds something from the tradition of the master-apprentice model of education or training, despite the fact that the medieval craft guilds may have long been gone. Relics of this tradition can be traced, in the implicit principles of the various schools of architecture, which are usually not addressed explicitly in the curriculum or design briefs of their studios. The purpose of this conference was to present, expose, map and critically discuss the methods and norms, symbols and narratives, customs and dispositions of current practices of first year design teaching, through the term ‘initiation.’ ‘Initiation’ can be understood, first of all, in a temporal basis, specifying that the conference was focusing on the challenge of teaching design at the very beginning of architectural education. At the same time, though, the term was selected because of its rich social or political connotations, as involving some sort of ritual or rite of passage that allows someone to enter a group. The discussions that took place during the conference, as well as, the papers that are been published here, have taken different stances in relation to these two readings. The interpretative framework of each stance has ideological implications, exposing a series of other positionings regarding not only architectural pedagogy, but also the very nature of architecture. Moreover, initiation in the field of architecture through the first year of education was found to be important since it has the power to be quite formative in shaping the future professional architect. The conference revealed that multiple pedagogical approaches coexist, each prioritizing certain values over others, often driven by a different understanding of what the role of the profession of the architect is or should be in society. It thus seems inevitable that any discussion on educational agendas should also discuss the role of the architectural profession, especially now that professional boundaries are reassessed, diluted or even dissolved. Initiating students in first year design studio is a pedagogical experiment that sets up the fundamentals of architectural education: the ethos, creative energy, drawing and making skills, curiosity in exploring and developing ideas, understanding context and how architecture frames ways of living. In this sense, teaching first year architectural design is many things at the same time: a huge responsibility, an arduous process, a joy. And while there may be many paths to choose as a studio instructor, one specific pedagogical approach is chosen each time.

The conference proceedings are published by the Design Education Forum of Southern Africa (DEFSA) on the following website: www.defsa.org.za

In response to changes in both the practice of architecture and changes in terms of architecture's field of operation: the global economic, political and cultural context of its production, the following paper proposes to re-examine the inherited unit system of the graduate educational M.Arch design studio. Contrary to 'alternate modes of practice' that propose in critiquing the profession, an abandonment of the discipline of architecture, this paper instead calls for a clarified return in the educational context to architecture's core material an spatial skill set redirected relative to the animating diagrammatic condition that since the 19th century has relied on architecture's capacities in material and organisational experimentation to build cities.

2008

In this keynote speech I will expound on creativity in general. However, rather than dealing with the ways and methods of fostering creative thinking in architecture or in architectural education, I will question what creativity actually is and how exactly one discriminates the creative from the noncreative in architectural works. What are its features and properties and how can they be distinguished and/or traced? Instrumenys of affects (grammatical terms) Cultural Conventions Knowledge of other disciplines History and Theory of Arts & Architecture Percepts Images Affects Language of Architectural Composition Word Inscription Line Form Pattern Color Texture Dimension Shadow Light Relation, etc Things Concepts Events-flows & behavior Preperatory Milieu Mental Communication field field 20 Concepts/words which designate differenc e Content of transformation Element of transformation W h o Where and wh e n absenc e space syntax and organization stairs to ramps

Draft Magazine05, 2019

A collection of ideas, processes and projects Interior Architecture & Design Middlesex University

2007

Abstract We are interested in and concerned by how functionality is affected in dyslexic art students beyond the well-understood difficulties with text. What has been of particular interest to us is that some of our dyslexic students complain that drawing is particularly difficult for them. Some of these students exhibit the same kind of evasive strategies and anxieties about drawing as are normally expected of dyslexics in relation to text.

Teachers’ Academy Papers, 2007

We are interested in and concerned by how functionality is affected in dyslexic art students beyond the well-understood difficulties with text. What has been of particular interest to us is that some of our dyslexic students complain that drawing is particularly difficult for them. Some of these students exhibit the same kind of evasive strategies and anxieties about drawing as are normally expected of dyslexics in relation to text. This has prompted us to ask this question: is there a previously unrecognised and unexplored link ...

LA. X Celebrating 10 years of Landscape Architecture Education, 2022

The Master track programme in Landscape Architecture at the Faculty of Architecture and the Built Environment at TU Delft was launched in 2010. It all began with the introduction of the discipline of landscape architecture to the Faculty in 1948. The journey from this modest post-war beginning to the tenth anniversary of the Master track programme in 2020/2021 has been an adventurous one and can be broken down into three stages. The first stage – preparing - was a period in which education in landscape architecture was introduced and gradually developed. The decision to offer a Master track in Landscape Architecture was taken in 2007 and led to the planning stage, an intensive period of research and development culminating in the launch of the Master track in 2010. In the third stage - cultivat- ing - the structure, content and delivery of the curriculum was refined and the scope of the programme was broadened. Over more than seventy years, the interplay between professors, teachers and students has brought landscape architecture education in Delft to a level of maturity of which the Faculty is justly proud.