Architecture Commons^™

Reviving Knowledges Through Play And Resistance: The Case Of Navajo Conceptions Of Space, Daniel Ness, Richard D. Sawyer

Northwest Journal of Teacher Education

The authors explore a possible cause of epistemicidal predispositions of the dominant Eurocentric curricula. They posit that one way to determine a plausible contributing factor of this increasing devastation is to consider epistemicide through the lens of intellectual development. To do this, the authors examine parallel patterns of behavior in the domains of developmental and cognitive psychology. The authors then discuss an alternative framework to the Western conception of space within formal K-12 education by presenting the Navajo conception of space and play. Throughout the paper, the authors argue that all students—and especially those living in poverty in commercially constructed, …

Basic Concepts Of Structural Design For Architecture Students, Anahita Khodadadi

PDXOpen: Open Educational Resources

This book aims to narrate fundamental concepts of structural design to architecture students such that they have minimum involvement with math problem-solving. Within this book, students learn about different types of loads, forces and vector addition, the concept of equilibrium, internal forces, geometrical and material properties of structural elements, and rules of thumb for estimating the proportion of some structural systems such as catenary cables and arches, trusses, and frame structures.

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Introduction To Three Dimensional Composition / Dancing On The Digital Divide, Geoffrey Adams, Karen King

Proceedings of the 18th National Conference on the Beginning Design Student

Students entering the 3.5Y Masters program at UNM, come to embark on a course of study in architectural design. While all student populations are composed of unique individuals from various backgrounds, this particular group is, at least in an academic discipline by definition heterogeneous, possessing skills and knowledge in diverse fields gained through previous studies and/or employment. What they share is a burgeoning interest in architecture and a willingness to explore design in a studio environment, to start down a path toward a new way of perceiving and engaging the world. This peculiar mix of naivety and sophistication coupled with …

The Space Of Mondrian, Lori Brown

Proceedings of the 18th National Conference on the Beginning Design Student

How does one introduce a beginning design student to spatial concepts and spatial ways of seeing? As John Hejduk states the architect begins from the abstract - a world of ideas, of concepts, of aspirations - and gravitates toward built form. Students must first see and critically assess and question this abstract world before they can make the jump toward the real world. They arrive with so many misconceptions about architecture yet have no conceptions about the abstract world.

Building The River: An Introduction To Urban Design In Savannah, Georgia, Christian Dagg

Proceedings of the 18th National Conference on the Beginning Design Student

This paper discusses one strategy for exposing architecture students to beginning questions in urban design and how this exposure can be structured within the design studio. Focusing on the city of Savannah, Georgia, the study of urban morphology and resultant building typologies are a basis for the studio research and design proposals completed in the spring of 200 I at Auburn University in Alabama. The studio was cotaught with Brian Mackay-Lyons, who has established his own Architecture and Urban Design practice in Nova Scotia. MacKay-Lyons' practice served as a backdrop for the studio through an emphasis on contextual research, through …

Gesamtkunstwerk: Architecture/Interior Architecture - Elemental Integration As A Pedagogical Foundation For Design Education, Rebecca O'Neal Dagg

Proceedings of the 18th National Conference on the Beginning Design Student

The Architecture/ Interior Architecture [ARIA] duel degree program at Auburn University's School of Architecture is a unique design education model that offers a holistic approach to the relationship between interior and exterior space early in the design student's education. This program's mission at a fundamental pedagogical basis incorporates Architecture and Interior Architecture within Auburn's architecture curriculum model, allowing the development of the concept of "total design" into the design mentality of students. Gesamtkunstwerk, the German word most commonly interpreted in reference to Modem Architecture historical discourse to mean "total work of art:' offers inspiration to the ARIA program model via …

Rhetorical Investigations: A General Theory Of Design And Architectural Education, Simon Tomkinson

Proceedings of the 18th National Conference on the Beginning Design Student

This paper focuses on the common difficulties in architectural education - its role, and its motives. The construction industry has consistently needed more qualified project managers, more technicians, and better business practices. Yet, a primary tenet of architectural education is that the industry is more qualified to train the student in the intricacies of practice. The education about practice is limited primarily due to the emphasis on design education. What is it that we, as educators, teach in design education?

Rethinking Studio Pedagogy: Teaching Introductory Architectural Design At The Graduate Level, Michael E. Gamble, Richard Dagenhart, Chris Jarrett

Proceedings of the 18th National Conference on the Beginning Design Student

Over the last two years, our Architecture Program committed considerable intellectual capital to the rethinking of graduate level introductory design studio pedagogy for students entering our Masters of Architecture 1/3? year program. This reevaluation concentrates on several unique challenges intrinsic to the graduate level introductory design curriculum, which include:

The inherent differences between the age and personality profiles of undergraduate and graduate students. Many programs treat the curricula as equal, with graduate students executing the same exercises as undergraduates, only at a faster pace.

The developmental gap that exists in the second year of most M. Arch 1 programs between …