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Full-Text Articles in Architecture
Wired! And Visualizing Venice: Scaling Up Digital Art History, Kristin Huffman Lanzoni, Mark James-Vrooman Olson, Victoria E. Szabo
Wired! And Visualizing Venice: Scaling Up Digital Art History, Kristin Huffman Lanzoni, Mark James-Vrooman Olson, Victoria E. Szabo
Artl@s Bulletin
This article focuses on Visualizing Venice, an interdisciplinary, cross-cultural collaboration that engages in mapping, 3-D modeling, and multimedia representations of historical change in Venice, Italy. Through a “laboratory” approach that integrates students and faculty in multi-year research teams, we ask new questions and pursue emerging lines of inquiry about architectural monuments, their relation to the larger urban setting, and the role of sculptural and painted decoration in sacred spaces. Our practice of digital art history transforms both teaching and research and provides new means for communicating knowledge to a broad public.
Change Over Time: Neatline And The Study Of Architectural History, Lisa A. Reilly
Change Over Time: Neatline And The Study Of Architectural History, Lisa A. Reilly
Artl@s Bulletin
This article discusses how the usual study of architecture from the perspective of a single moment in time, usually the moment of its creation is limiting. New methodologies make it possible to add to the current rich variety of approaches available to the architectural historian in order to consider the dynamic history of the forms we study. This problem can be resolved in part through the use of digital tools, in particular Neatline, (www.neatline.org) which allows the viewer to see and understand how a building changes over time.
Problem-Based Learning As A Model For The Interior Design Classroom: Bridging The Skills Divide Between Academia And Practice, Gregory Galford, Susan Hawkins, Mark Hertweck
Problem-Based Learning As A Model For The Interior Design Classroom: Bridging The Skills Divide Between Academia And Practice, Gregory Galford, Susan Hawkins, Mark Hertweck
Interdisciplinary Journal of Problem-Based Learning
The addition of problem-based learning (PBL) pedagogy to studio-based learning (SBL) environments may help bridge the divide between traditional design education and initial postgraduate jobs. This paper demonstrates how one instructor adapted a PBL model to the interior design studio, including planning, execution, and evaluation. The relationship between PBL and SBL is explored. Two realistic design problems were created for use by interior design students who participated in PBL sessions. All of the groups adequately answered the client’s design programmatic needs. Students learned to perform as team members, including how to collaborate and compromise while working toward an effective design …