Education Commons^™

Design's Community Of Knowledge: Identifying And Organizing Design's Fundamental Concepts To Support Teaching And Learning, William R. Benedict

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

The words we use and the concepts they represent affect how we see, think and talk about the world. Each community of knowledge (e.g., Architecture, Physics, Sociology, etc.) has a language that is specific to that community or discipline. Membership in a community of knowledge involves learning the community's language and developing an understanding of the concepts that it identifies. Our level of understanding of a community's language can either obscure or clarify-it can help or hinder communication. The degree to which we understand the language and concepts of a community of knowledge is directly related to our ability to …

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?

Educating Emerging Vision, Marcella Eaton, Karen Wilson Baptist

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

Learning to see requires practice, risk-taking, and a deliberate awakening of conscious perception. Vision which can be interpreted as an integrated human capacity that emerges from the world of lived experience, is participatory and engaged rather than detached and observatory. Learning to look - vision- is deeply subjective, emerging from experience and critical consciousness. When vision becomes clear, students become aware of what was once hidden, lost, or invisible to them. Awakened vision requires a response. Educators must teach learners to balance their vision with action.channeling 'seeing' as a force against fear, and isolation, (that so often occurs in the …

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 …

Design As Language, Patrick Louis Carrico

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

Good design has many faces; one is articulated well by the principals of Gestalt, while another is formed by tradition and style. When teaching design, it is important to delineate between the two. What makes the Mona Lisa universal and the cover of "Staying Alive" doomed is that the former uses good design grammar; and the latter uses an obsolete design dialect. Understanding their difference is integral in deciding the line between less expressive designs, like commercial design, and the design layer of a cathartic painting. Design is a language.

While Mind Dances With Heart: Nurturing Design Vocabularies Through Personal And Cultural Identities, Shenglin Chang

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

Although there are many ways of approaching design. my aims "in teaching young student designers was to have them understand the importance of finding the balance between the intuitive with the rational." (Mirochnik, 2000: 65) The approach that I take in teaching my beginning landscape design studio is one in which I draw upon my former career as a dancer/ choreographer. I have found that within the process of creating and performing dance, the rational and the visceral constantly intersect: choreography and performance are processes in which the mind dances with the heart. I educate my beginning design students to …

Bounding Space, Jeffrey L. Day, Brian T. Rex

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

The cognition and description of spatial conditions are essential components of any foundation for design and the visual arts. However, the ability to discern subtle spatial distinctions and the limits of spatial boundaries is often clouded by habit and apparent familiarity with the conditions in question. For example, one thinks one "knows" the spatial make-up of one's bedroom, but can one real ly see the space of the room from a position outside of this perceived familiarity? Can pre-cognitive knowledge be converted into critical understanding? Or, to invert the question, how can one know a space that one sees with …

Intelligent Shape Sorting, Esther Dudley

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

It is a familiar scene. Each September brings its new crop of would-be graphic designers, diverse in their experiences and ambitions, brought together in the lecture theatre by an appointment on their induction calendar; indicating an introduction to design research. It is my task to explain the pattern that this study will take in the opening modules. In this first year of study design research will take place on Wednesdays, regardless of studio projects It will constitute a certain number of lectures and tutorials, concluding with a specified brief which represents the first phase of assessment. As the routine unfolds …

Teaching Systems Science In High School Compared To Graduate School, Wayne W. Wakeland

Systems Science Faculty Publications and Presentations

This paper compares System Dynamic models built by graduate students to those built by high school students. The motivation behind this comparison is to explore the question: "How effectively is feedback-oriented system dynamics being taught in secondary schools compared to graduate school?" The paper will also speculate regarding implications for other systems concepts.

Feedback, Accountability, And The Standards-Based System, Dannelle D. Stevens

Education Faculty Publications and Presentations

The standards-based system provides feedback and accountability, and, more importantly, it challenges educators to re-examine basic assumptions about teaching, learning, and schooling. These assumptions are changing as a result of the standards-based system, and this has positively affected practices in the classroom.

Scharp: Opening The Door To Systems Change, Leslie G. Mcbride

Community Health Faculty Publications and Presentations

The majority of policymakers, educators, and the public at large agree that public education needs reform. However, the nature and extent of changes are discussed and debated. Some promote the newest curricula,the latest teaching innovation, or the freshest administrative style (Sashkin & Egermeier, n.d). Others regard these approaches as piecemeal solutions that "tinker at the edges" of the real problem (Reigeluth, in press). The real problem, they say, is an ailing education system requiring fundamental, systemic changes through basic restructuring(Corbett, 1990; O'Neil, 1993; Reigeluth, in press; Sashkin & Egermeier,n. d.). These two approaches bracket a solution continuum ranging from minor …

Creating A Better Tomorrow: A Curriculum For Teaching Children About Planning, Lori Stroope, Lauren Waterton

Master of Urban and Regional Planning Workshop Projects

The goal of this packet is to make students aware of their urban environment and demonstrate that their action a influence their community.

When Mathematicians And Mathematics Teachers Come Together, Ronald B. Narode

Curriculum and Instruction Faculty Publications and Presentations

In accordance with recommendations from educators and educational researchers [Wilcox, et a!, 1991; Schwab, 1976], recent attempts to integrate the communities of professional mathematicians and high school mathematics teachers in the U.S A. have resulted in several summer institutes which bring these groups together for up to four weeks. Through living, working, and studying together, the two normally disparate groups are expected to develop a dialogue for the mutual benefit of the participants and for their students. The present study of one such institute was conducted with the use of interviews of the participants, examination of some of the teachers' …

The Language Arts Classroom In The Nuclear Age, Barbara Ruben

Curriculum and Instruction Faculty Publications and Presentations

There are many ways that Language Arts teachers can work to foster a new mode of thinking, a mode of thinking that can divert us from drifting towards the catastrophe Einstein warned of us 40 years ago. This paper outlines how both Elbow and Graves offer practical and immediate teaching strategies for nuclear age education in the language arts classroom.

Panel Discussion On Early Childhood Education, David Elkind, Alta Hunter, Helen Hartness, Dennis Millholm

Special Collections: Oregon Public Speakers

No abstract provided.

"Speech", Edith Green

Special Collections: Oregon Public Speakers

No abstract provided.