Spatial Design Education: New Directions for Pedagogy in Architecture and BeyondIn this book, design education is dealt with as a paradigm whose evolutionary processes, underpinning theories, contents, methods, tools, are questioned and critically examined. Building on twenty-five years of research and explorations into design pedagogy in architecture and urban design, this book authoritatively offers a critical analysis of a continuously evolving profession, its associated societal processes and the way in which design education reacts to their demands. Innovative teaching practices in lecture-based and introductory design courses are identified and characterized including inquiry-based, active and experiential learning. These investigations are all interwoven to elucidate a comprehensive understanding of contemporary design education in architecture and allied disciplines. |
Contents
The Evolving Profession and the Actors Involved | 19 |
The Traditional Approach to Contemporary Design Pedagogy | 59 |
Examining Design Teaching and Admission Policies 19942001 | 79 |
Pioneering Typologies for a New Design Pedagogy From the mid | 113 |
5 | 157 |
6 | 217 |
DesignBuild and the Pedagogy of Making | 230 |
New Forms of Pedagogy in LectureBased Courses | 263 |
learning Across and Within the Boundaries of Classroom Settings | 273 |
Courses | 301 |
Toward a Theory of Transformative and Critical Pedagogies | 309 |
| 337 | |
| 361 | |
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academic activities Additionally alternative analysis appreciative inquiry architects architectural and urban architectural design architectural education architectural pedagogy Architectural Research architecture and design aspects assessment Bauhaus Beaux-Arts building built environment challenges characteristics classroom client collaborative community design component concepts construction contemporary context course creative criteria critical pedagogies critical thinking cultural decision-making design education design instructors design learning design pedagogy design problems design process design solutions design teaching design-build discussion Doha École des Beaux-Arts emphasis environmental evaluation examine example experiential learning explore Ibid identify impact important integrated interaction International introduced involved Journal of Architectural jurors jury knowledge Misr International University needs organisations outcomes paradigm pattern language pedagogy in architecture Qatar University Queen’s University reflect relevant response result role Salama Sanoff schools of architecture skills social specific structured tasks theory traditional approach transformations types understanding urban design users utilised values Vkhutemas