<p> Practicing architects and architectural educators have called for better writing by architecture graduates; however, there appears to be a gap in published empirical studies on instructional designs that address the problem of developing student architects&rsquo; writing fluency. Writing well is an especially challenging process for architecture students in design studios because learners must transform the concepts in their visual metaphors, design spaces, and physical models into written language. The study investigated whether architecture students in the treatment group showed greater writing fluency and critical thinking after using sketching as a metacognitive process than did the control group that used words in an identical online lesson. Fifty-six architecture design studio students participated in the quasi-experimental online intervention designed to help students describe their design projects in writing. Student papers following the online sketching intervention were scored using <i> The Cognitive Level and Quality Writing Assessment, Critical Thinking Rubric. </i> Although the one-way ANOVA analysis of mean scores on students&rsquo; papers showed no statistical difference between the treatment group, which used sketching, and the control group, which used words, sketching stimulated students in the treatment group to write lengthy posts critiquing each other&rsquo;s sketches. The finding suggests that online instruction using sketching as a metacognitive scaffolding tool should be further explored as a strategy to engage architecture students in writing practice.</p>

The last two decades have been characterised by a debate of increasing urgency regarding pedagogical issues in landscape architecture, such as the nature of the skills of graduates entering the profession. The generic workplace is also undergoing changes. Employers are showing a preference for non-technical skills such as teamwork, communication and self-skills. With this as background, the following factors serve as motivation for the study; the increasingly unpredictable changes in and broad nature of landscape architecture, the shift in the skills required of graduates entering the generic workplace, and the changing South African educational landscape. The dissertation thus seeks to identify the major factors motivating a need to shift the outcomes emphasis in the landscape architecture degree programmes in South Africa from technical (subject specific) to non-technical skills and to identify a framework through which to tangibly incorporate non-technical skills landscape architecture curriculum. The shift in the skills required of the generic workplace is stated together with its effect on higher education. The breadth and future of the profession are discussed to determine the relationship between the profession and non-technical skills. It was found that there is a need to shift the skills required of landscape architecture graduates from technical to non-technical skills. The degree to which landscape architecture programmes in South Africa are currently addressing non-technical skills is surveyed and it is concluded that these programmes do not tangibly address non-technical skills. The dissertation proposes a curriculum design process and a framework for facilitating learning which ensures that non-technical skills are tangibly incorporated into landscape architecture curricula. <-p> The dissertation concludes that landscape architecture curriculum in South Africa need to shift the skills emphasis from technical to non-technical skills if they are to remain relevant to the educational and workplace environments in which they operate. / Dissertation (Master of Architecture)--University of Pretoria, 2006. / Architecture / unrestricted

Design studios, the core of architectural education, are the locus in which students develop design skills while being socialized into the culture of the architectural profession. This qualitative case study examines a first year design studio taught by an experienced professor inspired by cultural feminist principles and student-centered pedagogy. This study explores the questions: (1) How do the professor's pedagogical principles influence and shape the educational dynamic within the design studio? (2) How are students' creative processes influenced by this professor's pedagogy? and, (3) What can be learned from this case study to make design studios supportive and positive learning environments? Answering these questions led to the following conclusions: (1) The professor's personal beliefs and professional values, love for teaching, and willingness to be a co-explorer of students' ideas shaped a studio dynamic in which students' individual needs and learning styles were acknowledged within the requirements of the School and Freshman Design Studios curricula. She consciously worked out conflicts between the program's traditional goals to architectural education (developing technically and aesthetically proficient, highly competitive architects) and her own student-centered, cultural feminist pedagogy (developing environmentally aware, socially just architects). (2) The priority given to students' development as individuals meant sharing professorial authority and power. Her multidisciplinary background and experience promoted a creative pedagogy that empowered students as individuals and fostered a strong group identity through networking, thus increasing personal and collective responsibility for their work, self-awareness, confidence, and willingness to take risks in their approaches to design. Consequently, the studio dynamic evolved into a positive learning environment, supporting each student's creative process and the quality of their designs and learning. (3) This case study is an atypical learning environment for an introductory design studio within traditionally oriented professional degree programs. More in-depth studies are needed on the underlying premises of studios that create psychological climates leading to enhanced creativity and empowerment or to unproductiveness and frustration in students. Further, an interdisciplinary look at cultural politics could help build guidelines for better preparing architects to deal with the pressing demands for change in the profession and towards social justice.

The thesis focuses on the icons of the czech brutalism who are nowadays often a subject of discussion. It aims to provide coherent outlook to the reader, not just a technical description of the building but more so the process of its construction from the idea on the paper to the its final state. It observes how the views have been transformed and the perspective of the public, which is oftentimes dimmed by the stigma of the era in which these buildings were created. The goal of this thesis is to extend the knowledge about qualities of the brutalist architecture among younger generation so they could make better judgement of what will happen to these buildings in the future. For this purpose there is a didactic elaboration that will introduce brutalism to the high school students. KEYWORDS architecture, 20th century architecture, brutalism, architecture in education

Fung Chi Keung. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2007-2008, design report." / Includes bibliographical references.

Made available in DSpace on 2016-04-27T14:31:39Z (GMT). No. of bitstreams: 1 Rivania Kalil Duarte.pdf: 2836881 bytes, checksum: dc09a8699bcbf53fafd0f626f7f6aea2 (MD5) Previous issue date: 2015-10-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this research is to discuss the physical space of municipal pre-schools in São Paulo, deepening studies and reflections on school buildings: their architectural projects, uses and transformations. The work analyzes the determinant processes of the organization and the transformations that occur in school buildings, its educational and cultural meanings and educational intentions of the educators and the spatial structures of the institutions. The research hypothesis is that there are inconsistencies on the relationship between ideas and actions and between the system management and schools that can reflect on spaces and educational processes and on the engagement of the educational community. The research theoretical basis was found in the work of authors in the field of education, curriculum and school architecture, who consider the school space as a significant element of the curriculum and a source of learning experiences. The national and municipal official documents on early childhood education curricula and the official quality standards for preschools were also taken in account. The research analyses data from interviews with architects who work at the São Paulo municipal system and with staff from three municipal preschools for 4 and 5 years old children. It also gathered photos and construction plans of their buildings, school educational programs and official documents on curriculum and legal guidelines that regulate interventions in school buildings. The research analyses the role and responsibilities of educators, the community, municipal managers and architects, for making interventions in these spaces and the elements that have emerged as motivators of these interventions: the adequacy to the school education program; functionality; the users safety, well-being and health / Este estudo tem por objetivo discutir o espaço físico das pré-escolas municipais de São Paulo, buscando adensar estudos e reflexões sobre as edificações escolares: os projetos arquitetônicos, seus usos e transformações. Analisa os processos determinantes da organização e modificações que ocorrem nos prédios, seu significado educacional e cultural, e as intenções educadoras dos profissionais e supostas na estruturação espacial das instituições. A pesquisa parte das hipóteses de que há carências na articulação entre concepções e ações, entre as instâncias governamentais e as escolas, que podem se refletir nos espaços e processos educacionais e no acolhimento à comunidade educativa. Para fundamentar as análises foram consultados autores da área da educação e arquitetura, que concebem a arquitetura escolar como elemento significativo do currículo e fonte de experiências e aprendizagem. Também fundamentaram o trabalho documentos oficiais nacionais e municipais contendo orientações curriculares e padrões de qualidade para a educação infantil. Como fonte de dados foram realizadas entrevistas com arquitetos atuantes na rede municipal e com profissionais de três Escolas Municipais de Educação Infantil (EMEIs), que atendem crianças de 4 e 5 anos de idade. Foram levantadas fotos e plantas das unidades, seus projetos político-pedagógicos e documentos oficiais sobre orientações curriculares e legais que normatizam as intervenções nos prédios. A investigação procurou analisar papéis e responsabilidades de educadores, comunidade, gestores municipais e arquitetos, para intervenções nesses espaços e os elementos que se revelaram como motivadores dessas intervenções: o atendimento ao projeto pedagógico da escola; a funcionalidade; a segurança, o bemestar e saúde dos usuários

A historiografia recente da arquitetura experimenta um interesse renovado na obra e pensamento corbu- sianos, principalmente por conta do cinquentenário da sua morte. Entre outras experiências, salientam-se exposições em reconhecidos centros culturais, bem como debates, dissertações e teses produzidas na América e na Espanha. Vários dos seus autores, vindos da América Latina, têm focado na influência dos mestres modernos na arquitetura dos seus países ou na circulação das ideias desses entre arquitetos locais. Esta tese contribui à criação de um contra-relato para a arquitetura latino-americana, questionando a historiografia eurocêntrica, voltada para a produção de Le Corbusier nessa região. Baseada em fontes primárias como planos, cartas e rascunhos, a tese propõe a reconstrução da história do ateliê parisiense do franco-suíço - no n. 35 da Rue de Sèvres - mediante seus colaboradores latino-americanos, que trabal- haram ali durante três períodos diferentes, particularmente desde 1947, atingindo diferentes hierarquias. A chegada massiva de desenhistas e estagiários ao escritório de arquitetura mais importante em nível global evidenciou o caráter universal desse e viabilizou conexões entre eles, em um momento crucial na configuração política e cultural do território latino-americano. Os colaboradores também se alimentaram com experiências paralelas ao interior das correntes intelectuais que envolveram a França do Pós-guerra e que impeliram o progressivo afastamento crítico de Le Corbusier. Como resultado desse processo, esses colaboradores teriam concebido arquitetura consistente e de destaque ao retornarem para seus países. / Recent historiography of architecture lives a renewed interest in Corbusian thinking and works, mainly due to the 50th anniversary of his death. Between other experiences, we highlight exhibits in prominent cultural centers, as well as debates, thesis and dissertations from American and Spanish universities. Several of their graduates come from Latin America and focus on the influence of Modern Masters in their own countries or on the circulation of modern ideas between local architects. This dissertation contributes to the creation of a counter-narrative for Modern Latin American architecture, inquiring Euro-centered histo- riography, turned to Le Corbusier\'s production in that region. Predominantly based on primary sources as plans, letters and sketches, we propose the reconstruction of the history of this French-Swiss architect\'s Parisian studio -at 35, Rue de Sèvres- across its Latin American interns, working in three different periods, especially since 1947, and concerning different hierarchies of employees. The massive arrival of drafts- men and trainees to the most relevant architectural bureau globally, evidenced its universal character and generated connections between them, in a hard moment of cultural and political configuration of Latin American Territory. They also fed with parallel experiences inside the intellectual flow that involved the Postwar France and supported the progressive and critical estrangement from Le Corbusier. As a result of that process, those collaborators would conceived remarkable and consistent architecture when they went back to their countries.

Presented thesis deals with the popularization of monuments of regional character and its potential use in the educational system in the form of worksheets for primary education sector. Specifically the castle ruins Pořešín in South Bohemia which in recent years was expensively conserved. The theoretical part covers a brief history of the aforementioned cultural monument, but also the issue of the worksheet as a form of teaching aid. The practical part describes the design and implementation proces of worksheets of Castle Pořešín including the partial verification of their functionality in practice and evaluation of completed lessons. The work finished product sheets inspired workbooks made available by the Centre for the presentation of cultural heritage.

A historiografia recente da arquitetura experimenta um interesse renovado na obra e pensamento corbu- sianos, principalmente por conta do cinquentenário da sua morte. Entre outras experiências, salientam-se exposições em reconhecidos centros culturais, bem como debates, dissertações e teses produzidas na América e na Espanha. Vários dos seus autores, vindos da América Latina, têm focado na influência dos mestres modernos na arquitetura dos seus países ou na circulação das ideias desses entre arquitetos locais. Esta tese contribui à criação de um contra-relato para a arquitetura latino-americana, questionando a historiografia eurocêntrica, voltada para a produção de Le Corbusier nessa região. Baseada em fontes primárias como planos, cartas e rascunhos, a tese propõe a reconstrução da história do ateliê parisiense do franco-suíço - no n. 35 da Rue de Sèvres - mediante seus colaboradores latino-americanos, que trabal- haram ali durante três períodos diferentes, particularmente desde 1947, atingindo diferentes hierarquias. A chegada massiva de desenhistas e estagiários ao escritório de arquitetura mais importante em nível global evidenciou o caráter universal desse e viabilizou conexões entre eles, em um momento crucial na configuração política e cultural do território latino-americano. Os colaboradores também se alimentaram com experiências paralelas ao interior das correntes intelectuais que envolveram a França do Pós-guerra e que impeliram o progressivo afastamento crítico de Le Corbusier. Como resultado desse processo, esses colaboradores teriam concebido arquitetura consistente e de destaque ao retornarem para seus países. / Recent historiography of architecture lives a renewed interest in Corbusian thinking and works, mainly due to the 50th anniversary of his death. Between other experiences, we highlight exhibits in prominent cultural centers, as well as debates, thesis and dissertations from American and Spanish universities. Several of their graduates come from Latin America and focus on the influence of Modern Masters in their own countries or on the circulation of modern ideas between local architects. This dissertation contributes to the creation of a counter-narrative for Modern Latin American architecture, inquiring Euro-centered histo- riography, turned to Le Corbusier\'s production in that region. Predominantly based on primary sources as plans, letters and sketches, we propose the reconstruction of the history of this French-Swiss architect\'s Parisian studio -at 35, Rue de Sèvres- across its Latin American interns, working in three different periods, especially since 1947, and concerning different hierarchies of employees. The massive arrival of drafts- men and trainees to the most relevant architectural bureau globally, evidenced its universal character and generated connections between them, in a hard moment of cultural and political configuration of Latin American Territory. They also fed with parallel experiences inside the intellectual flow that involved the Postwar France and supported the progressive and critical estrangement from Le Corbusier. As a result of that process, those collaborators would conceived remarkable and consistent architecture when they went back to their countries.