Thesis. 1975. M.Arch.A.S.--Massachusetts Institute of Technology. Dept. of Architecture. / Includes bibliographical references. / M.Arch.A.S.

No description available.

In the pluralistic community of architectural education, the pedagogical paradigm has traditionally viewed the design laboratory as the integrating environment, where the student transforms the discrete parameters of architecture into an architectural form. With curriculum structure defining the parameters to which a student is exposed, the tendency is to direct the student through an additive and linear progression. The problem exists to develop a conceptual model that unifies the discrete fragments into a connected educational experience, insuring within the design laboratory the necessary balance between intellectual, professional and self-actualization concerns. The ultimate goal of the conceptual model, is to capture the essence of communication, that is the transfer of meaning, in the unique condition of the architectural design laboratory. The proposed method of inquiry for developing the model is of an interdisciplinary, comparative analytic process, to assess the full scope of factors pertinent to the design lab at any one moment in time. / Department of Architecture

Being a rapidly developing country the United Arab Emirates (UAE) has realised the need for highly qualified and properly skilled manpower to cope with the country‟s ambitious development plans. This has resulted in high investments in education and training in the UAE. The government facilitated high technological tools for education. These tools suffered from underutilisation and a failure to be properly integrated in the curricula. The literature review indicates that today‟s knowledge-driven economy demands a workforce equipped with complex skills such as creativity and collaboration. Universities must not only teach the necessary technical skills and knowledge, but also the culture of creativity and teamwork. The learning theories emphasise the importance of learning by doing and collaboration processes to achieve effective learning. Learning theories also emphasise the importance of teaching creative skills to the students. These approaches are congruent with use of technologies, such as visual design studio (VDS), for the purpose of architecture education in design courses, but such use is lacking in the UAE. The present research focuses on implementing and evaluating technologies such as the VDS in architecture education in an attempt to formulate a framework for implementing technologies combined by creative and collaborative skills in the UAE. Since implementing a new technology into education practice is complex task, this work will formulate a framework that will help in shifting from the traditional learning to learning with technology. This work will take into consideration factors such as pedagogical issues, collaboration creative work and architecture practice and industrial needs in the UAE. The aim of the current research is to formulate a framework for implementing VDS at the conceptual end of the architecture design education in the UAE. This research will apply an action research method framework. The action research will be generated into three phases. Each phase will consist of three stages, the descriptive stage which will analyse the need and criteria of the method, the constructive stage which will include the process involved in constructing the framework and the evaluative stage which will include the testing and evaluation. The resulting framework should satisfy the UAE‟s needof advanced technological tools for enhancing design education taking in consideration the socio-cultural dimension of the UAE. As technology is changing rapidly; future research should concentrate on adding further technological tools such as mobile learning. Also as this work provided a framework for integrating technology in architecture design education, yet it is not limited to this discipline only. Other disciplines could benefit from this emerging model and further research could be conducted.

Esta dissertação tem como objetivo investigar o perfil do professor-arquiteto após a inserção da tecnologia digital no processo projetual das disciplinas de projeto arquitetônico, analisar a influência da tecnologia digital como suporte de criação, baseado nos estudos de Levy (1993), Steele (2001), Braida et. al. (2006) e Orciuoli (2010), na criatividade, referendada pelos estudos de Guimarães (1995) e Andrade (2006) e na linguagem gráfica, a partir dos estudos de Carvalho et.al. (2002) e Matos et. al. (2010), elencar categorias emergentes do corpus de pesquisa para interpretar e apresentar argumentos que expressem a compreensão sobre o perfil do professor-arquiteto. Para tanto foi desenvolvido o levantamento histórico sobre a educação em arquitetura a fim de compreender como chegamos às práticas pedagógicas atuais; o estudo sobre a influência da tecnologia digital na criatividade, na linguagem gráfica e como suporte de criação; fundamentado na teoria sociointeracionista de Vygotsky (1998, 1990, 2001). O percurso metodológico começou com entrevistas individuais semiestruturadas a partir das ideias de Gil (2009), com cinco professores-arquitetos que ministram a disciplina de projeto arquitetônico utilizando a tecnologia digital no processo projetual. O corpus de pesquisa foi tratado pela lente da análise textual discursiva de Moares e Galiazzi (2007), constituindo-se em uma pesquisa qualitativa. Com base nesta análise textual discursiva, surgiram categorias emergentes que foram articuladas com o corpus de pesquisa e o referencial teórico, resultando no metatexto, o qual expressa a compreensão atingida sobre o perfil do professor-arquiteto, referendada pelas verbalizações dos entrevistados e pelo referencial teórico, inferindo que, para utilizar a tecnologia digital como ferramenta de aprendizagem e interagir com os estudantes, o professor-arquiteto deve inserir-se na cultura digital e qualificar-se pedagogicamente. Por fim, concluímos a investigação atendendo aos objetivos específicos do estudo e descrevendo o perfil do professor-arquiteto diante dos desafios advindos da presença da tecnologia digital no processo educativo da disciplina projeto arquitetônico. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-01-27T17:44:58Z No. of bitstreams: 1 Dissertacao Simone Nichele Poletto.pdf: 2202843 bytes, checksum: 1d1f2e6a81147e77210f962487ecb861 (MD5) / Made available in DSpace on 2016-01-27T17:44:58Z (GMT). No. of bitstreams: 1 Dissertacao Simone Nichele Poletto.pdf: 2202843 bytes, checksum: 1d1f2e6a81147e77210f962487ecb861 (MD5) / This master’s thesis intends to investigate the architect-professor’s profile after digital technology having been inserted in the projecting process of the architectural project courses, analyze the influence of digital technology as a support for creating, based on studies carried out by Lévy (1993), Steele (2001), Braida et. al. (2006), and Orciuoli (2010); on creativity, supported by studies performed by Guimarães (1995) and Andrade (2006); and on architectural language, from studies by Carvalho et.al. (2002) e Matos et. al. (2010). And also to list categories emerging from the research corpus in order to interpret and present arguments expressing the understanding on the architect-professor’s profile. For that purpose, a historical research was carried out on education in architecture in order to understand how we have come to the current practices; a study on the influence of digital technology on creativity, on architectural language and as a support for creating; having its theoretical basis on Vygotsky’s social-interactionism (1998, 1990, 2001). The methodological approach started with individual semi-structured interviews, based on Gil (2009), carried out with 5 architect-professors who teach the course on architectural project using digital technology in the projecting process. The research corpus was treated under the lens of discourse text analysis proposed by Moares e Galiazzi (2007), characterizing the investigation as a qualitative research. Based on that discourse textual analysis, some categories emerged and they were interweaved with the research corpus and the theoretical references, resulting in a metatext, which expresses the comprehension we have reached on the architect-professor’s profile, endorsed by what the interviewees say and by the theoretical references, inferring that, to use digital technology as a learning tool and to Interact with the students, the architect-professor has to be inserted in the digital culture and to have qualified pedagogically. And we conclude the investigation having met the specific purposes established for the study and describing the architect-professor’s profile in face of the challenges arising from the presence of digital technology in the educational process of the architectural project course.

Esta dissertação tem como objetivo investigar o perfil do professor-arquiteto após a inserção da tecnologia digital no processo projetual das disciplinas de projeto arquitetônico, analisar a influência da tecnologia digital como suporte de criação, baseado nos estudos de Levy (1993), Steele (2001), Braida et. al. (2006) e Orciuoli (2010), na criatividade, referendada pelos estudos de Guimarães (1995) e Andrade (2006) e na linguagem gráfica, a partir dos estudos de Carvalho et.al. (2002) e Matos et. al. (2010), elencar categorias emergentes do corpus de pesquisa para interpretar e apresentar argumentos que expressem a compreensão sobre o perfil do professor-arquiteto. Para tanto foi desenvolvido o levantamento histórico sobre a educação em arquitetura a fim de compreender como chegamos às práticas pedagógicas atuais; o estudo sobre a influência da tecnologia digital na criatividade, na linguagem gráfica e como suporte de criação; fundamentado na teoria sociointeracionista de Vygotsky (1998, 1990, 2001). O percurso metodológico começou com entrevistas individuais semiestruturadas a partir das ideias de Gil (2009), com cinco professores-arquitetos que ministram a disciplina de projeto arquitetônico utilizando a tecnologia digital no processo projetual. O corpus de pesquisa foi tratado pela lente da análise textual discursiva de Moares e Galiazzi (2007), constituindo-se em uma pesquisa qualitativa. Com base nesta análise textual discursiva, surgiram categorias emergentes que foram articuladas com o corpus de pesquisa e o referencial teórico, resultando no metatexto, o qual expressa a compreensão atingida sobre o perfil do professor-arquiteto, referendada pelas verbalizações dos entrevistados e pelo referencial teórico, inferindo que, para utilizar a tecnologia digital como ferramenta de aprendizagem e interagir com os estudantes, o professor-arquiteto deve inserir-se na cultura digital e qualificar-se pedagogicamente. Por fim, concluímos a investigação atendendo aos objetivos específicos do estudo e descrevendo o perfil do professor-arquiteto diante dos desafios advindos da presença da tecnologia digital no processo educativo da disciplina projeto arquitetônico. / This master’s thesis intends to investigate the architect-professor’s profile after digital technology having been inserted in the projecting process of the architectural project courses, analyze the influence of digital technology as a support for creating, based on studies carried out by Lévy (1993), Steele (2001), Braida et. al. (2006), and Orciuoli (2010); on creativity, supported by studies performed by Guimarães (1995) and Andrade (2006); and on architectural language, from studies by Carvalho et.al. (2002) e Matos et. al. (2010). And also to list categories emerging from the research corpus in order to interpret and present arguments expressing the understanding on the architect-professor’s profile. For that purpose, a historical research was carried out on education in architecture in order to understand how we have come to the current practices; a study on the influence of digital technology on creativity, on architectural language and as a support for creating; having its theoretical basis on Vygotsky’s social-interactionism (1998, 1990, 2001). The methodological approach started with individual semi-structured interviews, based on Gil (2009), carried out with 5 architect-professors who teach the course on architectural project using digital technology in the projecting process. The research corpus was treated under the lens of discourse text analysis proposed by Moares e Galiazzi (2007), characterizing the investigation as a qualitative research. Based on that discourse textual analysis, some categories emerged and they were interweaved with the research corpus and the theoretical references, resulting in a metatext, which expresses the comprehension we have reached on the architect-professor’s profile, endorsed by what the interviewees say and by the theoretical references, inferring that, to use digital technology as a learning tool and to Interact with the students, the architect-professor has to be inserted in the digital culture and to have qualified pedagogically. And we conclude the investigation having met the specific purposes established for the study and describing the architect-professor’s profile in face of the challenges arising from the presence of digital technology in the educational process of the architectural project course.

published_or_final_version / Real Estate and Construction / Doctoral / Doctor of Philosophy

A thesis submitted to the Faculty of Engineering and the Built Environment University of the Witwatersrand, Johannesburg in fulfilment of the requirements for the degree of Doctor of Philosophy Johannesburg 2015 / Transformation in South Africa encompasses sociopolitical change towards racial equity and national unity, supported by sustainable growth. True social justice would require that the physical access to higher education of previously disadvantaged students also be undergirded by epistemological access. Regrettably, performance‐driven and outcomes‐based pedagogies often support students inadequately, resulting in attrition and slow transformation in the architectural profession. Architectural design involves complex problem‐solving skills, learned through individual mentoring in studio contexts, and demands intensive, critical engagement. Motivated students with good spatial aptitude from either previously marginalised communities or authoritarian backgrounds often possess lower dominant language skills. Students arriving with lower social capital are underprepared for the personal, cultural and academic demands of the course. This combination creates a larger zone of proximal development (Vygotskiĭ et al., 1994), resulting in underperformance and higher failure rates. In South Africa poor results are increasingly exacerbated by disparities between school and university education (Scott et al., 2013) and potentially affected by unrecognised internalised oppression. As a lecturer at the School of Architecture and Planning at the University of the Witwatersrand, Johannesburg, I confronted the challenge of opening up opportunities for successful outcomes to all students by embedding additional teaching and support into the first year design course. Instructional core theory (City et al., 2009) postulates that learning is centred in the instructional task and is effectively improved only by simultaneous attention to teacher knowledge and skills, responsive course content and improving student engagement. iii Transformational teaching requires applying this triumvirate on social, academic and professional planes. In this study architectural instructional tasks were designed to simultaneously teach academic skills, broaden the cultural discourse and facilitate social cohesion. This promoted support and peer learning to facilitate academic success in a diverse studio, while promoting fundamental transformation. These dynamics are inseparable. This thesis describes the strategies employed in my first year design studio from 2009 to 2011, using various interventions. Over three action research cycles, design studio engagement, social cohesion and student learning outcomes improved. These theorised strategies are summarised as a model for similarly situated professional learning classes in diverse settings.

Thesis. 1975. Ph.D.--Massachusetts Institute of Technology. Dept. of Architecture. / Bibliography: leaves 153-159. / Ph.D.

O tema deste doutorado refere-se à formação do arquiteto, centrado no debate sobre o ensino de arquitetura e urbanismo que permeou as décadas de 1960, 1970 e 1980, tendo como objeto de trabalho a experiência de ensino na FAU-SJC, Faculdade de Arquitetura de São José dos Campos, inicialmente conhecida como IPC, Instituto de Projeto e Comunicação, nos anos 1970 a 1976. As experiências de ensino de Arquitetura e Urbanismo, nos anos 1970, consideradas pioneiras e analisadas neste trabalho a da FAU-SJC como objeto de trabalho, as das FAUs USP e UnB, como referências diretas no Brasil, e o Taller Total na FAU-UNC Argentina, como referência indireta são parte do debate latino-americano sobre o ensino de arquitetura e urbanismo iniciado nos anos próximos a 1960, que re-valorizava o pensamento da Bauhaus. Parte-se da idéia de que o contexto econômico, social, cultural do país indica um determinado tipo de necessidade de formação profissional. A crença nessa afirmação traz à discussão a organização dos currículos e o projeto pedagógico dos cursos de arquitetura e urbanismo que melhor atendam a essa solicitação. / The theme of this thesis refers to the architects education and is centered in the debate of the teaching of architecture and urbanism that occurred during the decades of 1960, 1970 and 1980. It presents, as study object, the teaching experience of the FAU-SJC, Faculdade de Arquitetura de São José dos Campos, known in the beginning, from 1970 to 1976, as IPC, Instituto de Projeto e Comunicação. The teaching experiences in Architecture and Urbanism in the 1970s, which are considered pioneers, are analyzed in this work. They are: FAU-SJC as a central focus, FAU-USP (Faculdade de Arquitetura e Urbanismo - Universidade de São Paulo) and UnB (Universidade de Brasília), as direct references in Brazil, and Taller Total in FAU-UNC (Facultad de Arquitectura y Urbanismo de la Universidad Nacional de Córdoba) in Argentina as indirect references. These schools took part of the Latin American debate about the teaching of architecture and urbanism which started in the 1960s and revalued the Bauhaus thinking. It is supposed that the economical, social and cultural context of the country points to a certain kind of professional education. The belief in this affirmation brings to discussion the curriculum organization and the pedagogical project in the schools of architecture and urbanism that better accomplished this solicitation.