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.

Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning; and, (M. Arch. in Advanced Studies)--Massachusetts Institute of Technology. Dept. of Architecture, 1978. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: leaf 325. / M.C.P. / M.Arch.A.S.

Thesis. 1977. Ph.D.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography : leaves 167-169. / Ph.D.

No description available.

The expansion of Built Environment Education into art programs is a relatively recent phenomenon but very timely. The need to develop in students an understanding of their living environment is urgent as they inherit a world that is experiencing the depletion of its resources and erosion of its ecological balance. / There is a fundamental need for more comprehensive curriculum planning in built environment education. The goal of this research is to develop a curriculum paradigm that can be used to create curriculum plans and instructional designs for built environment education as part of the art class in secondary schools. / The built environment content of this curriculum paradigm is based on the active investigation of the students' internal world with all its different perceptions and lived experience and how this affects their understanding of the greater built environment. Through a more intense investigation of the greater built environment, the students will then analyze the effect that this environment has on their own perceptions and living habits. By developing a more conscious understanding of the built environment, the students will be better equipped to make informed decisions on how to better adapt to or change their environment. / A guiding principle for the curriculum paradigm was to ensure that the introduction of a new subject area, such as built environment education, into art education curriculum involved processes of creativity and discovery along with self-reflective and participatory action for both the teacher and students. To be effective, the content material must not only be accessible through the traditional modes of academic literature research but also made valid through observation, reflection and interaction with the particular built environment of the teacher and students themselves. / Vigilance and active participation in the process of urban change are vital. These changes can only be effective and enduring if we acknowledge the capacity of the built environment to enrich our lives as private and communal beings. / One of the essential goals of this curriculum paradigm is to capture the excitement and potential that the built environment offers as a pervasive agent for understanding and celebrating constructed past, present and future.

The objective of the above project is to present a tool that can be used by educators in landscape architecture and architecture to affect how students, as designers, gather and manipulate poetic and descriptive material used in designing landscapes and places. The design tool, a set of skill sheets, each of which uses language, literature, and metaphorical thinking as primary components, is designed to exercise a way of seeing and thinking about landscapes that provides access to potential design material. The ultimate intended effect of the use of this tool is to enhance the descriptive significance of student work. Within the context of this project, descriptive significance is defined as work that is 1) original, i.e., an expression of individual insight as a result of the process of engaging one's critical faculties of observation, perception, thought, and imagination; 2) context-related, i.e., related to the specifics of place including thenatural, physical/environmental, cultural, and historic context; 3) environmentally sound, i.e., respecting sensitive natural and environmental interrelationships; 4) wellcrafted i.e., attentive to the inherent. qualities of the design materials used; and work that 5) contributes to an understanding of the specifics of place, i.e., reveals something significant about a particular landscape or place. / Department of Landscape Architecture

Original contribution. A discussion of Carlo Lodoli's bi-fold understanding of indole (inherent nature); with respect to both meaning in architecture and the education of architects. / Carlo Lodoli (1690--1761) exists as a footnote in most major history books of modern architecture. He is typically noted for either his influence on the Venetian Neoclassical tradition or as an early prophet to some sort of functionalism. Though I would not argue his influence, I doubt his role in the development of a structurally determined functionalism. The issue of influence is always present as very little of his writings have survived and his built work amounts to a few windowsills. He did, however, teach architecture. I propose to explore the pedagogic potential of Lodoli's lessons of architecture. / Lodoli's teaching approach was not necessarily professional in that he did not instruct his students in the methods of drawing or construction techniques. Rather, his approach was dialogical. The topics were sweeping, often ethical, and ranged from the nature of truth to the nature of materials. Existing scholarship pertaining to Lodoli most often focuses upon his students' production of texts, projects, and projections. Andrea Memmo's Elementi dell'Architettura Lodoliana (1786, 1833) and Francesco Algarotti's Saggio sopra l'architettura (1756) are both specifically named by the respective authors as advancing Lodoli's architectural theories. Often overlooked are the apologues, or fables, used by Lodoli in lessons to his students. The main source for these fables is the Apologhi Immaginati (1787). Others were included in Memmo's Elementi. Apologues from both sources have been translated for the first time into English and can be found in Appendix I of the dissertation. / I look specifically to these stories to understand and illustrate Lodoli's approach to making, teaching and thinking. This is understood through Lodoli's characterisation of the identity of materials and of the self. Within this dissertation I intend to flesh out the textual and architectural fabric surrounding the pedagogic activities of the Venetian Friar known as the Socrates of Architecture, Carlo Lodoli.

Copies of author's previously published articles, inserted. / Includes bibliographical references. / vi, 392, [111] leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / A feminist poststructuralist thesis about studio-based, architectural critique in architectural education. Undertakes a critical ethnography of a School of Architecture including extensive observations and interviews. The author argues from her location as a feminist researcher, architect and teacher that critique is not equitable for all students discriminating in many ways against some students, particularly women. / Thesis (Ph.D.)--University of Adelaide, Dept. of Architecture, 1996?

M.Tech. (Architectural Technology) / Curricular changes in architectural studies are necessary to allow for the incorporation of newer concepts and ideas which will equip graduates with the skills required for contemporary professional practice. This study was carried out to investigate the incorporation of sustainable building (SB) knowledge into the undergraduate curricula of Departments of Architecture at Universities of Technology in South Africa. The study rationale, current status of sustainable building teaching to diploma students, levels of awareness and training in sustainability as well as obstacles to the incorporation of SB into teaching curricula were investigated. A sample size of 8 architecture lecturers and 17 architecture students from three universities of technology, at third year and BTech levels were surveyed using a questionnaire. The third year and BTech classes were chosen for this survey because the researcher assumed that they have more knowledge about curricular structure and content than the junior classes (first and second year). Results showed that architecture departments in all the universities investigated currently teach sustainable building concepts (theory, design and technology) and that there appears to be a fair awareness of sustainability and green building practices among the lecturers and students. However, curricula in these universities were either inadequate or poorly conceptualised. General comments from respondents indicated that much more needs to be done to improve the teaching and learning of SB in the universities surveyed. The study showed that students are not adequately exposed to regular and affordable sustainability-related workshops, seminars, symposiums, excursions and field trips, possibly because of cost implications as these tend to be generally expensive. The findings also revealed among others, that the level of study at which SB is formally introduced to students, the number of lecturers involved, as well as the number of lecture hours for teaching SB, all varied considerably between the institutions. A benchmark exercise with the University of Maryland (UMD) in the USA revealed that structural and conceptual changes have to be made in the curricula and behavioural adjustments among students and lecturers in South African Universities of Technology are necessary to measure up with global trends.

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Civil Engineering; and, (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1981. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING. / Bibliography: leaves 135-136. / by C. Anderson Inge. / M.S.