Cherchant à répondre aux questions :1- Une définition unifiée de la qualité architecturale peut-elle encore exister ou doit-elle être modulée en fonction des programmes et des observateurs ?2.La qualité architecturale est-elle intemporelle ou varie-t-elle dans le temps, en fonction de valeurs de références ?3.La décomposition de la qualité architecturale en un corpus d’indicateurs permettant d’étayer le jugement permet-il de réduire voire de supprimer la « boîte noire » de la qualité, en particulier de sa valeur d’art habituellement réservée aux initiés ?Ma thèse sur travaux s'appuie sur mes trois livres publiés antérieurement ("Jean Ginsberg", "L'Habitat des personnes âgées" et "Qualité architecturale et innovation") et sur mon expérience d'enseignant et de constructeur pour explorer la pertinence des approches qualitatives en interrogeant aussi l’actualité du triptyque vitruvien, les théories anciennes, les doctrines et pratiques contemporaines / Seeking to answer the questions:1- A unified definition of architectural quality can it still exist or should it be modulated according programs and observers?2.Is architectural quality timeless or does it vary over time, depending on reference values?3.Does the decomposition of architectural quality in a set of indicators to substantiate the judgment allows to reduce or even eliminate the "black box" of quality, especially its art value usually reserved for specialists ?My thesis is based on my previously published three books ( "Jean Ginsberg", "The Habitat of the elderly" and "Architectural quality and innovation") and my teaching experience and builder to explore the relevance of qualitative approaches also exploring lhe actuality of Vitruvian triptych, old theories, contemporary doctrines and practices

This thesis will critically examine the importance, purpose, methods, and applications of art criticism. Initial background information on types of critical judgment will lay the foundation to understanding the different methods of art criticism. While the articles and journals read on criticism vary in style and method they all have the goal to become a basic framework for examining the form and content of works of art. My goal of this thesis will be to take researched methods of criticism and create my own methods of criticism to be used in the K-12 art education classroom. The body of my research will examine the following methods of criticism (1) Feldman Method, (2) Broudy Method, (3) Lankford Method, (4) Anderson Method, (5) Feminist Conversation Method, (6) Modernism, and (7) Postmodernism. My research will seek to understand the nature of and importance of art criticism and its educational applications for K-12 art classrooms. In conjunction with the examination of these methods and their corresponding stages, I will be able to synthesize three methods of criticism to be used in the classroom: formalist, expressivist, and instrumentalist.