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At the beginning of 2020, 66 long-term refugee camps existed along the East African Rift. Millions of young children have been born at the camps and have grown up there, yet it is unknown how their surrounding built environments affect their learning and development. Architecture as a Way of Seeing and Learning presents an architect’s take on questions many academics and humanitarians ask. Is it relevant to look at camps through an urban lens and focus on their built environment? Which analytical benefits can architectural and design tools provide to refugee assistance and specifically to young children’s learning? And which advantages can assemblage thinking and situated knowledges bring about in analysing, understanding and transforming long-term refugee camps? Responding to the extreme lack of information about East African camps, Nerea Amorós Elorduy has built contextualised knowledge – nuanced, situated and participatory – to describe, study and transform the East African long-term camps, and uncover hidden agencies in refugee assistance. She uses architecture as a means to create new knowledge collectively, include more local voices and speculate on how to improve the educational landscape for young children. With this book, Amorós Elorduy brings nuance, contextualisation and empathy to the study and management of long-term refugee camps in East Africa. It is empathy, she argues, that will help change mindsets, decolonise humanitarian refugee assistance and its study. Crossing architecture, humanitarian aid and early childhood development, this book offers many practical learnings.
Become an Architect of Learning! (blueprints included). The brain constructs new learning, sorting and labeling new data, comparing it with prior experience, and using resulting understandings to interact with the environment. Written for teachers, educational leaders, and instructional designers, this guide presents tools for developing teaching that engages the student thinking needed to construct learning. With applied research from neuroscience and cognitive psychology, The Architecture of Learning introduces a series of blueprints that strategically direct a teacher s thinking and planning. The resulting instruction capitalizes on the brain s penchant for patterns and moves students from recognizing a reference point for constructing new understanding to using new learning to think about and act on the real world. The Architecture of Learning addresses: Understanding how students learn, building blocks of learning, subject matter types and focus processes of learning, aligning learning, teaching, and assessment, critical and creative thinking in teaching and learning, evaluating and revising instruction
What is the role of design research in the types of insight and knowledge that architects create? That is the central question raised by this book. It acts as the introductory overview for Ashgate’s major new series, ’Design Research in Architecture’ which has been created in order to establish a firm basis for this emerging field of investigation within architecture. While there have been numerous architects-scholars since the Renaissance who have relied upon the interplay of drawings, models, textual analysis, intellectual ideas and cultural insights to scrutinise the discipline, nonetheless, until recently, there has been a reluctance within architectural culture to acknowledge and accept the role of design research as part of the discourse. However, in many countries around the world, one of the key changes in architecture and architectural education over the last decade has been the acceptance of design as a legitimate research area in its own right and this new series provides a forum where the best proponents of architectural design research can publish their work. This volume provides a broad overview on design research that supports and amplifies the different volumes coming out in the book series. It brings together leading architects and academics to discuss the more general issues involved in design research. At the end, there is an Indicative Bibliography which alludes to a long history of architectural books which can be seen as being in the spirit of design research.
Architecture is a doing word. You can learn a great deal about the workings of architecture through analysing examples but a fuller understanding of its powers and potential comes through practice, by trying to do it... This book offers student architects a series of exercises that will develop their capacity for doing architecture. Exercises in Architecture builds on and supplements the methodology for architectural analysis presented in the author’s previous book Analysing Architecture (third edition, Routledge, 2009) and demonstrated in his Twenty Buildings Every Architect Should Understand (Routledge, 2010). The three books taken together deal with the three aspects of learning: description, analysis of examples, and practice. The book offers twelve exercises, each divided into a short series of tasks aimed at developing a particular theme or area of architectural capacity. The exercises deal with themes such as place-making, learning through drawing, framing, light, , uses of geometry, stage setting, eliciting emotional responses, the genetics of detail and so forth.
This book offers a collection of architecture and interiors that support progressive models of acquiring knowledge. It features new interpretations of kindergartens, schools, universities, libraries and educational centres, along with architecturally innovative offices, conference rooms and laboratories.
As the digital economy changes the rules of the game for enterprises, the role of software and IT architects is also transforming. Rather than focus on technical decisions alone, architects and senior technologists need to combine organizational and technical knowledge to effect change in their company’s structure and processes. To accomplish that, they need to connect the IT engine room to the penthouse, where the business strategy is defined. In this guide, author Gregor Hohpe shares real-world advice and hard-learned lessons from actual IT transformations. His anecdotes help architects, senior developers, and other IT professionals prepare for a more complex but rewarding role in the enterprise. This book is ideal for: Software architects and senior developers looking to shape the company’s technology direction or assist in an organizational transformation Enterprise architects and senior technologists searching for practical advice on how to navigate technical and organizational topics CTOs and senior technical architects who are devising an IT strategy that impacts the way the organization works IT managers who want to learn what’s worked and what hasn’t in large-scale transformation
One of the nation’s chief architecture critics reveals how the environments we build profoundly shape our feelings, memories, and well-being, and argues that we must harness this knowledge to construct a world better suited to human experience Taking us on a fascinating journey through some of the world’s best and worst landscapes, buildings, and cityscapes, Sarah Williams Goldhagen draws from recent research in cognitive neuroscience and psychology to demonstrate how people’s experiences of the places they build are central to their well-being, their physical health, their communal and social lives, and even their very sense of themselves. From this foundation, Goldhagen presents a powerful case that societies must use this knowledge to rethink what and how they build: the world needs better-designed, healthier environments that address the complex range of human individual and social needs. By 2050 America’s population is projected to increase by nearly seventy million people. This will necessitate a vast amount of new construction—almost all in urban areas—that will dramatically transform our existing landscapes, infrastructure, and urban areas. Going forward, we must do everything we can to prevent the construction of exhausting, overstimulating environments and enervating, understimulating ones. Buildings, landscapes, and cities must both contain and spark associations of natural light, greenery, and other ways of being in landscapes that humans have evolved to need and expect. Fancy exteriors and dramatic forms are never enough, and may not even be necessary; authentic textures and surfaces, and careful, well-executed construction details are just as important. Erudite, wise, lucidly written, and beautifully illustrated with more than one hundred color photographs, Welcome to Your World is a vital, eye-opening guide to the spaces we inhabit, physically and mentally, and a clarion call to design for human experience.
This book offers new ways of investigating relationships between learning and the spaces in which it takes place. It suggests that we need to understand more about the distinctiveness of teaching and learning in post-compulsory education, and what it is that matters about the design of its spaces. Starting from contemporary educational and architectural theories, it suggests alternative conceptual frameworks and methods that can help map the social and spatial practices of education in universities and colleges; so as to enhance the architecture of post-compulsory education.
A captivating exploration of the ever-evolving world of architecture and the untold stories buildings tell. When a building is finished being built, that isn’t the end of its story. More than any other human artifacts, buildings improve with time—if they’re allowed to. Buildings adapt by being constantly refined and reshaped by their occupants, and in that way, architects can become artists of time rather than simply artists of space. From the connected farmhouses of New England to I.M. Pei’s Media Lab, from the evolution of bungalows to the invention of Santa Fe Style, from Low Road military surplus buildings to a High Road English classic like Chatsworth—this is a far-ranging survey of unexplored essential territory. Discover how structures become living organisms, shaped by the people who inhabit them, and learn how architects can harness the power of time to create enduring works of art through the interconnected worlds of design, function, and human ingenuity.
Design education in architecture and allied disciplines is the cornerstone of design professions that contribute to shaping the built environment of the future. In this book, design education is dealt with as a paradigm whose evolutionary processes, underpinning theories, contents, methods, tools, are questioned and critically examined. It features a comprehensive discussion on design education with a focus on the design studio as the backbone of that education and the main forum for creative exploration and interaction, and for knowledge acquisition, assimilation, and reproduction. Through international and regional surveys, the striking qualities of design pedagogy, contemporary professional challenges and the associated sociocultural and environmental needs are identified. 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. Matters that pertain to traditional pedagogy, its characteristics and the reactions developed against it in the form of pioneering alternative studio teaching practices. Advances in design approaches and methods are debated including critical inquiry, empirical making, process-based learning, and Community Design, Design-Build, and Live Project Studios. 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. A wide spectrum of teaching approaches and methods is utilized to reveal a theory of a ’trans-critical’ pedagogy that is conceptualized to shape a futuristic thinking about design teaching. Lessons learned from techniques and mechanisms for accommodation, adaptation, and implementation of a ‘trans-critical’ pedagogy in education are conceived to invigorate a new student-centered, evidence-based design culture sheltered in a wide variety of learning settings in architecture and beyond.