Spatial design education : new directions for pedagogy in architecture and beyond (Record no. 44699)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 07702 a2200169 4500 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781472422873 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 720.71 |
| Item number | SAL |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Salama, Ashraf M. |
| 245 ## - TITLE STATEMENT | |
| Title | Spatial design education : new directions for pedagogy in architecture and beyond |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Name of publisher, distributor, etc | Ashgate publishing limited |
| Date of publication, distribution, etc | 2015 |
| Place of publication, distribution, etc | England |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xxviii,385p. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | CONTENTS<br/>List of Illustrations xi<br/>List of Tables xvii<br/>About the Author xix<br/>Preface xxi<br/>Acknowledgements xxv<br/>1.Introduction: Sustaining the Discourse on Architectural Design<br/>Pedagogy 1<br/>Major Texts on Architectural Education and Design Pedagogy 2<br/>Contemporary Interests in Introducing Pedagogical Change 5<br/>The Need for Sustainable Discourse on Design Pedagogy 9<br/>Outlook: Investigating Emerged and Emerging Paradigms in Design<br/>Education 11<br/>Notes 16<br/>2.The Evolving Profession and the Actors Involved 19<br/>Architecture: A Continuously Evolving Profession 20<br/>Historical evolution of the profession of architecture 20<br/>Contemporary developments in architecture 22<br/>Shifting paradigms and professional attitudes about the<br/>environment 25<br/>Practitioners and Scholarly Views on the Profession 29<br/>Views and perceptions of mainstream and star architects 29<br/>Recent discourse on the profession 32<br/>Cross-Cultural Perspectives on the Architect-Planner Role Models 34<br/>Western perspectives 34<br/>Eastern perspectives 38<br/>Fundamental Social and Ethical Approaches to Architectural<br/>Practice 41<br/>Programming and pre-designing 41<br/>Post-Occupancy Evaluation - POE and Building Performance<br/>Evaluation - BPE 43<br/>Community design and user participation 44<br/>Knowledge production and Transdisciplinarity - TD 45<br/>Outlook: Implications for a Future Responsive Pedagogy 47<br/>Notes 50<br/>3.The Traditional Approach to Contemporary Design Pedagogy 59<br/>The Origins of the Traditional Approach to Studio Teaching 60<br/>{.cole des Beaux-Arts 60<br/>The Bauhaus 63<br/>The Vkhutemas 67<br/>Repercussions and challenges 67<br/>Critical Characterisation of Traditional Design Teaching Practices 71<br/>Content and application of design knowledge 72<br/>Design process and teaching style 76<br/>Examining Design Teaching and Admission Policies (1994-2001) 79<br/>Worldwide design studio-teaching practices (1994) 79<br/>Worldwide admission policies to schools of architecture<br/>(2000-2001) 84<br/>Scrutinising the Content of Knowledge and Paradigmatic Trends<br/>(2001-2006) 88<br/>Regional exploration into sustainability in architectural curricula<br/>(2001-2002) 88<br/>Regional investigation into the impact of international<br/>paradigmatic trends (2005-2006) 91<br/>Interrogating Student Perceptions of Architectural Design Juries<br/>(2000-2010) 92<br/>The educational value of design juries 93<br/>Architecture students surveying architecture students 95<br/>Jury practices as viewed by architecture students 98<br/>Outlook: Critical Reflections and the Way Forward 103<br/>Notes 105<br/>4.Pioneering Typologies for a New Design Pedagogy (From the mid 1960s to the late 1990s) 113<br/>Design Thinking Beyond the Traditional Approach 114<br/>Design tools, techniques, models, and characteristics 114<br/>The design process: From traditional approaches to new<br/>methodologies 115<br/>Modelling New Typologies of Design Pedagogy 119<br/>The Case Problem (Experimental) Model 120<br/>The Analogical Model 123<br/>The Community-based Design Learning Model 125<br/>The Hidden Curriculum Model 127<br/>The Pattern Language Model 129<br/>The Concept-test Model 131<br/>The Double-layered Asymmetrical Model 133<br/>The Energy-conscious Model 135<br/>The Exploratory Model 13 7<br/>The Interactional Model 140<br/>Evolving Design Ideologies and Teaching/Learning Processes 142<br/>Governing design ideologies 142<br/>Commitment to teaching and learning processes 144<br/>Outlook: Emerging Understandings for a Knowledge-Based Design Pedagogy 149<br/>Environmental evaluation as a strategy for acquiring knowledge in the studio 150<br/>Knowledge acquisition, brief development, and establishing design criteria 150<br/>Participatory architecture and collaborative processes as a<br/>knowledge tool in the studio 151<br/>Notes 152<br/>5.Critical Inquiry and Process-Oriented Design Pedagogy (From the<br/>late 1990s to the mid 2010s) 157<br/>Creative Thinking, Experiential Learning, and Learning Styles 158<br/>Creative thinking and successful intelligence in architecture and<br/>design 158<br/>The experiential learning theory and learning styles in design 164<br/>Constrained design conditions, student performance criteria, and<br/>learning outcomes 168<br/>Critical Inquiry and Empirical Making in Studio Teaching 173<br/>The design studio as a learning setting for critical inquiry 173<br/>Critical inquiry and the results of practice as a teaching tool 175<br/>Heuristics and learning by making 178<br/>Process-Oriented Design Pedagogy: From Theorisation to<br/>Implementation 182<br/>A process-based studio-teaching model 182<br/>A structured content and a rigorous process meet in studio<br/>pedagogy 185<br/>Programming as a multistep feedback/feed forward process 188<br/>Digital Technologies and Virtual Design Pedagogy 194<br/>E-learning concepts and the design studio 196<br/>Interactive learning in a collaborative virtual design studio 202<br/>Outlook: Cultivating a Culture of Inquiry and Process-Oriented<br/>Pedagogy 206<br/>Notes 209<br/>6.Interchangeable Design Pedagogies: Community Design,<br/>Design-Build, and Live Project Studios 217<br/>Community Based Design Pedagogy 218<br/>Community service learning studio as an alternative pedagogy 220<br/>Sanoff's democratic design and community-based design learning 222<br/>Levels of engagement and embedding within the community 225<br/>Design-Build and the Pedagogy of Making 230<br/>A critical view beyond the limits of the studio setting 233<br/>The case of experiential learning by making (LBM) 234<br/>Building community - Constructing memory 238<br/>Transitory space - Enduring knowledge 241<br/>Live Project Pedagogy: Reinstating Community Design and Design- Build Approaches 245<br/>The re-emergence of live project pedagogy 245<br/>Morrow's notion of pedagogical events 247<br/>Recent perceptive live project endeavors 250<br/>Outlook: Constituents of Social Construction in Design Pedagogy 253<br/>Notes 257<br/>7.New Forms of Pedagogy in Lecture-Based Courses in<br/>Architecture and Design 263<br/>Inquiry-Based, Active and Experiential Learning 265<br/>Mechanisms of Active Engagement for Introducing Design<br/>Principles 267<br/>Introducing architecture to first year students 267<br/>Rethinking the delivery of architectural principles 271<br/>Learning Across and Within the Boundaries of Classroom Settings 273<br/>The built environment as an open textbook 274<br/>Bringing the built environment into the classroom 278<br/>Teaching History to Design Students 287<br/>Modelling as a means of learning from and about history 288<br/>Pedagogical techniques for stimulating student interest in history 295<br/>Outlook: Addressing Key Idiosyncrasies in Teaching Lecture-Based Courses 301<br/>Notes 304<br/>8.Toward a Theory of Transformative and Critical Pedagogies in<br/>Architecture and Beyond 309<br/>The Need for a Theory 310<br/>The potential of transformative and critical pedagogies 310<br/>Motivation and reasons for introducing a new pedagogical theory 312<br/>The Milieu of a Trans-Critical'Theory 315<br/>Key negative aspects of the contemporary culture of design<br/>pedagogy 315<br/>From mechanistic pedagogy to systemic pedagogy 316<br/>Transformations in the content of knowledge 318<br/>Components and Apparatus of'Trans-Critical' Pedagogy 320<br/>The disciplinary component: Beyond mono-disciplinarity 320<br/>The cognitive-philosophical component 322<br/>The inquiry-epistemic component 326<br/>Outlook: Enabling the Implementation of Trans-Critical'Pedagogy<br/>in Architecture and Beyond 328<br/>Notes 332<br/>Bibliography 337<br/>Index 361<br/> |
| 600 ## - SUBJECT ADDED ENTRY--PERSONAL NAME | |
| 9 (RLIN) | 45797 |
| 890 ## - Country | |
| Country | UK |
| 891 ## - Topic | |
| Topic | FD |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Withdrawn status | Home library | Current library | Date acquired | Source of acquisition | Cost, normal purchase price | Total Checkouts | Total Renewals | Full call number | Barcode | Checked out | Date last seen | Date last borrowed | Cost, replacement price | Price effective from | Koha item type |
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| Dewey Decimal Classification | Faculty of Design | CEPT Library | CEPT Library | 15/11/2016 | amazon.in | 8091.00 | 23 | 16 | 720.71 SAL | 016631 | 31/12/2024 | 22/10/2024 | 22/10/2024 | 8091.00 | 05/10/2016 | Book |