000			07702 a2200169 4500
020			_a9781472422873
082			_a720.71 _bSAL
100			_aSalama, Ashraf M. _950725
245			_aSpatial design education : new directions for pedagogy in architecture and beyond
260			_bAshgate publishing limited _c2015 _aEngland
300			_axxviii,385p.
505			_aCONTENTS List of Illustrations xi List of Tables xvii About the Author xix Preface xxi Acknowledgements xxv 1.Introduction: Sustaining the Discourse on Architectural Design Pedagogy 1 Major Texts on Architectural Education and Design Pedagogy 2 Contemporary Interests in Introducing Pedagogical Change 5 The Need for Sustainable Discourse on Design Pedagogy 9 Outlook: Investigating Emerged and Emerging Paradigms in Design Education 11 Notes 16 2.The Evolving Profession and the Actors Involved 19 Architecture: A Continuously Evolving Profession 20 Historical evolution of the profession of architecture 20 Contemporary developments in architecture 22 Shifting paradigms and professional attitudes about the environment 25 Practitioners and Scholarly Views on the Profession 29 Views and perceptions of mainstream and star architects 29 Recent discourse on the profession 32 Cross-Cultural Perspectives on the Architect-Planner Role Models 34 Western perspectives 34 Eastern perspectives 38 Fundamental Social and Ethical Approaches to Architectural Practice 41 Programming and pre-designing 41 Post-Occupancy Evaluation - POE and Building Performance Evaluation - BPE 43 Community design and user participation 44 Knowledge production and Transdisciplinarity - TD 45 Outlook: Implications for a Future Responsive Pedagogy 47 Notes 50 3.The Traditional Approach to Contemporary Design Pedagogy 59 The Origins of the Traditional Approach to Studio Teaching 60 {.cole des Beaux-Arts 60 The Bauhaus 63 The Vkhutemas 67 Repercussions and challenges 67 Critical Characterisation of Traditional Design Teaching Practices 71 Content and application of design knowledge 72 Design process and teaching style 76 Examining Design Teaching and Admission Policies (1994-2001) 79 Worldwide design studio-teaching practices (1994) 79 Worldwide admission policies to schools of architecture (2000-2001) 84 Scrutinising the Content of Knowledge and Paradigmatic Trends (2001-2006) 88 Regional exploration into sustainability in architectural curricula (2001-2002) 88 Regional investigation into the impact of international paradigmatic trends (2005-2006) 91 Interrogating Student Perceptions of Architectural Design Juries (2000-2010) 92 The educational value of design juries 93 Architecture students surveying architecture students 95 Jury practices as viewed by architecture students 98 Outlook: Critical Reflections and the Way Forward 103 Notes 105 4.Pioneering Typologies for a New Design Pedagogy (From the mid 1960s to the late 1990s) 113 Design Thinking Beyond the Traditional Approach 114 Design tools, techniques, models, and characteristics 114 The design process: From traditional approaches to new methodologies 115 Modelling New Typologies of Design Pedagogy 119 The Case Problem (Experimental) Model 120 The Analogical Model 123 The Community-based Design Learning Model 125 The Hidden Curriculum Model 127 The Pattern Language Model 129 The Concept-test Model 131 The Double-layered Asymmetrical Model 133 The Energy-conscious Model 135 The Exploratory Model 13 7 The Interactional Model 140 Evolving Design Ideologies and Teaching/Learning Processes 142 Governing design ideologies 142 Commitment to teaching and learning processes 144 Outlook: Emerging Understandings for a Knowledge-Based Design Pedagogy 149 Environmental evaluation as a strategy for acquiring knowledge in the studio 150 Knowledge acquisition, brief development, and establishing design criteria 150 Participatory architecture and collaborative processes as a knowledge tool in the studio 151 Notes 152 5.Critical Inquiry and Process-Oriented Design Pedagogy (From the late 1990s to the mid 2010s) 157 Creative Thinking, Experiential Learning, and Learning Styles 158 Creative thinking and successful intelligence in architecture and design 158 The experiential learning theory and learning styles in design 164 Constrained design conditions, student performance criteria, and learning outcomes 168 Critical Inquiry and Empirical Making in Studio Teaching 173 The design studio as a learning setting for critical inquiry 173 Critical inquiry and the results of practice as a teaching tool 175 Heuristics and learning by making 178 Process-Oriented Design Pedagogy: From Theorisation to Implementation 182 A process-based studio-teaching model 182 A structured content and a rigorous process meet in studio pedagogy 185 Programming as a multistep feedback/feed forward process 188 Digital Technologies and Virtual Design Pedagogy 194 E-learning concepts and the design studio 196 Interactive learning in a collaborative virtual design studio 202 Outlook: Cultivating a Culture of Inquiry and Process-Oriented Pedagogy 206 Notes 209 6.Interchangeable Design Pedagogies: Community Design, Design-Build, and Live Project Studios 217 Community Based Design Pedagogy 218 Community service learning studio as an alternative pedagogy 220 Sanoff's democratic design and community-based design learning 222 Levels of engagement and embedding within the community 225 Design-Build and the Pedagogy of Making 230 A critical view beyond the limits of the studio setting 233 The case of experiential learning by making (LBM) 234 Building community - Constructing memory 238 Transitory space - Enduring knowledge 241 Live Project Pedagogy: Reinstating Community Design and Design- Build Approaches 245 The re-emergence of live project pedagogy 245 Morrow's notion of pedagogical events 247 Recent perceptive live project endeavors 250 Outlook: Constituents of Social Construction in Design Pedagogy 253 Notes 257 7.New Forms of Pedagogy in Lecture-Based Courses in Architecture and Design 263 Inquiry-Based, Active and Experiential Learning 265 Mechanisms of Active Engagement for Introducing Design Principles 267 Introducing architecture to first year students 267 Rethinking the delivery of architectural principles 271 Learning Across and Within the Boundaries of Classroom Settings 273 The built environment as an open textbook 274 Bringing the built environment into the classroom 278 Teaching History to Design Students 287 Modelling as a means of learning from and about history 288 Pedagogical techniques for stimulating student interest in history 295 Outlook: Addressing Key Idiosyncrasies in Teaching Lecture-Based Courses 301 Notes 304 8.Toward a Theory of Transformative and Critical Pedagogies in Architecture and Beyond 309 The Need for a Theory 310 The potential of transformative and critical pedagogies 310 Motivation and reasons for introducing a new pedagogical theory 312 The Milieu of a Trans-Critical'Theory 315 Key negative aspects of the contemporary culture of design pedagogy 315 From mechanistic pedagogy to systemic pedagogy 316 Transformations in the content of knowledge 318 Components and Apparatus of'Trans-Critical' Pedagogy 320 The disciplinary component: Beyond mono-disciplinarity 320 The cognitive-philosophical component 322 The inquiry-epistemic component 326 Outlook: Enabling the Implementation of Trans-Critical'Pedagogy in Architecture and Beyond 328 Notes 332 Bibliography 337 Index 361
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