1,721,054 research outputs found
Interferenze. STOÀ, Strumenti per l'insegnamento della progettazione architettonica
No full textOver time, the dependence of architectural design on many factors beyond the direct control of the architect has been exacerbated by the specialisation of production processes and, more generally, by the complexity of the conditions for building architecture. A not always well-defined series of interferences, understood in the threefold sense of co-operating factors, independent overlaps, and sometimes inappropriate interventions. University education, and in particular the teaching of design, cannot ignore this reality, given the impact that emerging environmental, economic and social contingencies are having on the profession. Stoà 9 [Interferences] is a partial review aimed at understanding how to recognise, manage and exploit different forms of interference. It seeks to understand the ways and methodologies through which these interferences can be consciously used and directed in a positive and constructive direction in an educational context. Intended as an exploration of current teaching practices and pedagogical experiences, this issue refers to both institutional and experimental models – whether unscripted or programmatic – that involve the explicit expression and enhancement of disciplinary interferences for architectural design
Riferimenti. STOÀ, Strumenti per l'insegnamento della progettazione architettonica
No full textThe pedagogy of architectural design, like any other technical -artistic discipline, has allowed for very few universally applicable theoretical notions. Learning-by-doing, instructions, norms or rules never had the same effectiveness as references, which are situated and contextual to a particular way of working or to the result of that work. References form the basis of any learning activity. This interpretation, which is more operational than normative in terms of the use of references, places the act of design and its teaching on an equal footing with other disciplines such as painting, sculpture, literature, music, photography and cinema. All these disciplines are interested in reflecting on their own modes of practice, also by observing the specific approaches of one or more chosen references. Stoà 7 [References] has examined the role of references as methodological teaching tools by collecting accounts of ongoing pedagogical practices and experiences related to various methodologies of research, interpretation and internalisation of knowledge through the comparison with their processes and products. The result is a constellation of cultural positions that make the reference, understood variously as a citation, a standard or a model, a functional tool for learning in the context of the paradigm shifts of the paradigm shifts that reality demands us to confront
Il progetto della didattica del progetto
No full textCome si progetta un laboratorio di progettazione? Per rispondere a questa domanda bisogna prima capire cosa sia il laboratorio e quale sia la sua specificità rispetto alle altre forme di insegnamento immersive, esperienziali e interattive che sono storicamente consolidate in questo campo
Il museo diffuso per il paesaggio archeologico dei conflitti: il caso studio Carso 2014+
No full text
Esercizi. STOÀ, Strumenti per l'insegnamento della progettazione architettonica
No full textWithin the vast panorama offered by the study programmes of architectural design education, a fundamental role is played by exercises, pedagogical tools used to determine and consolidate specific training steps, defined within each teacher’s syllabus. During the complex temporal organisation of the individual workshop programmes, the exercises set the time by punctuating, step by step, the learning process and by contributing to the definition – sometimes slowly, sometimes very quickly – of the general objectives of the educational experience. While in most design studios the main outcome is the definition of a project that is clearly identified programmatically and dimensionally, from conception to the advanced stages, as well as unambiguously located in time and space, the journey towards that result is often determined by a planned sequence of exercises. Exercises are tools, expedients, pedagogical devices: both specific and less exhaustive, sometimes abstract and extra-disciplinary, through their making, composing and arranging themselves in a sequence that follows the tempo of the studio, they are instrumental in structuring the design methodology. Stoà 4 brings together a collection of essays, images and interviews, through which to investigate the potentialities and criticalities of this methodological resource, between depth and extension, through a recognition of pedagogical practices and international experiences
Abitare pensieri
No full textRiflessione introduttiva sulla costruzione di una nuova ricerca editoriale sulla pedagogia del progetto architettonico
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