Open Access. Powered by Scholars. Published by Universities.®

Art Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 13 of 13

Full-Text Articles in Art Education

Exploring Learning Objectives For Digital Design In Architectural Education, Shelby Doyle, Nick Senske Jan 2016

Exploring Learning Objectives For Digital Design In Architectural Education, Shelby Doyle, Nick Senske

Architecture Conference Proceedings and Presentations

: What are the objectives of teaching digital design in architecture? While this seems a rather primitive inquiry it in fact is loaded with misunderstanding and disagreement. This paper aims to bring accepted educational research about learning objectives into the discussion of digital design’s relationship to architecture. In particular, Bloom’s Taxonomy is introduced and referenced as a tool for creating clarity, transparency, and accountability among educators. The purpose of reflecting upon learning objectives for digital design in architecture is not to produce a definitive list of what students ought to learn. Learning objectives are written for specific curricula, student ...


Rural Post-Industrial Landscapes: The Perceptual Practice Of The Generative Site Plan, Peter P. Goché, Ziad Qureshi Jan 2015

Rural Post-Industrial Landscapes: The Perceptual Practice Of The Generative Site Plan, Peter P. Goché, Ziad Qureshi

Architecture Conference Proceedings and Presentations

This presentation will discuss the generative role of the site plan in the interdisciplinary consideration of the post-industrial landscape as a constructed, cultural artifact. During their investigations, design students at Iowa State University addressed the perceptual aspects and unique strategies of situation and location, through the particular lens of the iterative site plan drawing. As an introduction to dealing with these issues of “site,” each effort involved a careful and multi-scalar examination of environmental phenomena and patterns of use and settlement, revealed and affected by the post-industrial architectural artifact.


Partner – Translate – Impact: A Method For Public Interest Design In Architectural Education, Nadia M. Anderson Apr 2014

Partner – Translate – Impact: A Method For Public Interest Design In Architectural Education, Nadia M. Anderson

Architecture Conference Proceedings and Presentations

Global financial systems, increased human mobility, and climate change are contemporary forces creating historic disparities between rich and poor, increased rural-to-urban migration, and frequent natural disasters. These conditions demand that architecture rethink its relationship with natural and built environments and the people who occupy them.


Hand To Mouse: Integrated Technology Laboratory In Undergraduate Architectural Education, Ulrike Passe, Kristin M. Nelson Jan 2014

Hand To Mouse: Integrated Technology Laboratory In Undergraduate Architectural Education, Ulrike Passe, Kristin M. Nelson

Architecture Conference Proceedings and Presentations

The undergraduate building technology sequence (uBTS) seeks to impart a broad understanding of environmental systems through a variety of research and simulation techniques including direct observation, traditional calculations and scientific method, and advanced modeling and evaluation software. The integration of the uBTS sequence with studio project work and engagement with the larger inter-institutional research efforts encourages strong student engagement and early mastery of advanced skills. This paper will discuss the above general themes through specific laboratory case studies which are tied to key points in the three year uBTS.


Chicken And Egg? Hentagon, Icosa-Coop, And Two Types Of Experience, Mikesch Muecke, Peter M. Evans Jan 2014

Chicken And Egg? Hentagon, Icosa-Coop, And Two Types Of Experience, Mikesch Muecke, Peter M. Evans

Architecture Conference Proceedings and Presentations

In an essay with the title Experience and Poverty,1 Walter Benjamin writes about the lack of traditional experience (Erfahrung)—a kind of acquired knowledge—that could be handed down to younger generations through story-telling and hands-on instruction. Benjamin reads this experience as a cipher for modern architecture where one material—steel—stands in for a cultural perspective toward traditions, while glass represents a new virtual existence expressed in a short-term event-based experience—in German the word is Erlebnis—both of which, we think, can be transmitted through contemporary pedagogy. In our paper we argue that effective teaching of beginning- ...


A Machine For Learning: Materials And Construction In The Beginning Design Studio, James E. Leach, James M. Spiller Jan 2014

A Machine For Learning: Materials And Construction In The Beginning Design Studio, James E. Leach, James M. Spiller

Architecture Conference Proceedings and Presentations

An ongoing effort, begun nearly a decade ago by the building technology faculty, seeks to increase integration of the concepts and content taught within the technical courses into design studio work. This has primarily been implemented through lab assignments in the technical courses devised to apply developing technical knowledge to current, or recently-completed design studio projects. This approach has met with considerable success in the later years of the architectural education, after students have acquired a strong foundation of technical knowledge. There is greater difficulty, however, in fluently integrating building technology content in early studios, particularly given a greater fluidity ...


Brick By Brick: Improved Outcomes Through Linked Learning Objectives In Beginning Technology Labs, Kris Nelson, Rob Whitehead Jan 2014

Brick By Brick: Improved Outcomes Through Linked Learning Objectives In Beginning Technology Labs, Kris Nelson, Rob Whitehead

Architecture Conference Proceedings and Presentations

The practice of designing high-performing, technically proficient buildings in an integrated manner has increased in importance (and frequency) in step with elevated expectations for measurable building performance standards. However, traditional pedagogical models for building technology education have done little to adjust in response relying instead upon outdated modes for the classroom structure, content, and teaching methods.


(Re)Covering Shelter: Enhancing Structural Design Pedagogy By Designing For Disaster Relief, Rob Whitehead Oct 2013

(Re)Covering Shelter: Enhancing Structural Design Pedagogy By Designing For Disaster Relief, Rob Whitehead

Architecture Conference Proceedings and Presentations

The pedagogical model for teaching structural design to architecture students can be enhanced with the inclusion of design-based exercises that are purposefully constrained by programmatically justifiable and technically specific limits, like those found in design of disaster relief shelters.


Performance And Form: New Pedagogical Approaches To Designing The Building Envelope As An Adaptive Interface, Ulrike Passe, Robert Demel Jan 2012

Performance And Form: New Pedagogical Approaches To Designing The Building Envelope As An Adaptive Interface, Ulrike Passe, Robert Demel

Architecture Conference Proceedings and Presentations

Architecture pedagogy plays a significant role in building a sustainable world. Sustainable design requires a thorough understanding of building energy performance, while the urging issue of a changing climate demands for higher energy efficiency and improved energy conservation. This demand challenges conventional ways to program buildings as well as purely formal approaches to the design of their envelope and spatial composition. It is no longer the question to build for one climate instead with the lifespan of a building, design concepts might need to integrate the ability to adapt to at least two climate conditions: current and future. The question ...


Informal Education: Haiti 2010, Nadia M. Anderson Mar 2011

Informal Education: Haiti 2010, Nadia M. Anderson

Architecture Conference Proceedings and Presentations

In the film Citizen Architect, Cameron Sinclair states that “the reality check is that the world is not gonna look like Dubai, it’s gonna look like Lagos, Nigeria,” thus beginning a discussion of how the growing social, economic, and environmental ineq- uities of the contemporary world are exacerbated by the inward-looking focus of much architectural education and practice.1 My stance is that educa- tors and practitioners need to engage this world and learn from it, bringing us and our students into direct contact with systems that are flexible, im- provisational, and materially creative.


Places, Spaces, And Faces: Teaching Sustainable Design Through Cross-Disciplinary Studio Integration, Rob Whitehead, Lynn Paxson, Carl A. Rogers Mar 2010

Places, Spaces, And Faces: Teaching Sustainable Design Through Cross-Disciplinary Studio Integration, Rob Whitehead, Lynn Paxson, Carl A. Rogers

Architecture Conference Proceedings and Presentations

One of the core missions of the ACSA is the advancement of architectural education through the facilitation of teaching at all member schools. In an effort to promote increased discourse on “how” we teach, this session will examine current best practices from all areas of the curriculum. Topics covered include cooperative education, building technology, integrated studios, thesis, and teaching writing to architecture students. This session aims to foster informative dialogue and the sharing of ideas among faculty at all levels.


Ethical Expectations: Reflections From Beginning Architecture Students, Gregory S. Palermo Jan 2009

Ethical Expectations: Reflections From Beginning Architecture Students, Gregory S. Palermo

Architecture Conference Proceedings and Presentations

Each year several thousand recent high school graduates enter accredited professional degree programs to study architecture. They have made the decision to ‘become an architect’ early in life and arrive at university directly from high school rather than upon completion of a prior baccalaureate degree. Undoubtedly, during the final years of high school, autumn 2008 entering first-year students answered this question more than a few times: “Why do you want to study architecture?”


Situating Design, Gregory S. Palermo Jan 2005

Situating Design, Gregory S. Palermo

Architecture Conference Proceedings and Presentations

This is a case study of the development of a new Core curriculum course at the Iowa State University (ISU) College of Design (CoD). It relates an overview of the creation of the course and sample learning exercises that activate a large lecture class. Historically, the CoD separated first-year students into discipline specific studies, narrowing, we believe, their perspectives about design. A Task Force analyzed learning outcomes of the first year programs, and proposed a more interdisciplinary conception of design education. The CoD committed itself to creating a Core foundation year of design studies, which students in Architecture, Landscape Architecture ...