Games and activities with the space and in the space as way to explore the architecture (original) (raw)

To think in architecture, to feel in structure Ilkovic Ilkovicova Spacek

Global Journal of Engineering Education, 2014

ABSTRACT: The structure of education within the Faculty of Architecture, Slovak University of Technology, Bratislava, Slovakia, is a standing topic of discussion. The authors have tried to perfect a model, which could join knowledge of architecture, civil engineering, statics and material in a natural way. The structure is an element, which has the power to connect them. It connects the thought with matter in education and in real architecture. Integration of the knowledge of structures and civil engineering is a part of the study programmes in subjects from the studio creation group. The first part is a theoretical preparation in individual blocks of compulsory subjects with a focus on structure, which confirms the need to direct the education by encouraging analytical thinking, understanding of structural principles and, finally, attempting to try something new and unconventional (an experiment) in the studio. This system is being tested, but it follows the line from mechanical absorption and gathering the knowledge to constructional creativity. This is the only way to confirm the motto To think in architecture, to feel in structure. The motto is broad and offers freedom of creativity, and encourages exploration, cooperation and discussion in the multi-genre science in which architecture is located.

CONQUERING SPACE: EXPERIMENTS IN ARCHITECTURAL EDUCATION

This paper analyses three levels of change in understanding space, spatial concept and spatial design process applied directly through Architectural Design and Ephemeral Architecture courses at the 3rd year of the BA programme in Architecture . These levels of change are presented through three distinct but mutually supportive and complementary methods/strategies, applied in architectural design education in several projects featured in the aforementioned courses.

Architecture, Science and Exhibit: Yesterday and Today

Journal of Civil Engineering and Architecture, 2019

Architecture and science have always been interrelated for educational purposes. For this reason the course of Interior Architecture and Exhibit Design at Master of Science in Architecture Construction City of Politecnico di Torino, starting from the knowledge of the role of the Academy and its scientific content, proposed new and current forms of exhibits and communication in respect of the courtly architecture that is called to emphasize with its language the authority and perennial values of the sciences.

Pre Architectura - Learning Through Space

The doctoral dissertation Pre Architectura - Learning Through Space investigates spatial learning processes: spatial perception and spatial creation as fundamental ways of learning, primarily during childhood though with detectable results in all ages. The research presents the possible uses of the built environment as the base to provide learning opportunities on multiple levels: due to its habitualness, the built environment serves as a safe background, where children/participants open up easily for curious exploration; while due to its spatial, architectural, social, historical and cultural properties, it contributes an infinite range of stimuli to different learning processes. The theoretical approach of the research considers spatial learning as the basis and model of all learning processes, introducing parallel contemplations of philosophy, psychology, and architectural education initiatives with the supporting results in recent physiological discoveries. The developed practical methods of the research are based on two processes: conscious spatial perception, as an intensive experience for the learning event; and building, as a learning act to develop creative problem solving skills. The initiative targets the introduction of complementary competences to generally produced data-based knowledge in educational schemes in order to enable children/participants to handle the expanding information load of contemporary society and to empower them to actively participate in shaping their own environment to provide empathic and appropriate surroundings for leading a fulfilling life.

Space Architecture: The Rise of a New Discipline in Architecture and Design Curricula

2019

The amazing endeavors of space missions on 1960s and 70s pushed the human knowledge and technology beyond the physical threshold of our planet, seemingly opening to infinite possibilities. With the ingress of private developers in space business, the exploration of outer space seems resurged to a new vitality in public opinion. Usually paired with aerospace engineering and advanced sciences, the new space business is asking today also for new competencies and expertise. In this view, disciplines associated with study programs in architecture and design seem particularly appropriated, offering the requested multidisciplinary education to shape high talented skills in a highly regulated environment. Space Architecture has the full potential to become a discipline of study within the usual curriculum in ‘terrestrial’ architecture, filling a gap in between the engineering approach of system design for space vehicles and habitats, and the interdisciplinary complexity associated to human ...

THE SPACE ERA"ERA FROM THE VIEWPOINT OF PIONEER ARCHITECTS"

International Journal of Advanced Research (IJAR), 2023

Acknowledgements: This research is an outcome and accomplishment of my six years of pioneer studying and designing simultaneously. As a result of my theorizing process, I have announced my “Personal View” in the architectural atmosphere as “Free Volume in The Space Era”. ShaghayeghNaeimabadi. The human being developed his life through the context of time by questioning and finding the proper responses, overcoming limitations, and reaching his dreams from ancient till the present and definitely in the future. When solved the rational problems in all scientific areas and employed the best tools to build the masterpieces, the Architects opened new Free Views in architectural discourses and revolutionized architectural works through the bedrock of machines, electronics, and finally space. In this research I have precisely studied a set of complex resources with an analytical view in order to extract the convergences, results reveal that with the advancement of technology, employing complex computations, interactive robotics, and AI, empowering the aerospace networks, soon we will be able to employ the remote design method deep into the space, as a revolutionary step in the architectural history, so, A Free Volume will settle in the space era.

THE REFLECTIONS OF EDUCATION CONCEPTS ON PHYSICAL SPACE: A CASE STUDY

EDULEARN17 International Conference on Education and New Learning Technologies, 2017

The role of the theoretical and thematic information is very important in architectural design. To provide a firm base for the design concept, a comprehensive research must be conducted on the subject to gain different points of view and approaches about the design problem. Approaches like the pragmatist strategy in design, practice-based research or evidence-based design are attempts to create a connection between practice and theoretical information on different levels. Design of educational facilities in particular is a complex process including physical, functional, pedagogical and psyhchological aspects simultaneously. Although it is a difficult and exhausting process for the designer, it contains great benefit in terms of gaining experience and knowledge. Therefore it potentially comes up as a suitable subject for architectural training, especially for the design studio course which is at the focal point of the formal architectural education. Besides its complicated spatial organization scheme, regarding pedagogical diversities and the relationship between different functions, the need for thorough research about the subject and multidisciplinary coordination makes it a useful instrument of education. The subject “education” contains a large number of academic and theoretic works with different focal points. While some theories propose different strategies of learning and teaching, other ones focus on the learning environment and aim to create a relation between the natural and artificial surroundings and the students. There are also some theories that take art or science into the central point of education. Studies like these about the initial contents of education might have great contribution in designing educational facilities. The selected case study for the subject of this paper is the architectural design studio for third year students. In the beginning weeks of the course students were given lectures by experienced academics and professionals and they were encouraged to conduct their own research about education concepts, systems, or philosophies. As the project site, a neighbourhood with light urban density was selected, so that theoretical context of the design problem can be the in the focal point of studies and examined comprehensively. Throughout the semester the reflection of the theoretical knowledge on architecture was inspected in the juries, 1on1 and group discussions and some special exercises. The students were orientated towards expressing the abstract philosophies of education in an architectural way using different 2 or 3 dimensional graphic communication tools. The assumpiton in this paper signifies that a firm theoretical foundation about educational concepts reflects on the architectural design in a positive way to create more effective spaces for education and to come up with innovative ideas about spatial organization of learning environments. Consequently, the case study proves that especially in complicated design problems like educational facilities, it is crucial to provide a wide and firm theoretical context about the subject, keep it in the focal point of studies all through the semester and emphasize its importance frequently with different exercises.

Architecture on Other Space Bodies

IJMRAP, 2023

, on the subject of "Architecture in Context". The author set the goal of this topic as: "Developing and achieving a personal attitude (about architecture) and the ability to explain that attitude, both to oneself and to others". The topic is situated at the very end of the academic study of architecture, and it is aimed at those young people who have decided to deal with architecture in the way of science, in its complex perception. Although postgraduate (and doctoral) students are, as a rule, the most successful students of basic architecture studies, they do not have a systematized image of architecture (as a complex and contradictory discipline), but more or less fragmented knowledge and skills. They base their approach to architectural design, most often, on copying appropriate solutions that they transfer from foreign magazines based on the principle of 'likeability' (and current 'architectural fashion'). Instructed by the experience of his own search for architecture (through his postgraduate and doctoral studies), the Author, just after being selected as an assistant professor at the Faculty of Architecture in Sarajevo (1989), proposed this topic for teaching at the postgraduate studies. The fundamental basis for understanding the complex issues of architecture in context is a good knowledge of the history of architecture, both on a global world level and in individual world regions. At the same time, architecture must be seen in the light (context) of the concrete natural environment, the history of science, technique and technology, all branches of art, as well as in the context of sociohistorical events. The fundamental basis for understanding the complex issues of architecture in context is a good knowledge of the individual architectural object, as a physical structure designed and built by man, which, with full designed expediency, should remain stable in a concrete natural environment, for a more or less long period of time. The author also proposed a completely new typology of architecture, derived from his own understanding of architecture as Architecturally Defined Space (ADS). In this way, architecture is completely equated with Man, that is, his generic nature, whose possibilities are endless.

Is Theory of Architecture in Need of Expansion? -A Pedagogical Quest

This article reflects upon the modalities of ideation and idea representation within the Theory of Architecture disciplinary field, and more specifically in what concerns public space. The main question is if it's possible to academically implement an epistemological architecture approach less dependent and limited by the linearity of the linguistic discourse, and more able to expand to a imagistic discursiveness? Conducted pedagogical experiments in the scope of the curricular unit "Teoria 3" (public space theory) of the integrated master degree in architecture at Architecture School of OPorto in Portugal (FAUP) indicate the feasibility of this reflexive field extension, provide data that points to the added value of such an approach and allows us to question the prevalence of research methodologies that are alien to the architecture field, and argue that within architectural research, the methods and processes that mobilize specific artistic cognitive knowledge, like the projective and synthetic communicational and visual skills, shouldn't be avoided and, by the contrary, it's use should prevail. The description of the conducted experiment will be provided showing how in Teoria 3 the students develop experimental research, a precondition for theory formulation, using the instruments and methods familiar to architecture making. The philosophical principle of continuity from Leibniz to Peirce - and even Deleuze - is the conceptual paradigm presented to students as a starting point to frame public space architecture, complemented by a instrumental reading proposal of public space as "the body on the move" (Fonseca, 2010). The approach main pedagogical instrument is the construction of a tridimensional analogical model, we call the pSm - portable space model, complemented by other processes like freehand drawing, digital drawing, taking measurements, mental calculus, photography, and graphic design. These processes are complemented with traditional discursive processes like bibliographic research, interviews, and writing. Based in the results achieved by students attending to Teoria 3, and participants of the experiment, we will consider the advantages and disadvantages of such a pedagogical process. The findings point to the enhancement of the students ability to deal with space information, as well as the enhancement of the students analytical and synthesizing cognitive processes in a critical and architectonically specific way, that is comprehensive of the issues that can be raised in each case, including forms of residence and forms of collective equipment. In fact, in the era of the debate towards void, sPm, drawings and other representations of the space phenomena in terms of real public spaces are a powerful alternative tool to question the preconceived knowledge we have of space and a critical and fruitful way to guide space intervention strategies. We speculate that the reasons for these advantages may arise from the students direct contact with space, as they produce first hand real space representations as systematic survey. This is provided by three-dimensional models and bi-dimensional freehand observational drawings as both tasks imply an interpretation of space that arises from an inherent confrontation between universal architectonic principles and architectonic circumstantial reasons. The sPm, drawing and the final graphic communication design also have revealed themselves as tools to update the knowledge of the physical organization of public space as a unitary concept of the human institutions form.

Playing with architecture; space and time in education

CRC Press eBooks, 2023

Playing with Architecture assumes a critical and projective perspective of the space and the time involved in its appropriation as they pertain to children's education. By starting with the assumption that conscious children will become more knowledgeable and demanding adults, this approach explains how architecture can be defined based on active didactics and pedagogies of intervention within the context of the school, in close interaction with the communities of teachers and educators. Since space is the first scale of relationship with the world from the various forms of apprehension, percep tion, and awareness, it is proposed to present creative strategies assuming this appropriation and valuation from an early age. Therefore, the game will be assumed to be the most effective playful strategy. Educational strategies with architecture in intrinsic interaction with the school community will drive the construction of this awareness of the surrounding space on various scales: the closest to the body, the building context, and the general view of the world we live in. This approach intends to promote an understanding of how these types of strategies could be utilized to establish a critical conscience concerning the relevance of the quality of the surrounding environment, simu lating the promotion of a ludic educational strategy in direct collaboration with educators.