The 4th International Conference on Hazards and Modern Heritage (original) (raw)
The Role of Architectural Education in Promoting Urban Heritage: Opportunities and Challenges
The Academic Research Community Publication, 2018
Today, introducing Urban Heritage into the architectural education curriculum is becoming an important component of the learning experience. It strengthens the sense of belonging, national pride, and cultural identity of students as an active and remarkable part of their history that guides their future. Urban Heritage allows previous generations a better understanding of their long and rich history. The main objective for introducing Urban Heritage into the architectural education was to link heritage practice with teaching and research activities, as well as to create synergies between the educational activities and the surrounding community in order to ensure the preservation and the appreciation of the heritage. As part of Hekma School of Design and Architecture, the architecture department at Dar Al-Hekma University reflected its mission "To graduate professionals in the field of architecture and equip them with the necessary knowledge and skills, focusing on sustainable design while preserving the cultural and aesthetic values of Saudi Arabia." within the curriculum. The mission was materialized through a set of interdisciplinary and co-curricular activities and initiatives for the promotion, conservation and revitalization of urban heritage in Saudi Arabia. Those actions were determined to create a dynamic environment for social, cultural and economic development at large. The plan was also to strengthen students' appreciation of urban heritage through the sharing and exchanging of knowledge, skills, and experience between the pedagogical activities and the real practices for mutual enrichment. Often, each activity was dedicated to a given heritage theme. The activities are structured in thematic subjects covering many areas, such as heritage and sustainable development, theory and practices of conservation, adaptive re-use of heritage buildings, inter-disciplinary research investigations, heritage for dialogue, and reconciliation, among other themes. The creation of the architecture curriculum in the fields of urban heritage was the first step to share knowledge and competencies, and to encourage professors' and students' participation in heritage safeguarding projects. Besides, this program tends to promote inter-cultural dialogues through heritage appreciation. The paper investigates the challenges associated with studying heritage in architecture, as well as opportunities for students to be more excited about studying heritage, develop their skills, and be self-motivated. It is expected that the paper will analyze Dar Al-Hekma University educational experience in integrating urban heritage within the architectural education curriculum among other national and international experiences. It will evaluate related teaching approaches and draw thoughtful conclusions in order to use this unique pedagogical process and learning outcomes in enhancing the heritage appreciation and its practices.
Architecture is the art and technique of designing and constructing buildings and cities for creating suitable spaces according to the needs of human life is a historical fact , the product of a society and of a particular time , that is, is the result of a number of factors and conditions that influenced their creation inside a determinate space . Also part of our cultural heritage and, in turn, is trace, testimony and document historical events. It should be clear that cultural heritage means all of cultural assets that a company receives and "...inherited from their ancestors in the obligation to preserve it for transmission to the next generation ", and Architectural Heritage buildings and urban heritage that are representative of a society, its way of life, ideology, economics, technology, productivity, etc., and a particular historical moment, which also have a recognition and cultural significance because of its age, historical significance, by serving a scientific or social function, be linked to our cultural past, by design, well as for their intrinsic values, architectural, functional, spatial, technological and aesthetic, among others. It is noteworthy that often, the architectural heritage has been called immovable property or monument. Architectural works are historical legacies that have left our ancestors and constitute our architectural heritage. We know them, study them, evaluate them and keep them for transmission to future generations. Furthermore, their study helps understanding the society that produced it, to understand why some of our ways of life, to appreciate what we have and to plan our future. The architectural heritage consists of two coexisting aspects: the first relates to the physical or constructive assembly constituent materials and the second, the urban space (with all the values involved: the historical, the aesthetic its antiquity or modernity, style, symbolic, the value to the community in which it is immersed, the architecture, etc. .), it is bounded by such construction resources, and given that the interaction of these spaces is the character that will give meaning to each style or architecture.
Education and new developments, 2019
Built environment education (BEE) uses tangible objects produced by humans, which constitute our built environment (BE) (i.e. buildings, bridges, monuments) to enrich learning for children. Monuments as facets of our material culture can be focal points of BEE. Cultural heritage has been used as a teaching resource in social studies, cultural geography, (art) history, and sustainable development. Although architects use monuments as BEE curricular resource; looking at the existing academic literature the topic is difficult to discern. Therefore, the article will critically reflect on Lost Traces projects-a Bavarian project for school children on cultural heritage. In 23 projects, through creative spatial interventions pupils had an opportunity to interact with historic relics, archaeological traces, abandoned buildings and constructions, rediscover and bring the 'lost places' in into the public awareness, thus transforming the relics into a common European future. In order to critically reflect on the practice of architects and urban planners as educators using monuments as a curricular resource, and a learning context, a further debate is needed regarding the understanding of cultural heritage and the educational processes around them as constantly evolving cultural constructs, the role of the educative planners, and the quality of design and planning tools as educational tools.
Heritage conservation and architectural education: “An educational methodology for design studios”
HBRC Journal, 2014
Protecting the built heritage and conserving the local traditional and cultural values of communities for future generations present a real challenge for developers, architects, and professional education programs which are responsible for preparing the courses focused on heritage conservation aspects, learning respectful aware design with cultural context, and qualified graduates in planning, design, and implementation of conservation projects. The paper aims to propose an educational methodology for dealing with heritage conservation projects: ''adaptive reuse of historic buildings'' in design studios of architecture and interior design programs, by promoting a design philosophy which supports the integrated approaches of revitalizing heritage values of the traditional communities and creates new activities appropriated with: conservation principles, sense of historic buildings and its cultural context, and continuous with local communities needs. The main issue of the paper is to formulate design processes which can assist and develop students' abilities to reconstruct and represent the heritage building's interior within the historic context of sensitive conditions to its architecturally and historically significant features adopted with the new activities. The paper presents two examples of student's senior project titled with ''adaptive reuse of Jeddah historic houses as a tool for developing the cultural tourism'' (Kingdom of Saudi Arabia). By evaluating the design processes, concepts, and outcomes the paper concluded that the architectural education programs which focused on revitalization and conservation of communities' heritage values-throughout developing student's creative and investigative skills-can be considered as an effective approach in cultural heritage conservation projects.
Can Architecture Education Raise the Awareness of Heritage for a Sustainable Development
Heritage 2016, 5th International Conference on Heritage and Sustainable Development., 2016
This paper discusses the role of architectural education to raise heritage awareness among the architecture students of today and new architects of tomorrow. The research highlights sustainability in its wider meaning by embedding the sense of Heritage within the junior generations throughout the educational process. This research consists of theoretical and applied study through the architecture design course, of a sample of students registered in architecture De-sign course in the College of Architecture and Design. The research concludes some approaches that could be addressed within the architecture design course that would have a significant impact on new generations regarding understanding heritage and impeding it into a broader understanding of sustainable development. Keywords: Heritage, architecture education, Jeddah, design studio, 3D modeling is
WHEN PAST AND FUTURE MEET IN ARCHITECTURE TEACHING: HERITAGE AND GIS
This article aims to present some of the teaching methodologies applied in the Integrated Master degree in Architecture at the University of Beira Interior, Covilhã (Portugal). The discussion focuses on the collaborative and interdisciplinary approach adopted for the teaching/learning process, particularly
Heritage Cities and Destruction, “ADH Journal of Architectural Design and History”, 2024
The study proposed was inspired by my conviction that when we discuss architecture and restoration it’s important to reflect on a subject we cannot ignore: the protection and safeguard of so-called ‘endangered’ cultural and architectural heritage. Often we discover that some categories of mobile or immobile ‘riches’ are isolated, derelict or dilapidated due either to local indifference, the economic and social destitution of certain countries, or the powerlessness and possible complacency of international organizations to intervene in specific geographical and cultural areas. These territories are subject of crisis because of social, political and religious reasons, and the heritage is often point of assault and destruction. Communities should work jointly on common goal to support initiative to provide better protection of the cultural heritage. Therefore it is important to involve local authorities in trying to encourage ‘active protection’ and participation. Our objective is the implementation of international cooperation project to enhance the architectural heritage. Complicated situations that still direct the community into destructive scenarios where it is inevitable to think of the reconstruction in response to that need of ‘rimemorativa (remembrance)’, the “Istanza psicologica” theorized by Roberto Pane, which claims to ‘forget’ wounds inflicted in a manner so violent and unexpected. These areas have important conservation problems, all connected with the theme of the ruins; it is one of the conceptual issues of the restoration discipline. The ruin, can only be the subject of essential protection and preservation interventions, far from recoveries for that “unity” and “completeness” image no longer accessible and much less desirable. Any additions and partial additions must meet the criteria of tolerability and eligibility ‘formal’, as well as being limited only to products that need urgent conservation work and suitable protective methods. Finally, the paper concludes with different case studies in order to draw attention to these problems and encourage the drafting of protection and restoration proposals as part of a much desired ‘internationalization’ of the world’s cultural heritage. To sum up, the research aims to involve the international debate on cooperative behaviors in the management and enhancement of the architectural heritage, actions for the formation of a unique historical and cultural identity rather than a cause of conflict, hostility and destruction.