Continuity and transformations of teaching models at the École Polytechnique (1867-1910).
Among the European institutions whose pedagogical systems profoundly influenced the teaching of architecture and construction during the nineteenth and early twentieth centuries, the École Polytechnique (founded in Paris in 1794) occupied a central place, thanks to the pedagogical work developed by...
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Universidad Católica de Colombia
2018
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oai:editorial.ucatolica.edu.co:article-2149 |
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Universidad Católica de Colombia |
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Thibault, Estelle Ávila-Gómez, Andrés Ruiz, Diana Carolina |
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Thibault, Estelle Ávila-Gómez, Andrés Ruiz, Diana Carolina Continuity and transformations of teaching models at the École Polytechnique (1867-1910). |
| author_facet |
Thibault, Estelle Ávila-Gómez, Andrés Ruiz, Diana Carolina |
| author_sort |
Thibault, Estelle |
| title |
Continuity and transformations of teaching models at the École Polytechnique (1867-1910). |
| title_short |
Continuity and transformations of teaching models at the École Polytechnique (1867-1910). |
| title_full |
Continuity and transformations of teaching models at the École Polytechnique (1867-1910). |
| title_fullStr |
Continuity and transformations of teaching models at the École Polytechnique (1867-1910). |
| title_full_unstemmed |
Continuity and transformations of teaching models at the École Polytechnique (1867-1910). |
| title_sort |
continuity and transformations of teaching models at the école polytechnique (1867-1910). |
| description |
Among the European institutions whose pedagogical systems profoundly influenced the teaching of architecture and construction during the nineteenth and early twentieth centuries, the École Polytechnique (founded in Paris in 1794) occupied a central place, thanks to the pedagogical work developed by scholars such as Jean Nicolas Louis Durand, Léonce Reynaud, and Gustave Umbdenstock, whose courses at the École were published and achieved wide recognition in the international academic field. Based on this, this paper analyzes various aspects of the teaching work of a disciple of Reynaud: the engineer Fernand de Dartein (1838-1912), who also held the position of chair of architecture at the École Polytechnique between 1870 and 1910. To this effect, it examines study plans from the courses taught by Dartein; examples of the transmission modes applied (graphic exercises and student notebooks); and Dartein's own writings, through which it is possible to identify elements of rupture and continuity that characterized the teaching of architecture in an era when there were prominent differences between the artistic learning of architectural composition and the integration of technical dimensions. |
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Universidad Católica de Colombia |
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2018 |
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https://revistadearquitectura.ucatolica.edu.co/article/view/2149 |
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oai:editorial.ucatolica.edu.co:article-21492020-07-23T23:45:44Z Continuity and transformations of teaching models at the École Polytechnique (1867-1910). Continuidad y transformaciones de modelos pedagógicos en la École Polytechnique (1867-1910). Continuidade e transformações de modelos pedagógicos na École Polytechnique (1867-1910). Thibault, Estelle Ávila-Gómez, Andrés Ruiz, Diana Carolina architecture study plan pedagogy teaching methods master class drawing geometry architectural history plan de estudios pedagogía método de enseñanza clase magistral dibujo geometría historia de la arquitectura arquitectura arquitetura plano de estudos pedagogia método de ensino aula magistral desenho geometria história da arquitetura Among the European institutions whose pedagogical systems profoundly influenced the teaching of architecture and construction during the nineteenth and early twentieth centuries, the École Polytechnique (founded in Paris in 1794) occupied a central place, thanks to the pedagogical work developed by scholars such as Jean Nicolas Louis Durand, Léonce Reynaud, and Gustave Umbdenstock, whose courses at the École were published and achieved wide recognition in the international academic field. Based on this, this paper analyzes various aspects of the teaching work of a disciple of Reynaud: the engineer Fernand de Dartein (1838-1912), who also held the position of chair of architecture at the École Polytechnique between 1870 and 1910. To this effect, it examines study plans from the courses taught by Dartein; examples of the transmission modes applied (graphic exercises and student notebooks); and Dartein's own writings, through which it is possible to identify elements of rupture and continuity that characterized the teaching of architecture in an era when there were prominent differences between the artistic learning of architectural composition and the integration of technical dimensions. Entre las instituciones europeas cuyos sistemas pedagógicos influenciaron profundamente la enseñanza de la arquitectura y de la construcción durante el siglo XIX y comienzos del siglo XX, la École Polytechnique (fundada en París en 1794) ocupó un lugar central, gracias a la labor pedagógica desarrollada por figuras como Jean Nicolas Louis Durand, Léonce Reynaud y Gustave Umbdenstock, cuyos cursos en la École fueron publicados y alcanzaron amplio reconocimiento en el ámbito académico internacional. Es a partir de esto que se estudian diversos aspectos de la labor docente de un discípulo de Reynaud: el ingeniero Fernand de Dartein (1838-1912), quien ocupó también la cátedra titular de arquitectura en la École Polytechnique, entre 1870 y 1910. Para ello, se analizan los planes de estudio de los cursos impartidos por Dartein; ejemplos de las modalidades de transmisión aplicadas (ejercicios gráficos y cuadernos de notas de alumnos); y escritos del propio Dartein, a través de los cuales es posible identificar elementos de ruptura y de continuidad que caracterizaron la enseñanza de la arquitectura en una época en la cual se acentuaban las diferencias entre el aprendizaje artístico de la composición arquitectónica y la integración de la dimensión técnica. Entre as instituições europeias, cujos sistemas pedagógicos influenciaram profundamente o ensino da arquitetura e da construção durante o século XIX e princípios do século XX, a École Polytechnique (fundada em Paris, em 1794) ocupou um lugar central, graças ao trabalho pedagógico desenvolvido por figuras como Jean-Nicolas-Louis Durand, Léonce Reynaud e Gustave Umbdenstock, cujos cursos na École foram publicados e alcançaram amplo reconhecimento no âmbito acadêmico internacional. É a partir disso que diversos aspectos do trabalho docente de um discípulo de Reynaud são estudados: o engenheiro Fernand de Dartein (1838-1912), que também ocupou a cadeira titular de arquitetura na École Polytechnique, entre 1870 e 1910. Assim, foram analisados os planos de estudo dos cursos ministrados por Dartein; exemplos das modalidades de transmissão aplicadas (exercícios gráficos e cadernos de notas de alunos); e escritos do próprio Dartein, através dos quais é possível identificar elementos de ruptura e de continuidade que caracterizaram o ensino da arquitetura em uma época na qual as diferenças entre a aprendizagem artística da composição arquitetônica e da integração da dimensão técnica eram acentuadas. Universidad Católica de Colombia 2018-08-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://revistadearquitectura.ucatolica.edu.co/article/view/2149 10.14718/RevArq.2018.20.2.2149 Revista de Arquitectura; Vol. 20 No. 2 (2018): July - December; 110-126 Revista de Arquitectura (Bogotá); Vol. 20 Núm. 2 (2018): Julio - diciembre; 110-126 Revista de Arquitectura; Vol. 20 No. 2 (2018): Julio - diciembre; 110-126 Revista de Arquitectura; v. 20 n. 2 (2018): Julho - dezembro; 110-126 2357-626X 1657-0308 spa https://revistadearquitectura.ucatolica.edu.co/article/view/2149/1935 https://revistadearquitectura.ucatolica.edu.co/article/view/2149/2343 https://revistadearquitectura.ucatolica.edu.co/article/view/2149/2459 Derechos de autor 2018 Estelle Thibault info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-nc/4.0 |