The same in a very different way on the relationship between project and analysis in architectural composition learning.
This paper refers to the equivalence between project and analysis, as is argued by several authors, as well as its consequences in the context of the learning process of architectural composition. This topic is developed in three steps: revision of precedents, interpretation of learning experiences...
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| Autor Principal: | |
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| Formato: | Online |
| Idioma: | spa |
| Publicado: |
Universidad Católica de Colombia
2012
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| Acceso en liña: | https://revistadearquitectura.ucatolica.edu.co/article/view/846 |
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| Summary: | This paper refers to the equivalence between project and analysis, as is argued by several authors, as well as its consequences in the context of the learning process of architectural composition. This topic is developed in three steps: revision of precedents, interpretation of learning experiences and contrasts between them, in order to determine how much the relationship between analysis and project contributes to answer the questions: what is learnt as architectural composition and how is it learnt? As a result of this contrast, a distinction between three types of learning within the composition learning process is proposed: propaedeutic of the project, architectural culture and architectural creation. |
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