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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Universidad Católica de Colombia
2012
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oai:editorial.ucatolica.edu.co:article-8462021-03-16T17:19:14Z The same in a very different way on the relationship between project and analysis in architectural composition learning. Lo mismo muy de otra manera sobre la relación entre proyecto y análisis en el aprendizaje de la composición arquitectónica. Francesconi Latorre, Rafael diseño arquitectónico docencia pedagogía del diseño proyectación arquitectónica poética 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. El presente artículo trata sobre la equivalencia que sugieren algunos autores entre proyectar y analizar, y de sus implicaciones en el contexto del aprendizaje de la composición arquitectónica. Con el fin de establecer en qué medida la relación entre análisis y proyecto contribuye a responder las preguntas sobre qué se aprende como composición arquitectónica, y de qué manera se aprende, la argumentación que se presenta desarrolla una secuencia de tres pasos: revisión de antecedentes, interpretación de experiencias de aprendizaje y confrontación de los resultados de la revisión de los antecedentes con la interpretación de la experiencia. De acuerdo con los resultados de esta contrastación se establece la distinción entre tres tipos de aprendizaje dentro de la composición arquitectónica: propedéutica del proyecto, cultura arquitectónica y creación arquitectónica. Universidad Católica de Colombia 2012-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistadearquitectura.ucatolica.edu.co/article/view/846 Revista de Arquitectura; Vol. 14 No. 1 (2012): January - December; 86-96 Revista de Arquitectura (Bogotá); Vol. 14 Núm. 1 (2012): Enero - diciembre; 86-96 Revista de Arquitectura; Vol. 14 No. 1 (2012): Enero - diciembre; 86-96 Revista de Arquitectura; v. 14 n. 1 (2012): Janeiro - dezembro; 86-96 2357-626X 1657-0308 spa https://revistadearquitectura.ucatolica.edu.co/article/view/846/873 https://revistadearquitectura.ucatolica.edu.co/article/view/846/940 Derechos de autor 2012 Rafael Francesconi Latorre info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-nc/4.0 |
| institution |
Universidad Católica de Colombia |
| collection |
OJS |
| language |
spa |
| format |
Online |
| author |
Francesconi Latorre, Rafael |
| spellingShingle |
Francesconi Latorre, Rafael The same in a very different way on the relationship between project and analysis in architectural composition learning. |
| author_facet |
Francesconi Latorre, Rafael |
| author_sort |
Francesconi Latorre, Rafael |
| title |
The same in a very different way on the relationship between project and analysis in architectural composition learning. |
| title_short |
The same in a very different way on the relationship between project and analysis in architectural composition learning. |
| title_full |
The same in a very different way on the relationship between project and analysis in architectural composition learning. |
| title_fullStr |
The same in a very different way on the relationship between project and analysis in architectural composition learning. |
| title_full_unstemmed |
The same in a very different way on the relationship between project and analysis in architectural composition learning. |
| title_sort |
same in a very different way on the relationship between project and analysis in architectural composition learning. |
| description |
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. |
| publisher |
Universidad Católica de Colombia |
| publishDate |
2012 |
| url |
https://revistadearquitectura.ucatolica.edu.co/article/view/846 |
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