Tectonics interactions in teaching architecture design
Considering the interdisciplinarity of teaching architecture in a design studio, one of the challenging themes for faculty and students is tectonics in the teaching and learning of architectural design. This study aims to understand the needs, expectations, and demands of tectonics for an architectu...
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Universidade Estadual de Campinas
2021
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| Διαθέσιμο Online: | https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8658502 |
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oai:ojs.periodicos.sbu.unicamp.br:article-86585022021-01-19T13:12:37Z Tectonics interactions in teaching architecture design Interações da tectônica no ensino de projeto de arquitetura Mattana, Leticia Souza, João Carlos Pfützenreuter, Andrea Holz Pimenta, Anna Freitas Portela de Souza Tectônica Ensino-aprendizagem Projeto de arquitetura Design thinking Ambiente virtual de aprendizagem Tectonics Teaching and learning Architectural design Design thinking Virtual learning environment Considering the interdisciplinarity of teaching architecture in a design studio, one of the challenging themes for faculty and students is tectonics in the teaching and learning of architectural design. This study aims to understand the needs, expectations, and demands of tectonics for an architecture design studio of an undergraduate course in Architecture and Urban Design, with a solution proposal to exposed demands, through a design thinking approach. For data collection, we opted for participant observations, guided interviews, and the application of empathy mapping. Analysis of data was documental, characterizing qualitative research. The results demonstrate that structural design, understanding of structural restraints, and judgments on each project's best technical solutions are the three main demands of tectonics in an architectural design studio. As a contribution, a prototype in a virtual learning environment was created, which included content on the research's target audience's main topics. This prototype encourages students' autonomy and proactivity in searching for knowledge, reduces competitiveness, and promotes communication and knowledge sharing between students and teachers, minimizing the difficulties found in an architecture project studio concerning tectonics. Considerando a interdisciplinaridade proposta nos ateliês de projeto de arquitetura, um dos temas desafiadores para professores e estudantes é a abordagem da tectônica no ensino de projeto arquitetônico. Este trabalho tem como objetivo compreender as necessidades, expectativas e demandas da tectônica em um ateliê de projeto de arquitetura de um curso de Graduação em Arquitetura e Urbanismo, com proposição de solução para a demanda exposta, adotando a abordagem do design thinking. Para a coleta de dados, optou-se pelas técnicas de observação participante, entrevistas dirigidas e aplicação do mapa de empatia, sendo a análise de dados documental, caracterizando uma pesquisa qualitativa. Os resultados demonstram que as três principais demandas da tectônica em ateliê de projeto de arquitetura estão relacionadas aos conteúdos de concepção estrutural, entendimento sobre contenções estruturais e sobre qual a melhor solução técnica para cada projeto. Como contribuição, foi elaborado um protótipo em ambiente de aprendizagem virtual, que contemplou conteúdos sobre os principais temas solicitados pelo público-alvo da pesquisa. A solução incentiva a autonomia e proatividade dos estudantes na busca pelo conhecimento, reduz a competitividade, promove a comunicação e compartilhamento de conhecimentos entre estudantes e professores, minimizando as dificuldades relatadas no ateliê de projeto de arquitetura envolvendo a tectônica. Universidade Estadual de Campinas 2021-02-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Text Texto application/pdf https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8658502 10.20396/parc.v12i00.8658502 PARC Pesquisa em Arquitetura e Construção; Vol. 12 (2021): Continous publication; e021008 PARC Pesquisa em Arquitetura e Construção; Vol. 12 (2021): Publicação contínua; e021008 PARC Pesquisa em Arquitetura e Construção; v. 12 (2021): Publicação contínua; e021008 1980-6809 por https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8658502/25870 Brazil; Contemporary Brasil; Contemporâneo Copyright (c) 2021 PARC Pesquisa em Arquitetura e Construção https://creativecommons.org/licenses/by/4.0 |
| institution |
Universidade Estadual de Campinas |
| collection |
OJS |
| language |
por |
| format |
Online |
| author |
Mattana, Leticia Souza, João Carlos Pfützenreuter, Andrea Holz Pimenta, Anna Freitas Portela de Souza |
| spellingShingle |
Mattana, Leticia Souza, João Carlos Pfützenreuter, Andrea Holz Pimenta, Anna Freitas Portela de Souza Tectonics interactions in teaching architecture design |
| author_facet |
Mattana, Leticia Souza, João Carlos Pfützenreuter, Andrea Holz Pimenta, Anna Freitas Portela de Souza |
| author_sort |
Mattana, Leticia |
| title |
Tectonics interactions in teaching architecture design |
| title_short |
Tectonics interactions in teaching architecture design |
| title_full |
Tectonics interactions in teaching architecture design |
| title_fullStr |
Tectonics interactions in teaching architecture design |
| title_full_unstemmed |
Tectonics interactions in teaching architecture design |
| title_sort |
tectonics interactions in teaching architecture design |
| description |
Considering the interdisciplinarity of teaching architecture in a design studio, one of the challenging themes for faculty and students is tectonics in the teaching and learning of architectural design. This study aims to understand the needs, expectations, and demands of tectonics for an architecture design studio of an undergraduate course in Architecture and Urban Design, with a solution proposal to exposed demands, through a design thinking approach. For data collection, we opted for participant observations, guided interviews, and the application of empathy mapping. Analysis of data was documental, characterizing qualitative research. The results demonstrate that structural design, understanding of structural restraints, and judgments on each project's best technical solutions are the three main demands of tectonics in an architectural design studio. As a contribution, a prototype in a virtual learning environment was created, which included content on the research's target audience's main topics. This prototype encourages students' autonomy and proactivity in searching for knowledge, reduces competitiveness, and promotes communication and knowledge sharing between students and teachers, minimizing the difficulties found in an architecture project studio concerning tectonics. |
| publisher |
Universidade Estadual de Campinas |
| publishDate |
2021 |
| url |
https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8658502 |
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