SYSTEMATIZATION OF TEACHING PRACTICES IN FORMAL SPACES FOR A CREATIVE METHODOLOGY
Thinking about teaching methodologies implies denaturalizing the perspective on the teaching of architectural form and space. Taking some steps back from teaching practices and articulating the theories of Vigotzky, Gardner and Rodríguez Arocho, a pilot teaching process was carried out for the gener...
Shranjeno v:
| Glavni avtor: | |
|---|---|
| Format: | Online |
| Jezik: | spa |
| Izdano: |
Facultad de Arquitectura, Urbanismo y Diseño
2015
|
| Online dostop: | https://revistas.unc.edu.ar/index.php/pensu/article/view/12944 |
| Oznake: |
Označite
Brez oznak, prvi označite!
|
| Izvleček: | Thinking about teaching methodologies implies denaturalizing the perspective on the teaching of architectural form and space. Taking some steps back from teaching practices and articulating the theories of Vigotzky, Gardner and Rodríguez Arocho, a pilot teaching process was carried out for the generation, construction and exploration of formal spaces in the first year of Architecture course of studies. The project included two dimensions: micro design, i.e., everyday practices in class with three learning moments (creative, development, closing); and macro project, i.e., the creative methodological construction with the systematization of these practices. This process developed new pedagogical and teaching modalities. It worked on the “close development area” through the “different capabilities” of the individual and the processes and tools that ensured the internalization of language through an appraisal of the formal space. The project noted that creativity related to the students’ psychological maturity, as well as to external conditions and the encouragement they received. A variety of exercises allowed for individual-based teaching and students’ autonomy. The passage from one language to the other and from one capability to the other encouraged understanding and interpretation |
|---|