SYSTEMATIZATION OF TEACHING PRACTICES IN FORMAL SPACES FOR A CREATIVE METHODOLOGY

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...

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Glavni autor: Vilar, Nancy
Format: Online
Jezik:spa
Izdano: Facultad de Arquitectura, Urbanismo y Diseño 2015
Online pristup:https://revistas.unc.edu.ar/index.php/pensu/article/view/12944
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spelling oai:ojs.pkp.sfu.ca:article-129442018-12-21T14:07:00Z SYSTEMATIZATION OF TEACHING PRACTICES IN FORMAL SPACES FOR A CREATIVE METHODOLOGY Sistematización de prácticas didácticas para el espacio - formal en una construcción metodológica creativa. Vilar, Nancy Didáctica Creatividad Inteligencias Espacio Forma. Teaching methodologies creativity capabilities space form. 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 Reflexionar sobre las estrategias pedagógicas sugiere emplear un procedimiento de “desnaturalizar la mirada” en la enseñanza de la forma y el espacio arquitectónico. Tomando distancia de las prácticas didácticas y aplicando la articulación de teorías de Vigotzky, Gardner y Rodríguez Arocho, se realizó un ensayo de docencia para la generación, construcción y exploración del espacio-formal, en primer año de Arquitectura. El trabajo implicó dos dimensiones: el micro diseño, constituido por prácticas diarias de cada clase, con tres momentos de aprendizaje (creativo – desarrollo – cierre) y el macro proyecto, la construcción metodológica creativa con la sistematización de esas prácticas. Esta construcción generó nuevas modalidades pedagógico – didácticas, trabajó la “zona de desarrollo próximo” a través de las “distintas inteligencias” del individuo y los procesos mediados por herramientas que garantizaron la internalización del lenguaje desde la “avaluación” del espacio-formal. Se observó que la creatividad estuvo ligada a la madurez psicológica del estudiante, a condiciones externas y a estímulos ofrecidos. La variedad de ejercicios permitió una enseñanza individualizada y la autonomía deseada del estudiante. El paso de un lenguaje a otro, de una inteligencia a otra, promovió el entendimiento y la interpretación. El rasgo dominante fue el acto reflexivo más que el operativo y el ideativo más que el productivo. Facultad de Arquitectura, Urbanismo y Diseño 2015-11-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/pensu/article/view/12944 PENSUM; Vol. 1 Núm. 1 (2015) 2469-0724 spa https://revistas.unc.edu.ar/index.php/pensu/article/view/12944/13163 Derechos de autor 2015 Nancy Vilar
institution Universidad Nacional de Córdoba
collection OJS
language spa
format Online
author Vilar, Nancy
spellingShingle Vilar, Nancy
SYSTEMATIZATION OF TEACHING PRACTICES IN FORMAL SPACES FOR A CREATIVE METHODOLOGY
author_facet Vilar, Nancy
author_sort Vilar, Nancy
title SYSTEMATIZATION OF TEACHING PRACTICES IN FORMAL SPACES FOR A CREATIVE METHODOLOGY
title_short SYSTEMATIZATION OF TEACHING PRACTICES IN FORMAL SPACES FOR A CREATIVE METHODOLOGY
title_full SYSTEMATIZATION OF TEACHING PRACTICES IN FORMAL SPACES FOR A CREATIVE METHODOLOGY
title_fullStr SYSTEMATIZATION OF TEACHING PRACTICES IN FORMAL SPACES FOR A CREATIVE METHODOLOGY
title_full_unstemmed SYSTEMATIZATION OF TEACHING PRACTICES IN FORMAL SPACES FOR A CREATIVE METHODOLOGY
title_sort systematization of teaching practices in formal spaces for a creative methodology
description 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
publisher Facultad de Arquitectura, Urbanismo y Diseño
publishDate 2015
url https://revistas.unc.edu.ar/index.php/pensu/article/view/12944
work_keys_str_mv AT vilarnancy systematizationofteachingpracticesinformalspacesforacreativemethodology
AT vilarnancy sistematizaciondepracticasdidacticasparaelespacioformalenunaconstruccionmetodologicacreativa
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