Learning through non-determined content in architectural design teaching

Learning through non-determined content in architectural design teaching

Teaching design constitutes the core of architectural education and is cut across by multiple viewpoints, nuances, demands, experiments and influences. Therefore, it is quite difficult to determine its content since it is covered at different levels that are not always easy to explain precisely. The...

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Main Authors: Psegiannaki, Katerina, Garcia Triviño, Francisco
Format: Online
Language:spa
Published: Universidad del Bío-Bío, Chile 2015
Online Access:https://revistas.ubiobio.cl/index.php/AS/article/view/1955
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spelling oai:ojs.revistas.ubiobio.cl:article-19552018-03-29T19:15:00Z Learning through non-determined content in architectural design teaching Aprendizaje mediante contenidos no determinados en la enseñanza del proyectar arquitectónico Psegiannaki, Katerina Garcia Triviño, Francisco teaching learning imagination creativity educational experiment enseñanza aprendizaje imaginación creatividad experimento educacional Teaching design constitutes the core of architectural education and is cut across by multiple viewpoints, nuances, demands, experiments and influences. Therefore, it is quite difficult to determine its content since it is covered at different levels that are not always easy to explain precisely. The approach of this paper is mainly theoretical, although it is also the result of educational experiments. It examines that content which because of its versatile and non-determined nature constitutes a laboratory for experiments that helps to enrich architectural learning and practice. This content is part of the act of designing and has several pedagogical aims such as avoiding mental block when starting, awakening learner interest in design, inserting critique without forcing it by questioning previous knowledge, promoting creativity, inviting students to experiment with different processes, activating their imagination and in general introducing them to “the act of doing.” La enseñanza del proyectar constituye el núcleo de la educación arquitectónica y es atravesada por múltiples puntos de vista, matices, exigencias, experimentaciones e influencias. Por ello es bastante difícil precisar sus contenidos ya que se desarrollan en diferentes niveles no siempre muy fáciles de explicitar de forma precisa. El artículo, cuya orientación es principalmente teórica (aunque también el resultado de experimentos didácticos), examina aquellos contenidos de la enseñanza del proyectar que por su naturaleza versátil y no determinada constituyen un laboratorio de experimentos que ayuda al enriquecimiento del aprendizaje y práctica arquitectónicos. Estos contenidos forman parte del propio acto de proyectar y tienen varios objetivos pedagógicos, como evitar la parálisis ante el papel en blanco, despertar el interés del discente acerca del proyectar, insertar la crítica sin forzarla cuestionando lo previamente conocido, fomentar la creatividad, invitar a los discentes a experimentar con procesos diferentes, activar su imaginación y, en general, introducirles en “el hacer”. Universidad del Bío-Bío, Chile 2015-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.ubiobio.cl/index.php/AS/article/view/1955 ARQUITECTURAS DEL SUR; V.33, N.48 (Diciembre 2015): ENSEÑANZA DE LA ARQUITECTURA; 68-79 ARQUITECTURAS DEL SUR; V.33, N.48 (Diciembre 2015): ENSEÑANZA DE LA ARQUITECTURA; 68-79 ARQUITECTURAS DEL SUR; V.33, N.48 (Diciembre 2015): ENSEÑANZA DE LA ARQUITECTURA; 68-79 0719-6466 0716-2677 spa https://revistas.ubiobio.cl/index.php/AS/article/view/1955/1999
institution Universidad del Bío-Bío
collection OJS
language spa
format Online
author Psegiannaki, Katerina
Garcia Triviño, Francisco
spellingShingle Psegiannaki, Katerina
Garcia Triviño, Francisco
Learning through non-determined content in architectural design teaching
author_facet Psegiannaki, Katerina
Garcia Triviño, Francisco
author_sort Psegiannaki, Katerina
title Learning through non-determined content in architectural design teaching
title_short Learning through non-determined content in architectural design teaching
title_full Learning through non-determined content in architectural design teaching
title_fullStr Learning through non-determined content in architectural design teaching
title_full_unstemmed Learning through non-determined content in architectural design teaching
title_sort learning through non-determined content in architectural design teaching
description Teaching design constitutes the core of architectural education and is cut across by multiple viewpoints, nuances, demands, experiments and influences. Therefore, it is quite difficult to determine its content since it is covered at different levels that are not always easy to explain precisely. The approach of this paper is mainly theoretical, although it is also the result of educational experiments. It examines that content which because of its versatile and non-determined nature constitutes a laboratory for experiments that helps to enrich architectural learning and practice. This content is part of the act of designing and has several pedagogical aims such as avoiding mental block when starting, awakening learner interest in design, inserting critique without forcing it by questioning previous knowledge, promoting creativity, inviting students to experiment with different processes, activating their imagination and in general introducing them to “the act of doing.”
publisher Universidad del Bío-Bío, Chile
publishDate 2015
url https://revistas.ubiobio.cl/index.php/AS/article/view/1955
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AT garciatrivinofrancisco aprendizajemediantecontenidosnodeterminadosenlaensenanzadelproyectararquitectonico
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