Academic literature on the topic 'Collegio de architetti'
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Journal articles on the topic "Collegio de architetti"
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Alexander, John. "Shaping Sacred Space in the Sixteenth Century: Design Criteria for the Collegio Borromeo's Chapel." Journal of the Society of Architectural Historians 63, no. 2 (June 1, 2004): 164–79. http://dx.doi.org/10.2307/4127951.
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In this article, I present a newly discovered, late-sixteenth-century design drawing for the chapel of the Collegio Borromeo, in Pavia, Italy, and investigate it in the context of contemporary Catholic ecclesiastical architecture. Historiographically, the period is dominated by the church of the Gesù, in Rome, interpreted as a typological paradigm characterized by austere architecture and restrained decoration. This view is called into question by the Collegio's chapel. The initial design (represented by the drawing) drew from ancient sources in order to achieve spatial complexity. The realized chapel is spatially simpler, but ornately ornamented and decorated. The chapel differs from what is considered the norm, but is the chapel an anomaly, or are traditional understandings of the Gesù invalid? On investigation, it becomes evident that patrons may have established a number of criteria for their churches, but architects had a degree of freedom in designing them. In few if any contemporary cases, however, was architectural severity a goal for Catholic churches. With the example of the Collegio's chapel, these findings take on greater significance: the patron, Carlo Borromeo (1538-1584), was one of the most important in the history of ecclesiastical architecture. The chapel's architect, Pellegrino Tibaldi (1527-1596), restored, renovated, and built numerous sacred spaces for Borromeo. What they achieved demonstrates that Catholic reformers of the latter half of the sixteenth century sought architectural magnificence for buildings dedicated to the worship of God.
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Arora, Oorja, Shiba Das, Shruthi Siva E S, Saaral A S, and Shruti Nagdeve. "Client expectations in the purview of architecture." International Journal of Students' Research in Technology & Management 9, no. 4 (December 30, 2021): 40–53. http://dx.doi.org/10.18510/ijsrtm.2021.944.
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Purpose of the study: From the conceptualisation to the construction stage, clients have a wide range of expectations from architects, and sometimes not addressing or meeting these expectations can land both of them in conflicts of interest, which might affect the architect’s career. This study attempts to unfold the dynamics of the client-architect relationships, emphasizing clients’ expectations from architects.
Methodology: This research has been conceptualised to cover various aspects of the client-architecture relationships through an in-depth literature review, followed by undertaking a survey. The literature review has touched upon different factors that shape the client-architect relationships, various architects’ theories, and how clients feel. The survey was conducted online amongst 29 architects and 12 clients to get their perspectives on the issue, giving more detailed insights into the topic.
Main Findings: The findings have revealed that clients who’ll be personally occupying and using the space have the maximum expectations from the architects who’re designing that space, with these expectations spanning the entire process starting right from their initial interactions to post-occupancy. Most of these expectations and their consequent circumstances become complex where the budgets are strict and tight, as it is difficult for the clients and the architects to compensate for the losses.
Novelty/Originality of this study: Architectural practice is an ever-evolving profession, where relationships between architects and clients are not static, but dynamic as per the changing working styles. This study represents a fresh angle of current practicing architects and their views, which may prove beneficial for architects stepping out from colleges to working industry.
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Butvilaitė, Rasa. "Architektas XVIII amžiaus Lietuvos Didžiosios Kunigaikštystės visuomenėje." Lietuvos Didžioji Kunigaikštystė Luomas. Pašaukimas. Užsiėmimas, T. 5 (January 1, 2021): 254–70. http://dx.doi.org/10.33918/23516968-005012.
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ARCHITECT IN THE SOCIETY OF THE 18TH CENTURY GRAND DUCHY OF LITHUANIA The article deals with the problem of professional field of activity of an architect, the place of his profession in the system of crafts, sciences and arts, architects’ position in the society of the eighteenth century. Before the education reform undertaken by the Education Commission, architecture had not been developed into a separate subject that provided professional training in the schools of the Grand Duchy of Lithuania. The course in architecture was only a part of general education in Vilnius Jesuit Academy, in nobility schools of a military type, and Jesuit and Piarist Collegium Nobilium. There was not enough focus on architectural studies in these most important educational institutions of the Grand Duchy of Lithuania: a short course of up to two years provided only general and technical basis of the theory of architecture based on classical orders, and it was not capable of training high ranked professionals-practitioners. Until the eighties of the 18th century, to become an independent professional architect one had to continue his studies abroad. It is argued that the Enlightenment concept of a creator serving to the state and society as well as representing them has provided an important impetus to the growth of the value of the architect’s profession and its social status. While many eighteenth-century artists were still very close to craftsmen in terms of social status (it was considered, that they used to do specific tasks and earn a living by employing manual / physical, not intellectual / mental powers), architects, due to the specifics of their education – studies at the university and military careers (they were mostly employed as engineers) were granted titles of nobility. In the eighteenth century, the social and material position of the architect-creator, who had been liberated from the crafts guild system, had evolved considerably and created conditions for privileges and for the establishment in the rank of nobility. The nobilitation of architects, who usually also had the rank of an officer and executed significant orders in large estates, intensified especially during the period of the partitions of the Polish–Lithuanian Commonwealth. Experienced architects were desired and welcome guests in the manors of the nobles. Successful architects used to invest accumulated funds in real estate and manors with land. The architect was no longer just a hired employee but became a patron himself – the one who was initiating and partly financing construction. Keywords: architect, engineer, social status of an architect, Enlightenment, nobilitation.
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Lester, Jaime. "Architect for Research on Gender and Community Colleges." Community College Journal of Research and Practice 33, no. 9 (August 3, 2009): 725–30. http://dx.doi.org/10.1080/10668920902983635.
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Stevens, Garry. "The Historical Demography of Architects." Journal of the Society of Architectural Historians 55, no. 4 (December 1, 1996): 435–53. http://dx.doi.org/10.2307/991183.
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This paper presents a description and analysis of the demography of the community of notable architects from the Renaissance to the present day. The comprehensive Macmillan Encyclopedia of Architects is used as the data source. As a historical description, the paper provides data on the growth in numbers and national composition of the architects included in the Encyclopedia; their activities outside architecture; their linkages, in the form of master-pupil and collegial relationships; and the pattern of their productivity through life. It shows unexpected patterns in the historical growth of this community. These are explained as the result of some simple but deep sociological properties.
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Shi, Yuanyuan. "The Three Levels of Education in Site Design Course of Architecture." Journal of World Architecture 5, no. 3 (June 8, 2021): 18–23. http://dx.doi.org/10.26689/jwa.v5i3.2178.
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“Professional Guiding Standards for Advanced Education Architecture in University Undergraduate Students” (2013 edition) indicates that the education system of architecture should include a section on “environment and site.” It should involve six learning components which are concepts of site and environment, site terrain classifications, environment of two tendencies, elements involved in the sites, elements of environmental impact, and site design.[1] As site design (drawing) has become a significant topic in the examination of registered architects, many domestic architecture colleges have set up site design courses as independent ones. After more than ten years of exploration and research in developing the education system of site design courses, teaching experiences and achievements have been acquired. Site design courses have been gradually integrated with general plan design, registered architect examination, and architectural programming. Teachers have specified relevant learning goals in the regular daily curriculum in addition to the basic and vocational education of architecture. In this way, the site design course would be more in line with the educational goals of architecture. This paper aims to analyze the education of site design courses in hope of developing the future architectural education.
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Kimm, Jong Soung. "The Legacy of Mies van der Rohe in Modern Movement and the Modern Architecture in Korea." Reuse, Renovation and Restoration, no. 52 (2015): 4–9. http://dx.doi.org/10.52200/52.a.rwd0uw0t.
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The following article is an edited version of the keynote presented at the 13th International docomomo Conference that took place in Seoul, Korea, on September 2014. The paper discusses how “Western” architecture was first introduced to Korean soil: a French Catholic missionary-architect built the Seoul Cathedral at the end of the 19th century. American and Canadian architects built educational buildings for the Protestant missionary-founded colleges in Korea. Japanese civil servant architects built some public buildings during the colonial rule. The work of two prominent Korean architects, Kim Chung-Up and Kim Swoo-Geun are discussed. The author discusses his education at Mies van der Rohe’s Illinois Institute of Technology (IIT) in mid-1950s, his work for the Master during the 1960s, and his teaching at IIT 1966 and 1978. He describes how his dual position of teaching at IIT and working for Mies gave him the opportunity to work on three projects of importance: the Mies Retrospective in Berlin in 1968; the exhibition proposal for the extension of the Museum of Fine Arts in Houston of 1969; the Toronto-Dominion Bank executive floor and Banking Pavilion of 1966–1968. The author discusses several works of Mies van der Rohe to “demystify” the general perception that Mies was a rigid aesthetician: how Mies van der Rohe would arrive at design decisions not always sticking to the module, grid and geometry, contrary to the conventional reading of his architecture. The author then discusses five works from his three decades of practice with sac International in Seoul, highlighting where Mies’ influences might be found in these works: the Korea Military Academy Library of 1982; Seoul Hilton Hotel of 1983; the Weight-lifting Gymnasium for ‘88 Seoul Olympics of 1986; Kyongju Museum of Art of 1991; and the SK Group Office Building in Seoul of 1999. The paper also reflects on its relationship to the main theme of the recent International docomomo Conference in Seoul, Expansion and Conflict.
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Levy, Donald. "Summary Report: Colleges and Universities Providing Continuing Professional Education for Architects." Journal of Continuing Higher Education 34, no. 3 (July 1986): 31–32. http://dx.doi.org/10.1080/07377366.1986.10401081.
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Jayakumar, Uma Mazyck. "Introduction: CRT in Higher Education: Confronting the “Boogeyman” Bans, Censorship, and Attacks on Racial Justice." Philosophy and Theory in Higher Education 4, no. 3 (January 1, 2022): 1–12. http://dx.doi.org/10.3726/ptihe.032022.0001.
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It took only a year after 2020’s racial justice uprisings for legislatures in half the states to attempt to ban teaching about systemic racism in US public schools, colleges, and universities. The boilerplate legislation disallows the teaching of “divisive concepts,” including the reality that systemic racism benefits white people. In what Patricia Williams calls “definitional theft,”1 architects of this conservative backlash appropriated “Critical Race Theory” as a catch-all label for those “divisive” concepts2 – even though, as many scholars and journalists attempted to publicly clarify, Critical Race Theory is a specific field of legal scholarship rarely taught in college, let alone elementary and secondary schools. As one of the founders of CRT, Kimberlé Crenshaw, proclaimed: “This is basically an effort to create a boogeyman and pour everything into that category that they believe will prompt fear, discomfort and repudiation on the part of parents and voters who are primed to respond to this hysteria that they’re trying to create.”3 The “definitional theft” isn’t even a secret strategy. One architect of the backlash, Christopher Rufo, announced it proudly in a public Twitter post: “We have successfully frozen their brand – ‘critical race theory’ – into the public conversation and are steadily driving up negative perceptions.”4
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Kantorowicz, Klara. "Architecture of Jesuit colleges designed by Giacomo Briano in Polish Province." Challenges of Modern Technology 8, no. 2 (June 30, 2017): 18–22. http://dx.doi.org/10.5604/01.3001.0012.2622.
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This article describes architectural project of Jesuit colleges by Giacomo Briano SI, a Jesuit architect from Modena, made for colleges in Polish Province of the Society of Jesus. Despite none of Braino’s projects was fully accomplished we can analyse his original urban and architectural solutions basing on many of his architectural drawings which are kept in the archives in Cracow, Vienna, Paris and Los Angeles.
Dissertations / Theses on the topic "Collegio de architetti"
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Shaffer, Mason Jay. "Choosing a career in landscape architecture dimensions of fit /." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/m_shaffer_042310.pdf.
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Thesis (M.S. in landscape architecture)--Washington State University, May 2010.Title from PDF title page (viewed on July 12, 2010). "Department of Horticulture & Landscape Architecture." Includes bibliographical references (p. 93-95).
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Weinberg, Yoav. "Community-university partnership : past and present experiences with reference to the Israeli context." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33266.
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Community-university projects have been a common practice in most western countries since the 1960s. However, such projects are very rare in Israel. This thesis explores the possible methods by which architecture and urban planning schools and low-income communities can cooperate and examines the ways these methods can be implemented in Israel.The research investigates several community-university projects practiced in North America between the 1960s and 1990s. A set of interviews conducted with directors of schools of architecture and urban planning as well as with different actors in community-based organizations in Israel enlarges, hopefully, the understanding of the eventual possibility for such projects to exist in Israel.
This research reveals that although involvement of Israeli architecture and urban planning students in community issues has been so far rather limited, there are both demand and will among schools of architecture and community-based organizations to cooperate in the future. In conclusions, basic guidelines for a community-university project are given, tailor made for the Israeli context.
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Johannesson, Krister. "I främsta rummet : planerandet av en högskolebiblioteksbyggnad med studenters arbete i fokus." Doctoral thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3529.
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The purpose of the thesis is to investigate planning processes for academic library buildings and the outcomes of such processes. This is accomplished through a case study utilising discourse analysis. The main question is: How is a vision of an academic library implemented in and through a building? The case study is retrospective and focused on the building of a newlibrary at Kalmar University, Sweden, at the end of the 1990s. During this period, technological and educational developments and general societal change transformed the context of library planning and made way for renegotiations of the librarian profession.A critical realist approach characterises the study of visions, processes and the analysis of the various functions of the building. Results reveal the proactive nature of the activities of thelibrary director in Kalmar. Early in the process he formulated a vision in which he presents the library as an information resource, a meeting place between different user groups and a workplace intended to promote learning and knowledge. From a professional point of view, the vision implied a dehierarchisation of relations both within the library staff and between library staff and visitors. The vision was based on an interpretation of Swedish national educational policy, and architecturally manifested by an ambition to reduce the physical and psychologicalboundaries between library staff and visitors. The early formulation of the visiontogether with the clients’ use of architectural expertise facilitated the choice of architects.However during the process a need arose to anchor the decision in the library field. Efforts were made to address library expertise and to collect user comments from a broader academic field. Discourses concerning the university library as a workplace and a meeting place wereespecially evident in the strategies of the leading agents. The discourses uncovered in the study correspond to more general discourses which became prominent in society and higher education during the period in question. The library itself has met growing appreciation by users both from within and outside the university.The proactive leadership demonstrated by the library director in Kalmar was based on hegemony rather than coercion. This corresponds to contemporary tendencies. Hegemonic consent may persist even after changes in leadership. In Kalmar however, architectural solutions with insufficient support from the library staff have been reconstructed after changes in leadership.Future research on architectural planning processes may pay further attention to different discursive resources, social fields and the positions within them.Akademisk avhandling som med tillstånd av samhällsvetenskapliga fakulteten vid Göteborgs universitet för vinnande av doktorsexamen framläggs till offentlig granskning klockan 13.15 fredagen den 4 december 2009 i sal D207, Högskolan i Borås, Allégatan 1
Books on the topic "Collegio de architetti"
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Bigatti, Giorgio, and Maria Canella. Il Collegio degli ingegneri e architetti di Milano: Gli archivi e la storia. Milano: F. Angeli, 2008.
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Bigatti, Giorgio, and Maria Canella. Pagine politecniche: La biblioteca Leo Finzi del Collegio degli ingegneri e architetti di Milano. Milano: Skira, 2014.
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Wiśniewski, Michał. Budowanie świata: Wokół twórczości Tomasza Mańkowskiego. Kraków: EMG, 2022.
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Lorenzo, Antonio Amado, and Antonia Pérez Naya. Xosé Pérez Franco: Imaxes do seu pensamento. Edited by Pérez Franco, Xosé, 1959-2013, honoree. A Coruña: Universidade da Coruña, Servizo da Publicacións, 2016.
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Thouard, Valérie. Campus Artem: ANMA architecte urbaniste : Lipsky + Rollet architectes, Dietrich-Untertrifaller architectes. Paris: Archibooks + Sautereau éditeur, 2019.
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M, Craig Robert. Bernard Maybeck at Principia College: The art and craft of building. Layton, Utah: Gibbs Smith, 2004.
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American Institute of Architects. College of Fellows. The American Institute of Architects College of Fellows: History & directory. 2nd ed. Washington, D.C: The College, 2000.
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Yue, Nan. Ru guo wo de xin shi yi duo lian hua: Lin Huiyin shi dai de zhui yi. 8th ed. Beijing Shi: Zhonghua shu ju, 2012.
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Arts, MIT Committee on the Visual. Artists and architects collaborate: Designing the Wiesner Building. Cambridge, Mass: MIT Committee on the Visual arts, 1986.
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Meister, Maureen. Architecture and the arts and crafts movement in Boston: Harvard's H. Langford Warren. Hanover, NH: University Press of New England, 2004.
Find full textBook chapters on the topic "Collegio de architetti"
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Le Nepveu, Simon. "Progressive Pedagogies and Community Connections: Fifty Years of Urban Planning and Architectural Design." In Schools as Community Hubs, 175–89. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9972-7_12.
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AbstractThis chapter reflects on fifty years of design industry experience working with schools to create better learning environments and community connections. It draws on the work of ClarkeHopkinsClarke Architects to explore changes over time with a focus on schools in Victoria, Australia. Starting with the work of co-founder, the late Les Clarke AM on Eltham College in the early 1970s, the chapter traces developments in school as community hub planning and design since that time and concludes with lessons learned about ‘Impacting Tomorrow’ through design that is sustainable socially, environmentally and financially. With a view towards scaling the concept, it is suggested that research-based evidence is needed to establish policies and practices that will enable schools to be developed as community hubs through joined-up approaches that involve enduring partnerships between educators, governments, and communities.
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Auspos, Patricia. "3. Separate Careers, Separate Lives." In Breaking Conventions, 175–258. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0318.03.
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Elsie Clews Parsons (1874-1941) and her husband Herbert Parsons (1869-1925) present a very different pattern of conflict and accommodation in a marriage shaped by the wife’s determination to work. Both Elsie and Herbert came from wealthy and prominent New York families. When they married in 1900, after a six-year courtship, Elsie was an atheist, a feminist, and a social rebel who openly challenged female stereotypes and traditional roles. A Ph.D. in sociology, she was teaching at Barnard College and insisted on keeping her job. Herbert, a deeply religious and rather staid man, was a successful lawyer and politician. Although Elsie and Herbert seemed mismatched, I argue, in contrast to other of Elsie’s biographers, that their marriage was a love match. Their troubles began after Herbert was elected to Congress in 1904. Elsie gave up her teaching job, moved to Washington with their two children, and had four more children (two died shortly after birth). When the controversial views she espoused in her first book set off a public furor that offended and embarrassed Herbert, she stopped publishing under her own name. A few years later, she was wracked with jealousy when she thought he had fallen in love with another woman. Elsie and Herbert did not divorce, but they led increasingly separate lives after they returned to New York in 1911. Elsie organized her personal and domestic life around two new careers. After establishing a foothold in the feminist, bohemian intellectual world in Greenwich Village, she became a sought-after, influential social critic, writing for The Masses and The New Republic. Then she connected with Franz Boas’s professional circle and became a highly respected anthropologist, studying indigenous peoples in the American Southwest, the Caribbean, and South America. Elsie had two lengthy love affairs, with the architect Grant LaFarge, and the novelist Robert Herrick. She deliberately chose lovers who – unlike Herbert – were adventurous, interested in her work, and eager to travel with her. In the late teens and twenties, her relationship with Herbert gradually improved, in part because he took on more responsibility for their four surviving children. His unexpected death in 1925, while she was involved with Herrick, was a blow for Elsie. Deeply in love with Elsie, Herrick wrote about her in several novels and short stories in the 1920s. Initially supportive of her work, he became increasingly jealous of her success and deeply angry at being reduced to what he thought was a subordinate role in her life. His last book about her, published in 1932, several years after their affair ended, cruelly disparaged her and her work. Elsie was repeatedly disappointed by the men in her life, but she never stopped trying to implement her feminist vision of a more equitable and intimate relationship grounded in work rather than domestic life.
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Boxel, Piet van. "Robert Bellarmine, Christian Hebraist and Censor." In History of Scholarship, 251–76. Oxford University PressOxford, 2006. http://dx.doi.org/10.1093/oso/9780199284313.003.0008.
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Abstract A list of Christian hebraists compiled by Raphael Loewe1 includes the name of Robert Bellarmine (1542–1621). At first glance, the inclusion of Bellarmine seems puzzling. After all, it is usually not with Hebrew studies, but rather with the Counter-Reformation that Bellarmine is associated. Indeed, he is regarded as the architect of controversy theology. A chair was already established in 1561 at the Collegio Romano, the most prestigious college of the Jesuits founded by Ignatius of Loyola in 1551. But a coherent theological system as an adequate tool in the controversies with the heretics was not produced until Bellarmine was appointed professor at the College, holding the chair from 1576 until 1586.
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Laslie, Brian D. "Air University." In Architect of Air Power. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169989.003.0009.
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As commander of the Air University, This was Kuter’s second assignment to Maxwell. Here, General Kuter set about improving officer education. He raised the Air Command and Staff School, formally ACTS, to a college level that instructed mid-grade officers in the application of air power. He also oversaw the Squadron Officer's Course for development of company-grade officers as well. Kuter developed the Air University along the models of actual colleges with a staff and faculty to handle all levels of professional military education in the U.S. Air Force. This proved to be somewhat of a golden age of education as Kuter helped bring back many of the senior leaders of World War II to speak to the student body.
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"Joe Rosenfield ’25 Center, Grinnell College." In Pelli Clarke Pelli Architects, 116–19. Birkhäuser, 2013. http://dx.doi.org/10.1515/9783034608701.116.
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"George Brown College, Waterfront Campus, Toronto." In Kuwabara Payne McKenna Blumberg Architects, 232–39. Birkhäuser, 2013. http://dx.doi.org/10.1515/9783034614283.232.
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Cormier, Leslie Humm. "Fry, Edwin Maxwell (1899–1987)." In Routledge Encyclopedia of Modernism. London: Routledge, 2024. http://dx.doi.org/10.4324/9780415249126-rem2137-1.
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Edwin Maxwell Fry, architect of modern British design and liberal social theory, brought insight to early 20th century Britain and to the global community. Fry’s work was dedicated to design theory and construct for the working class, for urban dwellers, for children, and, notably, for refugees and intellectual émigrés. With the British design firm Isokon, Fry endeavored to save endangered Bauhaus architects and designers, resulting in the British partnership of Gropius & Fry, German refugee and British sponsor. His later partnership was to be Fry & Drew. The primary work of the Gropius & Fry firm was Impington Village College (1936), Cambridgeshire. This ground-breaking open school design represented a social revolution in its time, combining education and community in the visually and socially integrated ‘village college’ concept. Its spreading form has become a norm for 20th century school design from the UK to the USA. Gropius & Fry thus created a major, lasting global design model – in Bauhaus terminology, a true Modern ‘Typeform’ – of contemporary social and educational architecture. For his lifelong dedication to international socially significant architecture, Maxwell Fry was named Commander of the British Empire.
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"A Reluctant Architect of the Electoral College:." In The Constitution's Penman, 107–21. University Press of Kansas, 2023. http://dx.doi.org/10.2307/jj.8217334.10.
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Downes, Kerry. "Making of an architect." In Christopher Wren, 19–31. Oxford University PressOxford, 2007. http://dx.doi.org/10.1093/oso/9780199215249.003.0002.
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Abstract It was not unusual in this period for the well-educated to take up architecture as a gentle- manly activity, widely accepted in theory as a branch of applied mathematics; this is implicit in the writings of Vitruvius and explicit in such sixteenth-century authors as John Dee and Leonard Digges. Wren’s father was a keen and erudite observer of buildings. Oxford saw much fine building throughout the first half of the seventeenth century, and Wren’s own college, Wadham, was a paragon of Jacobean modernity (1610–13). He arrived at Gresham with a far from casual eye, having in Oxford absorbed intuitively the fundamentals of architectural design.
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"Charles Benson Bear ’39 Recreation and Athletic Center, Grinnell College." In Pelli Clarke Pelli Architects, 186–91. Birkhäuser, 2013. http://dx.doi.org/10.1515/9783034608701.186.
Full textConference papers on the topic "Collegio de architetti"
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Hardwick, Carol. "W. M. Dudok and Hilversum: Architect and Municipal Planner; Dissemination of this Interconnection amongst Australian Architects, 1925-1955." In The 39th Annual Conference of the Society of Architectural Historians Australia and New Zealand. PLACE NAME: SAHANZ, 2023. http://dx.doi.org/10.55939/a5022ptgt0.
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The architecture/town planning of the Dutch modernist Willem Marinus Dudok (1884-1974) is a significant example of the crossover between municipal planning and architecture. Dudok’s buildings, particularly those at Hilversum, are widely acknowledged and recognisable as design sources drawn upon by Australian modernists in the period 1925 to 1955. He planned Hilversum as a garden city in 1918 and it was visited by many Australian architects during this study period. Dudok initially trained as an engineer. His career, combining architecture and town planning, presented the ideal modernist project in practice. Hilversum was one of the key locations in Europe after World War I, where modern town planning and architecture worked in unity. Architecture, although often collaborative within a practice, could also be individualistic and Dudok’s practice in many ways exemplified this approach. Town planning required the coordination of professionals. At Hilversum, Dudok achieved this unity, with his well-planned municipal areas and modern buildings successfully integrated into them. This was within the context of contemporary Dutch town planning and housing laws, post World War I. This paper presents Dudok’s work, emphasising the crossover and integration of architecture and town planning. It examines the significance or not, of this crossover between these disciplines in the dissemination of his work by Australian architects and examines specifically whether Dudok’s town planning practices were part of the dissemination of his work. It concludes that for those Australian architects who experienced Hilversum first-hand, Dudok’s buildings were perceived as integrated into the town plan, particularly their context and the essentialness of the landscaping. Furthermore, Dudok had a commitment to the social wellbeing of the community through his planning with schools as focal points. Newcastle Technical College, New South Wales, is an exemplar of this in Australia.
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Delgado, Ivan. "Unlearning Architecture(s)." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.31.
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Much of an architect´s training occurs by a process of elimination. We must unlearn many things to learn the new ones; in our particular Costa Rican educational context learning to produce correct architecture seems to start with the assumption that most of what we see in our cities is wrong. But when it comes to construction we move between two traditions: the academic one and the informal one. These traditions seem to dismiss each other, an architect would consider the products of informality ingenuous, a person operating within the informal tradition in need of the materialization of the preconceived idea of a house would normally consider an architecta luxury. According to the National Architectural College 23% of overall construction lacked permits in 2014, a percentage slightly higher than the previous year, this nevertheless renders only partial understanding the phenomenon. Which of the two traditions accounts for the majority of what is built in this country? What significant informal knowledge percolates to the present after a much longer presence than formal education and how is it transmitted? What role does representation play in the informal tradition ? are instructions drawn or narrated ?… How do architects unlearn what they do not understand in full? A house designed by the author in the rural North of Costa Rica functions as a catalyst for further investigation on how the upbringing of an architect collides with more traditional ways of building. In a village where, no other architect has practiced before the author discovers several categories of construction, from the temporary huts vendors use to sell fruits and milking parlors, to houses that have been built following traditional “recipes”. The house learns lessons of practicality from these structures and is informed by their aesthetics. It also employs the old“vara” (0.84 m) as the unit of measurement in an attempt to make itself communicable to local builders. In practice, due to the lack of skill for reading formal construction drawings, the instructions to build the house end up being narrated rather than read. This paper will study informal construction in Costa Rica which is symptomatic of Latin America in general particularly in rurality where it occurs the most. It will collect information from specific cases on how decisions where made and how they were transmitted, and will look for ways to hierarchize them in order to identify which are part of a basic set of instructions (or recipe, meaning there can be small creative variations of the ingredients) and which take place as more significant deviations from those instructions. It will also propose ways to convey the graphic implications of this information that is compatible with the inflections that occur in the orality of these particular context, and finally it will put forward a discussion on ways for an architect to learn from and operate within it, anticipating that our built environment takes shape as a trade-off between both traditions.
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Alrubaiy, Amir. "The Virtual, The Actual, and The Aspen Idea." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.72.
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This paper expresses a challenge to the problematic conceptual division between teaching and practice in architecture. This division generates a troublesome tension between the university and the profession as it maintains a condition of perpetual reconciliation between the two. This challenge is issued through an account of the Aspen Summer Design Program at the University of Colorado Denver College of Architecture and Planning, taught in conjunction with Harry Teague Architects, CCY Architects, and Studio B Architects in Colorado’s Roaring Fork Valley. Through a reading of the concept of the Virtual and the Actual as articulated primarily by Henri Bergson and Gilles Deleuze, and a connection of these concepts to ideas of situatedness and embodiment implicit in the Aspen Idea of Albert Schweitzer, the Summer Design Program demonstrates a manifestation of a more overlapping and simultaneous conception of teaching and practice.
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Darling, Naomi. "Integrating an Ethos of Service into the Beginning Design Studio." In 105th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2017. http://dx.doi.org/10.35483/acsa.am.105.70.
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The skills of architects in service of global communities are more urgently needed than ever before as we face climate change and large scale urbanization. This paper discusses the work undertaken in a foundational design studio within a liberal arts college that aims to take a critical regionalism approach to design and validate an ethos of service in architectural practice.
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Buskop, Jacqueline, and Douglas Levine. "Finding Wrecks in Rivers and Bringing Technology into the High School Classroom." In SNAME Maritime Convention. SNAME, 2014. http://dx.doi.org/10.5957/smc-2014-s8.
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High school students rarely investigate underwater wrecks by boat using side scan sonar, sub bottom profilers, and magnetometers. Rarely do high school students have a chance to determine the shape, and design of a historic sailing vessel, as many vessels older than 200 years have already been discovered in US waters. Washington College not only enabled high school students to discover and identify a previously unknown wreck, but created a game to bring the technology into the high school classroom to interest students into becoming marine scientists, marine architects or marine engineers.
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Franklin, Casey, and Sam Church. "Trans- and gender diverse perspectives on gender-inclusive student housing options, design features, and plans." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.84.
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Trans- and gender diverse (TGD) people face increasing discrimination in architectural environments; in the past two years multiple states have enacted anti-LGBTQ laws that use sex or gender identity to restrict use of spaces like restrooms and student housing.1 A national trans- survey found over half of respondents avoided using public restrooms entirely fearing confrontations, and that approximately a quarter of college students experienced verbal, physical, or sexual harassment.2 Architects have a unique opportunity to alleviate this discrimination through design decisions that support and protect TGD users, especially on college campuses. This mixed-methods survey investigated TGD student opinions of gender-inclusive student housing (GISH) design elements. Quantitative questions were used to gather demographics information, GISH experience satisfaction, and comfort level for design features. Emotional heatmaps and open-ended questions provided qualitative feedback explaining why floor plans designs and interior photos made TGD users uncomfortable. TGD students reported dissatisfaction with current GISH options, and consistently reported feeling more comfort-able in gender-inclusive spaces. While the majority (50%) of TGD students in this survey had access to GISH, the majority (66.6%) also reported being dissatisfied with GISH options. Researchers tested the hypothesis that TGD users would rate comfort differently than cis-gender (cis-) users in gender inclusive spaces. This was found to be true for multiple scenarios, but not all. Image and floor plan heatmap questions asked participants to select architectural features causing discomfort and provided in-depth explanations for why. Text-based data was analyzed and showed strong themes of security, privacy, and sense of belonging. Triangulated data was used to create a set of design guidelines which support these same principles. Both architects and universities can benefit from this in-depth exploration of how design decisions impact overall TGD student comfort in GISH.
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Jafar, Ali Kareem, Nada Abdulhussein Hassan, and Ibrahim Kadhum Jawad Al-Yusof. "The continuity of the architectural output of the new Iraqi Central Bank building for the architect (Zaha Hadid) according to Jacobson’s communication theory." In 8TH ENGINEERING AND 2ND INTERNATIONAL CONFERENCE FOR COLLEGE OF ENGINEERING – UNIVERSITY OF BAGHDAD: COEC8-2021 Proceedings. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0130276.
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Huang, Siyi, Jiawei Wang, Lei Mao, Juan Ren, and Lei Zhang. "New Space Exploration of Chinese Education in the 21st Century Based on Heuristic Infiltration Teaching Method." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002405.
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With the rapid development of China in recent decades, people's life has undergone a qualitative change, facing a new way of life and a new way of thinking. In this context, this study will discuss what kind of buildings, Spaces and urban status have changed with these changes, which will change, what architects can do for these changes, and what attitude they should hold towards these changes.This study comes from the open architecture design course of the School of Architecture of Chang 'an University in 2021, which is taught by Lei Mao, an architect who graduated from Berlage Institute. The course trains students' comprehensive ability to find and solve problems in the design process through the classical heuristic and penetrative teaching method of Berlage Institute.Research contents and objectivesSince the 1970s, the resumption of National College Entrance Examination has restored order to the country's selection of talent, but the single and fixed selection method has led to the internal examination of learning competition, and thus the cram school system, which is independent of the education system. This paper will systematically study this new type of remedial education space.The author tries to through the method of design, research of urban living space in the phenomenon summarized, analysis, deconstruction, at the same time, compare with standardized format education space, summarized similarities and differences of the two, in the study based on the results of analysis of continuation education space in the form of architecture design of refactoring.Research pathResearch path :(1) Determination of research object (2) Construction of research framework (3) Investigation and information collection (4) Induction and analysis of spatial features (5) Expression of design drawings.Firstly, the architectural environment space of the cram school is determined as the research topic. Then, the research framework of the space history and type of cram school was set up. According to the framework, information was collected and the internal scale of space was studied. The research results were expressed with plan and axonometric map. At last, based on the preliminary research, the architectural design is carried out. In this stage, the connection between architecture and exterior is no longer emphasized, but the organization of the internal space of the building, and the reality is reflected through the design results, which causes social reflection.4. Conclusion(1) Architecture and space often develop with the changes of The Times. The cram school space evolved from the traditional education space, but its profit and commodity nature makes it different from the education space such as school.(2) Intensive cram school buildings are likely to emerge in the future. In the course, the relationship between architectural space scale, crowd and activity type is discussed, and the possibility of intensive design of cram school is proposed. Complement the existing educational space.(3)The architect in the design of new type of space, through combing the historical trace of the spatial analysis of the current existing strong correlation and weak correlation space types, explore the space variable and variable, on the basis of this system between ground-to-air refactoring, to get a new space pattern and space form.
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Tsafoulia, Loukia, and Severino Alfonso. "Transient Spaces: Building Community in Crisis Contexts." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.1.
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Transiency no longer appears as a condition of exception, but rather as the predominant mode of existence in many parts of the world. The increased tension across and beyond national borders and territorial divisions has drawn the attention of designers across the globe and densified our reflections on questions of identity, equality, politics and economic exchange, expanding the reach of design from the realm of physical forms, into modes of interaction in social spaces. Planners and architects are being challenged to create infrastructural systems and new spatial structures of unparalleled resilience and elasticity. The paper presents part our research on the refugee crisis in the context of Greece, intertwined with the process and the experience gained as part of an advanced design studio Loukia Tsafoulia developed and taught during spring 2017 at the City College of New York. After its conclusion, the studio triggered an international call for contributions and it is currently under development for a book publication titled Transient Spaces, that explores conditions of impermanence and aims to stimulate conversations on issues of belonging and displacement.
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Lu, Zhipeng, and Zonghan Lyu. "The Global State of Design for Health Education: Reflections on an International Student Competition." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.44.
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The International Union of Architects (UIA) designated 2022 as “the Year of Design for Health,” which emphasized the significance of health in architectural practice. As a signature event, UIA organized an international student competition, inviting college students to present innovative designs for a 30-bed rehabilitation center. One hundred seventy-five teams from 40 nations submitted their works, with five winners and seven honorable mentions awarded. This study amis to examine the current state of global Design for Health education, identify the strengths and weaknesses of student designs, and provide guidance for GUPHA and the UIA Public Health Group to develop evidence-based strategies that facilitate education in this field worldwide. Research Methods: Interviews with four jurors were conducted, and the jury’s evaluation notes, and competition report were analyzed. Two researchers employed a 29-ques-tion rating system across 11 categories to assess each entry. Results: Jurors noted that most entries displayed strong architectural design and graphic skills. Contrarily, the researchers observed that only a few teams undertook a literature review and conducted research like surveys, interviews, and observations. Many entries missed articulating a compelling narrative about the users and how their designs could provide a good user experience. Although the competition didn’t explicitly demand sustainability, its integration is vital, especially considering the pressing climate crisis. Furthermore, one juror expressed concern over many teams’ insufficient program analysis and development efforts. These observations from the jurors resonated with the rating system’s findings. Conclusion: This competition provides insights into the current state of architectural education with a health focus. It underscores potential pathways for pedagogical advancement, setting the stage for nurturing the next generation of architects with essential skills and mindsets to enhance human health.
Reports on the topic "Collegio de architetti"
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Design in 20th Century Barcelona: From Gaudí to the Olympic Games. Inter-American Development Bank, February 1997. http://dx.doi.org/10.18235/0006404.
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Fifty objects, from original bronzes and maquettes by Antoni Gaudí, to modern furniture and appliances, and Cobi, Javier Mariscal's design adopted for the mascot of the Olympic Games in 1992. The exhibit was developed with Barcelona architects Juli Capella and Quim Larrea, and presented in honor of the 38th Annual Meeting of the IDB Board of Governors held in March, 1997 in Barcelona. Most of the important 20th century Catalonian designers were represented, including Monegal, Sert, Bonet, Ricard, Tusquets, Lluscà, and Tresserra. Works were loaned from the Gaudí Museum at the Temple of the Holy Family, the Museum of Decorative Arts; the Museum of Arts, Industries and Popular Traditions; the National Museum of Catalonian Art, the Catalonian College of Architects, and the private collection of Juli Capella.