Journal articles: 'École de Chicago (architecture)'

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Cuyvers, Wim. "Nouvelle. École. Architecture." CLARA N° 2, no. 1 (2014): 209. http://dx.doi.org/10.3917/clara.002.0209.

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Lamarre, Jules. "De la communauté de l’école à la communauté de voisinage : état de la question et proposition d’étude." Cahiers de géographie du Québec 30, no. 81 (April 12, 2005): 343–55. http://dx.doi.org/10.7202/021814ar.

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Les études de voisinage ont connu de nombreux avatars depuis l'époque des pionniers de l'École de Chicago. Dans cet article, nous récapitulons de quelle façon la sociologie puis la géographie ont abordé ce genre d'études. Nous proposons ensuite une méthode pour approfondir notre connaissance des voisinages : celle-ci consiste à étudier la relation qu'une école entretient avec son voisinage afin de découvrir le degré de correspondance qui existe entre le voisinage de l'école et la communauté dont sont issus les enfants fréquentant cette école.

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Platt, Jennifer. "Hughes et l'école de Chicago : méthodes de recherches, réputations et réalités." Sociétés contemporaines 27, no. 3 (September 1, 1997): 13–27. http://dx.doi.org/10.3917/soco.p1997.27n1.0013.

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Résumé RÉSUMÉ: Hughes a été associé en matière de méthodes de recherche à l’École de Chicago, aux démarches qualitatives et, plus particulièrement, à l’observation participante. L’article discute la pertinence de cette interprétation induite par les réputations trompeuses de la première et de la seconde École de Chicago. Il examine les processus à l’origine de réputations stéréotypées et remarque que la réputation associée à Hughes et à Chicago a été créée pour fournir un ancêtre légitime à des programmes de recherche plus récents. D’autres réputations auraient pu tout aussi bien être associées à Hughes: celle de Canadien d’adoption ou de sociologue industriel; la tradition du travail de terrain aurait pu alors être associée au rival de l’Université de Chicago, Harvard. En évitant la théorisation explicite Hughes a permis à d’autres chercheurs de projeter sur son oeuvre leurs propres interprétations de celle-ci.

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Dumont, Richard. "Architecture et bibliothèques : conseils d’ami." Du point de vue des bibliothécaires… 60, no. 2-3 (June 9, 2014): 119–20. http://dx.doi.org/10.7202/1025521ar.

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À la fois stimulants et déstabilisants, les projets de construction, d’aménagements ou de réaménagements de bibliothèques trônent parmi mes préférés. J’ai été associé jusqu’ici à trois projets de construction de bibliothèques (École Polytechnique de Montréal, campus de Laval et campus d’Outremont de l’Université de Montréal) sans compter une multitude de projets de réaménagements. Voici, sans prétention, cinq conseils tirés de mon expérience.

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Sabatino, Michelangelo. "Review: The Chicago Architecture Biennial." Journal of the Society of Architectural Historians 78, no. 1 (March 1, 2019): 129–31. http://dx.doi.org/10.1525/jsah.2019.78.1.129.

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Irish, Sharon. "Chicago Architecture: Histories, Revisions, Alternatives (review)." Technology and Culture 47, no. 3 (2006): 663–65. http://dx.doi.org/10.1353/tech.2006.0182.

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Giralté, Alice. "Climat scolaire, architecture et usages des espaces scolaires." Diversité 179, no. 1 (2015): 46–50. http://dx.doi.org/10.3406/diver.2015.3984.

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Pour l’OCDE, l’architecture est un facteur influant sur la qualité du climat scolaire. Au-delà du bâti, la « qualité de vie » scolaire renvoie aussi à l’accueil, à l’intégration de l’école dans son environnement, à l’appropriation de cet espace. Le concept « habiter » s’intéresse au « contenant » mais aussi aux usages et aux détournements des lieux. Le climat scolaire peut-il aider usagers et concepteurs à concilier le besoin de sécurité souvent exprimé et celui d’une école plus ouverte ?

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Rosenthal, Adam R. "Introduction." Poetics Today 42, no. 1 (March 1, 2021): 1–8. http://dx.doi.org/10.1215/03335372-8752573.

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Beginning in 2008, with the French publication of volume 1 of The Beast and the Sovereign, Éditions Galilée, the University of Chicago Press, and an international editorial team initiated the process of editing, publishing, and translating, in reverse chronological order, the complete seminars of Jacques Derrida. These seminars, given variously at the Sorbonne, the École normale supérieure, the École des hautes études en sciences sociales, Johns Hopkins University, Yale University, the University of California, Irvine, the New School for Social Research, the Cardozo Law School, and New York University, encompass material presented as early as 1959 and as late as 2003.With Derrida’s death in 2004, the seminar publications —projected to continue well into the 2050s — became the principal source of all Derrida’s future, posthumous publications, now under the direction of Katie Chenoweth, director of the Bibliothèque Derrida series at the French publishing house Éditions du Seuil. This special issue of Poetics Today addresses two questions that are raised by this enterprise: First, how does the publication, mediatization, and mass dissemination of Derrida’s teaching transform his corpus? Second, how does this corpus already speak to, anticipate, and preprogram the virtualization, translation, and transmission of the space of “the seminar”？

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Filippov, Vasily. "ORIGIN OF THE CHICAGO SCHOOL OF ARCHITECTURE." Innovative Project 5, no. 11 (December 2020): 6–21. http://dx.doi.org/10.17673/ip.2020.5.11.1.

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The consequences of the fires of 1866-1872 for the architecture of three US cities and the first two years of Chicago’s recovery after the fire of 1871 with a further break until the end of the decade are described. The role of this break in the development of Jenney’s creativity, which led to the emergence of the Chicago School, and the work of James McLaughlin, which did not develop in Cincinnati, are shown. The role of Peter Wight in promoting the ideas of Viollet-le-Duc, which became the basis of the movement, and his influence on the leaders of Burnham and Root, are noted. It describes the partnership between Adler and Sullivan, their works that foreshadowed Art Nouveau, the contacts of Burnham and Root with the Brooks brothers’ developers, which influenced the development and then the existence of the Chicago School.

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Chatelet, Anne-Marie. "Architecture et pédagogie en France: 1970, une révolution avortée." Historia y Memoria de la Educación, no. 13 (December 14, 2020): 49. http://dx.doi.org/10.5944/hme.13.2021.27463.

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According to historian Antoine Prost, education in France is marked by two periods of profound reform. The first (1880-1902) occurred during the Third Republic and the second (1960-1985) was set in motion under de Gaulle. From an architectural point of view, the former gave rise to the Jules Ferry school, while the latter sought to introduce the English open-space school model into France. Taking the example of the École Saint-Merri, built in Paris between 1971 and 1973, this article examines the impact of this second reform from an architectural point of view.

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Comas, Carlos Eduardo, and Marcos Almeida. "Grounding Architecture: Unnatural Niemeyer." ZARCH, no. 17 (January 12, 2022): 42–69. http://dx.doi.org/10.26754/ojs_zarch/zarch.2021176128.

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Among the many definitions of nature, one is particularly relevant for architecture: the physical world that exists independently of mankind but includes man in its list of creatures. Among the relationships between architecture and this world that mankind inhabites and transforms, two are particularly relevant for understanding the work of Brazilian architect Oscar Niemeyer (1907-2012) and its legacy. One comes from situation, involving pre-existing conditions and the desired outcomes of their transformation. The other feeds on emulation of known forms. In academic terms, one impacts primarily on architectural composition, the definition of the correct anatomy and physiology of buildings, while the other impacts primarily on characterization, the definition of a distinctive physiognomy properly correlated with the building's anatomy and physiology. Niemeyer was educated at ENBA- the Escola Nacional de Belas Artes in Rio, created in1826 after the École des Beaux-Arts in Paris. A close reading of his works belies the widespread association of his work with fusing nature and architecture and reveals a far more complex attitude.

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Laperrière, Annie. "Pour une construction empirique de la théorie." Sociologie et sociétés 14, no. 1 (February 18, 2008): 31–40. http://dx.doi.org/10.7202/006771ar.

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RÉSUMÉ C'est pour briser l'enfermement de la sociologie empirique dans les techniques de mesure de variables sociales et répondre au sous-développement chronique et à l'asepsie de la théorisation sur le social que la nouvelle école de Chicago a vu le jour à la fin des années 50 aux États-Unis. Ses objectifs : développer une approche systématique, ouverte et empirique à la construction de théories sociales, répondant ainsi à la fois à la richesse de la réalité sociale et aux exigences d'une démarche rigoureuse. Après une présentation de la problématique d'où a émergé cette méthode et de ses objectifs, cet article en synthétise les diverses étapes pour conclure sur ses apports et ses limites.

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Domer, Dennis, and Daniel Bluestone. "Constructing Chicago." Journal of Architectural Education (1984-) 49, no. 4 (May 1996): 264. http://dx.doi.org/10.2307/1425299.

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Grimes, Ellen Dineen, and Elva Rubio. "Chicago Scenarios." Journal of Architectural Education 59, no. 4 (May 2006): 53–57. http://dx.doi.org/10.1111/j.1531-314x.2006.00054.x.

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Pabich, Marek. "THE BEGINNINGS OF MUSEUM ARCHITECTURE IN THE UNITED STATES." Space&FORM 2020, no. 50 (June 30, 2022): 177–94. http://dx.doi.org/10.21005/pif.2022.50.b-06.

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Contrary to Europe, where museums were created from transformed collections, in America the first museums were founded on the basis of scientific institutions. Only in the second half of the nineteenth century, museums are formed based on private collections. Objects were erected to house the collections, which for a long time, almost until the middle of the 20th century, stylistically referred to the architecture of ancient Greece. From the mid-nineteenth century, museums began to be built, for which architects looked for inspiration in later styles. And although neo-gothic, neorenaissance and neo-baroque objects appeared, the Greek Revival dominated museum architecture in the United States, created by graduates of the Parisian École des Beaux-Arts.

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Fallavollita, Federico, and Marta Salvatore. "Stereotomy of Vaulted Systems of the École Polytechnique." Nexus Network Journal 22, no. 4 (July 21, 2020): 831–51. http://dx.doi.org/10.1007/s00004-020-00509-w.

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Sokol, David M., John Zukowsky, and Stanley Tigerman. ""Chicago Architecture, 1872-1922: Birth of a Metropolis."." Journal of American History 76, no. 1 (June 1989): 217. http://dx.doi.org/10.2307/1908369.

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Glassman, Paul. "WHY ARCHITECTURE MATTERS: LESSONS FROM CHICAGO. Blair Kamin." Art Documentation: Journal of the Art Libraries Society of North America 21, no. 1 (April 2002): 48. http://dx.doi.org/10.1086/adx.21.1.27949185.

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Cano Ciborro, Víctor Manuel. "Dibujar fuerzas y cuerpos: una genealogía fragmentaria en la historiografía arquitectónica. École des Beaux-Arts, Marqués de Sade y Siegfried Ebeling= Drawing forces and bodies: A fragmentary genealogy in architectural historiography. École des Beaux-Arts, Marquis de Sade and Siegfried Ebeling." Cuaderno de Notas, no. 24 (September 30, 2023): 42–53. http://dx.doi.org/10.20868/cn.2023.5192.

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AbstractThis article aims to shed light on a conception and representation often overlooked in architectural discipline historiography. It focuses not only on forms and objects but also on forces and bodies. For this purpose, a fragmentary genealogy of conflicts between schools, traditions, and architects is proposed. This genealogy will reveal how the technical rationality of the drawings at the École Polytechnique de Paris contrasted with the imagery of the École des Beaux-Arts in the eighteenth century. It will also explore how the dogmas of the Enlightenment were challenged by a Masonic architecture, seeking bodies and debauchery, as exemplified by the stories of the Marquis de Sade. Additionally, it will delve into how the abstract modernist diagram led by Le Corbusier was disrupted by the atmospheric energies, membranes, and sensitive bodies conceived by Siegfried Ebeling. ResumenEste artículo busca poner en valor una concepción y representación usualmente ignorada en la historiografía de la disciplina arquitectónica al focalizarse ya no sólo en las formas y en los objetos, sino en las fuerzas y los cuerpos. Para ello, se propone una genealogía fragmentaria de conflictos entre escuelas, tradiciones y arquitectos que revelará cómo en el sigo XVIII la racionalidad técnica de los dibujos de la École Polytechnique de París contrastaba con la imaginería de la École des Beaux-Arts; el modo en que los dogmas de la Ilustración eran desafiados por una arquitectura masónica en busca de cuerpos y libertinaje ejemplificadas por los relatos del Marqués de Sade; o la manera en que el diagrama abstracto modernista liderado por Le Corbusier era perturbado por las energías atmosféricas, membranas y cuerpos sintientes concebidos por Siegfried Ebeling.

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Paré, Suzanne. "L’insertion des sciences sociales et sciences humaines dans l’enseignement de l’architecture." Villes en parallèle 51, no. 1 (2023): 46–56. http://dx.doi.org/10.3406/vilpa.2023.1875.

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The teaching of architecture underwent a renovation confirmed by the events of 68. The events followed the sociological movement led by Henri Lefebvre, but the reform initiative was taken by the architect Michel Écochard. This discreet person was appointed by the Ministry of Culture with a mission to teach urban planning at the École des Beaux-Arts, his courses being designed in close interdependence with the human sciences disciplines.

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Gantt, D. "Structure and Ultrastructure Architecture of Bovine Incisor Enamel." Microscopy and Microanalysis 12, S02 (July 31, 2006): 464–65. http://dx.doi.org/10.1017/s1431927606066323.

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Jones, Kay Bea. "Women's Choices, Women's Voices. Women in Architecture Symposium. Chicago Chapter, American Institute of Architects and Chicago Women in Architecture. January 12, 1991." Journal of Architectural Education (1984-) 45, no. 4 (July 1992): 248. http://dx.doi.org/10.2307/1425195.

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Harry, Sachin, and Ambuj Kumar. "Transformation of the Design Studio in New Learning Spaces: Virtual Design Studio in Architecture Pedagogy." ECS Transactions 107, no. 1 (April 24, 2022): 6251–60. http://dx.doi.org/10.1149/10701.6251ecst.

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Architectural education has come a long way since the first formal school of architecture, École des Beaux-Arts, was started at Paris, France in 1816. 21st century architecture is constantly evolving through changes in technology, and now in 2020-’21, COVID-19 pandemic has brought the concept of architectural education going online. Due to the forced disruption to the traditional pedagogical environment, a new pedagogical paradigm has been established through online theory and studio classes. This has brought about a challenging design pedagogy where teachers and students are reaping the benefits of technological advancement but without any prior training. This in turn has raised the question, how can architecture be taught effectively through virtual means? In response, this paper conducts literature review and a questionnaire survey amongst students and teachers of Chandigarh region on experiences of virtual teaching in the field of architecture and seeks to address the issues concerning virtual architectural pedagogy.

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Wolner, Edward W. "ACSA Chicago Forum Review." Journal of Architectural Education (1984-) 42, no. 4 (1989): 57. http://dx.doi.org/10.2307/1425023.

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Moghaddasi, Ahmad, Mohammad Hossein Moghaddasi, and Hosein Kalantari Khalilabad. "MOHSEN FOROUGHI (1907–1983): THOUGHTS AND SUSTAINABILITY IN THE WORKS OF AN IRANIAN MODERNIST ARCHITECT." Architecture and Engineering 5, no. 4 (2020): 28–34. http://dx.doi.org/10.23968/2500-0055-2020-5-4-28-34.

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Introduction: Mohsen Foroughi was one of the first-generation Iranian modernist architects who joined Iranian architecture in the 1940s. His knowledge of architecture obtained in one of the most important French architectural schools—École des Beaux-Arts—allowed him to create valuable works by combining the spirit of Iranian architecture with modern values. His interest in education led to the establishment of the foundations of architecture teaching in Iran, based on the lessons taught in Europe. Purpose of the study: The article addresses the works of Mohsen Foroughi, combining modern architecture with the vernacular Iranian architecture. His most significant works include the building of the Senate, the Department of Law at the University of Tehran, the National Bank of Tehran’s Bazaar, and the Saadi Tomb in Shiraz. The article looks at the development of intellectual flows of the time that evolved into social relationships. Methods: In the course of the study, we use descriptive analysis and analysis of library resources. Results: The main characteristics of Foroughi’s work are balance, symmetry, and application of the main elements of traditional Iranian architecture. By better understanding of his works, architects can be more successful in creating today’s architectural projects.

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Roskam, Cole. "Situating Chinese Architecture within “A Century of Progress”." Journal of the Society of Architectural Historians 73, no. 3 (September 1, 2014): 347–71. http://dx.doi.org/10.1525/jsah.2014.73.3.347.

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Situating Chinese Architecture within “A Century of Progress”: The Chinese Pavilion, the Bendix Golden Temple, and the 1933 Chicago World’s Fair explores the overlooked role played by Chicago’s 1933 World’s Fair in China’s twentieth-century architectural development. The exposition initially represented a valuable opportunity for China’s recently established Guomindang administration to highlight its new political agenda via a national pavilion that would also symbolize the country’s search for a modern, uniquely Chinese architectural expression. Numerous financial and geopolitical obstacles would eventually prevent official Chinese participation, and two unofficial structures were completed instead on China’s behalf: a privately financed Chinese pavilion and a piece-by-piece reconstruction of an eighteenth-century Qing replica of a Tibetan Buddhist shrine, the Golden Temple, sponsored by the Chicago-based industrialist Vincent Bendix. Cole Roskam investigates the transnational forces that produced these buildings at the fair and argues that the event should be considered an important new point of inquiry in the study of Chinese modern architecture.

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Gill. "Gwendolyn Brooks and the Legacies of Architectural Modernity." Humanities 8, no. 4 (October 22, 2019): 167. http://dx.doi.org/10.3390/h8040167.

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This essay reads the work of poet, Gwendolyn Brooks, in terms of its critical engagement with the architectural modernity of her home city, Chicago. Taking her poetry from A Street in Bronzeville (1945) through to the 1968 collection, In the Mecca, as a primary focus, the essay traces the significance of Chicago style architecture on Brooks’ aesthetic. It was in Chicago that some of the first tall office buildings were designed; it was here that structural steel and glass were first used to distinctive architectural effect, and it was here, in 1893, that the World’s Columbian Exposition was held – an event that, for better or worse, was to shape American architecture well into the twentieth century. Brooks’ poetry is alert to this history, attuned to contemporary debates about urban design and sensitive to architectural experience and affect. This context informs and shapes her work in often unexpected ways. Her approach is often oblique (registered in metaphor, style, and voice) but nevertheless incisive in its rendering of the relationship between architecture, modernity and power.

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Yang, Jing, and Jiang Li. "Smart Home: Chicago`s Greenest House and Green Architecture Popularity." Advanced Materials Research 598 (November 2012): 87–91. http://dx.doi.org/10.4028/www.scientific.net/amr.598.87.

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In keeping with the new era of information and ecology, the urgent mission of the architect is how to provide the latest green house information and some of the practices and relevant hands-on experiences for the public. In 2012, the Museum of Science and Industry of Chicago built a green house in its yard. The green house exhibition-Smart Home: Green + Wired highlights the importance of environmentally friendly effort. The exhibition intents to present for residents and visitors on how green house could help improve the environment as well as save money. The exhibition also focuses on the purpose of working together: the academia of architecture, the industrial companies and the public, trying to conserve and protect Chicago for future generations. Furthermore, with the introduction of Smart Home, this essay aims to inspire the deeper thinking about popularity of green architecture in China.

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Garvey, Timothy J. "Chicago Architecture, 1872-1922: Birth of a Metropolis. John Zukowksy." Winterthur Portfolio 24, no. 1 (April 1989): 94–98. http://dx.doi.org/10.1086/496410.

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Rockel, B., J. Peters, G. Seyit, and W. Baumeister. "Size Matters: Molecular Architecture of TPPII and its Impact on Proteolytic Activity." Microscopy and Microanalysis 12, S02 (July 31, 2006): 370–71. http://dx.doi.org/10.1017/s1431927606064993.

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Schmidt, Freek H. "Expose Ignorance and Revive the "Bon Goût": Foreign Architects at Jacques-François Blondel's École des Arts." Journal of the Society of Architectural Historians 61, no. 1 (March 1, 2002): 4–29. http://dx.doi.org/10.2307/991809.

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This article focuses on four foreign architects who attended Blondel's school during the 1740s and 1750s: the Dutch architect Pieter de Swart, Sir William Chambers, and German architects Simon Louis du Ry and Karl Philipp Christian von Gontard. Through analysis of relatively unknown documentary evidence, the author reconstructs the actual content of Blondel's teachings. These sources underline Blondel's importance as a promoter of the study of architecture at all levels of society, a principal teacher of both theory and design, a master of spatial organization, a critic of contemporary architectural taste (Rococo and early neoclassicism), and an enthusiastic advocate of the interests of the architect as a professional in control of the entire building process. On the whole Blondel's views were heartily embraced by his foreign students. These facts suggest that, from an international perspective, Blondel should be regarded as a major propagator of the renewal and revival of the language of classicism and not merely as a traditionalist or as the last great theoretician of the Renaissance. Designs completed by his foreign students in their subsequent careers illustrate Blondel's efficacy in changing attitudes to classical architecture and theory, particularly outside France. After their schooling at Blondel's École des Arts, Chambers, de Swart, du Ry, and Gontard all rose to important positions in their homelands and, thanks to their acquired skills, used their education to redirect the practice of architecture. Moreover, their approaches to architectural education, theory, design, history, and contemporary taste clearly distinguished them as disciples of Blondel. To a large extent, they personified Blondel's new professionalism and were responsible for spreading his doctrine and renewed classicism throughout Europe during the second half of the eighteenth century and, at least in part, for carrying it well into the nineteenth century.

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Cellauro, Louis, and Gilbert Richaud. "François Cointereaux’s École d’ Architecture Rurale (1790-91) and its Influence in Europe and the Colonies." Architectural History 49 (2006): 129–48. http://dx.doi.org/10.1017/s0066622x00002732.

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This article continues from our previous article on François Cointereaux, published in this journal last year. The aim of this second article is to cast light on the dissemination of the technique of pisé, as perfected by this French agriculturalist and architect, in Europe and its colonies. Although Cointereaux is considered today a minor eighteenth-century architect, the fascicles (cahiers) of his École d’Architecture Rurale were translated shortly after their publication in Paris in 1790–91 into six languages (German, Russian, Danish, English, Finnish, and Italian); these in turn attracted the interest of major architects such as Henry Holland (1745-1806) in England, David Gilly (1748-1808) in Germany, and Nicolai L’vov (1751-1803) in Russia, who founded a school of earth construction in Tiukhili near Moscow based on those of Cointereaux in Paris. Through his publications, Cointereaux generated, at the end of the eighteenth century, an almost universal interest in this vernacular material that was both cheap and abundant. His influence outside France was indeed significant, especially in Europe, where many leading architects used pisé for rural and residential buildings. The sudden interest in this vernacular technique, coinciding with the neo-classical age in revolutionary France and in Europe, might seem surprising. Doubtless this success can largely be explained by a desire to revive rural architecture, as well as by the cheap price of the material and its incombustibility. Although we have no means of assessing the number of pupils who attended Cointereaux’s schools, we do know that there were many visitors, notably foreign ones. In the period 1790–95, they were attracted by the novelty of the material and by his demonstrations of its application; this facilitated the wider dissemination of pisé architecture in Europe, North America and Australasia in 1795–1840.

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Gerstein, Linda. "James Cracraft. The Petrine Revolution in Russian Architecture. Chicago: University of Chicago Press, 1988. xxvi. 372 pp. $45.00." Russian History 17, no. 3 (1990): 344–45. http://dx.doi.org/10.1163/187633190x00741.

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Davis, Charles L. "Louis Sullivan and the Physiognomic Translation of American Character." Journal of the Society of Architectural Historians 76, no. 1 (March 1, 2017): 63–81. http://dx.doi.org/10.1525/jsah.2017.76.1.63.

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Louis Sullivan and the Physiognomic Translation of American Character examines the racial politics of Louis Sullivan's democratic vision for American architecture, as manifest in his interpretations of physiognomic character in people and the built environment and in his reflections on U.S. nationalism. Charles L. Davis II argues that while Sullivan believed that ordinary Americans would produce an indigenous culture reflective of democratic ideals, his assimilationist conception of American citizenship excluded recent white immigrants and resident nonwhite peoples and limited his democratic architecture, as in the case of Kehilath Anshe Ma'ariv Synagogue in Chicago. While Sullivan's ornament for the synagogue expressed Jewish identity in Chicago, its Richardsonian exterior referred to his secular-assimilationist model of national culture. The synagogue's subsequent use as Pilgrim Baptist Church by an African American congregation complicates our understanding of Sullivan's assimilationist political theory and its expression in his architecture.

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Liu, Cong Ru, Ming Sen Lin, and Mi La Yao. "“Upward” Design: From Gothic Architecture to Skyscraper." Applied Mechanics and Materials 638-640 (September 2014): 2185–88. http://dx.doi.org/10.4028/www.scientific.net/amm.638-640.2185.

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The pursuit of human being in “upward” architecture goes back to establishment of the gothic church, experiences development of the Chicago School and finally realizes popularization of the international style. Nowadays, the skyscraper has achieved an incredible height, and the techniques of architectural design are diversified just like a hundred flowers in bloom. Nevertheless, the design philosophy of conformity of interior and exterior and unity of form and spirit established by the predecessors at first is still worthy of inheritance.

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Harrington, Kevin. "Drawing The Future: Chicago Architecture On The International Stage, 1900-1925." Journal of Architectural Education 68, no. 1 (January 2, 2014): 128–30. http://dx.doi.org/10.1080/10464883.2014.864907.

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Graf, Franz. "Teaching the Laboratory of the Techniques and Preservation of Modern Architecture (TSAM) at the École Polytechnique Fédéral de Lausanne." Education and Reuse, no. 61 (2019): 61–66. http://dx.doi.org/10.52200/61.a.8chd4l9k.

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More than a decade ago the TSAM addressed the question of teaching the preservation of modern and contemporary buildings as a new discipline, specifically and radically different from that of new architecture, both in terms of theoretical courses and the contemporary architecture project. It has established a methodology and a practice based on its research that embrace the whole of polytechnic or university education, whether basic or advanced. Finally, the TSAM affirms the richness and the educational power of preservation and its project, and, beyond the subjective feelings and formalistic emotions, base them on an objective and multidisciplinary argumentation combining fine observation of materiality, essential theoretical knowledge and thoughtful creativity.

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Verkleij, AJ, WJ C. Geerts, M. Barcena-Martin, KM Valentijn, KA Jansen, TP van der Krift, JA Post, et al. "Development of Electron Tomography Methods to Link Cellular Architecture to Function for Cell Biological Applications." Microscopy and Microanalysis 12, S02 (July 31, 2006): 1534–35. http://dx.doi.org/10.1017/s1431927606069388.

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Akhgar, Peyman, and Antony Moulis. "The legacy of the École des Beaux-Arts in twentieth-century Iran: the architecture of Mohsen Foroughi." Journal of Architecture 26, no. 7 (October 3, 2021): 945–68. http://dx.doi.org/10.1080/13602365.2021.1976247.

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MARTIN, SYLVIE, and Richard Wittman. "The École Nationale des Arts Décoratifs in Paris: Architecture and the Applied Arts between the World Wars." Studies in the Decorative Arts 8, no. 2 (April 2001): 77–104. http://dx.doi.org/10.1086/studdecoarts.8.2.40662781.

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Brown, Marisa Angell. "Integration by Design: Bertrand Goldberg, Stanley Tigerman, and Public Housing Architecture in Postwar Chicago." Journal of the Society of Architectural Historians 76, no. 2 (June 1, 2017): 218–38. http://dx.doi.org/10.1525/jsah.2017.76.2.218.

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Public housing in the United States has been a prime site of negotiation and struggle over racial identity. Integration by Design: Bertrand Goldberg, Stanley Tigerman, and Public Housing Architecture in Postwar Chicago examines a critical moment in the history of public housing, evaluating two projects built in Chicago's Black Belt: Bertrand Goldberg's Raymond Hilliard Homes (1966) and Stanley Tigerman's Woodlawn Gardens (1969). Marisa Angell Brown demonstrates how these projects reflect Goldberg's and Tigerman's thoughtful and empathetic responses to race, poverty, and spatial segregation, which resulted in two very different expressions of an architecture of black empowerment. The article contributes to a more nuanced history of public housing architecture and advances our understanding of the role of race in American architecture.

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Siry, Joseph. "The Abraham Lincoln Center in Chicago." Journal of the Society of Architectural Historians 50, no. 3 (September 1991): 235–65. http://dx.doi.org/10.2307/990613.

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Clarke, Jane H. "Review: Constructing Chicago by Daniel Bluestone." Journal of the Society of Architectural Historians 51, no. 4 (December 1, 1992): 451–52. http://dx.doi.org/10.2307/990747.

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Souny, David. "La Réole : la « Grande École », un édifice civil du début du XIIIe siècle." Bulletin Monumental 177, no. 2 (2019): 163–68. http://dx.doi.org/10.3406/bulmo.2019.13565.

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Polyakov, E. N., and T. V. Donchuk. "FORMATION OF FRENCH ART NOUVEAU STYLE IN EARLY WORKS OF HECTOR GUIMARD." Vestnik Tomskogo gosudarstvennogo arkhitekturno-stroitel'nogo universiteta. JOURNAL of Construction and Architecture 21, no. 5 (October 29, 2019): 9–35. http://dx.doi.org/10.31675/1607-1859-2019-21-5-9-35.

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The article is devoted to the early activity of the famous architect Hector Guimard (1867–1942), the creator of French Art Nouveau. During this period (1891–1900) he successfully combined project work with teaching at the École Nationale Supérieure des Beaux-Arts. He searched for own directions in the architecture. Testing a variety of eclectic styles, in 1894 year Guimard acquainted himself with the work of Belgian architect Victor Horta (1861–1947) and adopted the main elements of the Art Nouveau. The article considers the earliest design works of E. Guimard, which reflected the main directions of his creative search, including Parisian mansions (1891–1894), Castel Beranger (1894–1898), Coilliot House in Lille (1898), Paris Metro (1898–1912).

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Toker, Franklin. "Review: Chicago Architecture, 1872-1922: Birth of a Metropolis by John Zukowsky." Journal of the Society of Architectural Historians 48, no. 1 (March 1, 1989): 91–93. http://dx.doi.org/10.2307/990417.

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Harrington, Kevin. "Review: Chicago Architecture and Design, 1923-1993: Reconfiguration of an American Metropolis." Journal of the Society of Architectural Historians 53, no. 1 (March 1, 1994): 98–100. http://dx.doi.org/10.2307/990813.

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Haar, Sharon. "Review: Drawing the Future: Chicago Architecture on the International Stage, 1900–1925." Journal of the Society of Architectural Historians 73, no. 2 (June 1, 2014): 296–98. http://dx.doi.org/10.1525/jsah.2014.73.2.296.

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Irish, Sharon. "Preservation, Polemics, and Power: Carl W. Condit, The Chicago School of Architecture." Technology and Culture 49, no. 1 (2007): 202–14. http://dx.doi.org/10.1353/tech.2008.0007.

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Garcia-Requejo, Zaida. "SUSAN S. BENJAMIN, MICHELANGELO SABATINO - Modern in the Middle: Chicago Houses 1929-1975." ZARCH, no. 17 (February 1, 2022): 276. http://dx.doi.org/10.26754/ojs_zarch/zarch.2021176132.

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Journal articles on the topic 'École de Chicago (architecture)'

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