dr. iman osama abdel gawad helwan university, faculty of fine arts, department of architecture,...
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Dr. Iman Osama Abdel GawadDr. Iman Osama Abdel GawadHelwan University, Faculty of Fine Arts,
Department of Architecture, Cairo, Egypt
?? To link History courses to design problem
solving, and outline the value of history courses in students’ lives
To open the way for architecture students to understand the ways in which our built environment has been historically shaped
The development of assignments that spark excitement in students and create an interrelationship between the history courses and the architectural design courses
InternationalInternational UIA/UNESCO charter of architectural education
EuropeEuropeThe Foundation for Architecture and Education (AE) in
Scotland
The Royale institute for British Architects (RIBA)
USAUSAThe National Architectural Accrediting Board
(NAAB)Massachusetts Institute of Technology (MIT)
The Global Architectural History Teaching Collaborative 'GAHTC'
HISTORY IN HISTORY IN ARCHITECTURAL INSTITUTIONS WITH LIMITED RESOURCES ?????
.METHODS OF TEACHING1The method set up in ‘History of Architecture’ by Sir Banister Fletcher, is the most interminable because of the presented charts and graphics that makes the subject easy to teach. Fletcher has used the ‘Comparative Method’
The Continental Comparative Method Concerned with the history of each continent or civilization, directly from its beginning to the end
Universal Comparative Method Focuses on a
broader outlook towards the development and growth of art and architecture around
the globe
Help to generate students' interest and respect for the studied subject
Help to generate students' interest and respect for the studied subject
Students are well informed that the knowledge of their national history helps to anticipate some of the previously adopted design principles of their historic buildings
Students are well informed that the knowledge of their national history helps to anticipate some of the previously adopted design principles of their historic buildings
Deductive-expository
Inductive- expository
Deductive-inquisitory
Inductive-inquisitory
Case study
Lecture; then case study
Case study; then lecture
Lecture; and then have students
create a case study
Do case study; and then have
students create models,
design concepts, etc. on what they have learned
Programmed Learning
Design concepts,
models, etc.; followed by examples
Examples; followed by
design concepts,
models, etc.
Design concepts,
models, etc.; and then have
students create an example
Examples; and then have students
create design concepts,
models, etc.
Metaphors
Teacher gives concepts of subject and
then a metaphor .
Teacher gives a metaphor and then the
concepts
Teacher gives concepts and
then the students create
metaphors
Teacher gives metaphor and
then the students create
concepts, models, etc.
LEARNING THEORIES 2.
Examples of combined learning approaches and instructional strategies
12Best method for assuring deep knowledge base. However, it is usually the most time-consumingAlso successful but requires more effort as the history teacher has to ensure that students have both the basic knowledge and general information to support the deductive aspect of it
AssimilatingConverging
DivergingAccomodating
Processing infoProcessing info
To "chase" the learner round the cycle, asking To "chase" the learner round the cycle, asking questions which encourage reflection, questions which encourage reflection,
conceptualisation, and ways of testing the conceptualisation, and ways of testing the ideasideas
(KOLB, 1984)
THE FOUR LEARNING STYLES OF THE ADULT LEARNING PROCESS
Misr International University (MIU), Cairo (2014). Engineering History and Technology Course taught to year one. Basics of load distribution and the appropriate building form which can support variant loads
Interacting with a building model makes history ‘present’ to the student and lends a tangible essence to a past that is now felt and reconstructed
Helwan University, Fine Arts Faculty (2013)
To model various Churches/Cathedrales in Cairo
Modeling makes history ‘present’ to the student
Modeling sharpen students’ critical and analytical engagement with the subject
Helwan University, Fine Arts Faculty, Cairo (2013)
The redesign of Renaissance and Baroque facades in Cairo’s Assignment
An example of a teaching exercise run by a number of history of architecture teachers in 2013 as a submission for the students of Year3.
1. The choice of the studied building and the capability to explain the main idea that guided the building's design process
2. The ability of dealing with the materials and modeling techniques used to produce an analytical study of the building
University of Western Australia (2007) - 'Venturi house' Assignement
An example of a teaching exercise run by a number of history of architecture teachers as a submission for the students of Year 2. Students were given a seminal ancient building and a task of turning it into a 'flat pack' scale model on a piece of A1 card.
MIU History of Architecture3 (2012)To analyse a chosen contemporary building with respect to the
main principles of Islamic architecture
Shrouk Academy, Cairo (2012)Environmental studies in old Islamic monuments-Sultan
Hassan Mosque Trip
• By vision and consciousness, it is possible to bring the spirit of the history of architecture into the design process.
• Introducing history of architecture in design courses should be based on diverse interpretations as well as focusing on the architectural background.
• It is very important to pay attention to the architectural backgrounds and the influencing factors affecting the process of studying and learning the history of architecture.