Abstract
Historical investigation anchors architectural and urban practice. Analyzing two sets of questionnaires distributed in different class settings, this paper explores two questions: how do design students currently learn about architectural history, and how do they translate this knowledge into their design practice? First, tentative conclusions are that (1) physical engagement with buildings outside the classroom is an important inspiration for the students, (2) (assigned) books definitely influence their (design) thinking, (3) different types of pedagogy–lecture, seminar, thesis, studio–affect student learning in different and complementary ways, and (4) students overwhelmingly see history as a relevant preparation and foundation for design, but this understanding is implicit and often unspecific.
Highlights
Many fields of engineering argue that design is a future-oriented field, and that designers do not need knowledge of the technologies, tools, forms, or practices of the past
TU Delft, a technical university focused on creating the future, has continuously reduced the number of professorships in history and courses on history; the Chair History of Architecture and Urban Planning remains a strong entity, but one with few counterparts in the other faculties
From what we have found, no analysis has been done on how students experience the teaching of architectural history in experiential learning, textbooks, or different types of pedagogy, and how they use what they learn in their own design practice
Summary
Many fields of engineering argue that design is a future-oriented field, and that designers do not need knowledge of the technologies, tools, forms, or practices of the past. Others insist on the need to study historical narratives and rethink their role in the discipline of architecture (Legault 1991; Upton 1991) These reflections include debate on whether history should be taught as a linear chronology or as an “operative conception of the past” as Morgenthaler argues This paper takes a first step to address the ways in which forms of pedagogy—hands-on experience, reading, listening—affect student’s appreciation and understanding of historical facts and methods, and in turn the students’ design practice It explores how MSc Architecture students at Delft University of Technology learn about historical built form in courses taught under the purview of the Chair History of Architecture and Urban Planning. The Chair aims to teach historical understanding as well as analytical approaches and does so through large lectures classes (up to 400 students), smaller seminars (25–30 students), workshops
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Technology and Design Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
