School Of Architecture Research Articles

Unearthing the Genizah of the Jewish Community in Figuig

Abstract Within the framework of an agreement with the National Institute of Sciences of Archaeology and Heritage (insap) of Morocco and with the Municipality of Figuig, a multidisciplinary team of Moroccan and French researchers, led by Saghir Mabrouk (insap), Laurence Gillot (mcf Paris Cité, umr 8210 anhima), and André Del (Paris Val-de-Seine School of Architecture, evcau) has carried out inventory, research and valorization of the heritage of the oasis of Figuig since 2005. In this context, excavations were conducted in the mellah of the qsar Loudaghir, one of the quarters inhabited by the Jewish community which left in 1970. The discovery of manuscripts in the genizah of the mellah has led archaeologists to refer to palaeographers and epigraphists to inventory, study and preserve these manuscripts. This article accounts for the dialogue established between archaeology and philology.

Competencias investigativas a través del trabajo de fin de carrera en arquitectura

INTRODUCTION. In architecture, research and architectural design represent a complementary relationship, which is particularly evident in the final project (TFC). OBJECTIVE. This study aims to identify the research process and areas of interest of the TFC, using the School of Architecture at the Universidad Internacional del Ecuador, Loja UIDE-L, as a case study. METHODOLOGY. Through qualitative analysis and bibliographic comparison, TFC projects from 2018 to 2021 are examined, categorizing areas of interest and contrasting research processes. RESULTS. The final projects (TFC) bridge theory and practice through the resolution of projects that are framed within a real and contextual problem. Regarding the investigative process, site analysis involves applying scientific information-gathering techniques. In other cases, experimentation or simulation is part of achieving results. Thematic trends are evident each year, primarily responding to social contexts. DISCUSSION AND CONCLUSIONS. The TFC is not limited to the design exercise; it also relies on scientific production to generate knowledge to solve problems related to humanity and the built environment.

Integrating health in urban planning curriculum across Indian planning institutes

Urban planning significantly influences the physical and health profile of urban environments. This paper explores the critical nexus between urban planning and public health, emphasizing the urgent need to integrate health considerations into the urban planning curriculum in India. Current urban planning courses often overlook public health aspects, resulting in a disconnect that could hinder the ability of urban environments to meet the health and well-being needs of their populations. Through a comprehensive review and analysis of curriculum data from selected Indian institutions of national importance—including the School of Planning and Architecture, Indian Institute of Technology Kharagpur, and National Institute of Technology, Bhopal—this study identifies significant gaps in the inclusion of health-related content in urban planning education. The analysis reveals a low occurrence of health-related themes within the planning curriculum, with essential topics like public health history, environmental health, and health impact assessments seldom addressed. To bridge these gaps, the paper suggests incorporating mandatory health-focused courses, such as Health Impact Assessments and public health fundamentals, into the curriculum. It also recommends interdisciplinary collaboration with public health professionals to enrich planning education. By restructuring the curriculum to include more comprehensive health-related education, future urban planners can be better equipped to create healthier and more sustainable urban environments, ultimately enhancing public health outcomes in rapidly urbanizing spaces. This research not only sheds light on current educational inadequacies but also proposes actionable steps towards a more holistic integration of health and urban planning disciplines.

The epic and poetics of the Travesía as a space of resistance in design Education.

This paper explores the concept of "Travesías" as a profound pedagogical practice within the School of Architecture and Design at the Pontificia Universidad Católica de Valparaíso, which operates as a crucial form of resistance in design education amidst contemporary cultural and structural shifts. As a professor deeply involved in these journeys, I argue for the retention and adaptation of three foundational principles that ensure the continued relevance and transformative potential of the Travesías. These principles—Observation, the Work (Obra), and the Epic of the Commons—are essential in navigating the changing dynamics that challenge traditional educational models. As the primary mode of engaging with the world, observation encourages profoundly personal and reflective interaction with the environment, fostering a unique and profound understanding and expression. The concept of the Work transcends conventional outputs of design and architecture, advocating for a creative process that emphasises gratuitousness and poetic engagement over utilitarian and commercial objectives. Lastly, the Epic of the Commons highlights the importance of collective creation and shared experiences, pivotal in forming a cohesive educational and creative community. These principles are increasingly vital as the Travesías confront the commodification of education and the pervasive focus on individualism and specific competencies driven by market forces. The paper calls for a dialogue among global design educators to discuss adapting these principles to contemporary needs and explore new methods that respect and rejuvenate the foundational ethos of the Travesías. This dialogue is crucial for developing a "third way" in design education that integrates the poetic with the practical, ensuring our pedagogical approach remains innovative, inclusive, and deeply humanistic. Through this exploration, we invite a rethinking of design education that emphasises collective well-being, creative freedom, and a deeper engagement with our time's cultural and ecological contexts.

New museum construction in Irkutsk

The article presents an analysis of the city museum policy used as a basis for a proposal for the construction of modern museums in Irkutsk. The article provides the results of the research activity of the working group “Architecture of new museums in the modern city” at INRTU and the conclusions about the expediency of building new museums in the centre of Irkutsk. The following projects made by students of Irkutsk architectural school as final qualifying works are considered: the project of reconstruction and expansion of the museum of regional studies on the basis of the historical building of the VSORGO Museum (Artem Zyubr), the project of the museum building for the geographical and historical collection related to the North American discoveries of travellers and merchants from Irkutsk (Nikita Sobolevsky), and the project of the new building for the Museum of Asian Art (Alisa Valeeva).

Andrey Kryachkov. The man who created the city

Andrey Dmitrievich Kryachkov is an outstanding architect, the founder of the Siberian architectural school, whose creative path is closely connected with the foundation of the future administrative and cultural capital of Siberia. The author of most of the iconic historical architectural objects of modern Novosibirsk, Kryachkov largely predetermined the aesthetic code of the young Siberian city at that time, combining traditions and innovations in regional architecture of the first half of the 20th century. The architecture of Kryachkov in the modern appearance of Novosibirsk continues to play a significant city-forming aesthetic role.

The Influence of Traditional Architectural Elements on Modern Building Design

It is in this paper that an attempt is made to understand the influences of traditional architectural elements on modern building design, investigating how much these two seemingly unconnected entities share an interdependent relationship: architectural heritage and what are termed here as modern innovations. This paper carried out a deep dive into a large volume of reviewed literature, analyzing case studies and design techniques to help provide an answer to how architects manage to integrate traditional elements into their modern structures so that resultant buildings will be culturally resonant and functionally advanced. From the research, it can be understood that such kind of integration happens for several reasons: providing user comfort with cultural identity, ensuring sustainability through proper contextual orientation, among others. The most important findings are that the attainment of successful integration eventually depends upon the import that one attaches to authenticity and the local requirements that need to be fulfilled by each specific case—like those relating to building codes or public perception issues—as well as upon teaching these principles in architecture schools for future professional practice since this forms a fieldwide challenge in diverse aspects. It not only adds to the beauty and usefulness of architecture but also is very important in holding a culture’s identity and sustainable development. Finally, future research directions that might further explore the long-term impacts and potentials of this integrative approach in architecture are suggested.

Mechanical noise for architectural students

Noise control of mechanical equipment is one of the requirements established in energy certificates (LEED, BREEAM, WELL, etc.) as well as in different design standards or national codes. At the Higher Technical School of Architecture of Madrid, Technical University of Madrid (UPM), several courses are offered to students on the design of mechanical systems, from the selection of the equipment, its location, distribution, and its integration with the architecture. Its acoustic implications are not explained in any course. During the last year of the degree, in the course "Proyecto de instalaciones", (Technical Equipment Design) students are asked to fully integrate the building services (heating, cooling, ventilation, fire safety, emergency signals...) in one building designed by their own, and for the first time a 2-hour masterclass on mechanical noise for architects has been organized. In it, the main noise sources, design recommendations and the most common ways to attenuate and control it are addressed. The aim of this work is to share the learned experiences and discuss the next steps to be taken.

Soundscape Architecture: conceptual proposals for improving the urban soundscape through building in Fort Lauderdale, FL

Architecture students from the University of Florida School of Architecture developing architectural and planning strategies in response to citizen generated initiative to improve the soundscape at multiple locations in Fort Lauderdale Florida. Site analysis including citizen participation in sound walks, personal observations, photo documentation, precedent studies, acoustic measurements, geographical measurements, and municipal code studies was conducted. This information informed conceptual and schematic design proposals for urban architecture (buildings), at critical locations in the urban fabric that seek to provide strategies toward improving the soundscape while supporting high residential density, mixed-use, entertainment, and transit. The work includes 11 student project proposals spanning two academic semesters. The work illustrates integrated design proposals addressing aspects of urban soundscapes such as: vertical distance as effective sound abatement strategy; buildings as acoustic buffers from transit or noisy streets; building envelope systems that both limit sound transmission and absorb sound; sound diffusing buildings; parking or limited occupancy program as buffer spaces; and land development code adoptions that can facilitate future implementation of effective soundscape improvement strategies. This paper will demonstrate the design process, issues of concern, prioritization of issues per specific sites, and show illustrations to visualize a range of soundscape strategies as architecture.

Relaxed and flexible – what (else) happens when sofas enter everyday lives of schools?

ABSTRACT School environments in Finland are changing from traditional classrooms towards more flexible architectures. This change invites designers and commercial organizations to take part in re-thinking these environments by creating narratives of desirable educational environments. Their comprehensive furniture solutions promise flexible entities, including components that facilitate sharing and joining together. This article describes the school architecture reform from the perspective of one local school. We focus on an element emblematic of the planned relaxed learning environment: sofas, and discuss these using the philosophical concept of assemblage. We propose that arriving in the everyday life of a school the comfortable sofa – the promise of relaxation – also begins to participate in and to produce negotiations of power. Sofa becomes a participant in an assemblage of school: the sofa brings to surface relations that everyday life school assemblages already foster and sustain, making the negotiations of power in the school visible.

Adapting the Nigerian Architectural Educational Schools Curriculum Towards Global Competitiveness

Globalization refers to the increasing connectedness of nations and peoples around the world through trade, investment, travel, popular culture and other forms of interaction. Globalization through information technology has brought so many openings that are breaking down boundaries hitherto existing in the practice of architecture. To enhance his place in the global market, the Nigerian architect needs to improve his skills on information communication technology (ICT). This paper examines how ICT enhances the global relevance of the Nigerian architect. It also examines the effectiveness and deficiencies of the curriculum in the Nigeria Schools of architecture. The paper therefore advocates a review of the curriculum in the Nigerian Schools of architecture to position the Nigerian architect for global competitiveness.

Innovative Timber Upcycling: Digital Strategies for Prolonging Timber Lifespan and Promoting Reuse.

Abstract This paper explores the intersection of digital and ecological transitions, crucial for achieving the European Green Deal’s sustainability targets. The construction sector, traditionally reliant on a linear “take-make-dispose” model, is gradually integrating timber, favored for its lower environmental impact compared to steel and concrete. Our research enhances the reuse of timber from demolition sites, leveraging digital technologies to extend the lifespan of timber elements and improve its carbon sequestration capabilities. This research is part of a broader initiative, the DeDa research, at the School of Architecture and Design, University of Camerino, focusing on sustainable material management in post-disaster areas. These areas, seen as ‘material banks,’ pose unique challenges due to the abundance of materials that are difficult to manage. The research comprises three integrated phases: establishing a digital material bank of timber elements, design optimization with available elements and their automated assembly. This system is underpinned by an ecosystem of digital technologies, including photogrammetric surveying, computational design, and robotic manufacturing. Considering the currently low technological level of conventional building processes, this work maintains a highly experimental character. However, presenting this research provides an opportunity to explore how digital technologies might promote circular-based building processes and encourage a shift in perspective and practices within the building industry.

How Artificial Intelligence Could Affect the Future of Architectural Design Education

There is currently a high level of uncertainty about the potential impact of artificial intelligence (AI) on architecture as a profession and consequently on architectural education. Some suggest that schools of architecture should prepare themselves for a dramatic reform that clearly integrates AI technologies into their study plans and pedagogical methods, while others argue that AI can’t fully replace the traditional methods and conventions in architectural education and that more time is needed to understand its potential impact in this regard. In all cases, AI is coming and will be soon or later an integral part of our work and teaching methods in architecture. This paper discusses this issue considering some AI applications in the different design stages from an educational perspective. The study concluded that there is an urgent need to explore and understand how AI could affect our educational systems and provoke changes in the architectural design process we currently follow. Quality assurance organizations should reflect this in their accreditation guidelines to offer the required guidance for the schools of architecture in this regard.

Iniciar un (des)aprendizaje del canon formativo desde los feminismos. Relatos desde las escuelas de arquitectura chilenas

This article presents the preliminary results of a survey that begins the work of identifying initiatives that, from Chilean architecture schools, open up possibilities for unlearning the educational canon. Just as we need to rethink how we inhabit and design, we must also review how we teach and learn architecture. The emphases of feminisms offer us some evident clues in two currently active initiatives identified in regional universities. The case of Mujeres Autoconvocadas FARCODI (MAF) encourages collective and interdisciplinary reflection, while the feminist initiative ProfesorARQ reclaims the narratives of female teaching, motivated by the concerns of current generations of students.

Enhancements in design education by integrating advanced learning technologies (AR/VR) in architectural schools

Enhancements in design education by integrating advanced learning technologies (AR/VR) in architectural schools

Mental Accounting Practices and Spending Behavior of Collegiate Students at National University Baliwag: An Assessment

This study assesses the influence of mental accounting practices on the spending behavior of college students at National University Baliwag. It aims to understand how gender and school affiliation influence these connections. The research employs a combination of applied, quantitative, explanatory, and descriptive methods, utilizing data collected through a three-sectioned questionnaire from a sample of 361 students. The findings revealed a high negative correlation between mental accounting practices and spending behavior, stating that students who utilize mental accounting tend to have controlled spending habits. Furthermore, it was noted that gender has no significant difference in mental accounting practices but has a difference in spending behavior. The School of Engineering, Architecture, and Technology (SEAT) showed the highest mental accounting practices, while the School of Tourism and Hospitality Management (STHM) had the highest spending behavior. While several studies have linked mental accounting practices in various shopping methods, this research contributes to the literature by applying the mental accounting theory within a university context in the Philippines. This study is important in understanding behavioral finance, providing guidance and practical implications for the beneficiaries of the study.

Radical Interpretations of Iconic works for Percussion

The artistic development project Radical Interpretations investigates two iconic works for solo percussion and re-composes these. The goal of the project was to develop new creative and transdisciplinary research in interpretation of musical works. Participants: percussionist Kjell Tore Innervik, Norwegian Academy of Music (NMH), composer Ivar Frounberg, NMH, designer Maziar Raein, Oslo National Academy of the Arts, experience designer Ståle Stenslie, The Oslo School of Architecture and Design, and music recording producer Morten Lindberg. During the 3 years project, the team engaged with the music of Morton Feldman and Iannis Xenakis. The solo percussion pieces The King of Denmark and Psappha were the point of departure. The cd [UTOPIAS ](http://www.2l.no/pages/album/141.html)(2L) contains the pure audio version of the pieces in high definition and immersive sound.-><- On this site you will find other interpretations and iterations of the music made by the team.

A Proposed Framework for integrating IVR Technology in Architectural Design courses; Application on architectural schools in Egypt

Abstract Visual communication has a vital role in the architecture. Virtual reality (VR) is one of the various methods of visual communication and interaction, especially during pandemics. Although it has many benefits such as improved space perception and dimension visualization etc., it’s not commonly used in Egyptian architectural schools. This research aims to investigate the integration of Immersive Virtual Reality (IVR) into the design curriculums in Egyptian architectural schools and to propose a framework for its integration. A mixed method approach was used in this study along with the literature data that was reviewed to identify the benefits, limitations and different IVR setups. First, an interview was conducted with one of the VRCAVE founders in an Egyptian private university to understand the effect of IVR and whether it has affected the students’ outcome. This was followed by conducting an experiment including an IVR setup along with a 3D Virtual model, to conduct semi-structured interview with the participants to analyse the use of IVR in the design modules and whether its integration in the architecture schools design curriculum would be beneficial

An insight into architectural design studio education space from a "time" perspective

This study offers a comprehensive literature review of the evolution of design studio education, focusing on the integration of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) technologies. The research explores current and future design studio models by examining the development of architectural design studio education and the importance of its physical spaces within a timeline framework. The literature review identifies key insights, analyzes patterns, and integrates findings to present a narrative of architectural education's historical evolution and prospects. The study highlights significant shifts in design studio education, moving from the traditional master-apprentice relationship to contemporary design studio spaces within architecture schools. It emphasizes the impact of social, economic, and technological developments on these models, particularly the shift to remote education necessitated by COVID-19. This transition highlighted the need for alternatives to physical studio spaces, directing attention to VR, AR, and MR technologies as potential solutions. Through a meticulous review process, this study examines how these emerging technologies can provide immersive and interactive learning experiences, enhancing flexibility and accessibility in design education. It discusses the benefits and challenges of integrating these technologies, considering their potential to function without needing a specific physical studio. Ultimately, this study contributes to the field by offering theoretical insights and practical guidelines for educators. It explores alternative models to enhance adaptability and addresses the implications of technological adaptation and crisis management. The findings enrich the academic literature and foster future research and discussion on the evolution of design studio education in the digital era.

Mancera-Valencia, F.J. & Mayagoitia, E.A. (2023) Cultural Heritage and Education. Universidad Pedagógica del Estado de Chihuahua Editorial

Although the topics of the research articles that are compiled in this book focus on a wide range of themes, such as the connection between school and museums, the use of radio as a schooling device for indigenous population or the unique architecture of Mennonite schools in the north of Mexico; they all share the same objective: to foster a debate regarding the relevance of heritage education. Some of the texts are research articles, others document intervention experiences in different educational contexts, both formal and informal. Most of them narrate practices that were implemented in Mexican territory (specifically, the states of Chihuahua, Nuevo León, Mexico City and Baja California), except for one project that was conducted in Spain. The articles cover topics like the implications of educational heritage, its purpose, didactic orientations, devices, and places. The book coordinators, Federico Mancera-Valencia and Eva Mayagoitia, prestigious Mexican researchers, argue that patrimonial education is in its gestational state, and, since it is a research field that is constantly evolving, it has its own tensions and contradictions. The book is composed of 12 chapters, created by authors of different backgrounds and fields: professors, researchers, educators, an archeologist, an anthropologist and a geographer, all of them with extensive experience in educational heritage. These articles are organized in four sections: a) Educational heritage: tensions and debates, b) Academic Cultural Heritage, c) Cultural Heritage of Indigenous Education and d) Museums, libraries and cultural heritage management.