Architecture
Gh. Memarian; S.M. Hashemi Toghroljerdi; M. Hamzeh Nejad
Abstract
In recent decades, the need for interdisciplinary research in architectural education has become more evident. Meanwhile, designers implement objective and subjective interpretations for solving architectural problems. Therefore, the recognition of the conscious and unconscious mind of the architect ...
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In recent decades, the need for interdisciplinary research in architectural education has become more evident. Meanwhile, designers implement objective and subjective interpretations for solving architectural problems. Therefore, the recognition of the conscious and unconscious mind of the architect and users is becoming a prominent criterion in reading architecture. One of the teaching methods in Italy is the method of the Moratoria School of Architecture. This method is based on historical-evolutionary typology, which is formed in order to regenerate the historical chain reconstruction of the object, which is, a part of the unconscious mind of the architect. The advantages of this approach are the research process, education and design in order to achieve basic types in the regional, city, contextual, architectural scale that provides the option of following the method in other schools of architecture. Describing the Moratoria school, the paper employs the descriptive-analytical method to criticize the basis of intellectual thoughts and curriculum. The findings of this study can be used in type recognition in the residential complex studio in schools of architecture.
Architecture
A. Sadoughi; Gh. Memarian; S.M. Fatemi; H. Kamali pour
Abstract
: Theoretical trainings, especially in the fields of art & architecture in graduate programs, have lead to basic theories of experts in different branches of these disciplines that are often instructed in a linear and unidirectional knowledge order in the classrooms. The qualitative approach which ...
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: Theoretical trainings, especially in the fields of art & architecture in graduate programs, have lead to basic theories of experts in different branches of these disciplines that are often instructed in a linear and unidirectional knowledge order in the classrooms. The qualitative approach which was introduced for the first time as a research in Iran university of Science & Technology (IUST) based on one of the qualitative research methods in environmental perception called Phenomenology. The fundamental goal of this method is to understand the lived-experience which is regarded here as a direct & lived interaction of students with the built environment. Therefore, an issue discussed from the syllabus of the review of reflections’ classroom, with the central idea of architectural formation, was the position of the sense of place and its architectural understanding. Thus, the students lived in the place, experience it and communicated with it by their placement somewhere that they have not already experienced it in a way different from the mere study. The result which ultimately obtained from this experience was the understanding of the sense of place, which is going back to the relation between user and architecture, by graduate architecture students which have previously thought of themselves as they are in the position of a rational analyzer.
Architecture
Gholamhosein Memarian; H. Jahanbakhsh; F. Mirkazemi
Abstract
Courses in Architecture can be classified into three categories; Knowledge, Skill, and Attitude. The "Human, Nature, Architecture" course, which falls into the attitude category and is one of the basic and specialized courses in teaching architecture, is supposed to be a preface to basing students’ ...
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Courses in Architecture can be classified into three categories; Knowledge, Skill, and Attitude. The "Human, Nature, Architecture" course, which falls into the attitude category and is one of the basic and specialized courses in teaching architecture, is supposed to be a preface to basing students’ general approach to this area of expertise. So far, nonetheless, this course not only has not moved in this direction but has also caused feelings of demotivation and indifference in students. Current methods in teaching the course often depart from the general content and objectives of the course, thereby reducing the intended impacts of the course on students’ attitudes. The present study investigates the impacts of effective presentation of this course via reintroducing the course and emphasizing the significance of environment in architecture education. Using a questionnaire survey, this study was conducted based on the comprehensive examination of the basic features of the course and comparative analysis of its different teaching methods. The participants of this study include 35 teachers and 180 students from five architecture departments in different Iranian universities. Various teaching methods with authorized syllabuses were investigated comparatively. Results of the study led to the development of a coherent method for teaching the course Human, Nature, Architecture, which is expected to be employed by teachers in recognizing a comprehensive method.
