The Workshop on Educational Innovation in Architecture (JIDA) promotes reflection and debate among the faculty of the different schools of architecture. The communications presented in the five editions held so far (2013-2017) can be considered a “living archive” of the teaching practices of more than thirty Spanish and twenty foreign universities. This material is extremely helpful for improving the education of architects and to lay the foundations for research into the instructional scenario in this discipline. With this purpose in mind, work is being done on a constellation of terms related to pedagogical practices, which is intended to conceptualize the diversity of strategies and methodologies presented these years at the conference. This sample of teaching experiences is a base upon which to consider the current situation of schools of architecture and to ask ourselves: what will training be like for architects 20 years from now?

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The JIDA conference: Teaching practice as research

Today, interior education is characterized by many and variegated approaches and interpretations. Worldwide it is a field in rapid transformation and in search of identity based upon vivid explorat...

Back to basics in interiors education: The morphology of interior space

There is no a discipline more needed of pedagogical reformulation than Architecture and, particularly, the area of Architectural Projects in which a group of teachers work, within the new degree of Architecture at the University of Zaragoza. The construction from scratch of the teaching content has allowed a less conditioned and more unified formulation. We have carried out a set of Teaching Innovation Projects that have enabled a framework for discussion on various methodologies, confirming it as a necessity to counterbalance a certain academic inertia that, in the past, did not realize this importance. A teaching methodology has been established, integrated with technical subjects making matter, and its relationship to technique, a k-component of the project since its inception. The aim of this paper is to present these results –reflected in the related publications– like tests of a new way of addressing the issues of architectural teaching.

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Metodología e innovación docente del Proyecto Arquitectónico: la experiencia del Departamento de Arquitectura de la Universidad de Zaragoza

The beginning of the learning of the architectural project is possibly one of the most memorable beginnings that any architect can undertake in his training. It is the starting point of an activity that will accompany you throughout your career. A learning that, in these early years of waking up to architectural creation, becomes exciting and intense. This paper aims to define a series of approaches in the teaching of the architectural project that, centered on the recognition of the student in the initial stages of his training as an architect, support his initiation in learning in the process of projecting through the establishment of a series of training strategies that offer a progress in the teaching of the architectural project based on a formative teaching, focused on developing personal attitudes and skills that foster creative thinking and that foster a capacity for criticism, analysis and reflection.

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Enseñando a ser arquitecto/a. Iniciación al aprendizaje del proyecto arquitectónico

As a result of the Bologna Process, the need to connect higher education with research has become an important issue. For a discipline such as architecture, this seems to put the traditional and well-established equilibrium between theory and praxis under pressure, or even under threat.

Research is undertaken in order to construct knowledge through the acquisition of insight and understanding, with the aim of sharing the results. In architecture schools, design lies at the heart of the educational programme, with the design studio being the central locus. Since design and research are inextricably linked, the relationship between knowledge production and the design process has become a subject of investigation.

The interweaving of research and design-based architectural education also affects the relationship between teaching and design. This book focuses explicitly on connections: the connections between the construction of knowledge and theory, teaching and learning, design and research. In doing so, it broadens the research spectrum and others new approaches to research and teaching.

This inspiring essay volume demonstrates the predilection for experiment within the design studio, the ceaseless impulse for change, the reorientation of studio assignments, and the power inherent in the enquiring minds of the hugely dedicated studio teachers.

Theory by design : architectural research made explicit in the design studio

http://journal.julypress.com/index.php/aes/article/download/33/51

Marjan Michels

Papers

Theory by design : architectural research made explicit in the design studio

Translation: Sentiment: The Basis for Developing Aesthetic Judgment