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Tschumi, Bernard (1991) Event Architecture. In Architecture in Transition: Between Deconstruction and New Modernism. Peter Noever (Ed) Munich: Prestel. 125-130. Tschumi, Bernard (1996) Architecture and Limit I-II-III. In Theorizing a New Agenda for Architecture. Kate Nesbitt (Ed).New York: Princeton Architectural Press. 150-169. Vattimo, Gianni (1991) The End of Modernity, Nihilism and Hermeneutics. In Postmodern Culture. Jon R. Snyder (Trans.) Baltimore: John Hopkins UP. ____ (1996) Ornament/Monument. In Rethinking Architecture: a Reader in Cultural Theory. N. Leach (Ed). New York: Routledge. 147-160. Wittgenstein, Ludwig (1953) Philosophical Investigations. G.E.M. Anscombe (Trans.). Oxford: Blackwell. 25
A VISION FOR TRAINING DESIGN PROGRAM at AJMAN UNIVERSITY OF SCIENCE &TECHNOLOGY Training as a Way of Teaching in Design Education Dr. Abdulmounim T. Ali, Associate professor Faculty of Engineering Ajman University of Science &Technology Tel: + 971-6-7482222 Fax: + 971-6-7482277 Email: abdulmounim@hotmail.com P.O. Box 346 U.A.E. Mobile: + 971-50-4102484 Education The Pennsylvania State University, U.S.A. Ph.D. in Design & Decoration Pratt Institute, U.S.A. Master of Sciences in Interior Design Baghdad University, Academy of Fine Arts, Iraq Bachelor of Fine Arts Experience Ajman University of Science & Technology, U.A.E. from 1999 Associate Professor De<strong>part</strong>ment of Interior Design 26
Page 1 and 2: DESIGNingDESIGNEDUCATION d es i g n
Page 3 and 4: DESIGNTRAIN ORGANIZERS KTU KARADENI
Page 5 and 6: TABLE OF CONTENTS INTRODUCTION 5 KE
Page 7 and 8: phase. The first year education pro
Page 9 and 10: • Globalization versus Localizati
Page 11 and 12: Abstract In this keynote speech I w
Page 13 and 14: architecture moved towards particip
Page 15 and 16: different for its own sake; they pr
Page 17 and 18: Based on this view of architecture,
Page 19 and 20: In this brief, Derrida’s major di
Page 21 and 22: Concepts/words which designate diff
Page 23 and 24: answer all. I believe the question
Page 25: MacKinnon, D. W. (1962) The Persona
Page 29 and 30: ABSTRACT This study looks into the
Page 31 and 32: Training objectives • There are s
Page 33 and 34: Site supervision Working drawings &
Page 35 and 36: Method of Analysis: For each questi
Page 43 and 44: THE DESIGN PROCESS Between imaginat
Page 45 and 46: Results 1. If design incorporates b
Page 47 and 48: (...)." 6 Idea and materialization
Page 49 and 50: software applications. They determi
Page 51 and 52: II. EVALUATION Description of the p
Page 53 and 54: the interests of the students as de
Page 55 and 56: Relationship between theory und pra
Page 57 and 58: Hertzberger, H (2002), Creating Spa
Page 59 and 60: ABSTRACT Education of architecture
Page 61 and 62: FROM SOCIAL STUDIES CHAPTER III TO
Page 63 and 64: - I cant draw, what am I going to d
Page 65 and 66: This is worth thinking about becaus
Page 67 and 68: - Avoiding fear It is important for
Page 69 and 70: Life in Neverland… These pictures
Page 71 and 72: As Krishnamurti indicated years ago
Page 73 and 74: RESEARCH AND TRAINING IN THE FIELD:
Page 75 and 76: Keywords: The Mausoleum of Belevi,
Page 77 and 78:
of stones, the reference points wer
Page 79 and 80:
so to speak, in the way, the points
Page 81 and 82:
Photogrammetry A further procedure
Page 83 and 84:
Although the areas recorded were in
Page 85 and 86:
study periods, which is usual, but
Page 87 and 88:
Keil J., (1933), 17. Vorläufiger B
Page 89 and 90:
ABSTRACT The design studio is centr
Page 91 and 92:
directs the course of learning thro
Page 93 and 94:
process of developing a suitable st
Page 95 and 96:
Figure 2 - Making a Wall (31 Januar
Page 97 and 98:
attempts to test the possibilities
Page 99 and 100:
Figure 5 - Final Study (14 February
Page 101 and 102:
Luis Manuel Fernandez Salido Gradua
Page 103 and 104:
ABSTRACT Introduction Analysis of f
Page 105 and 106:
ANALYSIS OF FORMS We would like to
Page 107 and 108:
3rd Design culture The third aim pr
Page 109 and 110:
3. To manifest and communicate the
Page 111 and 112:
4. End of the process In order to e
Page 113 and 114:
the graphic skill. This is the reas
Page 115 and 116:
STARTING DESIGN EDUCATION: “BASIC
Page 117 and 118:
such as harmony and contrast. In co
Page 119 and 120:
works in Basic Design course and ke
Page 121 and 122:
Figure 10. Büra Pars, Exercise on
Page 123 and 124:
can I do?” as the classes advance
Page 125 and 126:
124
Page 127 and 128:
ABSTRACT “To be playful and serio
Page 129 and 130:
what our intention is in the design
Page 131 and 132:
ehind the chosen contract, but the
Page 133 and 134:
Figure 1. student photograph - a li
Page 135 and 136:
Figure 4. student drawing - superim
Page 137 and 138:
Figure 6. student refinements - edi
Page 139 and 140:
ARCHITECTURE & PHILOSOPHY: THOUGHTS
Page 141 and 142:
The students explore the revolution
Page 143 and 144:
years demonstrate a proclivity to a
Page 145 and 146:
expound on concepts of contemporary
Page 147 and 148:
knowledge in architecture. He requi
Page 149 and 150:
AN EMBODIED APPROACH TO LEARNING AT
Page 151 and 152:
ABSTRACT The challenge of teaching
Page 153 and 154:
our prior experiences, beliefs and
Page 155 and 156:
Starr-Glass (2002) has a great anal
Page 157 and 158:
Connection Bourdieu (2000) said tha
Page 159 and 160:
every day, describing what happened
Page 161 and 162:
MANFREDO TAFURI, AND JEAN PAUL SART
Page 163 and 164:
MANFREDO TAFURI, AND JEAN PAUL SART
Page 165 and 166:
them, absorb them, to become a “g
Page 167 and 168:
ather we create a medium for oursel
Page 169 and 170:
A second look at Ruskin’s initial
Page 171 and 172:
As a new conscious attitude toward
Page 173 and 174:
THINKING CONSTRUCTION AS DESIGN AND
Page 175 and 176:
ABSTRACT Introduction. The main edu
Page 177 and 178:
THINKING CONSTRUCTION AS DESIGN AND
Page 179 and 180:
development of form disregarding te
Page 181 and 182:
problem was that students’ knowle
Page 183 and 184:
thought developed as a tool to resp
Page 185 and 186:
ABSTRACT The studio experiences in
Page 187 and 188:
THE FIRST PROJECT (STUDIO) EXPERIEN
Page 189 and 190:
environment of the house to a small
Page 191 and 192:
I. Step In this step, the students
Page 193 and 194:
II. STEP DRAWINGS AND MODEL SAMPLES
Page 195 and 196:
Betül Maden (Student) Merve Yava
Page 197 and 198:
expected the get as much informatio
Page 199 and 200:
Architecture, 3. International Cong
Page 201 and 202:
ABSTRACT Introduction: Researchers
Page 203 and 204:
engagement, haptic engagement, ment
Page 205 and 206:
Categories that emerge from the ens
Page 207 and 208:
Design is also a form of creative p
Page 209 and 210:
Hoare, Carol (Editor) Handbook of A
Page 211 and 212:
Didem BEDÜK TUNCEL • Ph.D. in In
Page 213 and 214:
As can be seen in the student proje
Page 215 and 216:
under the title of user needs. In t
Page 217 and 218:
space. It is obvious that living in
Page 219 and 220:
see that several socio-cultural and
Page 221 and 222:
Figure 3: Ayda Gelgör, student pro
Page 223 and 224:
REFERENCES Altınok, H.Z. , 2007. T
Page 225 and 226:
THE COTTBUS EXPERIMENT THREE FIELDS
Page 227 and 228:
Skills and Knowledge We would like
Page 229 and 230:
“The architect should be equipped
Page 231 and 232:
ability to share his competencies w
Page 233 and 234:
the creative process itself. This l
Page 235 and 236:
But how to structure the curriculum
Page 237 and 238:
The first field of competencies - S
Page 239 and 240:
the student to realise his personal
Page 241 and 242:
EXPERIMENTATION VERSUS READY-KNOWLE
Page 243 and 244:
own thinking way. Intuitive way of
Page 245 and 246:
of all concepts with intuition and
Page 247 and 248:
of main aim is uncovering the secon
Page 249 and 250:
Figure 3. Examples of exploration o
Page 251 and 252:
1. Aydınlı Semra, (2001), Mimarl
Page 253 and 254:
ABSTRACT Thinking and creativity ar
Page 255 and 256:
Taking a certain education model as
Page 257 and 258:
CONCRETE ……………… ..… .
Page 259 and 260:
Table 2. Encounter Abstract Concret
Page 261 and 262:
Table 5. Meeting Abstract Student :
Page 263 and 264:
FROM TRADITIONAL TO MODERN; METHODO
Page 265 and 266:
The desired result is to provide co
Page 267 and 268:
In the coverage of Planning 1 Studi
Page 269 and 270:
• Quarter concept planning and de
Page 271 and 272:
Figure 3: Identification Process of
Page 273 and 274:
Figure 7: Synthesis Figure 8: Zonni
Page 275 and 276:
carry out a design study relating t
Page 277 and 278:
students on the subject of design b
Page 279 and 280:
ABSTRACT The theoretical framework
Page 281 and 282:
THE DANCE OF DESIGN AND SCIENCE IN
Page 283 and 284:
Second motivation generated the arc
Page 285 and 286:
Bilgi Denel and A Methodology for B
Page 287 and 288:
one fact well by manipulating it, w
Page 289 and 290:
explanation of design activity in 1
Page 291 and 292:
ABSTRACT Basic design education is
Page 293 and 294:
the author found two dimensional ge
Page 295 and 296:
For the second task, drawing differ
Page 297 and 298:
etween basic design success and rem
Page 299 and 300:
Figure 5: An example of a design al
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