Against and For Method. Este artículo no está disponible.
Idioma: inglés
Editorial: Gta Verlag / Eth Zürich Jul 2021, 2021
- Tapa blanda
- Nuevo

Librería: buchversandmimpf2000, Emtmannsberg, BAYE, Alemaniabuchversandmimpf2000
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EUR 30,00
Descripción del artículo del vendedor
Neuware -Can design processes constitute genuine forms of research Of course they can. Against and For Method highlights exemplary cases of how studio architects teach architectural design, both with and without methodological and research approaches strictly in mind. This edited volume openly addresses deficiencies in studio teaching and proposes possibilities for integrating methodological approaches into teaching and practice. Contributions by leading scholars in architecture, plus interviews with five practicing architects who are studio professors at ETH Zurich, reveal the ways in which design concepts are considered, teased apart and passed along. The texts contributions and interviews intend to urge studio teachers to reflect on their methods and consider to what extent systematic and conceptually coherent approaches aid their students.GVA Gemeinsame Verlagsauslieferung Göttingen GmbH & Co. KG, Postfach 2021, 37010 Göttingen 284 pp. Englisch.
N° de ref. del artículo 9783856764135
- Título
- Against and For Method
- Autor
- Jan Silberberger
- Editorial
- Gta Verlag / Eth Zürich Jul 2021
- Año de publicación
- 2021
- Estado
- Neu
- Encuadernación
- Taschenbuch
- Idioma
- inglés
- ISBN 10
- 3856764135
- ISBN 13
- 9783856764135
- Peso del artículo
- 272 gramos
- Dimensiones
- 176x110x22 mm
Can design processes constitute genuine forms of research? Against (and for) Method highlights exemplary cases of how studio architects teach architectural design, address pedagogical deficiencies, and propose new possibilities for integrating methodological approaches into teaching and practice. Contributions by leading scholars in the field, including interviews from five practicing architects, reveal how design concepts are considered, teased apart, and passed down. This book urges instructors to reflect on their methods and consider to what extent systematic and conceptually coherent approaches aid their students.
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