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On the repercussion of the research on the teaching of the architectural project.

Architecture studies cover a wide range of professional competencies and responsibilities and very diverse profiles, with a great civil responsibility. As a result, training in the field of architecture is based on technical, artistic and humanistic disciplines. The knowledge taught in an interdisciplinary way from the different fields and its transverse nature are essential for designing and constructing the physical setting, from landscape to urban space, buildings and all those street furniture elements directly related to users. In all the countries around us we can distinguish at least three clearly differentiated areas that can be considered to consolidate the common culture of architects: design (building and urban), construction technology, and theory and history. These three major areas can be broken down more precisely as follows: architectural design, urbanism and regional planning, landscape architecture, technology (construction, structures and facilities), graphic ideation (architectural drawing and representation), theory (composition and history), real estate management, mathematics and physics. They may also include subjects from related disciplines such as design, photography, film, theatre, dance, fashion, sociology, philosophy, etc.

Strategic objectives:

This strategic line covers three major areas of reflection on the training of future architects and their relationship with related disciplines such as photography, film, sociology and art in general.

The changing role of architects:the role of architects varies with social, cultural, economic and technological changes over the centuries, and so does the nature of the profession. Similarly, the training of future architects evolves with changes in the profession and its diverse role in the consolidation of the physical and environmental setting. Two of the most recent trends are marked by the “specialisation” of the profession and its increasingly common cooperative and participatory online work, in which professionals work away from the traditional professional office.

Teaching roots and traditions:in the middle of the twenty-first century, we should consider the background of learning art and creativity in general and architecture and technology in particular. Research in teaching innovation should pursue the construction of a living archive of teaching practices that have taken place during history, whether recent or not, in training centres and schools worldwide. The objective is to build a solid base for rethinking teaching today. This background can refer to pedagogical methodologies or theories, as well as to architectural designs (kindergartens, schools, universities, etc.) that, through their spatial configuration, have been able to strengthen certain ways of teaching and learning.

Pedagogy:traditionally the pedagogical model of architecture learning was tacit teaching, in which the master worked and the apprentice watched patiently. To what extent do the old project workshop and its consequent apprentice-master model prevail as the core of architecture teaching? What is the role of the teacher: master, guide, guardian, expert, advisor? What do you teach when you teach architecture? How do you teach when you teach architecture?

These three areas of reflection should not be considered separately. They are the different approaches of broader research on the teaching of architecture and related disciplines and the role of the institutions that have these competencies. Each of these areas sets out four objectives:

  1. a.The mapping of the research carried out so far.
  2. b.The mapping of the current situation in Europe and worldwide.
  3. c.Reflection on the real context at schools.
  4. d.Research on what should and could be done.

Ongoing research:

The JIDA (Workshop on Educational Innovation in Architecture)is an open meeting point for professors who are developing innovative initiatives in learning and teaching architecture. The Workshop aims to exchange and disseminate experiences, research and other issues in architecture (architectural design, urban planning, technology, drawing, history, etc.) and related disciplines (anthropology, cinema, photography, dance, etc.). The Workshop aims to be a national and international cross-disciplinary forum that brings together teaching practices and different points of view. In short, its purpose is to combine synergies and improve the quality of architects’ training. The workshop aspires to become a discussion forum that brings together teaching practices and points of view of the several Spanish and foreign Universities (specially from Europe and Latin America). In this line, over the coming years, its aim is to span the entirety of the country by hosting this gathering in a different city every year, establishing a network of synergy and educational experiences that enrich both the debate on the training of architects, as well as the methodologies of learning.

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