Multisensory approach in architecture education
Case study: the basic courses of architecture in Iran's universities
Abstract. The privileged position of vision in architecture design is, increasing-ly criticized, as also as the use of external representation methods, which de-grade the architecture's reality in a mere visual, or an "art of the printed im-age". However, the integration with architecture involves our entire body and all of the senses. Prior to professional field, this can be traced back to the es-tablishments, which educate the young architects. This article aims to study the origin of ocularcentrism in architecture education, and its pathology in according to the pedagogic experiences. It follows also this question that how …show more content…
Experiences show that the em-ployment direct approach for teaching the building element to freshman in architec-ture basic-design studios causes visual-based results. This approach leads to objecti-fication of design process. However, with a phenomenal approach, we can introduce every element, resulting from phenomena. They can guide us to arrive from subjec-tivity to objectivity. For example, from the verb of looking/view, or the light phe-nomena, the element like window can be presented to student.
Toward a multisensory education
The proposed topics in the approved program of architecture education, in a critical review in according to educational experiences, are not enough to educate architects that know human body and conceive human spaces. On the other hand the visual use of media or use of visual media, results a visual bias in architecture. Although, the education methods of teachers are different and can guide the syllabus towards the involvement of body in the design process and skill education, but it is expected that the multisonsory education find its place in courses
Case study: the basic courses of architecture in Iran's universities
Abstract. The privileged position of vision in architecture design is, increasing-ly criticized, as also as the use of external representation methods, which de-grade the architecture's reality in a mere visual, or an "art of the printed im-age". However, the integration with architecture involves our entire body and all of the senses. Prior to professional field, this can be traced back to the es-tablishments, which educate the young architects. This article aims to study the origin of ocularcentrism in architecture education, and its pathology in according to the pedagogic experiences. It follows also this question that how …show more content…
Experiences show that the em-ployment direct approach for teaching the building element to freshman in architec-ture basic-design studios causes visual-based results. This approach leads to objecti-fication of design process. However, with a phenomenal approach, we can introduce every element, resulting from phenomena. They can guide us to arrive from subjec-tivity to objectivity. For example, from the verb of looking/view, or the light phe-nomena, the element like window can be presented to student.
Toward a multisensory education
The proposed topics in the approved program of architecture education, in a critical review in according to educational experiences, are not enough to educate architects that know human body and conceive human spaces. On the other hand the visual use of media or use of visual media, results a visual bias in architecture. Although, the education methods of teachers are different and can guide the syllabus towards the involvement of body in the design process and skill education, but it is expected that the multisonsory education find its place in courses