About this paper

Appears in:
Pages: 4784-4789
Publication year: 2012
ISBN: 978-84-615-5563-5
ISSN: 2340-1079

Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain

DEBATE AS METHODOLOGY TO LEARN ARCHITECTURAL CRITICS

C. Mileto1, F. Vegas López-Manzanares1, V. Cristini1, V. La Spina2, L. García Soriano1

1Universidad Politécnica de Valencia (SPAIN)
2Universidad Politécnica de Cartagena (SPAIN)
Among the capabilities distributed by knowledge areas or subjects belonging the studies of Architecture, the capability of being able to express architectural critics is a specific one assigned completely to the Composition area, both by the Ministery and by the different curricula of the some thirty schools of architecture existing in Spain. Learning how to make an architectural critic is a complex process based upon some previous knowledge (history of architecture, theory of architecture, etc.), initially to be acquired by students in the first academic year and to be trained in different subsequent subjects in order to reach an adequate level in this capability. In the School of Architecture of the Universitat Politécnica of València, the capability of making an architectural critic is specifically worked in the subject of Architectural Composition during the fourth year and Architectural Restoration in the fifth year, both belonging to the Department of Architectural Composition. This capability is developed through a methodology based upon debates that the students organized in the classroom. Reduced group of students prepare a topic previously agreed with the professor to become a kind of “experts” of it with the help of bibliography, articles, documents, etc. and they make a brief presentation generating questions and doubts among the audience of their fellow students. After this presentation, this audience must try to answer those proposed questions and doubts, that often have not a clear or definitive answer, but many possible critical interpretations. These debates allow the students to express personal visions of a topic founded on previous acquired knowledge in these or other subjects, having to argue a critical position. Besides, this methodology encourages an intense and active participation of all the students of the classroom, not to mention the development of the capabilities of reflection, oral exposition and argumentation.
@InProceedings{MILETO2012DEB,
author = {Mileto, C. and Vegas L{\'{o}}pez-Manzanares, F. and Cristini, V. and La Spina, V. and Garc{\'{i}}a Soriano, L.},
title = {DEBATE AS METHODOLOGY TO LEARN ARCHITECTURAL CRITICS},
series = {6th International Technology, Education and Development Conference},
booktitle = {INTED2012 Proceedings},
isbn = {978-84-615-5563-5},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2012},
year = {2012},
pages = {4784-4789}}
TY - CONF
AU - C. Mileto AU - F. Vegas López-Manzanares AU - V. Cristini AU - V. La Spina AU - L. García Soriano
TI - DEBATE AS METHODOLOGY TO LEARN ARCHITECTURAL CRITICS
SN - 978-84-615-5563-5/2340-1079
PY - 2012
Y1 - 5-7 March, 2012
CI - Valencia, Spain
JO - 6th International Technology, Education and Development Conference
JA - INTED2012 Proceedings
SP - 4784
EP - 4789
ER -
C. Mileto, F. Vegas López-Manzanares, V. Cristini, V. La Spina, L. García Soriano (2012) DEBATE AS METHODOLOGY TO LEARN ARCHITECTURAL CRITICS, INTED2012 Proceedings, pp. 4784-4789.
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