Abstract:

The project methodology implies independent study of the student through longer-term interdisciplinary projects whose specific aims include meaningful learning. Therefore, teachers should be a guide in the learning process. The article focus on the differences between the widespread project methodology in bachelor degree of Architecture and it questions which modality achieves better results. Thus, the project methodology application differs in the European architecture schools. This analysis is about the project methodology developed in the Swedish architecture school (KTH) and in the Valencia architecture school (UPV).

In order to study these modalities of the project methodology it has been done a qualitative and quantitative research of: course organization, tutors supervision, workspace and interaction between students.

The main difference between modalities of project methodology is that the Swedish one applies literally the project methodology. All knowledge is taught through a single subject which combine every disciplines. In contrast, the Valencian school develops one interdisciplinary long-term project in the projects subject, but this subject shares dedication during the course with others which follow a classic organization as structures, construction, urbanism, among others.

In the Swedish school, the tutor corrections are individual and over the computer screen, which do not make possible the interaction with other students, followed by a sharing of the work in the different phases of the project. However, in the Valencia school it is more common the public correction over paper, which foster the tutor to explain general and abstract ideas.

The interaction between students largely depends on the teaching method, so if every stage is planed as an individual work, for sure the interaction is not going to happen, as in the case of the Swedish school. In contrast, if some phases are planned as teamwork, students get used to work together and to discuss their different points of view. For example, in the Valencian school, specifically in the studio 2 (composed of teachers with the same educational ideas), groups of students with different levels were created, this is called a vertical studio. Therefore students of different levels elaborate the same project, enjoying the wide range of opinions and the interaction between students.

In conclusion, the advantages of Anglo-Saxon teaching method (as the Swedish school) are that there are very few students per group and therefore the relationship between teacher and student is closer; these numbers also foster that each student have their own workplace; also this teaching method through a single project is a real case study in which the student learn by doing it by themselves. In contrast, the teaching method sum of different disciplines, which is the Spanish University case and specifically the Valencia school, has other advantages: such a large school, there are more teachers and consequently more alternatives and visions of one project, and therefore students have more choice; the second is that students have a solid and extensive knowledge regarding urban planning, graphic expression, architecture theory, structures and construction through their respective subjects and last, this teaching method promotes interaction between students and teamwork, rather than individuality.

Keywords:

Methodology, projects, architecture, ETSAV, ABE.