Search

Guided by two research questions: 1) What emerges as important in the reciprocal relationship between the pedagogical and architectural spaces in the design of a new school? 2) What has a significant influence on the design process of school architecture? This paper examines the taken-for-granted in school architecture when a new school is envisioned and designed. Through observations of a design process, four themes are identified where the reciprocal relationship between the pedagogical and architectural spaces is present: location, learning, communication and previous experiences. To demonstrate the significant influence on the design process, four so-called transactants are identified: 1) the signal value, i.e. the non-verbal message that the pedagogical and architecture relation provide, 2) vibrant learning environment, i.e. the pedagogical actions that are made possible in the architectural space, 3) words as space signifies, i.e. how a word incorporates associated behaviours and actions and 4) tacit professional knowledge which is based on previous experiences and leads the person in evaluating the design. Various experiences, the use and societal concerns in school architecture are further discussed in relation to designing new schools. [ABSTRACT FROM AUTHOR]

The present paper provides an overview of the inaugural edition of the Festival for Architecture Schools of Tomorrow (FAST), held in Timișoara in 2023, with particular emphasis on its section dedicated to #activation. The authors' involvement is presented in their roles as members of the research team of teachers, as well as coordinators and participants in the applied study. The final proposal, enriched by contributions from tutors and students representing all five faculties of architecture nationwide, encapsulates key themes such as rethinking resource utilization, fostering community resilience, prioritizing health, promoting inclusiveness, designing for climate adaptation. The intended purpose of the paper is to highlight the necessity of integrating sustainability principles into the educational curriculum, celebrating encounters, collaboration and shared values in the co-creation process of an architectural object. [ABSTRACT FROM AUTHOR]

Cable support structure of the façade greening of the central warehouse of the Zurich Municipal Electric Unity The façade greening of the new central warehouse of the Zurich Municipal Electric Unity (ewz) is an external structure made of supporting cables and hollow profiles that provides a total of 300 m2 of growing space for climbing plants. The supporting structure received a recognition at the award ceremony of the Prix Acier 2023 by the Swiss Center of Steel Construction (SZS). This article, which was presented in a similar form at the constructional steel day of the School of Engineering and Architecture of Fribourg in April 2024, documents the design process, the materialisation and structural design as well as selected aspects from the analysis and design of the supporting structure. [ABSTRACT FROM AUTHOR]

The past two decades saw a growing attention to the role of design for the geography of education and simultaneously shifted architectural attention towards the understanding of different forms of pedagogy. Yet, careful empirical engagements with the material architecture of contemporary school buildings and the experiences they mediate are still scarce or missing. Focussing on how mechanisms of control are imagined and practiced in the design and use of school buildings, this article fleshes out a picture of the performative spatial machinery of schools. It will do so drawing on designers' accounts, plans and visions for a Building Schools for the Future (BSF) building in Liverpool, UK and on accounts of the experiences of different school dwellers. Overcoming the dualist understanding of education as an activity that happens in objective frames of learning (the static architecture of the schools) or the subjective interpretations of users (the perception of teachers and students), we trace specific practices of 'dwelling' in the school building and identify architectural and designerly techniques for modulating control. Instead of dissipating or reducing control, or merely re-producing the classic forms of power, this versatile and porous type of architecture, we argue, multiplies and diversifies the forms of 'polycentric' control exercised through various intersecting lines of sight and sound. [ABSTRACT FROM AUTHOR]

Virtual technologies, such as AI and parametric protocols, can mash‐up infinite architectural forms in infinite configurations. Perhaps it is beneficial for students to concentrate on the real world for a while. Architectural educator Caleb White teaches at the Weitzman School of Design at the University of Pennsylvania and the Rensselaer Polytechnic Institute School of Architecture, where he guides students to examine machines, their vectors, geometries and components, as a means to re‐engage the physicality of reality. Here, he explains his architectural agenda and shows some of the fruits of his students' labours. [ABSTRACT FROM AUTHOR]

The use of machine analogies and allegories can help students liberate themselves from the tried and tested normative dogmas and doctrines propagated by architectural education. Daniel K Brown, Professor of Architecture at Victoria University of Wellington, New Zealand, and co‐guest‐editor of this AD, runs an extraordinary student design studio that has much success in conceptually intertwining machine aesthetics with history, culture and international literary narratives. Here he explains his modus operandi. [ABSTRACT FROM AUTHOR]

Copyright of New Architecture is the property of New Architecture Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arab International Journal of Digital Art & Designs is the property of Arab Institution of Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The theme of adaptive reuse, of great topicality for those who deal with built heritage, has its roots in the recent past, dating back to the end of the last century, when the problem of reuse proved to be competitive, for economic and cultural reasons, with respect to total demolition and reconstruction. Since then, various disciplinary and methodological approaches have been confronted with theories and methods of intervention, on an ever-expanding cultural heritage. This article offers a research perspective, with application of a case study of particular relevance to the city of Genoa, Italy. Adaptive reuse, in the text, is specifically dedicated to religious and sacred heritage that has lost its original function but has retained material traces and intangible values. The methodological approach, shared by several European architectural schools, is multi-disciplinary in nature and stems from the need to preserve material traces but, at the same time, preserve the spirit of the place, according to what is defined by the international community. The methodology and results are applied to the enhancement and reuse work for the former Genoa University Library, formerly the church of the Genoese Jesuit College (17th century). [ABSTRACT FROM AUTHOR]

Copyright of Dearq is the property of Universidad de los Andes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The vast majority of construction industry processes are labour intensive, and often fraught with errors due to non‐exact assembly tolerances and dimensions. Digital fabrication can mitigate or remove the potential of these anomalies occurring by negating or reducing human site‐participation. But there is another side to the digital fabrication coin – the transition to more automated processes will liberate humans to become more collaborative and creative with machines both virtual and actual. Daniela Mitterberger, an Assistant Professor at Princeton University School of Architecture, and Kathrin Dörfler, Assistant Professor of Digital Fabrication at the Department of Architecture at the Technical University of Munich, highlight the evolving advantages of these new relationships. [ABSTRACT FROM AUTHOR]

The article examines the interior of school learning space in the German-speaking and southern part of the Nordic region from the 19th century to the present day. Through the review of sources, analysis of primary sources, and images, school learning space has been explored in relation to established pedagogical paradigms, Herbartian and Reform Paradigms, in terms of how they perceive teaching and learning process. In the 19th century, in line with a standardized teaching process, school learning space was relatively simply organised, with an orderly structure and rows of desks. With the emergence of Reform educators at the turn of the 19th to the 20th century, with a focus on teaching that catered to the needs and interests of students, school learning space acquired multiple roles and became the basis for the current understanding of school learning space. In Dewey’s concept of ideal school, a conceptual origin of modern architectural designs of school learning space can be recognised. Based on the analysis of these designs from the perspective of current trends, particularly communication pedagogy, it can be concluded that a constructive school learning space requires an open area that does not isolate students. Open questions for further research into school space have been indicated. [ABSTRACT FROM AUTHOR]

This article presents the work on the personal documentary collection of the architect José Vial Armstrong (1926-1983), part of the founding group of the School of Architecture of Valparaíso. This was based on identifying, reviewing, organizing, and classifying almost a thousand unpublished theoretical documents, providing new insights into his individual work and role within the group. Considering the proposal to revisit the sources of modern architecture, according to Panayotis Tournikiotis (2014), this article aims to demonstrate how the study of Vial’s documentary collection would make the author visible in the historiography of modern architecture in Chile, as well as to understand the role of the architect within the School to which he belonged, and, therefore, to review new information about this institution. [ABSTRACT FROM AUTHOR]

Copyright of New Architecture is the property of New Architecture Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the history of the French colonial architecture of schools in the city of Annaba (ex Bône) in Algeria by spotlighting the buildings and their characteristics to identify the links between educational colonial policies, primary school architecture, and the context of their creation. This historical perspective enhances our understanding regarding the evolution of the architecture of Bône primary schools. Although the construction of public infrastructure at that time followed the movement of building Algerian cities to occidental standards, the issue of education and the construction of primary schools was extremely political, since French public instruction in Algeria was an integral part of the political project of colonial conquest. Primary school was a powerful tool of moral conquest; it began with a civilising mission then shifted to assimilation and integration. The evolution of the production of primary schools testifies to the seal of the various colonial educational policies, laws, and successive reforms that spread over this period, which influenced the school and its architecture. [ABSTRACT FROM AUTHOR]

Copyright of Anadolu University Journal of Art & Design / Sanat & Tasarım is the property of Anadolu University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, multi-functional lecture halls have developed rapidly and become a symbol of contemporary public spaces and places. This kind of spatial facility that brings together the advantages of land intensiveness and multi-functional integration also faces feedback such as poor acoustic effects. However, current research rarely involves the architectural design perspective, which is actually the root consideration of this problem; that is, how to set up corresponding spatial layout measures to optimize acoustic performance in a relatively economical and simple way. This study uses the academic lecture hall of the School of Architecture and Planning of Yunnan University as a case to try to solve these problems. The research is based on holistic considerations, starting from site selection, architectural design, aesthetic considerations, and environmental noise assessment, and combining simulation results with actual measurement results. Using a prediction–comparison–verification method, key acoustic parameters such as speech intelligibility, loudness, and reverberation time were calculated and evaluated to understand the acoustic design problems of the hall. The study found that the out-of-control reverberation time was the main cause of poor acoustic feedback, and based on this, optimization and transformation were carried out from an architectural perspective. Finally, a renovation suggestion was made that the application of sound-absorbing materials on the rear wall can achieve better acoustic effects inside the hall. Among the space combination methods, the combination of "rear wall, central ceiling, and front ceiling" has the best effect. Practical insights are provided for improving the acoustic performance of the multi-functional lecture halls while taking into account the acoustic design and feasible requirements. [ABSTRACT FROM AUTHOR]

This text presents a cross-section of the actors and spheres of power about architectural education in 18th-century Paris. Institutional architectural education, then monopolized by the Académie Royale d'Architecture, was thrown into crisis by the École des Arts, the first independent architectural school opened by Jacques-François Blondel. The crisis that emerged from the tense relationship between the "old" and the "new" knowledge regimes enabled the problematization of architecture through education and created a basis for long-term discussions. Blondel's interesting ideas in architectural education also questioned the methods of learning. Architectural education has now lost its privileged position, accessible only to an affinity group. It has become a model where everyone can access the necessary courses under a single roof. At the same time, the classical models, which meant the architecture of the king and were determined and approved by the elite academics of the Académie, were also eroded. In addition, this "new" situation inevitably produced its dilemmas. In this article, while the journey of architectural education towards independence was described, the efforts of the actors to create new disciplinary regimes through architecture can also be read. [ABSTRACT FROM AUTHOR]

This study aims to reveal the application of the relationship between architectural form and the expression of the Buoyant Montessori School (BMS) Kupang building. Developing a philosophy of architectural anatomy using the fundamentals of architectural design is the initial step in the study. The study's foundation is architectural anatomy and the design principles discovered in the observation unit of the two- and three-dimensional redesigned Buoyant Montessori School (BMS) Kupang building. After investigation, an interpretation of the Buoyant Montessori School (BMS) Kupang buildings was developed. This interpretation incorporated an ideology of universal educational value as well as a monumental, formal, local expression. For stakeholders, particularly the regional government and architectural practitioners, the study's findings can be used as a reference source and enhance the architectural concept of school buildings. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of New Architecture is the property of New Architecture Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of New Architecture is the property of New Architecture Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This document is a corrigendum for an article titled "Public participation in urban design with augmented reality technology based on indicator evaluation." The corrigendum addresses errors in Table 2 and Table 5 of the published article, as well as errors in the order of data descriptions and unclear sentences in the Results section. The corrections have been made to ensure accuracy, but they do not affect the scientific conclusions of the article. The authors apologize for the errors and state that the original article has been updated. [Extracted from the article]

This article examines the architectural development of Lithuanian schools during the interwar period. Adopting a comprehensive approach, it juxtaposes educational provisions with the formation of the physical environment for education. School architecture is analyzed from functional, spatial, compositional, and aesthetic perspectives. The study of primary schools and gymnasiums is organized chronologically. During the interwar period, Lithuanian school architecture underwent multifaceted changes, reflected in the variety of building sizes and their more even territorial distribution. There were significant changes in materials and construction methods, functional composition, spatial organization, and artistic expression. Two developmental phases emerged: the beginning and the becoming. The first decade was marked by traditional architecture featuring wooden structures, standard designs, and repetitive layouts that combined educational and residential functions with a historicist aesthetic. In the second decade, masonry schools were constructed based on individual, professionally designed projects. The functional programme expanded to better meet educational needs, incorporating functional zoning, spaciousness, technological innovations, and modernist aesthetic tendencies. The evolution of primary schools during this period exhibits a dynamic shift from simple wooden structures housing a single classroom to professionally designed masonry buildings featuring multi-classroom structures and diverse functional arrangements. Concurrently, gymnasiums underwent substantial transformations, characterized by changes in building size, utilization diversity, spatial organization, and architectural form. During the 1930s, a distinct architectural model for school typology emerged, emphasizing functional complexity, logical room grouping, spatial organization, technological advancements, and a restrained modernist aesthetic. [ABSTRACT FROM AUTHOR]

In architectural education, informal interaction spaces play a significant role in experiential learning, allowing adult learners more flexibility and freedom. In India, the significance of these spaces has been heightened by the National Education Policy (NEP 2020) formulated by the Ministry of Human Resources, Government of India, which aligns with the activities promoted in educational institutes' informal interaction spaces. This research paper explores the role of informal interaction spaces in enhancing student-centered learning in architecture schools, presenting best practices for their design and utilization. The study employs mixed research methods, including literature review, case studies, and interviews, to gather perspectives from learners and instructors. The case study reveals a strong positive correlation between the percentage of informal interaction space and the learning outcomes of students. In addition to identifying challenges in informal interaction spaces, including interference and design issues, the literature study and respondents' views associate the crosscultural discussions happening in these spaces with academic learning, life skill enhancement, and the development of collaboration skills, establishing their significance in facilitating effective and student-centered pedagogy. Varied preferences of respondents regarding design criteria to be adopted in designing informal interaction spaces emphasize the need for adaptable designs that cater to diverse student needs regarding placement, visual connection, and amenities. The conclusions underscore the multifaceted impact of these spaces, providing valuable insights for their refinement and contributing to ongoing discourse in architectural education. [ABSTRACT FROM AUTHOR]

The article traces the genesis of the simple Arabic hypostyle mosque to the centrally-planned mosque of the Ottoman type. It is argued that the architectural development of plan types and volume-compositional characteristics did not depend on political processes and several rulers, but rather on those changes that took place in the traditions of the Islamic school of architecture. Three main periods of mosque architecture with sub-periods are defined: the early period of the introduction of Islam (641-749), the middle period (750-1550), and the late period (1551-1911). Each of the periods was characterized by noticeable changes in planning, design, structural schemes, and decoration. [ABSTRACT FROM AUTHOR]

Charles W. Moore (1925–93) was one of the most important architectural educators in the second half of the twentieth century in America, earning the Topaz Medallion in 1989 for excellence in teaching and scholarship during a career spanning four decades. The theme of "untimely teachers," applied cautiously, can help clarify Moore's achievements as a pedagogue. Like other postmodern architects, Moore saw no contradiction between practicing as a creative agent and learning from history. His career thus challenged the radical, iconoclastic rhetoric of modernism that sought rupture with historical precedent and that argued for a uniquely modern Zeitgeist as a determinant of architectural form. Despite this historical turn, Moore was neither a revivalist nor a historian. His enthusiasm for history was mediated by a sense of contemporaneity. Based on archival research and interviews with former students, this essay focuses on the years Moore taught at the Yale School of Architecture, where he decisively reworked the design curriculum to reflect his interests. What emerges is a time in architectural education when precedent could shape the future. [ABSTRACT FROM AUTHOR]

This article explores the value and lessons of the late baroque for Dalibor Vesely as an example of the role that it played for many architectural educators in the 1970s and 1980s. It shows the specific roots of Vesely's interpretation of the late baroque in the context of the influence of his mentors, the art historian Vaclav Richter, and the phenomenologist Jan Patočka whose thought positioned the late baroque in relationship to the crisis of modernity. It then shows how Vesely used the late baroque in his studio and seminar teaching in the 1980s at the University of Cambridge school of architecture, not only to develop his students' historical and theoretical critique of modern architecture, but as a model for contemporary design practice, finding in examples of late baroque churches, such as Johann Michael Fischer's renovations of the church at Zwiefalten Abbey (1739–65), an architecture of ambiguity, complexity, sensuality, imagination, and holism that could inspire contemporary architecture. [ABSTRACT FROM AUTHOR]

Architectural models serve as a bridge between the idea and its realization. Moreover, it is considered one of the main means by which the architect invents and develops his design. The “Architectural Models” course in many architectural schools introduces the basics of implementing architectural models. Students learn how to think of and build architectural models using different materials. While many of these courses overlook how to think about architectural concepts using physical models. The aim of this research is to state and examine strategies for generating architectural ideas using physical models. This paper discusses various strategies for generating architectural ideas using physical models. Furthermore, it illustrates an experiment conducted in the “Architectural Models” course in the Department of Architecture and Environmental Design at the Arab Academy for Science and Technology, Egypt, which was offered in 2021. The experiment was followed by a small questionnaire. The experiment aims to stimulate the creation of innovative architectural forms using physical models. The role of architectural models goes beyond presenting projects. Therefore, the intended learning outcomes of the “Architectural Models” courses in architecture departments should be developed. Strategies for generating ideas using architectural models were adopted and applied. This is the first paper in which such strategies are examined. The final students’ products were very good, and their feedback was very encouraging. [ABSTRACT FROM AUTHOR]

The vast and plural production of the woman architect, musician, activist, occasional educator and tireless researcher Anna Bofill Levi (Barcelona, 1944) is characterized by certain features that make its author a unique personality, although one hardly known and recognized in the Spanish and international circles that are the custodians of prestige in architecture. She has achieved most public recognition as a composer, the field in which she has been most productive over time and developed the furthest. Her music is characterized by the number of references, especially contemporary, she includes, the wide diversity of countries where it has been performed, and the range of people to whom she has dedicated her works, all these aspects testifying to her cosmopolitan and libertarian spirit and her commitment to equality. Her incessant writing, with all the reading it entails, has also left us with a large body of written work, extending over a number of fields, including most notably her reflections on the influence of the gender-based perspective on urban planning. A factor also reflected in her architecture, for example, in the implementation of participatory processes in her project designs. She joined the Taller de Arquitectura from the time she began her studies at the School of Architecture in Barcelona in 1964--she graduated in 1972--, and then commenced her independent career in 1981, although her first solo works date from 1977. Her work at the head of her office for almost 20 years is evidence of a tireless capacity for work and an unwavering commitment to people's welfare. This paper analyses Anna Bofill's contributions to feminist thinking through her work as an architect. Also, it addresses the study of a cultured person, a woman with great sensitivity and a strong political and personal commitment who has suffered discrimination and who hasmade rigor and determination themeans to achieve her non-negotiable freedom. [ABSTRACT FROM AUTHOR]

Two design studios were successively taught in two schools of architecture: one at the Harvard Graduate School of Design (GSD) and the other at the Swiss Federal Institute of Technology in Lausanne (EPFL) in Lausanne, Switzerland, based on "A Global Moratorium on New Construction," an initiative that interrogates construction protocols and advocates for a pause in building new structures. This essay is an account of the studios' methodology, some of their outputs, and what a radical questioning of architecture's baseline mandate entails, from death threats to empowerment. [ABSTRACT FROM AUTHOR]

This paper explains the ambitions of Africa's first independent nonprofit school of architecture—the School of Explorative Architecture—in light of the decoloniality ideas that were galvanized by the Rhodes Must Fall protests at the University of Cape Town in 2015. The paper describes the School's three modes of teaching and learning architecture, namely the thing (professional competencies of designing a building), the shadow of the thing (theorized and critical thinking around buildings and architecture), and the painted shadow of the thing (creative acts engaging architecture in ideas and critical thinking). The paper explains the nuances of teaching and learning architecture in the South African context and the importance of teaching professional competencies while surfacing 'other' conditions through the painted shadow. The paper ends by asking if a radical spatial alterity—the folding of the thing, the shadow, and the painted shadow into each other—is possible. [ABSTRACT FROM AUTHOR]

In March of 2022, in response to Florida Bill H.B. 1557 ("Don't Say Gay" law), a group of students and faculties from the University of Miami's School of Architecture built a public installation titled Bad Built-Ins: Closets as Vestibules. The text investigates this public installation as a form of "extracurricular activism," a type of justice work within the educational academy, as an attempt to remove the apparent and artificial separation between the affairs of the university and communities at large. [ABSTRACT FROM AUTHOR]

When an architectural argonaut whose creative life was spent on a quest to open more possibilities for architecture meets another, a special mutual respect is instilled. Peter Cook, Archigram co‐founder and doyen of the Architectural Association (AA) in the 1980s, recalls his initial encounter and some of the moments he has shared with Lebbeus Woods over the decades. [ABSTRACT FROM AUTHOR]

Polymorphism was an important tactic used by Woods to render objects and spaces in the process of transformation and transmutation. Ashley Simone, Associate Professor at the Pratt Institute School of Architecture in New York City, explores the terrain where materiality meets change, where fantasy supplants reality. Her prime example is the suite of drawings for the 'AEON' project. [ABSTRACT FROM AUTHOR]

Some of Lebbeus Woods's formative years were spent on the 'flat, treeless plain' at the University of Illinois School of Architecture and at various home and studio addresses in Urbana‐Champaign. Architectural historian Sharon Irish describes the dynamic setting of this urban stage and Woods's personal and professional preoccupations of the time. [ABSTRACT FROM AUTHOR]

Copyright of VAD: Veredes, Arquitectura y Divulgación is the property of Alberto Alonso Oro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present research starts by considering state educational establishments and their school architectures as spaces where part of the territorial construction carried out by the States is enabled. At the same time, they are spaces around which a multiplicity of territorialities are being developed as they are located in cities or in clustered or dispersed rural areas, therefore interacting with different social groups. This article seeks to identify how the space of the state school collaborates in the production of territoriality in contexts of indigenous-peasant communities located in mountain areas representing a very difficult access in the province of Tucumán, Argentina. At the same time, it is interesting to visualize the nuances that are generated in the interaction between the territorialities of the indigenous-peasant communities and the school institutions in these particular contexts. The starting point for this study was the identification and analysis of 14 rural schools located in the Cumbres Calchaquíes and Sierras de Quilmes mountain ranges, areas inhabited mainly by indigenous-peasant communities. Among the main results, it is proposed that in these specific contexts, the state territoriality sought by educational establishments and school practices is challenged and modified by local practices. [ABSTRACT FROM AUTHOR]

Slime moulds have no central nervous system and are single‐ cell organisms, yet they can build communities of themselves to create complex, food‐foraging cooperative networks. They are even known to solve mazes in search of something to eat. Mario Carpo, Reyner Banham Professor of Architectural History and Theory at the Bartlett School of Architecture, University College London, explains the unique position of slime moulds in recent complexity and emergence studies. [ABSTRACT FROM AUTHOR]

In the last decade, the B‐Pro post‐professional Architectural Design Master's programmes in Architectural Design (AD) and Urban Design (UD) at the Bartlett School of Architecture, University College London have developed innovative research delving into various aspects of design and digital technologies. Such preoccupations include biotechnology, computation and artificial intelligence, digital fabrication and robotics. Programme directors Roberto Bottazzi and Tyson Hosmer, and Theory Coordinator Mollie Claypool, illustrate some of its recent thought‐provoking work. [ABSTRACT FROM AUTHOR]

The long‐term research project Posthuman AIchitectural Speculations is a collaboration between Alberto Fernández González and Mark Garcia, both of whom are lecturers at the Bartlett School of Architecture, University College London, and PhD candidates on the Architecture and Digital Theory programme there. Here they investigate how well artificial intelligence can help develop posthuman architectures and the symbiotic relationship between language and AI as a way of speculating about spatial futures. [ABSTRACT FROM AUTHOR]

Ever more astounding numbers of animals are being farmed for human consumption. Paul Dobraszczyk, a lecturer at the Bartlett School of Architecture, University College London, argues that humanity does not see or bother to comprehend the cruelty these animals are subjected to within industrialised farming processes and slaughterhouses. This, he says, is a design issue, requiring more effort to be made to give these animals a dignified life. [ABSTRACT FROM AUTHOR]

Over the centuries, architects have distanced themselves from the accumulated architectural knowledge, which often provided constructive solutions highly connected to the climatic context and cultural characteristics. With utmost expression from the 20th century on, building designers have assumed a somewhat negligent attitude towards the architectural project, essentially relying on active mechanical systems, to achieve indoor environmental comfort conditions. This paper overviews the current knowledge of solar control elements adopted and developed by Brazilian architecture, tracing its origin to the influence of Arab and Moorish architecture, with the objective of valuing passive solutions. Arab influence in Brazilian architecture began in the 17th century when Portuguese settlers felt the need to adapt the colonial buildings to the climatic constraints, particularly with regard to excessive solar radiation, leading to indoor thermal discomfort and excess natural light. Arab influence in Brazilian architecture remains present until the current day with the same objectives; however, it has been reinterpreted and appropriated by the Brazilian architectural school. Among the most used construction elements during the colonial period were the muxarabis, rótulas, and gelosias. Throughout the 20th century, these elements were culturally appropriated and served as inspiration for the development of the cobogó and the pioneering use of brise-soleis in Brazilian architecture. These elements have spread throughout global architecture, accompanied by the adoption of computer-controlled dynamic solar protection systems. Therefore, it is important to promote traditional solutions and encourage new architects to adopt passive approaches, aiming for energy efficiency and reducing environmental impacts. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Arquitectura (1657-0308) is the property of Universidad Catolica de Columbia, Facultad de Arquitectura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Arquitectura (1657-0308) is the property of Universidad Catolica de Columbia, Facultad de Arquitectura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Constelaciones (2340-177X) is the property of Fundacion Universitaria San Pablo - CEU and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)