04 Teaching strategies and pedagogical approaches.

Development of teaching strategies and pedagogical approaches for architectural education in MEDES Countries.

The previous intellectual outcomes focused on the design of architects’ profiles in the MEDES Country, the question that arised was how this profile could be built through educational (infra)structures and pedological strategies and processes. We tried to elaborate which educational paths we should follow in order to construct the desired architects profiles, the  contents of studies we have to organise in order to achieve the expected profile as educational outcome and how the local particularities projected in the educational contents and methods so that the local and the international could collaborate constructively. We also tried to pin down the creative synergies that could be established between the European dynamics in architectural education as a result of the demands emerging by the local societies, cultures and needs. In this framework we elaborated the contribution of the profession to the educational process.

This intellectual outcome prepared proposals for teaching approaches to architecture in terms of education, content and method. More specifically the project elaborated proposals regarding the contents and the method of teaching of the following fundamental parameters of architectural education and more specifically architectural design education:

  • Conceptualizing, Designing, Materializing Architecture:  Design Thinking and Doing is the core of architectural education. In order for a student to be able to create architecture he/she must develop a significant number of skills and competences which architectural education has to cultivate.  These competences have  already been listed in the previous intellectual outcome (O3). How can these skills and competences be assured by the learners? Which teaching/learning approaches can we implement?
  • Re-thinking, Considering and Interpreting the Human Aspect of Architecture: In order for a student to be able to create architecture, s/he has to have a significant input from the Humanities. As a consequence, the parameter Thinking /considering the human grouped all competences related to this input emerging from the previous intellectual outcome.
  • Theories, Histories & Cultures of Architecture. In order to be able to create, an architect needs to have an architectural culture. This means that a number of competences were developed and to relate to the history and theory of architecture, to the understanding of their operational value and to their impact on the way that graduates conceive architecture.
  • Technical, Environmental & Contextual Issues relating to Architecture. In order to be able to create, an architect has to have a significant input from engineering and building technology. Technical and environmental considerations grouped all competences related to this input.
  • Communication, Collaboration & Interdisciplinarity in Architecture. An Architect has to be able to communicate the outcomes of his/her work. Communication is a significant parameter of the profile of the graduate and this heading covered all relative to communication competences.
  • Experimenting, Innovating & Researching through Architecture. Architects have to be innovative. Experimentation and Research on architectural innovation is fundamental for architectural creation. This heading grouped all competences related to the innovative thinking, doing and knowing.
  • Initiative & Enterprise through Architecture. The architect has to posses organization and management skills and to be able to understand the complex relationships involved in his creative process and professional activity. This heading grouped all competences related to  entrepreneurship to be assured through  educational activities.