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During the Second World War, American architecture was in a state of crisis. The rationing of building materials and restrictions on nonmilitary construction continued the privations that the profession had endured during the Great Depression. At the same time, the dramatic events of the 1930s and 1940s led many architects to believe that their profession--and society itself--would undergo a profound shift once the war ended, with private commissions giving way to centrally planned projects. The magazine Architectural Forum coined the term "194X" to encapsulate this wartime vision of postwar arc

Intro -- Preface -- Acknowledgements -- Contents -- About the Editors -- Part ISmart Architectural Design Education and Practice -- 1 Improvisation Impact on Creativity Strands in Architecture Education -- 1.1 Introduction -- 1.2 Methodology -- 1.2.1 Experiment Design -- 1.2.2 Data Gathering Tools -- 1.2.3 Data Analysis Method -- 1.3 Findings -- 1.3.1 Divergence Components -- 1.3.2 Questionnaire -- 1.3.3 Observation -- 1.4 Discussion -- 1.4.1 Creative Person -- 1.4.2 Creative Press -- 1.4.3 Process -- 1.5 Conclusion -- References -- 2 Biomimetic Approaches in Architectural Design Education -- 2.1 Introduction -- 2.2 Methodology -- 2.2.1 Case Study 1: The ITECH Program: Stuttgart University -- 2.2.2 Case Study 2: BID Course at Georgia Tech (Centre for Bio-inspired Design) -- 2.2.3 Case Study 3: An Engineering Elective Course at Texas A& -- M University -- 2.2.4 Case Study 4: The "Arthropods-Architectural Articulation" at the Department of Architecture, Uludağ University, Turkey -- 2.3 Findings -- 2.4 Discussion -- 2.5 Conclusion -- References -- 3 Tracing the Impact of Teaching Sustainable Design on Design Projects in Architectural Freshman Level -- 3.1 Introduction and Problem Definition -- 3.1.1 Aim -- 3.1.2 Methodology -- 3.2 Teaching Methods in Architecture Education -- 3.3 Integrating Sustainability into Architectural Education -- 3.4 Case Study Analysis -- 3.4.1 Teaching Methods -- 3.4.2 Output of the BS (1) Course -- 3.5 Discussion and Findings -- 3.5.1 Evaluating the Course's Impact from Students' Perspective -- 3.5.2 Evaluation of Course Impact on Students' Design Projects -- 3.6 Conclusions -- References -- 4 Gaps Facing Sustainable Architectural Design Training and Education in Egypt -- 4.1 Introduction -- 4.2 Architecture Practice and Sustainable Development -- 4.3 Education for Sustainability -- 4.4 Method.

Questo contributo individua le specificità Scuola di Architettura, Pianificazione e Paesaggio dell'Università di Newcastle. Caratterizzata da un corpo docente molto eterogeneo e da competenze in tutta la disciplina, la Scuola sostiene fortemente l'idea di un ruolo sociale dell'architettura. Ciò riflette, in parte, la cultura architettonica di Newcastle, radicata nell'ascesa e nella crisi di un grande porto industriale ai confini dell'Inghilterra. questa vocazione è emersa chiaramente nella generazione dei cosiddetti New Brutalists / Nuovi Brutalisti, chiamati a dare una forma e una sostanza alla politica del Welfare State. Come scuola di architettura orientata alla ricerca, l'APL intende il progetto come una sfida culturale collettiva che implica l'acquisizione e l'esercizio di conoscenze e competenze complesse, per le quali la realtà della pratica architettonica è un costante termine di riferimento. ; This article aims at tracking down some identity features of the School of Architecture, Planning & Landscape of Newcastle University. Characterised by a very heterogeneous teaching staff covering a broad breadth of expertise across the discipline, the School strongly supports the idea of a social role for architecture. Partly due to Newcastle's architectural culture - rooted as it is in the rise and fall of a great industrial port at the borders of England - this vocation emerged clearly in the generation of the so-called New Brutalists, called upon to give a form and substance to the politics of the Welfare State. As a research-led school of architecture, APL understands design as a collective cultural endeavour that involves the acquisition and exercise of complex knowledges and skills, for which the reality of architectural practice is a constant term of reference.

This interdisciplinary book explores design theories, combining research from a range of fields including architecture, landscape architecture, urban planning, urban design, industrial design, software engineering, environmental psychology, geography, anthropology, and sociology. Following an extensive review of the current literature, the author reveals eight major types of theory in design processes. The theories are classified as follows: Rational vs. Empiricist Theories, Procedural vs. Substantive Theories, Normative vs. Positive Theories, Design Scopes, Designers vs. People, Form and Space Creation Paradigms, Efficient Tools and Sources in the Design Process, and Place vs. Non-Place Theories. The respective design theories are illustrated with diagrams, tables and figures, condensing the content of over 140 essential theoretical texts that address various aspects of design processes. Given its scope, the book will appeal to undergraduate and graduate students, and to researchers and practitioners in design, urban planning, urban design, architecture, art, etc.

Under the headers of 'advocacy planning', 'collaboration', 'participatory design', 'co-production', 'commoning' and 'negotiated planning', participation is, nowadays, at the centre of the debate on urban design. Architects and urban designers are developing new concepts, tools and roles to comply with these new participatory modii operandi. The participatory concern in the urban design process has not only a long history in practice but also in urban design education. Various experimental initiatives with participation emerged in the domain of architectural pedagogy in the late sixties, often starting from student initiatives. Representative cases are The Architects' Resistance (TAR) - a group formed in 1968 by architecture students from Columbia GSAPP, MIT Department of Architecture, and Yale School of Architecture, - the National Organization of Minority Architecture Students (NOMAS), the Black Workshop, the City Planning Forum, and Associazione Studenti e Architetti (ASEA). Many of these groups emerged within the context of the struggles for civil rights and thus made a plea to have non-hegemonic or 'other' voices heard in the urban design process. These initiatives explored how new concepts, roles and tools for participation could become part of the education of the architect and urban designer. The paper investigates an ensemble of counter-events, counter-publications in the US and Italy during the sixties, shedding light on their impact on the institutional status of academia and on how activism can reinvent the relationship between architecture and democracy. Its objective is to reveal the tensions between enhancing equality in planning process and local bureaucracy in the case of advocacy planning strategies, on the one hand, and to reflect upon the necessity to reshape the urban planning models in order to respond to the call for a more democratic society, on the other.

Urban design activities, thus designated, fall into three categories: 1) public aspects of architecture and landscape architecture that should normally be a routine part of the practice; (2) analytical and budget preparation aspects of the formulation of metropolitan and regional policies that provide for design without being designed; and 3) the current modeling and design of what is unprecedented, large-scale units that increasingly dominate the urban scene.The third category, the unique aréa of urban design, requires skills and responses to different determinants to omit both the first category (architecture) and the second category (analysis and urban planning).Specialization in each field is required. ; Las actividades de diseño urbano, así designadas, se dividen en tres categorías: 1) aspectos públicos de la arquitectura y de la arquitectura paisajista que normalmente deben ser una parte rutinaria de la práctica; 2) aspectos analíticos y de preparación de presupuesto de la formulación de politicas metropolitanas y regionales que proveen para diseño sin ser diseño; y 3) el modelado y diseño actual de lo que no tiene precedente, unidades a gran escala que crecientemente dominan la escena urbana. La tercera categoría, el aréa singular del diseño urbano, requiere destrezas y respuestas a determinantes diferentes omitir tanto la primera categoría (arquitectura) como la segunda categoría (análisis y planificación urbana). Es necesaria la especialización en cada campo.