An alternative approach to teaching architectural history: Redrawing the pedagogical boundaries between architectural history and design studio with flexible and blended methods
Jadresin-Milic, Renata; Mitchell, Cat
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Citation:Jadresin Milic, R., & Mitchell, C. (2021). An alternative approach to teaching architectural history: Redrawing the pedagogical boundaries between architectural history and design studio with flexible and blended methods. FAMagazine, 2021: ArcheA IO3 - Manual of best practices for a blended flexible training activity in architectural higher education. 64-69. doi:10.12838/fam/issn2039-0491/n0-2021/821
Permanent link to Research Bank record:https://hdl.handle.net/10652/5648
Through the presentation of a case study this paper advocates for the use of flexible and blended learning techniques to teach architectural history in a way that reinforces the connections between architectural history and problem-solving to inform the students design work in studio. The paper seeks to emphasise the utility of employing digital pedagogies to strengthen architectural history and design studio connections whilst, critically, enhancing student learning. A description of the Critical Studies 1 (CS 1) course, the teaching approaches employed within it, and the impact on student learning is offered within the constraints of this short paper.
Keywords:Auckland (N.Z.), New Zealand, architecture education, architectural history, architecture students, Unitec Institute of Technology, Unitec courses, design practice, Bachelor of Architectural Studies (BAS), design studio education
ANZSRC Field of Research:390303 Higher education, 390199 Curriculum and pedagogy not elsewhere classified, 330199 Architecture not elsewhere classified
Copyright Holder:FAMagazine. Scientific Open Access e-Journal ©2010
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