Teaching history for design at TU Delft: exploring types of student learning and perceived relevance of history for the architecture profession

Abstract

Historical investigation anchors architectural and urban practice. Analyzing two sets of questionnaires distributed in different class settings, this paper explores two questions: how do design students currently learn about architectural history, and how do they translate this knowledge into their design practice? First, tentative conclusions are that (1) physical engagement with buildings outside the classroom is an important inspiration for the students, (2) (assigned) books definitely influence their (design) thinking, (3) different types of pedagogy-lecture, seminar, thesis, studio-affect student learning in different and complementary ways, and (4) students overwhelmingly see history as a relevant preparation and foundation for design, but this understanding is implicit and often unspecific. Keywords Architectural education • Pedagogies of design • History of architecture • History of urban form • Design education

The importance of evaluating the environmental design and performance of student projects as a product of architecture departments: A case study

“…The Rubrics method is a descriptive method of assessment [31]. It is also an effective and varied way to assess the extent of knowledge and the level of development of technical skills [32], and it can be the basis for the use of academic judgment on student performance [33]. Therefore, there is a great tendency in higher education to use this method for its positive role in learning and education [34] because this method clearly and explicitly explains how the process of learning and education should proceed and what results are required of the student so this method can be used to assess different levels of achievement [35].…”

The Exhibition as Assessment: Design Research in Architectural History

“…The most prominent aspect of designing, according to the framework, is referred to as the "domains" (1), which include factors such as space, composition, function, materials, and socio-cultural and historical contexts. Although these aspects are commonly discussed in design education, the design process extends beyond these domains, and design education should place more emphasis on the other four components outlined in the framework (Hein and van Dooren, 2019).…”

Muéstrame Málaga: un recorrido por la historia de la arquitectura guiado por el alumnado

“…Como concluyen Hein y van Dooren tras su investigación en la University of Technology de Delft, alumnos y alumnas consideran que es importante la experiencia física de los lugares y entornos históricos para aprender contenidos teóricos de la historia y les inspira en su propia experiencia individual (Hein, C., van Dooren, E., 2019).…”