
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Dr. Iman Osama Abdel Gawad
Helwan University, Faculty of Fine Arts, Department of
Architecture, Cairo, Egypt
 To link History courses to design problem solving, and
outline the value of history courses in students’ lives
 To open the way for architecture students to understand the
ways in which our built environment has been historically
shaped
 The development of assignments that spark excitement in
students and create an interrelationship between the history
courses and the architectural design courses
International
UIA/UNESCO charter of architectural education
USA
The National Architectural Accrediting Board (NAAB)
Massachusetts Institute of Technology (MIT)
The Global Architectural History Teaching Collaborative 'GAHTC'
Europe
The Foundation for Architecture and Education (AE) in Scotland
The Royale institute for British Architects (RIBA)
HISTORY IN ARCHITECTURAL INSTITUTIONS WITH LIMITED RESOURCES ?????
1. METHODS OF TEACHING
The method set up in ‘History of Architecture’ by Sir Banister Fletcher, is the most
interminable because of the presented charts and graphics that makes the subject
easy to teach. Fletcher has used the ‘Comparative Method’
The
Continental
Method
Comparative
Concerned with the history of each
continent or civilization, directly from its
beginning to the end
Universal
Comparative
Method
Focuses on a broader outlook towards
the development and growth of art and
architecture around the globe
Students are well informed that
the knowledge of their national
history helps to anticipate some
of the previously adopted
design principles of their
historic buildings
Help to generate students'
interest and respect for the
studied subject
2. LEARNING THEORIES
2
1
Deductiveexpository
Lecture; then
case study
Case study
Programmed
Learning
Metaphors
InductiveDeductiveInductiveexpository
inquisitory
inquisitory
Case study; then Lecture; and then Do case study;
lecture
have students
and then have
create a case
students create
study
models, design
concepts, etc. on
what they have
learned
Design concepts,
Examples;
Design concepts, Examples; and
models, etc.;
followed by
models, etc.; and
then have
followed by
design concepts,
then have
students create
examples
models, etc.
students create design concepts,
an example
models, etc.
Teacher gives
Teacher gives a
Teacher gives
Teacher gives
concepts of
metaphor and
concepts and
metaphor and
subject and then then the concepts then the students then the students
a metaphor.
create metaphors create concepts,
models, etc.
Examples of combined learning approaches and instructional strategies
Best method for
assuring deep
knowledge base.
However, it is
usually the most
time-consuming
Also successful
but requires
more effort as
the history
teacher has to
ensure that
students have
both the basic
knowledge and
general
information to
support the
deductive aspect
of it
Concrete Experience
Learning by experience
Accomodating
Diverging
To "chase" the learner round the cycle, asking questions which
Active Experimentation
Reflective cooperation
Processing info
encourage
reflection,
conceptualisation,
and
ways of testing
Learning by doing
Learning by reflecting
the ideas Assimilating
Converging
Abstract
Conceptualisation
Learning by thinking
(KOLB, 1984)
THE FOUR LEARNING STYLES OF THE ADULT LEARNING PROCESS
Misr International University (MIU), Cairo (2014).
Engineering History and Technology Course taught
to year one.
Basics of load distribution and the appropriate
building form which can support variant loads
Interacting with a building model makes history
‘present’ to the student and lends a tangible essence to a
past that is now felt and reconstructed
 Modeling makes histor y
‘present’ to the student
 Modeling sharpen students’
critical and analytical
engagement with the subject
Helwan University, Fine Arts
Faculty (2013)
To model various
Churches/Cathedrales in Cairo
Helwan University, Fine Arts Faculty, Cairo
(2013)
The redesign of Renaissance and Baroque
facades in Cairo’s Assignment
An example of a teaching exercise run by a
number of history of architecture teachers in
2013 as a submission for the students of Year3.
1.
The choice of the studied building and
the capability to explain the main idea
that guided the building's design process
2.
The ability of dealing with the materials
and modeling techniques used to
produce an analytical study of the
building
University of Western Australia (2007)
- 'Venturi house' Assignement
An example of a teaching exercise run by a
number of history of architecture teachers as a
submission for the students of Year 2. Students
were given a seminal ancient building and a task
of turning it into a 'flat pack' scale model on a
piece of A1 card.
MIU History of Architecture3 (2012)
To analyse a chosen contemporary building with respect to the
main principles of Islamic architecture
Shrouk Academy, Cairo (2012)
Environmental studies in old
Islamic monuments-Sultan
Hassan Mosque Trip
•
By vision and consciousness, it is possible to bring the spirit
of the history of architecture into the design process.
•
Introducing history of architecture in design courses should
be based on diverse interpretations as well as focusing on the
architectural background.
•
It is very important to pay attention to the architectural
backgrounds and the influencing factors affecting the process
of studying and learning the history of architecture.