Dr. Iman Osama Abdel GawadDr. Iman Osama Abdel GawadHelwan 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

InternationalInternational UIA/UNESCO charter of architectural education

EuropeEuropeThe Foundation for Architecture and Education (AE) in

Scotland

The Royale institute for British Architects (RIBA)

USAUSAThe National Architectural Accrediting Board

(NAAB)Massachusetts Institute of Technology (MIT)

The Global Architectural History Teaching Collaborative 'GAHTC'

HISTORY IN HISTORY IN ARCHITECTURAL INSTITUTIONS WITH LIMITED RESOURCES ?????

.METHODS OF TEACHING1The 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 Comparative Method 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

Help to generate students' interest and respect for the studied subject

Help to generate students' interest and respect for the studied subject

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

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

Deductive-expository

Inductive- expository

Deductive-inquisitory

Inductive-inquisitory

Case study

Lecture; then case study

Case study; then lecture

Lecture; and then have students

create a case study

Do case study; and then have

students create models,

design concepts, etc. on what they have learned

Programmed Learning

Design concepts,

models, etc.; followed by examples

Examples; followed by

design concepts,

models, etc.

Design concepts,

models, etc.; and then have

students create an example

Examples; and then have students

create design concepts,

models, etc.

Metaphors

Teacher gives concepts of subject and

then a metaphor .

Teacher gives a metaphor and then the

concepts

Teacher gives concepts and

then the students create

metaphors

Teacher gives metaphor and

then the students create

concepts, models, etc.

LEARNING THEORIES 2.

Examples of combined learning approaches and instructional strategies

12Best method for assuring deep knowledge base. However, it is usually the most time-consumingAlso 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

AssimilatingConverging

DivergingAccomodating

Processing infoProcessing info

To "chase" the learner round the cycle, asking To "chase" the learner round the cycle, asking questions which encourage reflection, questions which encourage reflection,

conceptualisation, and ways of testing the conceptualisation, and ways of testing the ideasideas

(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

Helwan University, Fine Arts Faculty (2013)

To model various Churches/Cathedrales in Cairo

Modeling makes history ‘present’ to the student

Modeling sharpen students’ critical and analytical engagement with the subject

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.