A set of lesson plans which allow for the integration of architecture studies into the school curriculum. They can be used with any level between K and 12, but are most commonly used with grades 3-6. Texas' state-required educational elements are addressed in each of the architectural experiences.

How does spirituality enter the education of an architect? Should it? What do we mean by 'spirituality' in the first place? Isn't architectural education a training ground for professional practice and, therefore, technically and secularly oriented? Is there even room to add something as esoteric if not controversial as spirituality to an already packed university curriculum? The humanistic and artistic roots of architecture certainly invite us to consider dimensions well beyond the instrumental, including spirituality. But how would we teach such a thing? And why, if spirituality is indeed relevant to learning architecture, have we heard so little about it? Spirituality in Architectural Education addresses these and many other important philosophical, disciplinary, pedagogic, and practical questions. Grounded on the twelve-year-old Walton Critic Program at the Catholic University of America School of Architecture and Planning, this book offers solid arguments and insightful reflections on the role that "big questions" and spiritual sensibility ought to play in the architectural academy today. Using 11 design studios as stopping grounds, the volume takes the reader into a journey full of meaningful interrogations, pedagogic techniques, challenging realizations, and beautiful designs. Essays from renowned architects Craig W. Hartman, Juhani Pallasmaa, Alberto Campo Baeza, Claudio Silvestrin, Eliana Bórmida, Michael J. Crosbie, Prem Chandavarkar, Rick Joy, Susan Jones, and Daniel Libeskind open new vistas on the impact of spirituality in architectural education and practice. All this work is contextualized within the ongoing discussion of the role of spirituality and religion in higher education at large. The result is an unprecedented volume that starts a long-awaited conversation that will advance architectural schooling. ACSA Distinguished Professor Julio Bermudez, with recognized expertise on spirituality in architecture, will be the guide in this fascinating and contemplative journey.

At the beginning of 2020, 66 long-term refugee camps existed along the East African Rift. Millions of young children have been born at the camps and have grown up there, yet it is unknown how their surrounding built environments affect their learning and development. Architecture as a Way of Seeing and Learning presents an architect’s take on questions many academics and humanitarians ask. Is it relevant to look at camps through an urban lens and focus on their built environment? Which analytical benefits can architectural and design tools provide to refugee assistance and specifically to young children’s learning? And which advantages can assemblage thinking and situated knowledges bring about in analysing, understanding and transforming long-term refugee camps? Responding to the extreme lack of information about East African camps, Nerea Amorós Elorduy has built contextualised knowledge – nuanced, situated and participatory – to describe, study and transform the East African long-term camps, and uncover hidden agencies in refugee assistance. She uses architecture as a means to create new knowledge collectively, include more local voices and speculate on how to improve the educational landscape for young children. With this book, Amorós Elorduy brings nuance, contextualisation and empathy to the study and management of long-term refugee camps in East Africa. It is empathy, she argues, that will help change mindsets, decolonise humanitarian refugee assistance and its study. Crossing architecture, humanitarian aid and early childhood development, this book offers many practical learnings.

This curriculum guide provides hands-on activities that integrate Architecture as a theme for instruction and as an ideal springboard to engage students in Science, Technology, Engineering and Mathematics (STEM). Each activity integrates Interdisciplinary Strategies, Critical Thinking, Rubrics and Portfolio Assessment using a performance-based approach in which students learn by discovery. The guide can be an invaluable tool for educational institutions and non-profit organizations to develop innovative educational programs that promote project-based education. In addition to engaging students in STEM, the guide presents Architecture as an art discipline and how the design process in Architecture can be seen as another problem-solving method.

Shows projects developed by the students and faculty of the Irwin S. Chanin School of Architecture

This book examines the formative relationship between nineteenth century American school architecture and curriculum. While other studies have queried the intersections of school architecture and curriculum, they approach them without consideration for the ways in which their relationships are culturally formative—or how they reproduce or resist extant inequities in the United States. Da Silva addresses this gap in the school design archive with a cross-disciplinary approach, taking to task the cultural consequences of the relationship between these two primary elements of teaching and learning in a ‘hotspot’ of American education—the nineteenth century. Providing a historical and theoretical framework for practitioners and scholars in evaluating the politics of modern American school design, the book holds a mirror to the oft-criticized state of American education today.

Why write instead of draw when it comes to architecture? Why rely on literary pieces instead of architectural treatises and writings when it comes to the of study buildings and urban environments? Why rely on literary techniques and accounts instead of architectural practices and analysis when it comes to academic research and educational projects? Why trust authors and writers instead of sociologists or scientists when it comes to planning for the future of cities? This book builds on the existing interdisciplinary bibliography on architecture and literature, but prioritizes literature’s capacity to talk about the lived experience of place and the premise that literary language can often express the inexpressible. It sheds light on the importance of a literary instead of a pictorial imagination for architects and it looks into four contemporary architectural subjects through a wide variety of literary works. Drawing on novels that engage cities from around the world, the book reveals aspects of urban space to which other means of architectural representation are blind. Whether through novels that employ historical buildings or sites interpreted through specific literary methods, it suggests a range of methodologies for contemporary architectural academic research. By exploring the power of narrative language in conveying the experience of lived space, it discusses its potential for architectural design and pedagogy. Questioning the massive architectural production of today’s globalized capital-driven world, it turns to literature for ways to understand, resist or suggest alternative paths for architectural practice. Despite literature’s fictional character, the essays of this volume reveal true dimensions of and for places beyond their historical, social and political reality; dimensions of utmost importance for architects, urban planners, historians and theoreticians nowadays.