Please use this identifier to cite or link to this item: https://scholarbank.nus.edu.sg/handle/10635/220015
Title: INHERITANCE AND TRANSFORMATION: A HISTORICAL INQUIRY OF PEDAGOGICAL STRUCTURES IN ARCHITECTURE - FROM BEAUX-ARTS AND UNTO THE FUTURE
Authors: NG WEI SEN BEN
Keywords: Architecture
Design Technology and Sustainability
DTS
Master (Architecture)
Tsuto Sakamoto
2016/2017 Aki DTS
Bauhaus
Beaux-arts
Education
Pedagogy
Issue Date: 5-Dec-2016
Citation: NG WEI SEN BEN (2016-12-05). INHERITANCE AND TRANSFORMATION: A HISTORICAL INQUIRY OF PEDAGOGICAL STRUCTURES IN ARCHITECTURE - FROM BEAUX-ARTS AND UNTO THE FUTURE. ScholarBank@NUS Repository.
Abstract: The following dissertation is an inquiry unto the reasons why contemporary architectural still seems to misplace students from their expected professional positions in practice. The pedagogy encultured role of the architect appears to be resistant from that which is the gradually transformed role of the architect in the profession. Two possibilities to the conundrum may exist. It could be that either architectural training suffers from a particular defect or, perhaps, simply arises from the structure of the field. Current pedagogical contemporaries adopt traditional pedagogical components and processes such as studio-teaching and foundational design-teaching methodologies which are usually regarded as timetested and indisputable to raising aspiring architects. This dissertation, however, attempts to challenge the norm by interrogating the origins of these components from 17th century Beaux-arts to 20th century Bauhaus. This is a bid to recognise that basic age-old pedagogical structures and components are fabricated upon their respective contextual principles and will only function optimally in their native eras. Thus, much of the possible conflicting discrepancies in contemporized pedagogies could very well be due to incompatible retrofitting only when perceived from the historical perspective. Upon recognition, new substantiated suggestions can be made to the existing pedagogy based on a new perspective to the conundrum.
URI: https://scholarbank.nus.edu.sg/handle/10635/220015
Appears in Collections:Master's Theses (Restricted)

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