Dr. Iman Osama Abdel GawadDr. Iman Osama Abdel GawadHelwan University, Faculty of Fine Arts,

Department of Architecture Cairo, Egypt

بسم الله الرحمن الرحيم

SETTING A PATH FOR CREATIVITY IN TEACHING

HISTORY OF ARCHITECTURE CLASSES:

A STRATEGIC VIEW OF SPARKING STUDENTS

INTERACTION

RESEARCH SCOPE

CHALLENGES TO HISTORY INSTRUCTORS

?? The best form of history teaching which is

capable of motivating students

Meet the demand for updated materials, teaching strategies and educational activities

The development of assignments that spark excitement in students

Link History courses to design problem solving, and outline the value of history courses in students’ lives

InternationalInternational UIA/UNESCO charter of architectural education

EuropeEuropeThe Foundation for Architecture and Education (AE) in

ScotlandThe 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 ?????

INTERNATIONAL APPROACHES

The question is whether the motivation fits with the requirements of the course

Fit the curriculum to the student rather than the converse (Maslow, 1987)

Examples of combined learning approaches and instructional strategies

Deductive-

expository

Inductive- expositor

y

Deductive-

inquisitory

Inductive-inquisitor

y

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.

EDUCATIONAL MOTIVATION

THE FOUR LEARNING STYLES OF THE ADULT LEARNING PROCESS

(KOLB, 1984)

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

Fine Arts Faculty-Helwan University

To model various Churches/Cathedrales in Cairo

ADOPTED PEDAGOGICAL TECHNIQUESMODELING

Modeling makes history ‘present’ to the student

Modeling sharpen students’ critical and analytical engagement with the subject

ADOPTED PEDAGOGICAL TECHNIQUESMODELING

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

ADOPTED PEDAGOGICAL TECHNIQUESMODELING

MIU History of Architecture3

To model various urban changes of old Cairo city

MIU History of Architecture3To analyse a chosen contemporary building with respect to the

main principles of Islamic architecture

ADOPTED PEDAGOGICAL TECHNIQUES

TYING DESIGN TO THE TEACHING OF HISTORY

Shrouk AcademyEnvironmental studies-

Sultan Hassan Trip

ADOPTED PEDAGOGICAL TECHNIQUES

ADOPTED PEDAGOGICAL TECHNIQUES

GAME-BASED LEARNINGMIU Engineering History and

TechnologyTo identify various buildings in various

eras and areas

MATCHING MATCHING GAMESGAMES

The University of Minnesota

ADOPTED PEDAGOGICAL TECHNIQUES

GAME-BASED LEARNINGTHE JEOPARDY THE JEOPARDY SESSIONSESSION

a way to review essential concepts for unit tests the class is divided into teams of two to three students each The game board is displayed via a computer projection unit Each team selects a category and must answer the associated question

• History of architecture curriculum revisions and for the development of teaching techniques and assignment

• To flexibility on the part of the instructor being decisive for students’ engagement and interest to be encouraged

• Rethinking the role that history of architecture can play in the design curriculum

CONCLUSIONS AND RECOMMENDATIONS