Tigger paper: integration

Michael Angus, CEBE (Funder)

Research output: Contribution to conferencePaper

Abstract

The process of architecture will always be holistic. As long as it is taught in segments, its educational structure will always run the risk of failing to meet this primary educational aim, and be continually shooting itself in the foot. The pedagogical and professional advantage to breaking the perceived lack of integration between studio and subject classes is I believe a fundamental imperative, to recognise that every part of the architectural process is not in contradiction but has equal value, and to realise the added value that integration would bring to all parts of the educational process, to staff and student alike.

Conference

ConferenceStudio Culture - Who Needs it? A Conference for Teachers in Schools of Architecture and Landscape
CityOxford, UK
Period17/12/0318/12/03

Fingerprint

Studios
willingness to integrate
Students
value added
staff
Values
student

Keywords

  • teaching
  • architecture studies
  • architecture education

Cite this

Angus, M., & CEBE (Funder) (2003). Tigger paper: integration. 1-4. Paper presented at Studio Culture - Who Needs it? A Conference for Teachers in Schools of Architecture and Landscape, Oxford, UK, .
Angus, Michael ; CEBE (Funder). / Tigger paper : integration. Paper presented at Studio Culture - Who Needs it? A Conference for Teachers in Schools of Architecture and Landscape, Oxford, UK, .4 p.
@conference{d8431ae8593347a3b31cf3805652d207,
title = "Tigger paper: integration",
abstract = "The process of architecture will always be holistic. As long as it is taught in segments, its educational structure will always run the risk of failing to meet this primary educational aim, and be continually shooting itself in the foot. The pedagogical and professional advantage to breaking the perceived lack of integration between studio and subject classes is I believe a fundamental imperative, to recognise that every part of the architectural process is not in contradiction but has equal value, and to realise the added value that integration would bring to all parts of the educational process, to staff and student alike.",
keywords = "teaching, architecture studies, architecture education",
author = "Michael Angus and {CEBE (Funder)}",
year = "2003",
language = "English",
pages = "1--4",
note = "Studio Culture - Who Needs it? A Conference for Teachers in Schools of Architecture and Landscape ; Conference date: 17-12-2003 Through 18-12-2003",

}

Angus, M & CEBE (Funder) 2003, 'Tigger paper: integration' Paper presented at Studio Culture - Who Needs it? A Conference for Teachers in Schools of Architecture and Landscape, Oxford, UK, 17/12/03 - 18/12/03, pp. 1-4.

Tigger paper : integration. / Angus, Michael; CEBE (Funder).

2003. 1-4 Paper presented at Studio Culture - Who Needs it? A Conference for Teachers in Schools of Architecture and Landscape, Oxford, UK, .

Research output: Contribution to conferencePaper

TY - CONF

T1 - Tigger paper

T2 - integration

AU - Angus, Michael

AU - CEBE (Funder)

PY - 2003

Y1 - 2003

N2 - The process of architecture will always be holistic. As long as it is taught in segments, its educational structure will always run the risk of failing to meet this primary educational aim, and be continually shooting itself in the foot. The pedagogical and professional advantage to breaking the perceived lack of integration between studio and subject classes is I believe a fundamental imperative, to recognise that every part of the architectural process is not in contradiction but has equal value, and to realise the added value that integration would bring to all parts of the educational process, to staff and student alike.

AB - The process of architecture will always be holistic. As long as it is taught in segments, its educational structure will always run the risk of failing to meet this primary educational aim, and be continually shooting itself in the foot. The pedagogical and professional advantage to breaking the perceived lack of integration between studio and subject classes is I believe a fundamental imperative, to recognise that every part of the architectural process is not in contradiction but has equal value, and to realise the added value that integration would bring to all parts of the educational process, to staff and student alike.

KW - teaching

KW - architecture studies

KW - architecture education

M3 - Paper

SP - 1

EP - 4

ER -

Angus M, CEBE (Funder). Tigger paper: integration. 2003. Paper presented at Studio Culture - Who Needs it? A Conference for Teachers in Schools of Architecture and Landscape, Oxford, UK, .