November 26, 2009 Leave a comment
Deadline for submission: August 16, 2010, 5 pm US Eastern Time Zone.
Although the National Architectural Accreditation Board (NAAB) requires that students understand historical traditions and global culture, it does not mandate the method of instruction. Still, many schools offer a suite of architectural history lectures that are often perceived as distinct from studio topics. The relegation of history, theory and criticism to a supporting role is furthered by the outdated notion that history courses serve primarily to provide a buffet of precedent studies focusing on form and technique. Such an approach, born of historical methods and pedagogies that emphasize stylistic and typological diagnosis, fails to recognize the depth of historical inquiry, changes within the discipline of history itself and increasingly diverse design pedagogies. Is it possible to propose more complex relationships between history and design?