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Art and the City

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List of Figures ix
Acknowledgments xiii
Introduction 1
Talking art 1
Encountering art 3
The urban body 7
SECTION 1
1 The future of art is urban 11
Seeing the street 11
Work/play 15
City-specific art 22
Relational art 27
Relational bodies 30
2 Relational writing 35
Spatial practice 35

Situated encounters 40
Writing art and the city 42
SECTION 2
3 Walking with Wentworth et al. 53
Talking the walk 53
Footprints 66
M¨unster footwork 75
4 London playing fields 97
Urban mobilisations 97
Running free 110
Art and play 125
5 Berlin, Vienna: Performing Holocaust memory 139
Not just a game 139
The silent ‘H’ word 152
Notes 167
Bibliography 181
Index 191


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Art and the City

Designing the City of Reason, Foundations and Frameworks

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Designing the City of Reason, Foundations and Frameworks


Designing the City of Reason, Foundations and Frameworks

351 صفحه پی دی اف

Acknowledgements vii
1 Introduction 1
PART I
Foundations 7
2 City of temples: supernatural foundations 9
3 City of mechanical clocks: rational foundations 36
4 City of machines: technological foundations 66
5 City of sights and sounds: natural foundations 88
6 City of people: social foundations 119
PART II
Frameworks 147
7 Keeping time 149
8 Measuring space 181
9 Assigning value 208
10 Providing accounts 228

11 Connecting actions 253
12 City of reason 280
Notes 300
Bibliography 325
Index 336


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Designing the City of Reason, Foundations and Frameworks

کتاب آنچه دانشجویان معماری باید بدانند

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کتاب آنچه دانشجویان معماری باید بدانند


کتاب آنچه دانشجویان معماری باید بدانند

2014 |  | English | 288 pages | PDF | 4 MB

It's not just you. Every architecture student is initially confused by architecture school - an education so different that it doesn't compare to anything else.

Contents
Preface
1 Student uncertainties
2 Professional uncertainties
The architect: a historical overview
Practitioner or academic?
The split between architecture and construction
A genius, administrator, or an engineer of fortifications?
Concerns with subjectivity
Trying to reduce uncertainties
Humble Assertiveness (an essay)
References
3 What skills are needed?
What skills are needed—and how can they be taught?
Scientific factual knowledge
Scientifically based humanistic subjects
Theory and practice in the contemporary discourse
Technical subjects
A Few Words About Concrete (a short lecture)
Arts, crafts and skills (practical knowledge)
Language and drawings
References

Can I be an autodidact?
Can I be an autodidact?
The curriculum
The experiential level
Working toward autonomy level in the design studio
Mastering complexity
References
5 The design process
What is design?
Do architects have a working method?
Mapping the design process
Analysis through synthesis
Individual variation
Beginners and experts
References
6 Analysis through synthesis—in practice
Formulating the problems
Demarcation of boundaries, dichotomy games and alternating
The primary generator, the guiding principle, the concept
Sketching and searching
A Summer Reflection
References
7 Criticism
Criticism, to what end?
Some terms
Criticism, types and purposes
Historical roots
Tutoring and desk critique
Assessment reviews
Final examination by jury
Research on assessment reviews
References

Assessment reviews: stage and actors
Creative personality
Students
Teachers
Critics
References
9 Assessment reviews: the presented proposal
To identify patterns in complexity: a review in year 2
Observing an assessment review in year 3
Structure and criteria
To grade or not to grade
Suggestions for improvement
Analyzing: aspects of power and transactional analysis
References
10 Awareness and understanding
Advanced-level criticism
Risk-taking and choices
Awareness and understanding
Final words
Apples and Pears (part of a lecture)
References
Illustration credits


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