The Genealogy of Architecture Pedagogies
Disciplines
Architectural History and Criticism
Abstract (300 words maximum)
Different architectural pedagogies play a vital role and have shaped the practice of the discipline through time. However, the schools themselves have been shaped by aesthetics, technology, and ethics during their time. The 1800s and 1900s presented drastic movements in architecture that began to emerge based on the typology and buildings in demand. The Beaux-Arts style was indulged in an authentic grandiosity of French style in the late 17th century but its aesthetic re-emerged in the early 1800s when heavy ornamentation and representation of character were an important aspect of a building at the time. Then through the teaching of the style, it expanded to Gothic and Renaissance pursuits. Around a century later, the Prairie style emerged to move away from European standards to create buildings that were compatible with the newly understood American life. To move away from the massive highly oriented structures to forms that elongated horizontally was a key notion taught by its academy. The Prairie School of Architecture and École des Beaux-Arts both embody different movements of architecture and were both formed in a distinguishing manner pertaining to the demands of each era.
The practices of each respective school have directly been influenced by the aesthetic demand, response to technological advancement, and incorporation of ethics at their time to later influence the movements of architecture they established. This paper traces the genealogy of architecture schools by investigating standards that cultivated each school of thinking, and ultimately looks at the schools of the modern world like the Southern California Institute of Architecture and the University of São Paulo have developed their own styles in response to the standards set by the schools of the past. This comparative research analysis aims to present an understanding of how historical formations of different pedagogies in architecture developed and its teaching that provides continuous evolution for the discipline.
Academic department under which the project should be listed
CACM - Architecture
Primary Investigator (PI) Name
Ehsan Sheikholharam Mashhadi
The Genealogy of Architecture Pedagogies
Different architectural pedagogies play a vital role and have shaped the practice of the discipline through time. However, the schools themselves have been shaped by aesthetics, technology, and ethics during their time. The 1800s and 1900s presented drastic movements in architecture that began to emerge based on the typology and buildings in demand. The Beaux-Arts style was indulged in an authentic grandiosity of French style in the late 17th century but its aesthetic re-emerged in the early 1800s when heavy ornamentation and representation of character were an important aspect of a building at the time. Then through the teaching of the style, it expanded to Gothic and Renaissance pursuits. Around a century later, the Prairie style emerged to move away from European standards to create buildings that were compatible with the newly understood American life. To move away from the massive highly oriented structures to forms that elongated horizontally was a key notion taught by its academy. The Prairie School of Architecture and École des Beaux-Arts both embody different movements of architecture and were both formed in a distinguishing manner pertaining to the demands of each era.
The practices of each respective school have directly been influenced by the aesthetic demand, response to technological advancement, and incorporation of ethics at their time to later influence the movements of architecture they established. This paper traces the genealogy of architecture schools by investigating standards that cultivated each school of thinking, and ultimately looks at the schools of the modern world like the Southern California Institute of Architecture and the University of São Paulo have developed their own styles in response to the standards set by the schools of the past. This comparative research analysis aims to present an understanding of how historical formations of different pedagogies in architecture developed and its teaching that provides continuous evolution for the discipline.