Ah, i love spring. anyways, so ive been lingering...and theres a bunch of social bookmarking sites out there, but ZOTERO, is more for collecting, managing, and citing research from all types of sources from the browers. amazingly useful for school//term papers.
the best part is that it manages bibliographies and references when writing essays and articles. On many major research websites such as digital libraries, Google Scholar, Google Books, Amazon.com, and even Wikipedia, Zotero detects when a book, article, or other resource is being viewed and with a mouse click finds and saves the full reference information to a local file.
so heres some that I found useful for myself while browsing zotero for the first time. just thought i'd share..
1) 101 Things I Learned in Architecture School (Hardcover) by Matthew Frederick (Author)
This book expresses in clear and simple language things that tend to be murky and abstruse in the classroom. These 101 concise lessons in design, drawing, the creative process, and presentation--from the basics of "How to Draw a Line" to the complexities of color theory--provide a much-needed primer in architectural literacy, making concrete what too often is left nebulous or open-ended in the architecture curriculum. Each lesson utilizes a two-page format, with a brief explanation and an illustration that can range from diagrammatic to whimsical. Written by an architect and instructor who remembers well the fog of his own student days, "101 Things I Learned in Architecture School" provides valuable guideposts for navigating the design studio and other classes in the architecture curriculum. Architecture graduates--from young designers to experienced practitioners--will turn to the book as well, for inspiration and a guide back to basics when solving a complex design problem.
i chose this book because architecture students should keep it in studio and just browse through it when theyre bored! apparently, those 4/5 years in architecture studios can be learned with this single book. highly impossible, but its worth reading.
2) Building Construction Illustrated (Paperback) by Francis D. Ching (Author)
This book offers clear inspiration for designers and drafters. The classic visual guide to the basics of building construction, now with the most current information., such as latest knowledge on sustainability, incorporation of building systems, and use of new material.
Its rich and comprehensive approach clearly presents all of the basic concepts underlying building construction and equips readers with useful guidelines for approaching virtually any new materials or techniques they may encounter.
Laying out the material and structural choices available, it provides a full under-standing of how these choices affect a building's form and dimensions. Complete with more than 1,000 illustrations, the book moves through each of the key stages of the design process, from site selection to building components, mechanical systems, and finishes.
i recently checked this book out from the architecture library and i love it! every student should know how structure and details of a building should work. it is also illustrated for the non-readers out there.
now for the journals, i found some amazing articles on architecture studio life!
1. Thomas A. Dutton, “Design and Studio Pedagogy,” Journal of Architectural Education (1984-) 41, no. 1 (Autumn 1987): 16-25, doi:10.2307/1424904.
There is a hidden curriculum to analyze the design studio. The author argues that there is a rough correspondence between schooling and larger societal practices, where the selection of knowledge and the ways in which school social relations are structured to distribute such knowledge, are influenced by forms and practices of power in society. Asymmetrical relations of power are reproduced in schools and classrooms, including the design studio. The author seeks to investigate how social relations are structured, and how students and the professor come to see their roles in these activities.
2. Olindo Grossi, “Considering Architecture?,” Journal of Architectural Education (1947-1974)19, no. 4 (June 1965): 56-58, doi:10.2307/1424259.
Architecture is so special a calling that even to enter a school of architecture as a freshman student is a big step--and a step which, if taken inadvisedly, can lead to the waste of more time than either the student or his instructors can well spare. How to reduce to a minimum the number of students who take the step inadvisedly is a problem confronting every school. Here Dean Grossi describes a program designed to that end which has been in successful operation at Pratt Institute for the past fourteen years.
3. Matthew J. Kiernan, “The New Strategic Architecture: Learning to Compete in the Twenty-First Century,” The Executive 7, no. 1 (February 1993): 7-21, doi:10.2307/4165104.
An outward focus on success within firms has tended to blind executives to a series of internal factors likely to be even more critical to competitive success in the twenty first century. These factors constitute the key elements of what we call the strategic architecture of the firm. Constructing strategic architecture requires conscious attention to developing mechanisms for organizational learning, innovation and experimentation, constructive contention, empowerment, optimized value potential, corporate sustainability, and strategic re-framing. Firms with a thoughtful and durable commitment to these meta-strategies will not only survive to see the next century, they are likely to dominate it.
4. Sherry Ahrentzen and Kathryn H. Anthony, “Sex, Stars, and Studios: A Look at Gendered Educational Practices in Architecture,” Journal of Architectural Education (1984-) 47, no. 1 (September 1993): 11-29, doi:10.2307/1425224.
Educational research and theory indicate that male and female university students are treated differently in the classroom and that the nature of the curriculum as well as the teaching act itself often reflect and promote male-centered actions. Architectural educators must examine whether their teaching practices and pedagogy are similarly gendered. If so, although their numbers in architecture schools are increasing, women may well be shortchanged. Further, such practices may prevent the discipline from expanding its influence, potential, and vision. This article identifies situations in which gendered practices occur in architectural education, especially in design studios and juries. It also suggests ways in which we can restructure our educational practices to provide enhanced opportunities for both women and men.
females and males are treated differently in the studios. this is a solid fact and great article worth reading!
if you work it like this
not like Jobs.
