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Seite 7
While the first call for entries asked solely for a demonstrate a personal vision as it relates to a philo- portfolio of individual creative work , the 1990-91 sophy of teaching - a pedagogical process .
While the first call for entries asked solely for a demonstrate a personal vision as it relates to a philo- portfolio of individual creative work , the 1990-91 sophy of teaching - a pedagogical process .
Seite 8
... a national action - a call for entries — that design professions , and the public may envision how might shed some light on the evasive questions of the creative process relates to pedagogical method . architecture and pedagogy .
... a national action - a call for entries — that design professions , and the public may envision how might shed some light on the evasive questions of the creative process relates to pedagogical method . architecture and pedagogy .
Seite 9
Bearings is a look at There are recurrent themes and itineraries for these general creative and pedagogical locations , as well as interviews : the discussion of program , the prospective current pressure systems — restless , disturbed ...
Bearings is a look at There are recurrent themes and itineraries for these general creative and pedagogical locations , as well as interviews : the discussion of program , the prospective current pressure systems — restless , disturbed ...
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activity allows American architect architecture asked attempt Bearings begin building built Center challenge communication concept concerns connections consideration considered Construction contemporary context continue create creative critical cultural design process disciplines drawing East elements empty environment Environmental exchange exhibition experience experimentation exploration framework gallery HARIRI ideas important individual Institute intent involved issues landscape Left light look Mark Robbins mass material means ments method MICHIGAN models nature North objects observation offer Opposite Parsons School particular pedagogical perception physical plane port position possible potential practice present questions reality realization recent relates relationship represent require scale School of Design sculpture sense sometimes sources space spatial specific stand structure student studio submissions suggest teachers teaching theoretical things tion ture understand University urban vision visual York