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In this sense , the skills must be considered in view of ideas , concepts , and architectural product that is created can be seen in close intellectual constructs in order to achieve a meaningful affinity to the process of design .
In this sense , the skills must be considered in view of ideas , concepts , and architectural product that is created can be seen in close intellectual constructs in order to achieve a meaningful affinity to the process of design .
Seite 62
Such a process inevitably through participation in the design process . Each stuimprints itself on the product . Practicing and teaching dent has his own particular gift , or ' answers ' to offer . architecture represent two facets of ...
Such a process inevitably through participation in the design process . Each stuimprints itself on the product . Practicing and teaching dent has his own particular gift , or ' answers ' to offer . architecture represent two facets of ...
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and curatorial process was to emphasize the variety of geneous organizations , and spatial sleight of hand ... or tion of design trends , and the works , taken together , engaged the viewer in looking through an aperture , had a ...
and curatorial process was to emphasize the variety of geneous organizations , and spatial sleight of hand ... or tion of design trends , and the works , taken together , engaged the viewer in looking through an aperture , had a ...
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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