BearingsPrinceton Architectural Press, 1991 - 79 Seiten |
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... specific evidence of pedagogical posi- tion . Entrants were asked to include two ( proposed or realized ) academic or studio programs . This amend- ment attempts to demonstrate more clearly the ( still slippery ) connections of teaching ...
... specific evidence of pedagogical posi- tion . Entrants were asked to include two ( proposed or realized ) academic or studio programs . This amend- ment attempts to demonstrate more clearly the ( still slippery ) connections of teaching ...
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... specific gravity , its own telescoping of space . Juxtaposed with the wall of the screen , this sculptural space expands , accentu- ating the tautness and mass of the surrounding frame . The aim is to continue this expansion , allowing ...
... specific gravity , its own telescoping of space . Juxtaposed with the wall of the screen , this sculptural space expands , accentu- ating the tautness and mass of the surrounding frame . The aim is to continue this expansion , allowing ...
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... specific architectural spaces . We are teachers as well as practitioners of our respec- tive disciplines . As a result , we are inevitably concerned with the often problematic relationship between the- ory - what we teach - and practice ...
... specific architectural spaces . We are teachers as well as practitioners of our respec- tive disciplines . As a result , we are inevitably concerned with the often problematic relationship between the- ory - what we teach - and practice ...
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academic activity allows alter American architect architecture asked attempt Bearings becomes begin building built Center challenge closed composition concerns connections consideration considered constructed contemporary context continue create creative critical cultural design process dimensions drawing East elements empty environment Environmental exhibition experience experimentation exploration faculty framework gallery HARIRI ideas important individual installation Institute intent involved issues landscape Left light look mass material means ments method MICHIGAN models nature North objects observation Opposite Opposite page Parsons School particular pedagogical perception physical plane port position possible potential practice present Professor questions reality recent relates relationship represent require scale School of Design sculpture sense sometimes sources space spatial specific speculative stand structure student studio submissions suggest teachers teaching theoretical tion ture understand University urban vision visual York