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Seite 26
... but not necessarily according to the spatial tecture and the relationship of plan or ground plane to divisions of the drawings . In folding , the original image elevation or picture plane . We try to understand how is ...
... but not necessarily according to the spatial tecture and the relationship of plan or ground plane to divisions of the drawings . In folding , the original image elevation or picture plane . We try to understand how is ...
Seite 48
MARK O'BRYAN Statements from my Teachers a а “ If we consider the geography of this earth , we can “ The architect begins his work , immersed in human begin to understand a few obvious things about it . It is history , guided by a sense ...
MARK O'BRYAN Statements from my Teachers a а “ If we consider the geography of this earth , we can “ The architect begins his work , immersed in human begin to understand a few obvious things about it . It is history , guided by a sense ...
Seite 62
I do and I understand Doing , in the context of the design studio , consists of getting a student to think for himself . Projects are set This ancient Chinese proverb underscores the necessity in the general terms of issues , rather ...
I do and I understand Doing , in the context of the design studio , consists of getting a student to think for himself . Projects are set This ancient Chinese proverb underscores the necessity in the general terms of issues , rather ...
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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