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010   $a1-317-70348-0
024 7 $a10.4324/9781315780764 
035   $a(CKB)3710000000117367
035   $a(EBL)1694657
035   $a(MiAaPQ)EBC3423634
035   $a(OCoLC)880827294
035   $a(MiAaPQ)EBC1694657
035   $a(EXLCZ)993710000000117367
100   $a20180706d2014      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $2rdacontent
182   $2rdamedia
183   $2rdacarrier
200 00$aArchitecture live projects $epedagogy into practice /$fedited by Harriet Harriss and Lynnette Widder
205   $aFirst edition.
210  1$aOxon ;$aNew York, N.Y. :$cRoutledge,$d2014.
215   $a1 online resource (231 p.)
300   $aDescription based upon print version of record.
311   $a0-415-73361-8 
311   $a0-415-73352-9 
320   $aIncludes bibliographical references at the end of each chapters.
327   $aCover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; List of figures; List of contributors; Foreword: Live Project love: building a framework for Live Projects; Preface; Acknowledgements; Introduction: pedagogy into practice . . . or practice into pedagogy?; Part I Theories, models, and manifestos; 1.1 Developing an inclusive definition, typological analysis and online resource for Live Projects; 1.2 Learning theories for Live Projects; 1.3 Engage at California College of the Arts: a partnership model for addressing community needs with curricular integrity
327   $a1.4 What belongs to architecture: teaching construction among Live Projects1.5 Co-authoring a Live Project Manifesto; Part II The question of assessment; 2.1 Working margins, drawing lines; 2.2 The NAAB Live Project paradigm; 2.3 Building is also a verb; 2.4 Live Projects at mid-century: a pre-history; Part III From education into practice; 3.1 Teambuild: new formats for delivery of learning in construction; 3.2 The GRAD Programme: Live Project peer enablement; 3.3 The urban lab: an experiment in education, research and outreach; 3.4 A pedagogical gap
327   $a3.5 Architectural education beyond an academic contextPart IV Case studies; 4.1 Constructing a contingent pedagogy; 4.2 Architectural deliberation: the Hyalite Pavilion; 4.3 Providing practical experience towards registration as an architect within the context of a supportive academic environment; 4.4 sLAB (Student Led Architecture Build): developing the capability to develop meta-capabilities; 4.5 Voices from Nagapattinam: revisiting communities after the 2004 tsunami; 4.6 The Fareshare Live Project; 4.7 Building process: the Oxford Academy Live Project
327   $a4.8 "In the people's interest?" Design/build Live Projects and public education4.9 Live: between citizens and the state; Part V Closing thoughts; 5.1 Pedagogy into practice or practice into pedagogy? Two practitioners discuss; Afterword
330   $aArchitecture Live Projects provides a persuasive, evidence-based advocacy for moving a particular kind of architectural learning, known as Live Projects, towards a holistic integration into current and future architectural curricula. Live Projects are work completed in the borderlands between architectural education and built environment practice; they include design/build work, community-based design, urban advocacy consulting and a host of other forms and models described by the book's international group of authors. Because of their position, Live Projects as vehic
606   $aArchitecture$xStudy and teaching (Higher)
606   $aArchitects$xTraining of
615  0$aArchitecture$xStudy and teaching (Higher)
615  0$aArchitects$xTraining of.
676   $a720.92
702   $aHarriss$b Harriet
702   $aWidder$b Lynnette
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910786553703321
996   $aArchitecture live projects$93714635
997   $aUNINA