Describes the design of notable school multipurpose rooms, including the educational context and design goals. Includes information on architects, suppliers, and cost, as well as photographs. (EV)

Describes the design of notable school physical education/recreation facilities, including the educational context and design goals. Includes information on architects, suppliers, and cost, as well as photographs. (EV)

Describes the design of notable student centers and service areas, including the educational context and design goals. Includes information on architects, suppliers, and cost, as well as photographs. (EV)

Describes the award-winning designs of several middle/high schools, including the educational context and design goals. Includes information on the designers and construction costs. Also includes the floor plan and photographs. (EV)

Describes a lesson plan from Metro's environmental planning and transportation curriculum called 'Planning for a Livable Future'. Focuses on activities in which students speculate about necessary structure, imagine the cultural and environmental changes, and design and draw structures to meet the needs of the future population. (Author/KHR)

Describes the design of Stoney Creek High School in Rochester, Michigan, including the educational context, design goals, and probable use of the designs for two other high schools. Includes information on size, construction costs, architects, contractors, and suppliers. Also includes photographs. (EV)

The development of the online database for art and architectural slides at Rensselaer Polytechnic Institute is described, along with adjustments made to accommodate the use of nonbook materials, descriptive language within an existing MARC-based system, and the integration of the database with the library's online catalog for books. (EAM)

The study interviewed 20 university teachers of architecture recognized for excellent studio teaching. Fourteen factors contributing to effective studio teaching were identified, including teacher vitality, a match between teacher interests and the course, the frequent use of questioning techniques, use of students' interests, encouragement of…

Examines two designing traditions and their influence on architectural design education. Points out that the emphasis upon either idea or technique is often uneven in proportion even though design is, in fact, an interaction of the two. Suggests that success of a course depends upon its methodological focus as well as its content. (KO)

This lesson plan introduces students (grades four-six) to Creole New Orleans architecture exemplified by "Sun Oak" in the Faubourg Marigny section of the city. Students will learn architectural terms; use line and shape in relation to architectural details; discuss why buildings work architecturally; and draw an historic building using…

Discusses "Students Discovering Cities" and related activities, explaining how the program evolved into a city planning project for fourth graders in West Jordan, Utah. Describes the final stage of the project in which students "built" their city inside the school gymnasium, complete with streets, lights, cardboard buildings,…

Examines Vincent Scully's work as teacher, writer, and critic. This reminisce by a former student also lauds Scully's role as mentor to several generations of art historians. Briefly covers his work on behalf of historic preservation and discusses two seminal works, "American Architecture and Urbanism" and "The Earth, the Temple,…

Explores applications of the Fibonacci series in the areas of probability, geometry, measurement, architecture, matrix algebra, and nature. (MDH)

Since instructional design is a kind of skilled professional behavior, the education of other skilled professionals is examined, and suggestions are made for analogous instructional techniques in any field. The question of how instructional designers should be educated is related to the larger question of how to teach people to design in general.…

Through aesthetics, styles, and organization of space, campus architecture has often been complicit in reproducing dominant ideologies and social relations of society, undermining diversity and its possibilities. Architectural scholars, as teachers of architecture, should move theory and practice into new, more critical social terrain. (MSE)