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- W2245161426 abstract "Building history in British universities has been subject to a number of pedagogic approaches. In schools of architecture it is generally taught in terms of the stylistic treatment of building s, being about great buildings designed by important architects. The topics covered typically consist of: Greece and Rome, Medieval building, Florence in the 15th century, Mannerism and Baroque architecture, French and English 17th century buildings, neo-classicism and 18th urbanisation, the Industrial Revolution and finally the problems of architecture, planning and building at the start of the 19th century. This approach elevates the stylistic treatment of buildings above all other considerations (and in so doing reinforces the importance of the architect) and is often taught in the classroom using a succession of colour slides detailing the peculiarities of different styles. Academically such an approach is justified on two grounds: it introduces the student to the realm of culture, and it pro vides rich visual material for the student to incorporate into their designs. The student becomes acquainted with a standardised history generally accepted within the architectural profession as a literary «rite de passage». The teaching of architectural history tends to answer the questions «what happened?» and «how?», but pointedly avoids the question «why?». As a result, the change from one style to another is discussed in terms of the «exhaustion» of that style, or in terms of personal relations -architects «reacted againsb> their fathers. What is missing from this Malcolm Dunkeld" @default.
- W2245161426 created "2016-06-24" @default.
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- W2245161426 date "2003-01-01" @default.
- W2245161426 modified "2023-09-23" @default.
- W2245161426 title "Establishing a postgraduate programme in Construction History. The experience of South Bank University, London" @default.
- W2245161426 hasPublicationYear "2003" @default.
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