Between 1951 and 1957, a group of young men came to teach at the University of Texas School of Architecture in Austin. These "Texas Rangers," as they later came to be called - Bernhard Hoesli, Colin Rowe, John Hejduk, Robert Slutzky, Lee Hodgden, John Shaw, and Werner Seligmann, among others - created an unprecedented teaching programme that challenged the important pedagogies of the time, and that contained in large part the origins and explanations for a postmodern revolution in architecture. Ten years in the making, Alexander Caragonne's illustrated story documents one of the most significant chapters in the history of postwar American architectural education. Challenging the anti-intellectual tendencies both of the pragmatic, regionalist American tradition and of the modernist pedagogy inspired by the Bauhaus, the new curriculum proposed that a workable, useful body of architectural theory could be derived from an ongoing critique of significant buildings and projects across history and cultures. Visualization and organization of architectural space was emphasized over the shaping of mass, along with the recognition and development of the architectural idea. Gestalt psychological concepts for evaluating and describing architectural form and space were encouraged, and the value of historical precedent in the design process recognized. Figuring largely in this account are Colin Rowe and Bernhard Hoesli, whose collaboration provided the intellectual basis of the new curriculum. Caragonne describes Rowe's background and his reintroduction of architectural history into the design studio, and provides a detailed analysis of the teaching programme and its subsequent influence on architectural education and thought.
Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.
Descrizione libro The MIT Press, 1995. Hardcover. Condizione libro: New. Codice libro della libreria P11026203218X