bluuebunny/crossref_metadata_2025 huggingface dataset:
Terror and Delay
Authors: Runyon Randolph Paul
Published: January 2019

Without the financial support of her father, Charlotte cannot gather the funds required to sail to America until Edme Mentelle volunteers to assist her, though he and his wife have little money. In the fall of 1793, Edme visits Brissot and Manon Roland in their prison cells. They had been at the forefront of the Revolution in its early years, but are now awaiting death because of the enmity of Robespierre. He smuggles out their memoirs, which were later published, at great risk to his life. His identity as Manon's secret confidant will not be revealed until 1896. Edme is simultaneously courting the favor of the revolutionary government by setting the Declaration of the Rights of Man and Citizen to verse so that it may be sung, and inviting the Committee of Public Instruction to visit his course on geography. By the time Charlotte is able to depart, it has become illegal to do so, but somehow she manages, armed with the blunderbuss her father gave her. She witnesses Manon Roland being taken to the guillotine, but never learns of Edme's role in the preservation of her memoirs. Charlotte arrives in Gallipolis in April 1794, and she and Waldemar are united in marriage.
The Devil by the Tail
Authors: Runyon Randolph Paul
Published: January 2019

In January 1820 Charlotte writes Rosalie Saugrain of St. Louis, a friend since their years in Gallipolis, complaining of her unhappiness with a lifelong struggle "not just with fortune, but with poverty." A visitor to Lexington in 1823 records a vivid description of the Mentelles. Charlotte "has a masculine, weather-beaten face," and dresses in the plainest fashion. He is impressed by her intelligence and knowledge, particularly of American and European politics. "She is a very fine Belles Lettres scholar and plays in a mastery manner on the violin." He finds her "gay and cheerful, sometimes playful," but far removed from normal womanly pursuits. She dresses like a man. Waldemar, "a lively little Frenchman," appears "as excessively effeminate as Madame is masculine." From 1832 to 1836, Mary Todd (born in 1818), resides at the Mentelle school except for weekends, later calling it "my early home." Her mother had died and she did not get along with her father's second wife. Charlotte Mentelle becomes a substitute mother for her, exerting a profound influence on the future Mrs. Lincoln, regaling her and other students with tales, not always true, of her escape from the French Revolution.
Introduction
Authors: Goudsouzian Aram , McKinney Charles W.
Published: January 2019

The introduction opens with Richard Wright, adrift and morose amidst the vagaries of Jim Crow Memphis, and pans back to examine the political and social circumstances of the segregated city, from blues music on Beale Street to the vice trade to the Crump machine. It later skips to Martin Luther King, delivering his majestic “Mountaintop” speech at Mason Temple on the eve of his assassination, proclaiming that “something is happening in Memphis,” rallying the masses for an unprecedented political mobilization. But the introduction asks us to consider “unseen lights”—the people, movements, and narratives that sustained a longer, broader movement for black freedom in Memphis. The city’s African American history is more than blues music and Martin Luther King, though it is those things, too. As the introduction argues, African American politics and culture in Memphis are only now beginning to gain the sustained attention of a body of scholars, as reflected in this landmark collection of essays.
“There Will Be No Discrimination”
Authors: Welky David
Published: January 2019

The 1937 flood of the Ohio and Mississippi Rivers was one of the highest and most destructive on record. It affected millions of lives, devastated thousands of towns, and killed hundreds of people. The Bluff City, as its name suggests, escaped the worst of the deluge. Although waters did inundate the north and south ends of town, it became a massive refugee center that crammed tens of thousands of flood victims into space that should have accommodated hundreds. Black Memphis felt the flood in racially specific ways. Police trolled Beale Street looking for able-bodied men to put to work on levees. Area landlords driven from nearby farmlands jammed their sharecroppers into substandard housing, lest they escape their punitive labor contracts. As this essay shows, when the city broke down, the fate of local African Americans became a political tool in the hands of Mayor Watkins Overton and “Boss” E. H. Crump.
Taylor-Made
Authors: Bond Beverly Greene
Published: January 2019

By the mid-1930s, Lonzie Odie (L. O.) Taylor was one of Memphis’s leading Baptist ministers. But his influence extended beyond the pulpits of the churches he pastored from the 1930s through the 1960s. A self-trained photographer and videographer, Taylor produced thousands of black-and-white photographs, 30,000 feet of color and black-and-white film, and 100 home-cut 78 rpm discs. While his sermons, essays, and poems served as commentaries on and guides for the internal spiritual lives of his congregants, Taylor’s photographs, films, and audio recordings chronicled the external lives and activities of his neighbors, his congregations, and his community. His explorations of African American life and culture are not reports on the brutality of oppression; instead, they are studies in the vitality of community life and personal identity in the segregated urban South. This essay investigates L. O. Taylor as both a product and a chronicler of his times. It examines his personal life, community activities, and creative works as frameworks for “envisioning” segregated Memphis from the 1920s through the 1950s.
Black Memphians and New Frontiers
Authors: Gritter Elizabeth
Published: January 2019

This essay explores the relationship between black Memphians and John F. Kennedy’s campaign for the presidency in 1960 and his subsequent administration. Drawing on archival research in Memphis and at the John F. Kennedy Library in Boston, as well as oral histories, this essay shows that blacks in Memphis played a crucial role in the presidential campaign, so much so that precinct leaders received invitations to the inauguration. (Unlike in most southern areas, African Americans could vote in Memphis.) Two key African American leaders in Memphis, Russell B. Sugarmon Jr. and A. W. Willis Jr., loom particularly large in this story because of their role in the development of the Shelby County Democratic Club and because they kept in touch with the Kennedy administration about civil rights issues in Memphis. Their local activism had national ramifications.
“You Pay One Hell of a Price to Be Black”
Authors: Hughes Charles L.
Published: January 2019

The life of Rufus Thomas traces many of the broader historical trajectories that defined African American experiences in Memphis in the twentieth century. Born to Mississippi sharecroppers, Thomas moved to the city as a child and soon began performing on Beale Street, where he witnessed its heyday as the “Main Street of Black America.” He became one of the first deejays on WDIA, the pioneering all-black radio station that brought the music and politics of black Memphis to a national audience. He was the first artist to record hits at both Sun and Stax Records, putting him at the center of Memphis’s musical revolutions—and their transformative effects on world culture—from the 1950s through the 1970s. Later in life he became the self-proclaimed “Mayor of Beale Street,” one of the most recognizable and eloquent advocates for the city and its cultural heritage. Beyond his international fame as a musician, Thomas reflected other political and economic trends through his decades-long work in a local textile factory, his family’s extensive involvement with the NAACP, and his long commitment to education and community improvement. By putting Thomas’s life and career in its full, rich context, this essay offers a new way to illuminate the struggles and accomplishments of black Memphis in the twentieth century.
IZOTOPOVÝ ZÁZNAM PRVNÍCH SPODNÍCH MOLÁRŮ DOMÁCÍHO SKOTU Z RANĚ STŘEDOVĚKÝCH LOKALIT POHANSKO-JIŽNÍ PŘEDHRADÍ A KOSTICE-ZADNÍ HRÚD (ČESKÁ REPUBLIKA)
Authors: Ivanov Martin , Nohálová Hana , Nývltová Fišáková Miriam , Dresler Petr , Dreslerová Gabriela
Published: January 2019

In this essay, we focused on the evaluation of isotope analyses (δ13Ccoll and δ15Ncoll) of the first lower molars (m1) of domestic cattle (Bostaurus) from two early medieval Pohansko-Southern bailey (Pohansko-JP) and Kostice-”Zadní hrúd” (Kostice-ZH) sites. The aim of the study is the evidence of the breast-feeding effect of calves and subsequent weaning on the dentine average isotope  composition. Results from both sites are compared with the data obtained from recent experimental cattle breeding. Possible differences in the cattle breeding between both studied localities are evaluated. The first lower molars of the domestic cattle (n = 15) were selected for analyses from both sites supplemented by a sample of the compact bone of the shinbone of an adult individual from the Pohansko-JP site. The determination of the ontogenetic age of the analyzed individuals is based on the dentition development stage. For the purpose of isotope analyzes (δ13Ccoll and δ15Ncoll), dentine collagen was extracted from all tooth crowns. The δ13Ccoll dentine values of the m1 of cattle from the Pohansko-JP ranged from -17.75‰ to -21.8‰ (n = 11) with mean value of -19.81 ± 1.03‰. δ15Ncoll values for dentine of all m1 samples from Pohansko-JP range from 6.2‰ to 11.87‰ with mean value of 8.29 ± 1.71‰ (n = 11). The highest δ15Ncoll values were observed primarily in samples of juvenile individuals, with the exception of one adult specimen (10.90 ‰). δ13Ccoll values in m1 of adult individuals from the Kostice-ZH site range from -19.30‰ to -20.91‰ (n = 4). The mean value -19.83 ± 1.01‰ is lower if compared to results from recent experimental breedings. The volume of 15N isotope is significantly lower contrary to those in Pohansko-JP and aforementioned experimental study. It can be assumed that the diet of the cattle in both studied sites was primarily based on C3 plants; however, we cannot exclude a small admixture of C4 plants (millet) in the diet of some observed individuals. The cattle from the Pohansko-JP could be driven to graze from the open meadows up to the ecotones in the vicinity of the forest which is partly supported by the palaeobotanic record. In Kostice-ZH site, the grazing in open meadows was most prevalent. The volume of 15N from the Pohansko-JP site shows that in most cases, calves were not prematurely weaned. In samples from Kostice-ZH, the 15N content in adult individuals was significantly lower contrary to values from Pohansko-JP. A present stage of the knowledge indicates that the cattle (i. e., including mother cows) was probably fed plants characterized by low δ15N values; however, a premature weaning to increase the milk production cannot be excluded.
VRTBY ICHNORODU GASTROCHAENOLITES JAKOŽTO ŽIVOTNÍ PROSTOR MLŽŮ Z LOKALITY BORAČ-PODOLÍ (KARPATSKÁ PŘEDHLUBEŇ, ČESKÁ REPUBLIKA)
Authors: Šamánek Jaroslav , Mikuláš Radek , Doláková Nela , Hladilová Šářka
Published: January 2019

In 2015 the locality Borač-Podolí was newly examined. The locality is situated 8 km NW from the town of Tišnov. A large amount of shallow-water fossils of middle Miocene (Badenian) age was collected. The state of preservation of the material enabled us bivalve borings of ichnogenus Gastrochaenolites which were bored into colonies of hermatype corals and other calcareous hard substrates. In some of these borings, bivalves were found in situ. The borings were determined as Gastrochaenolites isp., Gastrochaenolites orbicularis, Gastrochaenolites lapidicus, Gastrochaenolites dijugus and Gastrochaenolites torpedo. The in situ bivalves were determined as Gastrochaena cf. intermedia, Rocellaria cf. dubia, Hiatella arctica and Cardita calyculata. The first three species probably represent primary borers while Cardita calyculata is probably a secondary user (squatter). Based on an analysis of fossil material, we can assume that borings were created aft er the death of corals during the repeated transport of these bioclasts. It led to colonizing of the whole surface of coral bioclasts. The bioclasts were then moved to deeper water. Transport to water with clay sedimentation enabled the preservation of the bivalves in situ in borings.
PALEOPROSTŘEDÍ VE SPODNÍM BADENU NA SEVERNÍM OKRAJI BRNA (DIVIŠOVA ČTVRŤ)
Authors: Tomanová Petrová Pavla , Nehyba Slavomír , Diviš Karel , Hladilová Šárka , Gregorová Růžena , Vít Jan , Hudec Pavel
Published: January 2019

Lower Badenian sediments were studied on the locality Hvozdíkova at the Diviš district, Brno. There were interpreted 4 lithofacies of Neogene (Lower Badenian) sediments (lithofacies M1, M2, Sl, and SGl). Occurrence of basal Lower Badenian clastics is connected with existence of coarse-grained delta (foreset). Overlying pelites document pelagic sedimentation of open sea. Garnet dominates in assemblage of heavy translucent minerals.Rich assemblages of foraminifers, molluscs, spines of echinoids, ostracods and shark fauna were discovered in sediments. Diversified assemblages are dominated by plankton specimens. Species Orbulina suturalis Brön., Praeorbulina glomerosa circularis (Blow) and Globigerinoides bisphericus Todd. indicate the Lower Badenian age.From the point of view of the shark fauna diversity the locality Hvozdíkova is unique; shark fauna is very rare in Lower Badenian clays, and the genera of Squaliolus and Paraetmopterus are identified for the first time. Oysters – especially species Neopycnodonte navicularis (Brocchi) – dominate in Lower Badenian sediments. Small gastropods (for example Cancellaria sp., ?Tornus sp., Rissoa sp., Alvania sp.) probably represent fossils reworked from shallow littoral area.
Actividades y estrategias de aprendizaje activo para clases teóricas en grupos numerosos
Authors: Pons Valladares Oriol , Franquesa Sànchez Jordi
Published: January 2019

Gran parte de la docencia presencial universitaria sigue impartiéndose en clases
teóricas con grupos numerosos de alumnos. Este texto presenta un proyecto
docente específico para estas clases y su primera aplicación a la asignatura de
construcción de tercer curso de la Escuela de Arquitectura de Barcelona ETSAB.
En este caso había una problemática grave endémica con la participación y
aprendizaje de los alumnos. Para solucionarla, se han incorporado metodologías
activas que despierten la implicación del alumnado mejorando su aprendizaje. Esta
incorporación ha seguido un método innovador basado en la Taxonomía de Bloom.
El proyecto se ha implantado de forma progresiva, evaluando indicadores y
obteniendo resultados positivos como por ejemplo una mayor participación y
satisfacción de alumnos y profesores. También se han comparado las diferentes
metodologías aplicadas y se han definido posibles mejoras. Los autores trabajan en
una versión mejorada para próximos años y otras asignaturas.

Much of the face to face university teaching is still taught in lectures with large groups
of students. This text presents a teaching project specific for these classes and its
first application in the third year construction course in the School of Architecture of
Barcelona ETSAB. In this case there were serious endemic problems with students’
participation and learning process. In order to solve these problems, active
methodologies that awake students’ implication and improve their learning process
have been incorporated. This incorporation has followed an innovative method
based on Bloom Taxonomy. This project has been implemented progressively,
assessing indicators and obtaining positive results such as better students’ and
professors’ participation and satisfaction. Also the applied methodologies have been
compared and possible improvements have been defined. The authors work on an
improved version for future years and other subjects.
La biblioteca de materiales como recurso didáctico
Authors: Navarro Moreno David , Lanzón Torres Marcos , Tatano Valeria
Published: January 2019

Los materiales de construcción han sido tradicionalmente explicados en las
escuelas de arquitectura atendiendo principalmente a sus propiedades físicas,
mecánicas y químicas, desarrollándose su enseñanza mediante clases teóricas en
el aula complementadas con clases prácticas en el laboratorio en las que se
ensayaban diversos materiales. Si bien, los materiales son importantes no sólo
desde el punto de vista técnico por su función como elementos para la construcción,
sino también por su papel como base del lenguaje arquitectónico, posibilitando a
través de ellos la transmisión de sensaciones –percepción visual, táctil, térmica,
acústica, olfativa–, esto es, la materialidad. Por tal motivo, dado que las citadas
sensaciones son percibidas por las personas a través de los sentidos, la materioteca
o biblioteca de materiales constituye un recurso didáctico especialmente útil al
posibilitar el contacto directo de los estudiantes con los principales materiales
disponibles en la actualidad.

Construction materials have traditionally been explained in architecture schools
attending to their physical, mechanical and chemical properties. In that sense their
teaching has been developed through theoretical lessons in classroom
complemented by practical lessons in laboratory in which various materials were
tested. But, materials are important not only from the technical point of view for their
function as elements for construction, but also for their role as the basis of
architectural language, enabling through them the transmission of sensations –
visual, tactile perception, thermal, acoustic, olfactory–, that is, materiality. For this
reason, since these sensations are perceived by people through the senses, the
materials library is a didactic resource especially useful to enable direct contact of
students with the main materials currently available.
Las prácticas de Historia de la Arquitectura como invitación abierta a la cultura moderna
Authors: Parra Martínez José , Gutiérrez Mozo María Elia , Gilsanz Díaz Ana
Published: January 2019

Este trabajo reflexiona sobre la asignatura de historia y teoría de la arquitectura
moderna con el fin de avanzar una metodología que contribuya a reformular la
docencia de prácticas y su relación con la teoría. Dado el escaso tiempo disponible
en un cuatrimestre, partimos de la idea de que nuestro programa de prácticas, más
allá de pretender abordar con detenimiento la extensa cronología histórica del
programa teórico, estaba llamado a desbordarlo, a proporcionar una experiencia
integradora sobre sus principales valores. Distanciándonos de la mirada del
historiador y del análisis del caso concreto, hemos diseñado una novedosa
propuesta de ejercicios que interpelan a la imaginación creadora y los intereses
actuales del alumnado. Su entusiasta trabajo y exitosos resultados nos han llevado
a replantearnos la docencia de la propia teoría para alejarnos de formatos
convencionales, produciendo una primera consecuencia: la puesta en marcha de
una herramienta interactiva que hemos denominado “atlas conceptual”.

This paper reflects upon our history and theory of modern architecture course in
order to develop a methodology that contributes to reformulate the teaching of
practice seminars and their links to an all-inclusive theoretical framework. Given the
semester’s time constraints, we have considered that our program, instead of trying
to chronologically cover the entire time span of the theory course, was meant to
overcome it to provide an integrating experience of architectural history’s main
values. Distancing ourselves from the perspective of the historian, as well as from
the analysis of actual study cases, we have designed a set of activities that challenge
the creative imagination and the current interests of our students. Their enthusiastic
work and successful results have led us to rethink the teaching of theory seminars
to move away from conventional formats, being its first consequence the
implementation of an interactive tool that we have called "conceptual map".
Relaciones desde lo individual a lo colectivo.
Tres ejercicios de Composición Arquitectónica
Authors: Barberá Pastor Carlos , Díaz García Asunción , Gilsanz Díaz Ana
Published: January 2019

Esta comunicación recoge el análisis de una práctica colaborativa planteada a los
estudiantes de las asignaturas de Composición Arquitectónica 1 y 4 de la
Universidad de Alicante. La práctica se plantea desde los acontecimientos que
suceden en el espacio urbano y son un modo que incita al estudiante a componer
las innumerables situaciones que se dan en él y que son justamente las que lo
configuran. En la práctica se muestran los distintos modos de ver y experimentar
cuatro barrios de Alicante, desde su propia individualidad y desde las relaciones que
establecen entre ellos, siendo expresados a través de distintos formatos: collage,
guion o storyboard y cortometraje. Es un proceso que mediante la ocupación de
espacios referidos a la ciudad refuerza la experiencia real y propia de cada
estudiante.

This paper presents the analysis of a collaborative project proposed to the University
of Alicante students of Architectural Composition 1 and Architectural Composition 4
courses. The project is conceived as a reflection upon the events taking place in the
urban space. It aims to encourage students to confront the countless circumstances
that happen in this space and that ultimately create it. In this activity different ways
of seeing and experiencing four Alicante neighborhoods are shown, from their own
individuality to the many relations established among them. These are revealed by
using different formats: collage, script or storyboard and short film. It stands out as
a process where the real and personal experience of each student is reinforced by
the use of the city space.
Dibujo y máquina: la aplicación de lo digital en
Arquitectura y Urbanismo
Authors: Castellano Román Manuel , Angulo Fornos Roque , Ferreira Lopes Patricia , Pinto Puerto Francisco
Published: January 2019

Los avances de las Tecnologías de la Información aplicados en Arquitectura están
transformando no sólo la manera de expresar, representar y desarrollar los
proyectos, también el modo de aproximarse a la complejidad de la arquitectura, y
convertirla en un instrumento de proyecto. Estos avances reclaman adaptaciones
sucesivas, a veces precipitadas y arrolladas por los resultados visuales que
producen. Por esta razón, su utilización en la etapa formativa debe contemplar una
reflexión sobre su incidencia y repercusión que acompañe la velocidad de sus
cambios: nuevos conceptos, terminologías, modos de tratamiento de la información
a diferentes escalas y la posibilidad de gestionar una gran masa de datos, difícil de
alcanzar con los métodos no-digitales. En este contexto, la traducción del papel del
dibujo a su versión digital se complejiza en sintonía con los nuevos requerimientos
a los que la arquitectura actual se ve sometida.

Information Technologies advances applied in Architecture are changing not only
the expression, representation and development of architecture projects, but also
the approaching to architecture complexity, turning it into a project instrument.
Those advances requires successive adaptations, sometimes precipitated and
overrun by the visual results they produce. That is why its use in the formative stage
should take into account a reflexion about its implications accompanying its quick
changes: new concepts, terminologies, information handling at different scales and
the chance of big data processing, not easy affordable using non-digital methods. In
this context, the role of the drawing translation into its digital version become more
complex in sintony with the current architecture requirements.
Aprendiendo a proyectar mediante el análisis de las decisiones de proyecto
Authors: Fuentealba Quilodrán Jessica , Goycoolea Prado Roberto , Martín Sevilla José Julio
Published: January 2019

Aprendiendo a proyectar a través del análisis de las decisiones de proyecto, es una
propuesta docente desarrollada en la asignatura Análisis de Formas de la Escuela
de Arquitectura, Universidad de Alcalá, España, cuyo fin es utilizar el análisis
arquitectónico como un instrumento crítico para comprender procesos proyectuales,
alejándose de un empleo más tradicional del análisis como método descriptivo
previo o separado del proceso de proyecto. El método docente consiste en que el
estudiante asuma “la piel del arquitecto” con los datos disponibles, estableciendo
condiciones de partida que le permitan entender el proceso proyectual, los
resultados y, en definitiva, comprender el proyecto desde diversas aproximaciones
(atenciones analíticas). Se pretende que el estudiante alcance un nivel de
“comprensión” del proceso proyectual de las obras analizadas, para luego, en sus
propias exploraciones, con condiciones de partida nuevos, utilice lo aprendido en la
resolución de nuevos problemas proyectuales que enfrente en sus proyectos.

Learning to project through analysis of projects decisions, is a teaching proposal
developed in the subject Analysis of the Forms, School of Architecture, University of
Alcalá, Spain, which aims at architectural analysis as a critical instrument for project
process, moving away from the traditional use of analysis as a descriptive method
or separate from the project process. The teaching method is that the student "puts
himself in the role of the architect" with the available data, establishing starting
conditions that will regret the project process, the results and, ultimately, understand
the project from various approaches (analytical attention) It is intended that the
student then in his own explorations, with new starting conditions, use the creative
memory in the resolution of new problems that he faces in his projects.
Uncastillo. De la escala territorial al detalle
proyectual
Authors: Elia García Santiago , Comeras Serrano Ángel Balbino , Lorén Collado Antonio
Published: January 2019

Durante siete cursos consecutivos se han ido realizando y construyendo practicas
docentes, en el denominado Taller Vertical de Integración, donde estudiantes de
arquitectura de diferentes cursos han trabajado conjuntamente simulando “equipos
multidisciplinares” produciendo una interacción y transmisión de conocimiento. La
evolución y progresión de estos talleres ha quedado representada en esta
comunicación donde se expone la ultima práctica realizada, en la que se desarrolla
una metodología transversal de docencia, oficio e investigación arquitectónica. La
posibilidad de conectar con una situación real en la que la sociedad, el entorno
urbano, el territorio, el paisaje, el patrimonio, la movilidad y la cultura están
presentes, ha producido un aprendizaje integrador, fundamentado en el desarrollo
profesional e investigador en arquitectura.

During seven consecutive courses have been doing and building practices teachers,
in the Workshop Vertical Integration, where architecture students from different
courses have worked together to simulate "multidisciplinary teams" producing an
interaction and knowledge transfer. The evolution and progression of these
workshops has been represented in this communication where the last carried out
practice, which develops a transverse methodology of teaching, nursing and
architectural research. The possibility of connecting with a real situation in the
society, the urban environment, territory, landscape, heritage, mobility and culture
are present, has produced a learning system integrator, based on professional
development and research in architecture.
La habitación está vacía y entra el habitante. Seminario de experimentación espacial
Authors: Ramos Jular Jorge
Published: January 2019

Durante los meses de noviembre y diciembre de 2017 se imparten una serie de
conferencias organizadas en formato de seminario dentro del programa del Corso
di Teorie dell’Architettura 2017/18 del Corso di laurea di Arti Visive de la Univerità
IUAV di Venezia, en el que nos introdujimos en un proceso de acercamiento
progresivo alrededor de diversas categorías espaciales que comparten la
arquitectura y otras disciplinas plásticas. Como fase final del seminario, en
colaboración con el Museo de Arte Contemporáeo Ca’Pesaro de Venecia, se
realiza el workshop experimental titulado “La habitación está vacía y entra el
habitante”, cita tomada del artista Jorge Oteiza. La presente comunicación
pretende profundizar en el proceso de investigación pedagógica propuesto en
estas actividades, como ejemplo de proyecto de innovación docente que
aprovecha la experimentación en las artes plásticas para el aprendizaje de las
cuestiones acerca del concepto de espacio dentro de la docencia en arquitectura.

During the months of November and December 2017, some lectures organized in
seminar format is offered within the program of the Corso di Teorie dell'Architettura
2017/18 of the Corso di laurea di Arti Visive of the IUAV University of Venice, in
which we introduced ourselves in a process of progressive approach around
diverse spatial categories that share the architecture and other plastic disciplines.
As a final phase of the seminar, in collaboration with the Museum of Contemporary
Art Ca'Pesaro of Venice, the experimental workshop entitled "The room is empty
and the inhabitant enters", quote from the artist Jorge Oteiza, is made. This
communication intends to deepen the pedagogical research process proposed in
these activities, as an example of teaching innovation project that takes advantage
of experimentation in the visual arts to learn the questions about the concept of
space within the teaching of architecture.
Lenguaje analógico y digital en la enseñanza del dibujo arquitectónico
Authors: Cervero Sánchez Noelia , Agustín Hernéndez Luis , Vallespín Muniesa Aurelio
Published: January 2019

En el estudio que aquí se presenta, se corrobora, mediante la experiencia
docente, que aprender a dibujar es aprender a acceder a la parte perceptiva de
nuestro cerebro, para que las componentes narrativa y expresiva intervengan de
forma equilibrada. Atendiendo a este planteamiento, que se considera
fundamental en la consolidación de la base formativa del futuro arquitecto, el
trabajo realizado en las asignaturas del Área de Expresión Gráfica del primer curso
del Grado en Estudios en Arquitectura de la Universidad de Zaragoza ha permitido
verificar la teoría de Betty Edwards en los primeros estadios del aprendizaje y,
cuando se tiene un mayor dominio del dibujo, analizar distintas formas de trabajo
en las que se solapan el lenguaje analógico y el digital, entendidos en el sentido
en el que lo hacían Ernst Gombrich y Gilles Deleuze.

This paper verifies, through the teaching experience, that learning to draw is
learning to access the perceptive part of our brain, so that the narrative and
expressive components intervene in a balanced way. Attending this approach,
which is considered essential in consolidating the training base of the future
architect, the work done in the subjects of the Graphic Expression Area, in the first
course of Architecture Studies of the University of Zaragoza has allowed to verify
the theory of Betty Edwards in the early stages of learning and, when a greater
mastery of drawing is reached, has allowed to analyze different ways of work in
which analog and digital language -understood in the sense in which Ernst
Gombrich and Gilles Deleuze did- overlap.
Una introducción al urbanismo desde la forma
urbana y sus implicaciones socioambientales
Authors: Ruiz-Apilánez Borja
Published: January 2019

Este artículo presenta el proyecto docente de una de las escuelas españolas de
última generación para introducir a los alumnos de primer curso en los temas
propios del urbanismo. En la generalidad de lo pedagógico, la propuesta emplea
métodos activos de aprendizaje basado en problemas. En la particularidad de lo
urbanístico, la introducción la realiza desde un análisis de la forma urbana
motivado por el interés de conocer sus implicaciones sociales y medioambientales.
Además, la propuesta presenta una serie de innovaciones relativas al repertorio de
escalas empleadas, al empleo de SIG junto con otras herramientas más
tradicionales, a la utilización del destino del viaje de estudios como lugar de
trabajo, y a la toma de contacto con la cultura urbanística a través del estudio de
casos y análisis de textos relevantes en el ámbito de la Europa Occidental.

This article presents the teaching plan of one of the Spanish last-generation
schools to introduce first-year students in the topics of urbanism. From a generic
pedagogical perspective, the proposal uses active methods of learning based on
problems. In the particularity of urbanism, it performs this introduction through an
analysis of urban form that arises from the interest to know its social and
environmental implications. In addition, the proposal presents a number of
innovations including: the use of a wide repertoire of scales, the use of GIS
combined with other more traditional tools, the use of the destination of the study
trip as the general case study for the class, and an induction to urban studies’
culture through the analysis of case studies and texts that are relevant in the
Western Europe context.
La experiencia del Aprendizaje-Servicio en el diseño de espacios públicos bioclimáticos
Authors: Román López Emilia , Córdoba Hernández Rafael
Published: January 2019

Las aulas constituyen un espacio de oportunidad para el conocimiento, debate e
investigación sobre los problemas y retos a los que se enfrentan actualmente
muchos núcleos rurales de nuestro país. Surge por ello, la necesidad de estrechar
la colaboración y cooperación entre universidad, administración local y los
ciudadanos, a través de la participación y la transferencia de recursos humanos y
técnicos que aumenten su potencial respecto a la identificación, análisis y
aprovechamiento de los recursos endógenos, de cara al desarrollo local de dichos
ámbitos y la formación de los alumnos. Con esta metodología los alumnos
alcanzan un primer acercamiento profesinal al urbanismo, a la vez que interactúan
con los distintos agentes intervinientes en una población (alcaldes, concejales y
vecinos) en todas las fases del proyecto.

The classrooms is a space of opportunity for knowledge, debate and research on
the problems and challenges that many rural areas of our country are currently
facing. Therefore, the need to strengthen collaboration and cooperation between
universities, local authorities and citizens. The selected way is through the
participation and transfer of human and technical resources that increase their
potential with respect to the identification, analysis and use of endogenous
resources for the local development of these areas and the training of students. All
of these involves attending to the needs of a real customer, such as a Town Hall,
or citizen demands. With this methodology, students reach a first professional
approach to urbanism, while interacting with the different agents involved in a
population (mayor, councilors and neighbors) in all phases of the project.
Cómo exponer la edición: metodologías activas en la práctica editorial de la arquitectura
Authors: Arredondo Garrido David , García Píriz Tomás
Published: January 2019

A lo largo del año 2017 se desarrollaron una serie de actividades en el marco del
proyecto de investigación "Laboratorios Editoriales. Nuevos modos, medios y
espacios para la edición en arquitectura". El objetivo principal de dicho proyecto
fue la identificación y análisis de los nuevos modelos de edición vinculados a la
producción arquitectónica. El proyecto se abrió al alumnado de la Escuela Técnica
Superior de Arquitectura de Granada, haciéndolo partícipe de procesos que fueron
desde la selección de contenidos, la creación del discurso expositivo, la
fabricación de mobiliario hasta la edición de publicaciones. La comunicación
recoge las reflexiones previas e influencias del proyecto, para centrarse en las
metodologías desarrolladas en las diferentes actividades realizadas con los
alumnos. Finalizando con una reflexión sobre los resultados del proyecto
obtenidos de manera conjunta con el alumnado participante, reconociendo la
importancia de la incorporación de las prácticas editoriales a la docencia en
Arquitectura.

Throughout the year 2017, a series of activities were developed within the
framework of the research project "Editorial Laboratories, new modes, media and
spaces for architecture publishing". The main objective of this project was the
identification and analysis of new editorial models linked to architectural production.
The project was shared with the students of the Higher Technical School of
Architecture of Granada, including them into processes like the selection of
contents, the creation of an exhibition discourse, the manufacture of furniture and
the edition of some publications. This paper gathers previous reflections and
influences of the project, in order to focus on the methodologies developed within
the activities carried out with the students. The results of the project, obtained
together with them, are discussed to show the importance of including the editorial
practices into Architectural teaching.
Uso docente de la red social “Instagram” en la asignatura de Proyectos 1
Authors: Moreno Moreno María Pura
Published: January 2019

Esta comunicación aborda la incorporación de la Red Social Instagram, como
herramienta complementaria, en el desarrollo de la asignatura de Proyectos 1. La
familiaridad del alumnado con esta aplicación supuso el requisito necesario para un
experimento docente cuyas pretensiones originales –de carácter únicamente
informativo- se vieron desbordadas por el creciente debate generado en el Grupo.
La selección, por parte del docente, de referencias del ámbito teórico, sumada a la
exposición de trabajos –principalmente fotografías de maquetas- de cada alumno
retroalimentaron e impulsaron tanto la investigación personal proyectada en el
diálogo en el aula, como la búsqueda de reconocimiento individualizado de
resultados puestos al servicio de la crítica grupal –número de “like”-. El conflicto
entre información-conocimiento o consumo-aprendizaje enmarca unas
conclusiones que justifican el experimento, a pesar de alertar del peligro de
infoxicación, y reconocer que el saber solo proviene de la información
convenientemente procesada.

The present paper deals the incorporation of the Social network Instagram as an
extra-face tool in the development of the subject of Projects 1. Its daily use by the
contemporary university students supposed the necessary requirement for the
development of a teaching experiment whose original claims –with communicative
character– were overwhelmed by the increasing interaction of the group discussion.
The selection, by the teacher, of architectural references from the theoretical field,
added to the exhibition of works –mainly models– of each student represent two
feedback factors that drove both the research staff projected in the classroom’s
dialogue, as the group competition generated by the self-affirmation of each result
put at the service of the group critique -number of "likes". The conflict between
information-knowledge or consumption-learning frames a conclusion that alerts from
the infoxication’s danger and recognizes that the knowledge only comes from a
processed information.
Industria docente
Authors: Peñín Llobell Alberto
Published: January 2019

La Universidad se ha preocupado desde sus orígenes por su aproximación a la
realidad social y productiva de su entorno. El debate entre la autonomía intelectual
frente a la dependencia de las vicisitudes de la realidad (y también de los
estamentos de poder), no puede enturbiar la necesaria conexión de los estudios de
arquitectura con la realidad constructiva. No se trata de diluir la esencia de la
disciplina sino de entender que sus fundamentos precisan de una base instrumental
que hunde sus raíces en una realidad técnica en lenta pero constante evolución. La
industria, la próxima y la disponible, permite la materialización de la arquitectura no
como mera factibilidad sino como un agente activo en su elaboración. El texto
explorará experiencias académicas que trabajarán en esta brecha entre la ficción
de las aulas y la realidad constructiva.

The University has been concerned from its origins for its approach to the social and
productive reality of its environment. The debate between intellectual autonomy
versus dependence on the vicissitudes of reality, can not blur the necessary
connection of architecture studies with constructive reality. It is not a matter of
loosing the essence of the discipline but of understanding that its foundations require
an instrumental basis that have its roots in a technical reality in slow but constant
evolution. The industry, the near one and at disposal, allows the materialization of
architecture not as mere feasibility but as an active agent in its development. The
text will explore academic experiences that will work in this gap between the fiction
of the academy and the constructive reality.
Aprendiendo del paisaje: el tiempo como factor de renaturalización de la ciudad
Authors: Psegiannaki Katerina , García Triviño Francisco , García García Míriam
Published: January 2019

El taller “Renaturalización del Gran San Blas” se presenta como proyecto docente
interdisciplinar donde el factor tiempo es un requerimiento de diseño decisivo para
trabajar con el paisaje en la ciudad. Llevado a cabo durante tres días, involucró a
estudiantes de diferentes nacionalidades -de la Universidad de Saxion (Holanda) y
la Universidad Camilo José Cela (España)- que trabajaron con una herramienta
digital no incorporada en su currículo académico. La condición especial de trabajar
con una línea temporal para construir escenarios de renaturalización de un barrio,
permitió crear un interés común entre los diferentes estudiantes. El factor tiempo,
trabajado desde un pensamiento divergente, haciendo uso de diferentes
referencias paisajísticas, y un pensamiento convergente, haciendo uso de
múltiples datos reales que ofreció el ayuntamiento de Madrid, permitió concretar
las propuestas en el corto espacio de tiempo del taller.

The workshop "Renaturalization of Gran San Blas" is presented as an
interdisciplinary teaching project where “time” is a decisive design requirement to
work with the landscape in the city. It was carried out during three days in which
students from different nationalities -from the University of Saxion (The
Netherlands) and from the University Camilo José Cela (Spain)- worked with a
digital tool not included in their academic curriculum. The most special condition of
the workshop was having to work with a timeline which represents the
renaturalization scenarios of the neighborhood and which allowed to create a
common interest among students. The factor of time, has been treated from a
divergent thinking, making use of different landscape references, and from a
convergent thinking, making use of multiple real data offered by the City Council of
Madrid. This approach allowed students to achieve their proposals in the short time
of the workshop.
Taller experimental TRA-NE: transferencias entre investigación, aprendizaje y profesión
Authors: Zaragoza Isabel , Mendoza Ramírez Héctor
Published: January 2019

El taller experimental TRA-NE es una experiencia docente que se imparte como
optativa del máster habilitante en la ETSAB (UPC), basada en un aprendizaje
activo en el que mediante la comparación de casos de estudio de contextos
temporales diferentes (XX-XXI) y tomando el aula como laboratorio, se indagan y
comparten estrategias de representación de proyectos ejemplares. Esta
comunicación pretende difundir la innovadora iniciativa docente, mostrando los
fundamentos de un taller que promueve las potencialidades de la representación
arquitectónica como instrumentos para obtener conocimiento. Su confrontación en
contextos temporales distintos aporta un factor sorpresa como las relaciones
inesperadas del trabajo de Zenghelis-Dogma, o las sugerentes afinidades en la
indagación de Price-Langarita/Navarro. Así pues, mediante la observación,
reflexión y debate; el estudiante es capaz de asimilar arquitecturas entendiéndolas
como lenguaje y favorece la capacidad de aplicar adecuadamente este
conocimiento en su PFC o en sus futuros proyectos profesionales.

The experimental studio TRA-NE is a teaching experience that is taught as an
elective course at the master's program in ETSAB (UPC), based on an active
learning in which by comparing case studies from different time contexts (XX-XXI)
and taking the classroom as a laboratory, students investigate and share strategies
for representing exemplary projects. This communication aims to spread the
innovative teaching initiative, showing the foundations of a workshop that promotes
the potential of architectural representation as tools to obtain knowledge. Their
confrontation in different temporal contexts provides a surprise factor such as the
unexpected relationships of the work of Zenghelis-Dogma, or the suggestive
affinities in the Price-Langarita / Navarro inquiry. So, through observation, thought
and debate; the student is able to assimilate architectures, understanding them as
a language and favors the ability to apply this knowledge adequately in their
Diploma project or in their future professional practice.
Lecciones entre aprendices. La estructura vertical en las enseñanzas de arquitectura
Authors: Alarcón González Luisa , Montero Fernandez Francisco
Published: January 2019

La enseñanza de proyectos arquitectónicos estructurada en talleres verticales, en
los que alumnos de diferentes cursos comparten docencia ha sido una fórmula
adoptada en diferentes escuelas y periodos históricos, y constituyó la estructura
fundamental de esta enseñanza en la Escuela de Arquitectura de Sevilla desde el
curso 1975-76 hasta el 1994-95. Este sistema de enseñanza gerenaba sinergias
importantes entre profesores y alumnos, especialmente entre los propios alumnos
que aprendían no sólo del profesor sino también de los compañeros de niveles
superiores, estableciéndose una estructura similar a la de los talleres artesanales,
facilitando la iniciación en una práctica nueva, como es la de la creación artística,
mejorando el trabajo colaborativo y la relación intergeneracional.

The education of architectural projects structured in vertical workshops, in which
students of different years spend time on teaching has been a formula adopted in
different universities and historical periods, and constituted the fundamental
structure of this teaching in the School of Architecture of Seville since 1975 -76
until 1994-95. This teaching system generated important synergies between
teachers and students, especially between the students themselves who learned
not only from the teacher but also from classmates at higher levels, establishing a
structure similar to that of the craft workshops, facilitating the initiation into a new
practice, as it is the one of the artistic creation, improving the collaborative work
and the intergenerational relationship.