SETTING A PATH FOR CREATIVITY IN TEACHING HISTORY OF ARCHITECTURE CLASSES
A STRATEGIC VIEW OF SPARKING STUDENTS INTERACTION.
Teaching History in fields such as architecture which is closely linked to practice represents a
major challenge to architecture teachers and instructors. They are usually caught in the struggle
of having to use creativity and imagination to explore the past as well as drawing inspiration in
foreseeing the role that history classes can play in students future profession in ways to bridge
‘learning’ and ‘applying’. A major challenge of permeating creative teaching into history
courses comes from transforming established traditions of how to teach history and what
exercises to employ in the process into ones to resonate with youth whose diversity has reached
unprecedented levels and for whom technological gadgets are almost second nature. Also
infusing history classes with creative and critical thinking that encompasses and responds to
pressing social concerns reinforces the meaning of history classes and makes history relevant to
students’ lives. Therefore, going beyond traditional methodologies and discourses around the
teaching of history is a must for nowadays educators by employing a diverse set of techniques
such as educational games and modeling. As a 'history of architecture' educator, my research
aims at helping setting a trajectory for both creatively teaching history of architecture courses
and sparking students’ interest by proposing new teaching strategies and sharing techniques,
assignments, and pedagogies (especially in architectural institutions with limited resources).
Some international teaching examples are presented as well as the author’s personal teaching
experiences in different Egyptian architectural institutes.
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