Bibliographic citations
Vera, E., (2018). Desarrollo de competencias creativas desde la enseñanza del dibujo arquitectónico en la formación básica del estudiante de arquitectura [Universidad Antonio Ruiz de Montoya]. http://hdl.handle.net/20.500.12833/1951
Vera, E., Desarrollo de competencias creativas desde la enseñanza del dibujo arquitectónico en la formación básica del estudiante de arquitectura []. PE: Universidad Antonio Ruiz de Montoya; 2018. http://hdl.handle.net/20.500.12833/1951
@mastersthesis{renati/1007784,
title = "Desarrollo de competencias creativas desde la enseñanza del dibujo arquitectónico en la formación básica del estudiante de arquitectura",
author = "Vera Lahaye, Eloy Esmaro",
publisher = "Universidad Antonio Ruiz de Montoya",
year = "2018"
}
The purpose of this research is to design teaching-learning processes with the discipline of architectural drawing from the project-based strategy in favor of the acquisition of creative competences linked to the architectural project. These processes will be applied in students of the first cycle of a faculty of architecture for a private Peruvian university. Thus, we will try to answer the question: How can you develop creative competences from the teachinglearning process of architectural drawing? For this purpose, it has been previously necessary to inquire about the unique creative competence in architecture that translates into cognitive resources (knowledge, procedures and skills) and non-cognitive (attitudes) for the tasks of doing the architecture project. It is here where the drawing acquires medular importance since this, is the artistic foundation of said project. The present investigation has as a task with the drawing, not only the design of pedagogical experiences that impact on the development of such competences in the student of the first cycle of architecture but the redefinition of the teaching practice with the subject of the architectural drawing. In the first chapter of this document, the development of the interdisciplinary theoretical exercise is explained, linking theories from the architecture and the reflections on the graphic language, from the psychology and the learning of the subjects, and from the pedagogical approach by competences. This exercise allowed us to investigate topics such as: meaning and meaning of drawing for learning the problems of the architectural project. This led us to collapse the core role that drawing has in the gestation of the project, the implicitly graphic and artisanal modes of performance in the creative 7 phases of the architectural object and the creative competence with drawing as the sum of skills, knowledge and attitudes for think and do the project. In the second chapter, the methodological design is explained from the qualitative approach, supporting on the one hand in the instrument of the semistructured interview with experts in the three theoretical disciplines mentioned: architecture, psychology and pedagogy. Simultaneously, this led us, and by virtue of the qualitative paradigm of the research, to select the methodology of action research which was permeable with the observation and reflection of the practice of the teacher-researcher of the present thesis and with the installation of a New innovative strategy with the teaching of drawing. This allowed us to result in a pedagogical strategy proposal based on project-based learning and that ultimately meant an initial guideline for the transformation of the teaching practice of the traditional processes of teaching architectural drawing, which are usually shown impervious to the expressiveness of project creativity, to the discovery, exploration and autonomy of learning subjects through drawing.
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