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dc.contributor.authorMuntañola Thornberg, Josep
dc.contributor.authorSaura Carulla, Magdalena
dc.contributor.authorMéndez Rodríguez, Sergi
dc.contributor.authorBeltran Borràs, Júlia
dc.contributor.authorMartínez Gómez, Josué Nathan
dc.contributor.authorMolarinho Marques, Sara Cristina
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament de Projectes Arquitectònics
dc.identifier.citationMuntañola, J., Saura, M., Méndez, S., Beltran, J., Martínez, J., Molarinho, S. The configurative knowledge of architecture: from childhood to adulthood uncovered by the space syntax analyses. A: International Space Syntax Symposium. "Proceedings of the 11th International Space Syntax Symposium". Lisboa: Instituto Superior Técnico, 2017, p. 2063-2075.
dc.description.abstractWe have applied space syntax analyses in order to uncover the configurative architectural knowledge into two different, however complementary, scenarios. One scenario, the children constructions of city models with wooden blocks, from 5 to 9 years of age, and in teams of six children, three boys and three girls. The studies show a lot of differences in relation to school, family background and social qualities of places where children live. However, the main differences come from the dialogical qualities of the social interactions among all these factors, and we think that the space syntax analyses are able of measuring these dialogical qualities. The second scenario is urban history scenario in medieval villages in Catalonia and we have analysed thousands of them, and they are deposited in the Catalan National Archive of Catalonia. We use the space syntax analyses to uncover the knowledge of the generation of the urban structures, even if the meaning of them in history has been lost. The forms by themselves can show a lot of information invisible for the users of today. In this paper we will focus our attention into the first of these scenarios: The one related with architectural cognition and with architectural education in childhood. As Bill Hillier has stated: The configurative knowledge of architecture and planning is embedded into building and urban forms in a “generative way”, so we will analyse how this generative and configurative knowledge develops in children.
dc.format.extent13 p.
dc.publisherInstituto Superior Técnico
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Spain
dc.subjectÀrees temàtiques de la UPC::Arquitectura::Aspectes socials
dc.subject.lcshArchitecture -- Study and teaching
dc.subject.lcshSpace perception
dc.subject.otherArchitectural education
dc.subject.otherEnvironmental cognition
dc.subject.otherConfigurative spatial cognition
dc.titleThe configurative knowledge of architecture: from childhood to adulthood uncovered by the space syntax analyses
dc.typeConference report
dc.subject.lemacArquitectura -- Ensenyament
dc.subject.lemacPercepció de l'espai
dc.contributor.groupUniversitat Politècnica de Catalunya. GIRAS - Grup Internacional de Recerca en Arquitectura i Societat
dc.rights.accessRestricted access - publisher's policy
dc.description.versionPostprint (published version)
local.citation.authorMuntañola, J.; Saura, M.; Méndez, S.; Beltran, J.; Martínez, J.; Molarinho, S.
local.citation.contributorInternational Space Syntax Symposium
local.citation.publicationNameProceedings of the 11th International Space Syntax Symposium

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