000			01290nam a2200193 4500
005			20260605131911.0
008			260605b |||||||| |||| 00| 0 eng d
020			_a978-1032345437
040			_c
041			_2Eng
050			_aNA2765 .U48 2023 _b1
082			_aMatthew Wilson _b1
100			_aMatthew Wilson
245			_aUnderstanding Site in Design Pedagogy
260			_aNew York, _bRoutledge, _c2023
300			_aix,125p.
521			_aThis book examines diverse ways of questioning, critiquing, and communicating site in the creative process of architecture, interior design, urban planning, and historical and cultural studies. The authors use the term site to connote a series of complex, established, or pre-existing conditions – a setting, an atmosphere, an area – to read, to interpret, to relate to, and to engage with, to redefine, or to create in relation to a design prompt. By acknowledging, accommodating, and empowering the physical, intellectual, and cultural characteristics of a site, students question its history, boundaries, posture, and situational aspects. Such inquiries promote a deeper appreciation of a site and thus help students to acknowledge its capacity to influence design throughout the iterative creative process.
942			_2ddc _n1 _cAT
999			_c6876 _d6876