Bilateral Learning and Teaching in Chinese-Australian Arts and Architecture

Autor/inn/en	Joubert, Lindy; Whitford, Steven
Titel	Bilateral Learning and Teaching in Chinese-Australian Arts and Architecture
Quelle	In: Journal of Studies in International Education, 10 (2006) 4, S.396-408 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315306288819
Schlagwörter	Architecture; Student Attitudes; Foreign Countries; Cultural Influences; Cross Cultural Studies; Case Studies; Studio Art; Design Crafts; Educational Cooperation; Educational Experience; International Education; International Cooperation; International Educational Exchange; Australia; China (Beijing) + Suchen Sie Ihr Suchwort? Architektur; Schülerverhalten; Ausland; Cultural influence; Kultureinfluss; Cultural comparison; Kulturvergleich; Case study; Fallstudie; Case Study; Kunstwerkstatt; Dekoration; Education; cooperation; Kooperation; Bildungserfahrung; Internationale Erziehung; Internationale Kooperation; Internationale Zusammenarbeit; Internationaler Austausch; Australien
Abstract	A collaborative design-based, cross-cultural exchange between the Chinese School of Architecture, Tsinghua University of Beijing, and the Faculty of Architecture, Building, and Planning at the University of Melbourne is the case study presented in this article. Two design studios were conducted: one in the Master of Urban Design program, and the other in the final year architecture program in China. Each studio focused on different aspects of the same project to make creative and innovative contributions to Melbourne's Chinatown and a context for introducing international dimensions to pedagogical experiences. Issues raised in this article focus on the responses by both the students and the two universities, the design ideas, and the logistics of delivering a cross-cultural project in two different cities in relation to the educational design and the teaching and learning experiences. Conclusions are drawn from the experience and future possibilities for similar project-based studios are speculated on. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10