dor_id: 4139547

506.#.#.a: Público

590.#.#.d: Los artículos enviados a la revista "Academia XXII", se juzgan por medio de un proceso de revisión por pares

510.0.#.a: Sistema Regional de Información en Línea para Revistas Científicas de América Latina, el Caribe, España y Portugal (Latindex); Asociación de Revistas Latinoamericanas de Arquitectura (ARLA); Citas Latinoamericanas en Ciencias Sociales y Humanidades (CLASE)

561.#.#.u: http://arquitectura.unam.mx/

650.#.4.x: Multidisciplina

336.#.#.b: article

336.#.#.3: Artículo de Investigación

336.#.#.a: Artículo

351.#.#.6: https://revistas.unam.mx/index.php/aca

351.#.#.b: Academia XXII

351.#.#.a: Artículos

harvesting_group: RevistasUNAM

270.1.#.p: Revistas UNAM. Dirección General de Publicaciones y Fomento Editorial, UNAM en revistas@unam.mx

590.#.#.c: Open Journal Systems (OJS)

270.#.#.d: MX

270.1.#.d: México

590.#.#.b: Concentrador

883.#.#.u: https://revistas.unam.mx/catalogo/

883.#.#.a: Revistas UNAM

590.#.#.a: Coordinación de Difusión Cultural

883.#.#.1: https://www.publicaciones.unam.mx/

883.#.#.q: Dirección General de Publicaciones y Fomento Editorial

850.#.#.a: Universidad Nacional Autónoma de México

856.4.0.u: https://revistas.unam.mx/index.php/aca/article/view/67941/60341

100.1.#.a: Moreyra Garlock, Maria; Jorquera Lucerga, Juan José

524.#.#.a: Moreyra Garlock, Maria, et al. (2018). Integrating Creativity and Discipline into Structural Design Education. Academia XXII; Vol. 9 Núm. 18, 2018: Diseño estructural + investigación tecnológica; 28 - 41. Recuperado de https://repositorio.unam.mx/contenidos/4139547

245.1.0.a: Integrating Creativity and Discipline into Structural Design Education

502.#.#.c: Universidad Nacional Autónoma de México

561.1.#.a: Facultad de Arquitectura, UNAM

264.#.0.c: 2018

264.#.1.c: 2018-12-18

653.#.#.a: pedagogy; historical studies; structural engineering; structural art; creativity

506.1.#.a: La titularidad de los derechos patrimoniales de esta obra pertenece a las instituciones editoras. Su uso se rige por una licencia Creative Commons BY-NC-ND 4.0 Internacional, https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es, para un uso diferente consultar al responsable jurídico del repositorio por medio del correo electrónico academiaxxii@unam.mx

884.#.#.k: https://revistas.unam.mx/index.php/aca/article/view/67941

001.#.#.#: 002.oai:ojs.pkp.sfu.ca:article/67941

041.#.7.h: eng

520.3.#.a: In one of the most classic courses at Princeton University, it is argued that the best-designed structures (bridges, buildings and shells) are works of art – structural art. It teaches that design creativity involves both technical skills (discipline and rigor) plus aesthetic sensitivity. This course has been taught to structural engineers, architects and all liberal arts majors for more than forty years. This course on structural art is a gateway course for structural engineering majors that provides context and history and introduces the basic formulas that structural engineers use to create forms and designs. Such an approach needs to be rein- forced among upperclassmen once they have a deeper understanding of structural analysis and design. The curriculum of structural engineer- ing students, in other words, should be both rigorous and include the history of the profession. Such integrated teachings illustrate that ‘cre- ative play’ is iterative and ‘disciplined,’ that creativity takes courage and that constraints enable creativity. This article elaborates on these points and shows how such concepts are taught at Princeton starting in the freshman year and continuing on through graduate school.

773.1.#.t: Academia XXII; Vol. 9 Núm. 18 (2018): Diseño estructural + investigación tecnológica; 28 - 41

773.1.#.o: https://revistas.unam.mx/index.php/aca

022.#.#.a: ISSN electrónico: 2594-083X

310.#.#.a: Semestral

300.#.#.a: Páginas: 28 - 41

264.#.1.b: Facultad de Arquitectura, UNAM

doi: https://doi.org/10.22201/fa.2007252Xp.2018.18.67941

handle: 00c2413ca48152ba

harvesting_date: 2023-06-20 17:00:00.0

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