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Multi Scale Design Approach

Scheme of geographical identification of the areas intervened; Source: Projects Department, IAPH

Intervention on the Archaeological Site of Baelo Claudia. General Planimetry; Source: Projects Department, IAPH

Structure of the walkway over the dune of the coastal edge. Leisure areas and geometry translation of the shape of the cardo; Source: Projects Department, IAPH

The multiscale design approach in architecture and heritage shapes complex projects such as regional planning ones, in which city, infrastructure, building and public space are, at different scales, goals and economic and social resources. Besides, the historical characterization of the territory plays a role of the utmost importance within this design strategy, because each of its historic layers have determined patterns that must be part of the new urban decisions.

As a practical teaching model, it is based on open project statements that integrate different work scales. This approach, usually used as a model of analysis in social sciences, begins to be used in architecture and heritage teaching as a teaching method for design projects during the last decade.

In this specific field, projects and multiscale learning manage to work together on territorial problems, urban or rural, which reach the architectural detail.

Bueno, A. G., and Granados, K. M. (2016). Architecture and Place: Teaching and Research Experiences in the Higher Technical College of Architecture of the University of Granada. In Congreso Internacional de Expresión Gráfica Arquitectónica (pp. 1543-1554). Springer, Cham.

Engel, C. (1991). Not just a method but a way of learning. In D., Boud and G., Felletti (Eds.). The challenge of problem-based learning (pp. 22-33). London: Kogan.

Fernández-Baca Casares, R., García-Casasola, M., and Castellano Bravo, B. (2014). Intervenir en el paisaje cultural construyendo soportes para mejorar la lectura patrimonial de la Ensenada de Bolonia. https://repositorio.iaph.es/jspui/handle/11532/270639

García-Barrera, A. (2013). El aula inversa: cambiando la respuesta a las necesidades de los estudiantes. Avances en Supervisión Educativa, Revista de la Asociación de Inspectores de Educación de España, (19), 1-8.
López-Bravo, Celia, and Mercedes Molina-Liñán. (2018). Trabajar con el territorio: el empleo de las metodologías Flipped Learning y Problem Based Learning en la enseñanza práctica en arquitectura y patrimonio. In D., Caldevilla Domínguez, E., Alarcón Orozco, and V., Alarcón Martínez (Eds.). Reformulando La Docencia Actual (pp. 167–79). Barcelona: Gedisa.
Loren-Méndez, M., and Pinzón-Ayala, D. (2018). Fenómenos urbanos contemporáneos como patrimonio emergente. Complejidad multiescalar de los paisajes infraestructurales de los corredores viarios. In II Congreso Internacional ISUF-H Zaragoza 2018: Hispanic International Seminar on Urban Form: Ciudad y formas urbanas Perspectivas transversales (pp. 157-167). Zaragoza: Prensas de la Universidad de Zaragoza.
Rodríguez, F. C., and Sanchiz, M. B. (2018). Una mirada multiescalar y sistémica en los estudios de impacto e integración paisajística: La experiencia de Galicia. Planur-e: territorio, urbanismo, paisaje, sostenibilidad y diseño urbano, (12), 12.

Author: Celia López Bravo

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