Joaquín García Nistal
Address: Departamento de Patrimonio Artístico y Documental
Facultad de Filosofía y Letras
Universidad de León
Campus de Vegazana s/n
24071 León (Spain)
Facultad de Filosofía y Letras
Universidad de León
Campus de Vegazana s/n
24071 León (Spain)
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En él se hace hincapié en la necesidad de transversalidad (docente, profesional, institucional...) e integralidad en todo trabajo urbanístico. Esta visión se intenta transmitir a través de la aplicación de este proyecto innovación docente que involucra diversos Departamentos de la ETS de Arquitectura de la Universidad de Valladolid, el Instituto Universitario de Urbanística (UVa), el instituto de Historia (Universidad de León) y el Hamilton College.
28 de octubre de 2017 al 18 de noviembre de 2017
Real Colegiata de San Isidoro de León
much and varied learning; by the help of which a judgment is formed of those works which are the
result of other arts”. Two thousand years later, this definition is still valid and that learning requires the
collaboration of many different disciplines, from the technical to others clearly humanistic. However,
the intended interdisciplinary passes are not, even in the best case, a mere multidisciplinary. Thus, it
is often the teachers who detect knowledge gaps in students of other subjects, and especially biases
and contradictions. How to reduce these problems and achieve an accredited cross-disciplinary
education? This paper presents the pooling of several professors from the Higher Technical School of
Architecture of the University of Valladolid (Spain) about their experiences on this regard. They were
asked to identify the problems in other subject areas (knowledge integration deficits), their own
learning objectives (what they wanted to teach) and the contributions that other colleague teachers
had to settle or supplement. This collaborative teaching seminar has improved the teaching practice of
teachers (debate, collaboration, contact, educational exchanges, improvement programs, etc.) and,
consequently, the student learning. It has also served to focus the cultural heritage as one of the key
mainstreaming in teaching/learning study architecture.
cities such as Madrid, Barcelona, Sevilla or Salamanca, places which offer dozens of them. Their main
guidelines consist of maintaining their education policy based on the development student abilities
such as the discovery or creation of new knowledge by themselves and, at the same time, combine
them with a cultural immersion in the country in which the programme is established.
It´s understandable that, in this context, studies relating to cultural Heritage have turned into a
mandatory subject. However, this hybrid system means a challenge for teachers. On the one hand,
teachers have to adapt to the American educational system and, on the other hand, they have to apply
a series of teaching strategies which encourage a complete cultural immersion, in which knowledge
and exploration of Historical-Artistic, landscape and gastronomic Heritage must be introduced. For this
reason, educational orientation which programmes start with and the following field trips are essential
to reach the required targets.
The main aim of this paper is to show the different teaching-learning strategies, based on the
experience of several teachers, used for carrying out the educational requests of this singular system