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            <title xml:lang="en">Multisensory approach in architecture education: The basic courses of architecture in Iranian universities</title>
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                <forename type="first">Arezou</forename>
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            <idno type="halRefHtml">&lt;i&gt;Ambiances, tomorrow. Proceedings of 3rd International Congress on Ambiances. Septembre 2016, Volos, Greece&lt;/i&gt;, Sep 2016, Volos, Greece. p. 355 - 360</idno>
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            <idno type="stamp" n="AAU">Ambiances Architectures Urbanités</idno>
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            <note type="commentary">Part of topic : Traces, notations and representations of ambiances</note>
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                <title xml:lang="en">Multisensory approach in architecture education: The basic courses of architecture in Iranian universities</title>
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                  <persName>
                    <forename type="first">Arezou</forename>
                    <surname>Monshizade</surname>
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                  <title>Ambiances, tomorrow. Proceedings of 3rd International Congress on Ambiances. Septembre 2016, Volos, Greece</title>
                  <date type="start">2016-09</date>
                  <settlement>Volos</settlement>
                  <country key="GR">Greece</country>
                </meeting>
                <editor>Nicolas Rémy (dir.) ; Nicolas Tixier (dir.)</editor>
                <imprint>
                  <publisher>International Network Ambiances </publisher>
                  <publisher> University of Thessaly</publisher>
                  <biblScope unit="volume">vol. 1</biblScope>
                  <biblScope unit="pp">p. 355 – 360</biblScope>
                  <date type="datePub">2016</date>
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                <term xml:lang="en">multisensory</term>
                <term xml:lang="en"> basic courses</term>
                <term xml:lang="en"> education</term>
                <term xml:lang="en"> architecture</term>
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              <p>The privileged position of vision in architecture design is increasingly criticised, as well as the use of external representation methods, which degrade the reality of architecture in a mere visual, or an ‘art of instant printed image’. However, the integration with architecture involves our entire body and all of the senses. Prior to the professional field, this can be traced back to the establishments, which educate the future architects. This article aims to study the origin of ocular centrism in architecture education, and its pathology in according to the pedagogic experiences. So then, it follows this question: how we can integrate the multisensory approach into basic courses that are defined in the freshman years (first three semesters) of architecture education in Iran?</p>
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          <orgName>University of Tehran</orgName>
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              <addrLine>16th Azar St., Enghelab Sq., Tehran</addrLine>
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