The document provides guidelines for students to study and document a historic site as part of an educational program called ELAICH. It outlines 3 levels of documentation - Level A involves taking photographs, Level B involves on-site sketching, and Level C involves taking precise measurements to produce detailed drawings. Level A is the basic requirement, while Level C is the most advanced. The goal is for students to apply their educational knowledge to accurately observe, describe, and analyze deterioration and other issues at the historic site in order to help preservation experts.
Elaich module 6 topic 6.5 - Protection and rehabilitation of historic city of...elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Protection and rehabilitation of historic city of Acre
Elaich module 5 topic 5.3.1 - Graffiti and anti-graffiti systems: the case of...elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Graffiti and anti-graffiti systems: the case of Saint Mark’s Square in Venice
Elaich module 4 topic 4.7 - Criteria and methodology for consolidation - pilo...elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Criteria and methodology for consolidation - pilot applications and case studies » Teaching material
Elaich module 2 topic 2.3 - The integration of art, material and structure in...elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
The integration of art, material and structure in built heritage
Elaich module 6 topic 6.5 - Protection and rehabilitation of historic city of...elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Protection and rehabilitation of historic city of Acre
Elaich module 5 topic 5.3.1 - Graffiti and anti-graffiti systems: the case of...elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Graffiti and anti-graffiti systems: the case of Saint Mark’s Square in Venice
Elaich module 4 topic 4.7 - Criteria and methodology for consolidation - pilo...elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Criteria and methodology for consolidation - pilot applications and case studies » Teaching material
Elaich module 2 topic 2.3 - The integration of art, material and structure in...elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
The integration of art, material and structure in built heritage
Elaich module 3 topic 3.8 a - Salt decay in lab: Salt crystallizationelaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Salt decay in lab: Salt crystallization
Elaich module 3 topic 3.8.b - From salt decay in lab to exercise salt decay p...elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
From salt decay in lab to exercise salt decay pathology on the monument
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Historic structural systems - behaviour and typical damages. Types of structural members and their effect on the behaviour of historic structures. Methods for the in situ investigation of historic structures
Elaich module 1 topic 1.3 advanced - Conservation of the monuments of the Acr...elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Conservation of the monuments of the Acropolis of Athens in compatibility with and revealing the values of the monuments
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
How to monitor cultural heritage after the conservation treatments
The document discusses an educational linkage approach in cultural heritage called eLAICH. It describes eLAICH as an e-learning platform that provides educational content in various digital formats like PowerPoint, PDF, and Word. eLAICH aims to create online educational materials linked to cultural heritage through different media channels.
Elaich module 4 topic 4.8 - Reverse engineering for compatible and performing...elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Reverse engineering for compatible and performing restoration materials – case studies
This document provides an overview of documentation techniques for cultural heritage conservation. It discusses how documentation has evolved from initially collecting data for study purposes to now being essential for conservation work. Precise documentation is needed to understand historic buildings, preserve data before restoration, analyze deterioration causes, and record conservation work. Examples of techniques include historic drawings, photographs, precise technical drawings, mapping material analysis, and advanced methods like laser scanning. Overall, the document outlines the importance of thorough documentation for both understanding and preserving cultural heritage sites.
Elaich module 7 topic 7.4 - Guidelines for the in-situ studyelaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Elaich module 7 topic 7.4 - Guidelines for the in-situ study of a (part of) historic site for eLAICH students
Elaich module 7 topic 7.1 - Guidelines for choosing a siteelaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Elaich module 7 topic 7.1 - Guidelines for choosing a site
Elaich module 1 topic 1.3 - How should we preserve cultural heritage?elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
How should we preserve cultural heritage?
Elaich module 1 topic 1.2 - Why should we preserve cultural heritage?elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Why should we preserve cultural heritage?
This document outlines the requirements for a project on measuring and documenting a building as part of an architecture course. Students are assigned to groups to measure a building and produce a report and video. The report must be 3,000-6,000 words documenting the building's architectural and historical significance. It must analyze how the architecture supports the building's purpose and inhabitation. A 3-5 minute video must also be included to provide a 3D experience of the building. The objectives are to document the building's significance and analyze the relationship between its architecture and purpose. Students can take either an historical approach or focus on the building's cultural significance and how architecture reflects the occupants' way of life.
This document outlines the requirements for a project on measuring and documenting a building as part of an architecture course. Students are assigned to groups to measure a building and prepare a report and video presentation. The report must be between 3,000-6,000 words and document the architectural, historical, and cultural significance of the building. It must analyze the relationship between the architecture and its significance/use. The accompanying video should provide a 3D experience of the building and cover either its history/architecture or culture/architecture. The project aims to teach students how to apply architectural documentation and describe cultural heritage as well as the link between a building's design and purpose.
Presented by Marika Sarvilahti, at the Annual Conference of the Visual Resources Association, March 12-15, 2014 in Milwaukee, Wisconsin.
Session 9, Case Studies in International Copyright Compliance: Untangling the Web of Publishing and Sharing Copyrighted Content Online
ORGANIZERS:
Cara Hirsch, Artstor
Allan Kohl, Minneapolis College of Art and Design (on behalf of the VRA Intellectual Property Rights Committee)
Vicky Brown, University of Oxford (on behalf of the VRA International Task Force)
MODERATOR:
Allan Kohl, Minneapolis College of Art and Design
Vicky Brown, University of Oxford
PRESENTERS:
• Matthias Arnold, University of Heidelberg (Germany)
• Vicky Brown, University of Oxford (United Kingdom)
• Marta Bustillo, National College of Art and Design, Dublin (Ireland)
• Lavinia Ciuffa, American Academy in Rome (Italy)
• Marika Sarvilahti, Aalto University, Helsinki (Finland)
Teachers, students and scholars have long been able to rely on fair use in making content available for teaching, research and study within the United States. However, such protections don’t exist outside the United States. This session explores the various ways that visual resource professionals have addressed copyright compliance issues when making images available for educational and scholarly purposes outside of the United States. Using various case studies, the session will address the sharing of image resources between and among different institutions, determining when and how images can be made available to the general public, creating image-based research collaborations across national boundaries, and the international aspects of publishing with images.
Elaich module 1 topic 1.1 - What is cultural heritage? part IIelaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Elaich module 1 topic 1.1 - What is cultural heritage? part II
Elaich module 7 topic 7.3 - Example 2 of study and documentation of a histori...elaich
This document summarizes the final projects of four student teams participating in the ELAICH Pilot Course in Haifa, Israel. Each team conducted a two-day site study at the Senior Synagogue in Tiberias, where they created precise drawings, mapped building materials and their deterioration, and analyzed specific architectural elements like windows and entrances. The teams' graphic materials documented their findings and were presented in this document.
HISTORY OF ARCHITECTURE EDUCATION: POTENTIALS AND LIMITATIONS FOR A BETTER DE...Iman Gawad
Lately, the study of 'History of architecture' courses has lost its vitality and importance, and has become far too ignored from the current architectural design debates. Students in different schools of architecture, especially in architectural institutions with limited resources, are expected to associate History and Theory subjects with Design challenges. This does not always happen dependably and if it does, it is not attributed to educational studies and methodical teaching practices. Therefore, the process of teaching History of architecture, with the need of reinstating its relevance to solving design problems, must actively re-adjust its focus to give students opportunities to analyze more rather than learn by heart the history of the world architecture. The questions are: “How can history of architecture's courses respond to this challenge?” and “How can history teachers apply new teaching strategies to relate more to the design courses and projects?” With answers to these questions and guidance into these arguments, university educators can help students make sense of studying different courses of the history of architecture as well as benefiting from lessons of the past in their current design projects.
The research begins with reference to successful teaching pedagogies and education in history of architecture courses and continues with the author’s personal teaching experiences in different history of architecture courses in several national and private universities in Egypt. The author proposes a number of re-visualisation of different exercises and assignments adopted in history classes with the aim of translating them into ones that account for students being able to tackle their own design studio problems and use history as a tool to find answers to questions that emanate from their own design experiences.
This document provides a course profile for a restoration and rehabilitation summer course offered by the Faculty of Architecture at Arab International University. The course aims to provide both theoretical and practical knowledge on topics related to cultural heritage conservation. It will cover the importance of cultural heritage, management of heritage sites, survey techniques, traditional building materials, and approaches to intervention and rehabilitation projects. Assessment will include quizzes, presentations, short essays, and a final essay on an approved topic related to architectural conservation. Suggested topics address issues like the history of conservation, decision-making processes, statutory protection, managing decay, and balancing authenticity with new design. The course is coordinated by Dr. Abderrazzaq MOAZ and will take place over
Elaich module 3 topic 3.8 a - Salt decay in lab: Salt crystallizationelaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Salt decay in lab: Salt crystallization
Elaich module 3 topic 3.8.b - From salt decay in lab to exercise salt decay p...elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
From salt decay in lab to exercise salt decay pathology on the monument
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Historic structural systems - behaviour and typical damages. Types of structural members and their effect on the behaviour of historic structures. Methods for the in situ investigation of historic structures
Elaich module 1 topic 1.3 advanced - Conservation of the monuments of the Acr...elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Conservation of the monuments of the Acropolis of Athens in compatibility with and revealing the values of the monuments
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
How to monitor cultural heritage after the conservation treatments
The document discusses an educational linkage approach in cultural heritage called eLAICH. It describes eLAICH as an e-learning platform that provides educational content in various digital formats like PowerPoint, PDF, and Word. eLAICH aims to create online educational materials linked to cultural heritage through different media channels.
Elaich module 4 topic 4.8 - Reverse engineering for compatible and performing...elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Reverse engineering for compatible and performing restoration materials – case studies
This document provides an overview of documentation techniques for cultural heritage conservation. It discusses how documentation has evolved from initially collecting data for study purposes to now being essential for conservation work. Precise documentation is needed to understand historic buildings, preserve data before restoration, analyze deterioration causes, and record conservation work. Examples of techniques include historic drawings, photographs, precise technical drawings, mapping material analysis, and advanced methods like laser scanning. Overall, the document outlines the importance of thorough documentation for both understanding and preserving cultural heritage sites.
Elaich module 7 topic 7.4 - Guidelines for the in-situ studyelaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Elaich module 7 topic 7.4 - Guidelines for the in-situ study of a (part of) historic site for eLAICH students
Elaich module 7 topic 7.1 - Guidelines for choosing a siteelaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Elaich module 7 topic 7.1 - Guidelines for choosing a site
Elaich module 1 topic 1.3 - How should we preserve cultural heritage?elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
How should we preserve cultural heritage?
Elaich module 1 topic 1.2 - Why should we preserve cultural heritage?elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Why should we preserve cultural heritage?
This document outlines the requirements for a project on measuring and documenting a building as part of an architecture course. Students are assigned to groups to measure a building and produce a report and video. The report must be 3,000-6,000 words documenting the building's architectural and historical significance. It must analyze how the architecture supports the building's purpose and inhabitation. A 3-5 minute video must also be included to provide a 3D experience of the building. The objectives are to document the building's significance and analyze the relationship between its architecture and purpose. Students can take either an historical approach or focus on the building's cultural significance and how architecture reflects the occupants' way of life.
This document outlines the requirements for a project on measuring and documenting a building as part of an architecture course. Students are assigned to groups to measure a building and prepare a report and video presentation. The report must be between 3,000-6,000 words and document the architectural, historical, and cultural significance of the building. It must analyze the relationship between the architecture and its significance/use. The accompanying video should provide a 3D experience of the building and cover either its history/architecture or culture/architecture. The project aims to teach students how to apply architectural documentation and describe cultural heritage as well as the link between a building's design and purpose.
Presented by Marika Sarvilahti, at the Annual Conference of the Visual Resources Association, March 12-15, 2014 in Milwaukee, Wisconsin.
Session 9, Case Studies in International Copyright Compliance: Untangling the Web of Publishing and Sharing Copyrighted Content Online
ORGANIZERS:
Cara Hirsch, Artstor
Allan Kohl, Minneapolis College of Art and Design (on behalf of the VRA Intellectual Property Rights Committee)
Vicky Brown, University of Oxford (on behalf of the VRA International Task Force)
MODERATOR:
Allan Kohl, Minneapolis College of Art and Design
Vicky Brown, University of Oxford
PRESENTERS:
• Matthias Arnold, University of Heidelberg (Germany)
• Vicky Brown, University of Oxford (United Kingdom)
• Marta Bustillo, National College of Art and Design, Dublin (Ireland)
• Lavinia Ciuffa, American Academy in Rome (Italy)
• Marika Sarvilahti, Aalto University, Helsinki (Finland)
Teachers, students and scholars have long been able to rely on fair use in making content available for teaching, research and study within the United States. However, such protections don’t exist outside the United States. This session explores the various ways that visual resource professionals have addressed copyright compliance issues when making images available for educational and scholarly purposes outside of the United States. Using various case studies, the session will address the sharing of image resources between and among different institutions, determining when and how images can be made available to the general public, creating image-based research collaborations across national boundaries, and the international aspects of publishing with images.
Elaich module 1 topic 1.1 - What is cultural heritage? part IIelaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Elaich module 1 topic 1.1 - What is cultural heritage? part II
Elaich module 7 topic 7.3 - Example 2 of study and documentation of a histori...elaich
This document summarizes the final projects of four student teams participating in the ELAICH Pilot Course in Haifa, Israel. Each team conducted a two-day site study at the Senior Synagogue in Tiberias, where they created precise drawings, mapped building materials and their deterioration, and analyzed specific architectural elements like windows and entrances. The teams' graphic materials documented their findings and were presented in this document.
HISTORY OF ARCHITECTURE EDUCATION: POTENTIALS AND LIMITATIONS FOR A BETTER DE...Iman Gawad
Lately, the study of 'History of architecture' courses has lost its vitality and importance, and has become far too ignored from the current architectural design debates. Students in different schools of architecture, especially in architectural institutions with limited resources, are expected to associate History and Theory subjects with Design challenges. This does not always happen dependably and if it does, it is not attributed to educational studies and methodical teaching practices. Therefore, the process of teaching History of architecture, with the need of reinstating its relevance to solving design problems, must actively re-adjust its focus to give students opportunities to analyze more rather than learn by heart the history of the world architecture. The questions are: “How can history of architecture's courses respond to this challenge?” and “How can history teachers apply new teaching strategies to relate more to the design courses and projects?” With answers to these questions and guidance into these arguments, university educators can help students make sense of studying different courses of the history of architecture as well as benefiting from lessons of the past in their current design projects.
The research begins with reference to successful teaching pedagogies and education in history of architecture courses and continues with the author’s personal teaching experiences in different history of architecture courses in several national and private universities in Egypt. The author proposes a number of re-visualisation of different exercises and assignments adopted in history classes with the aim of translating them into ones that account for students being able to tackle their own design studio problems and use history as a tool to find answers to questions that emanate from their own design experiences.
This document provides a course profile for a restoration and rehabilitation summer course offered by the Faculty of Architecture at Arab International University. The course aims to provide both theoretical and practical knowledge on topics related to cultural heritage conservation. It will cover the importance of cultural heritage, management of heritage sites, survey techniques, traditional building materials, and approaches to intervention and rehabilitation projects. Assessment will include quizzes, presentations, short essays, and a final essay on an approved topic related to architectural conservation. Suggested topics address issues like the history of conservation, decision-making processes, statutory protection, managing decay, and balancing authenticity with new design. The course is coordinated by Dr. Abderrazzaq MOAZ and will take place over
This research proposal investigates the influence of museum and gallery programs on teaching and learning visual arts in Malaysian schools. The proposal outlines the following:
1. The Malaysian education system has made progress but traditional classroom learning may not fully engage students in subjects like visual arts. Museum programs offer hands-on, project-based learning outside the classroom.
2. The study will assess students' perceptions of how museum programs impact their understanding and effectiveness of learning visual arts.
3. A literature review discusses how museums have increasingly taken on educational roles and how programs can strengthen cultural appreciation. Research methods will include interviews of visual art teachers and students.
This document outlines the requirements and guidelines for a project documenting a building through measured drawings, a report, and video. Students will work in groups to measure and document a building, analyzing the relationship between its architecture and significance. The 5000-word report must discuss the building's history, architecture, and cultural influences on its design. A 3-5 minute video must also convey the building's history or relationship between culture and architecture. Students will be graded based on the thoroughness of their report and video presentation.
This document outlines the requirements and guidelines for a project documenting a building through measured drawings, a report, and video. Students will work in the same groups to measure a building and document its architectural and historical/cultural significance through a 5000 word report and 3-5 minute video. The report must analyze the relationship between the building's architecture and its significance/use through approaches researching its history/architecture or culture/architecture. Students must submit their documentation and will be graded based on the thoroughness of their research and documentation in both written and visual formats.
Arc60305 project 2 building report and videoChow Hong Da
This document outlines the requirements and guidelines for a project documenting a building through measured drawings, a report, and video. Students will work in the same groups to measure a building and document its architectural and historical/cultural significance through a 5000 word report and 3-5 minute video. The report will analyze the relationship between the building's architecture and its significance/use through researching its history, development, influences, materials, or the cultural practices of its occupants. The video will focus on either the building's history and architecture, or its cultural significance and relationship to architecture. Students must submit their documentation and will be graded based on the thoroughness of their research and documentation in both written and visual formats.
Presentation given by Paul Clough, University of Sheffield, to the HCI Group at York University and memebers of the Open Society Archives from the central European University in Budapest. 2 June 2011
Elaich module 1 topic 1.1 - What is cultural heritage? part Ielaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Elaich module 1 topic 1.1 - What is cultural heritage? part I
This document provides instructions for an assignment on visual note taking related to natural and built environments. Students are asked to create visual notes on topics related to ecosystems and spaces. For ecosystems, they must formulate topics starting with the letters E-C-O-S-Y-S-T-E-M. For spaces, they must do the same but starting with S-P-A-C-E-S. The notes must be handwritten and drawn on A3 paper. Students must also include an overall conclusion. The visual notes will be evaluated based on content, structure, documentation, originality and clarity. Suggested references on visual note taking are also provided.
Similar to Elaich_adopt_site_principles_compressed (20)
Elaich module 4 topic 4.6 - Criteria and methodology for cleaning - pilot app...elaich
ELAICH - Educational Linkage Approach in Cultural Heritage.
For more information and presentations, please visit: http://elaich.technion.ac.il/
Criteria and methodology for cleaning - pilot applications and case studies
Elaich module 2 topic 2.6 advanced - Diagnostic study of the Hagia Sophia mos...elaich
The diagnostic study evaluated the preservation state of the Hagia Sophia's dome mosaics through material characterization and diagnosis of decay. Laboratory analysis was performed on samples of 6th century and 10th century glass tesserae and their bedding mortars. The 6th century tesserae showed bubbles, microcracking, and scratches attributed to production techniques and exposure. Analysis found gold and silver were used. The 10th century tesserae contained a copper-zinc alloy simulating silver. Bedding mortar samples were also analyzed. Additionally, non-destructive techniques like infrared thermography were used to diagnose decay both in the laboratory and in situ on the monument.
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. Educational Linkage Approach In Cultural Heritage
Educational Toolkit
Teaching Material
Basic Course
Adopt a Site
Principles of study and documentation of a historic site for eLAICH students
Dr. Anna Lobovikov-Katz -Technion – Israel Institute of Technology
3. Educational Linkage Approach In Cultural Heritage
Abstract Principles of study and documentation of a historic site for
eLAICH students are specifically targeted to prepare the
students for the on-site educational activity upon the
completion of study of all 6 Modules.
Dr. Anna Lobovikov-Katz -Technion – Israel Institute of Technology
Slide 3
4. Educational Linkage Approach In Cultural Heritage
Principles of study and documentation of a historic site
for eLAICH students
Aim
The in-situ survey project is intended to reinforce and
apply the theoretical knowledge accumulated during the
previous teaching sessions in the framework of eLAICH
through the in-situ survey and analysis of a historic site,
which is focused on the deterioration of building materials
used on a (portion of a) historic building/site. The second
aim of this work is to collect data, to understand it, and to
shape the results of your analysis and conclusions in a way
understandable by other people.
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 4
5. Educational Linkage Approach In Cultural Heritage
Principles of study and documentation of a historic site
for eLAICH students
What is most important?
•Accuracy: In this work you will have to be as accurate as possible, both in
graphic and verbal description.
•Application of knowledge that you have acquired through the
ELAICH classes related to various conservation issues, such as: types
of deterioration, degrees of deterioration, possible causes of decay, different
building materials, different types of structures and their elements, etc.
•Please keep in mind that you are not a professional conservation expert (that
would need a much longer period of study). However, you may make a real
contribution to preservation of cultural heritage – you just need to look, see,
describe. You may not know what type of deterioration you’ve just discovered,
but if you describe it accurately, you may help a conservation expert/ historic site
manager in preserving your cultural heritage.
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 5
6. Educational Linkage Approach In Cultural Heritage
Principles of study and documentation of a historic site
for eLAICH students
Important note
You are requested to examine and document the
texture and color of stone, mortars, etc. as accurately as
possible. Please pay attention even to slight differences
in color, texture, thickness of layer, etc.
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 6
7. Educational Linkage Approach In Cultural Heritage
Principles of study and documentation of a historic site
for eLAICH students
Guidelines for observation and analysis
It is recommended to summarize the preliminary analysis performed in-
situ, such as:
a. What is the location of each specific type of deterioration? (Each
type of deterioration of a certain visual appearance.)
b. What is special about this location (e.g. close to the ground / roof / close to
the water source / unique location / recurring feature in different sections of
the building which are characterised by . . ., etc.)
c. Is a building material unique for your section (e.g. – specific stone
color, texture, shape or deterioration type appears only in the
section where your team is working? (Collaborate with other teams consulting
data collected by them.)
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 7
8. Educational Linkage Approach In Cultural Heritage
Principles of study and documentation of a historic site
for eLAICH students
Guidelines for observation and analysis
d. What might be the causes of deterioration which you discovered?
e. What do you think should be performed as part of a "monitoring" process?
What should be done to prevent future decay, as
part of "preventive conservation”?
f. In consultation with your ELAICH local conservation expert, create a legend
shared for all teams. In case you cannot get the consultation – try to compare it
to the material studied in the eLAICH Modules; you might find helpful Glossaries
on the Deterioration and Conservation of Stone, available on the Internet.
There should be a separate legend for
Types of building materials
Types of deterioration
Grades (degrees) of deterioration
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 8
9. Educational Linkage Approach In Cultural Heritage
Principles of study and documentation of a historic site
for eLAICH students
What is it?
Documentation of built heritage comprises collecting on site and
processing precise data on historic buildings and sites, both in written and
two-dimensional images. Documentation involves different types and
techniques of documentation and measurements, from photography and
sketches to precise drawings and sophisticated advanced techniques, like
photogrammetry and laser scanning.
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 9
10. Educational Linkage Approach In Cultural Heritage
Principles of study and documentation of a historic site
for eLAICH students
Mapping
Documentation of built heritage comprises collecting on site and
processing precise data on historic buildings and sites, both in written and
two-dimensional images, which involves different types and techniques of
documentation and measurements, from photography and sketches to
precise drawings and sophisticated advanced techniques, like
photogrammetry and laser scanning (see Module 1: Topic 1.5.).
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 10
11. Educational Linkage Approach In Cultural Heritage
Principles of study and documentation of a historic site
for eLAICH students
Optional levels of recording in students’ study on site
Level “A” Photographs taken by eLAICH students;
Level “B” Sketches made by eLAICH students;
Level “C” Measurements to be elaborated in precise drawings to be
produced by eLAICH students.
Level “A” is the basic level, which doesn’t demand any sketching ability
or background of students.
Level “B” is based on basic sketching ability or background of students.
Level “C” is the advanced level, which includes producing simple
precise drawings by the students, and taking measurements on site.
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 11
12. Educational Linkage Approach In Cultural Heritage
Principles of study and documentation of a historic site
for eLAICH students
Optional levels of recording in students’ study on site
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 12
13. Educational Linkage Approach In Cultural Heritage
Principles of study and documentation of a historic site
for eLAICH students
Optional levels of recording in students’ study on site
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 13
14. Educational Linkage Approach In Cultural Heritage
Principles of study and documentation of a historic site
for eLAICH students
Optional levels of recording in students’ study on site
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 14
15. Educational Linkage Approach In Cultural Heritage
Documentation on site
Level “A”: Photographs
Step I
Photographic survey
From students’ work in the course “Documentation of
historic building and sites” Faculty of Architecture and
Town Planning, Technion,
(supervised by Anna Lobovikov-Katz) 2011.
Work by Yanai Apelbaum, Zahi Zafrani, Ronit
Negrea, Daniel Koppel, Ori Roll;
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 15
16. Educational Linkage Approach In Cultural Heritage
Documentation on site
Level “A”: Photographs
Step II
Mapping on photograph:
Studying stones
From students’ work in the course “Documentation of
historic building and sites” Faculty of Architecture and
Town Planning, Technion,
(supervised by Anna Lobovikov-Katz) 2011.
Work by Yanai Apelbaum, Zahi Zafrani, Ronit
Negrea, Daniel Koppel, Ori Roll;
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 16
17. Educational Linkage Approach In Cultural Heritage
Documentation on site
Level “A”: Photographs
Step II
Mapping on
photograph:
Different degrees of
deterioration
From students’ work in the course “Documentation of
historic building and sites” Faculty of Architecture and
Town Planning, Technion,
(supervised by Anna Lobovikov-Katz) 2011.
Work by Yanai Apelbaum, Zahi Zafrani, Ronit
Negrea, Daniel Koppel, Ori Roll;
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 17
18. Educational Linkage Approach In Cultural Heritage
Documentation on site
Level “A”: Photographs
Step II
Mapping on
photograph:
Cracks, plaster, cement
From students’ work in the course “Documentation of
historic building and sites” Faculty of Architecture and
Town Planning, Technion,
(supervised by Anna Lobovikov-Katz) 2011.
Work by Yanai Apelbaum, Zahi Zafrani, Ronit
Negrea, Daniel Koppel, Ori Roll;
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 18
19. Educational Linkage Approach In Cultural Heritage
Documentation on site
From students’
work in the course
“Documentation of
historic building
and sites” Faculty
of Architecture
and Town
Planning,
Technion,
(supervised by
Anna Lobovikov-
Katz) 2011.
Work by Yanai
Apelbaum, Zahi
Zafrani, Ronit
Negrea, Daniel
Koppel, Ori Roll;
Level “A”: Example of Steps I & II: Mapping on photograph
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 19
20. Educational Linkage Approach In Cultural Heritage
Documentation on site
From students’
work in the course
“Documentation of
historic building
and sites” Faculty
of Architecture
and Town
Planning, Technio
n,
(supervised by
Anna Lobovikov-
Katz) 2011.
Work by Yanai
Apelbaum, Zahi
Zafrani, Ronit
Negrea, Daniel
Koppel, Ori Roll;
Level “A”: Example of Steps I & II: Mapping on photograph
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 20
21. Educational Linkage Approach In Cultural Heritage
Documentation on site
Level “B”: Sketches
From students’ work in the
ELAICH Pilot course, the
Hebrew Reali School, Haifa,
(Supervisor: Anna Lobovikov-
Katz) 2010.
Correct Incorrect (in perspective distortion)
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 21
22. Educational Linkage Approach In Cultural Heritage
Documentation on site
Level “B”: Sketches
From students’ work in the
ELAICH Pilot course, the
Hebrew Reali School, Haifa,
(Supervisor: Anna Lobovikov-
Katz) 2010.
Step I
Making free hand
sketch on site
(as precise
as possible)
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 22
23. Educational Linkage Approach In Cultural Heritage
Documentation on site
Level “B”: Sketches
From students’ work in the
ELAICH Pilot course, the
Hebrew Reali School, Haifa,
(Supervisor: Anna Lobovikov-
Katz) 2010.
Step II
Mapping visual
information on
sketch on site:
Building materials
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 23
24. Educational Linkage Approach In Cultural Heritage
Documentation on site
Level “C”: Measurements
& precise drawings
Step I
Taking measurements
Due to its “rigid” on site
form triangular is
currently used as a
basis for
measurements.
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 24
25. Educational Linkage Approach In Cultural Heritage
Documentation on site
Level “C”: Measurements
& precise drawings
Step I
Taking measurements
on site
Triangular measurements of
arches, curves, any shape.
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 25
26. Educational Linkage Approach In Cultural Heritage
Documentation on site
Level “C”: Measurements
& precise drawings
Step I
Taking measurements
on site
Triangular measurements of
arches, curves, any shape.
Example: measuring “green line”. You
should check with level that meter is
horizontal.
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 26
27. Educational Linkage Approach In Cultural Heritage
Documentation on site
Level “C”: Measurements
& precise drawings
Step I
Taking
measurements on
site
Triangular
measurements of
arches, curves, any
shape.
Example: measuring arch
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 27
28. Educational Linkage Approach In Cultural Heritage
Documentation on site
Level “C”: Measurements
& precise drawings
Step I
Taking
measurements on
site
Triangular
measurements of
arches, curves, any
shape.
Example: measuring arch
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 28
29. Educational Linkage Approach In Cultural Heritage
Documentation on site
Level “C”: Measurements
& precise drawings
Step I
Taking measurements
on site
Measurements’ results can
be marked on a photograph,
or more commonly – on a
sketch, produced specially
for this purpose.
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 29
30. Educational Linkage Approach In Cultural Heritage
Documentation on site
Level “C”: Measurements
& precise drawings
Step I
Taking measurements
on site
Page from field book, which contains all
notes, measurements and sketches
taken on site. It is the original document
of an on-site survey.
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 30
31. Educational Linkage Approach In Cultural Heritage
Documentation on site
Level “C”: Measurements
& precise drawings
Step I
Taking
measurements on
site
Triangular
measurements of
http://www.elaich.technion.ac.il/index.php?option=com_conte
arches, curves, any
nt&view=article&id=73&Itemid=106
shape.
Example: measuring arch
Dr. A. Lobovikov-Katz, Arch.– Principles of study and documentation of a historic site Slide 31
32. Educational Linkage Approach In Cultural Heritage
From: 1.5.3. Selected examples of documentation
techniques and results
Documentation methods and techniques
Photographic survey
Photography can provide
data regarding the shape of
the building, its
conservation state, and
different materials used in
its construction/ repair/
previous restorations.
Photographic surveys can
be focused on general info
– general view of a building,
as well as document
systematically every single
detail.
Dr. A. Lobovikov-Katz, Arch.– Topic 1.5: Documentation of cultural heritage Slide 32
33. Educational Linkage Approach In Cultural Heritage
From: 1.5.3. Selected examples of documentation
techniques and results
Documentation methods and techniques
Photographic survey
Photography can provide
data regarding the shape
of the building, its
conservation state, and
different materials used
in its construction.
Photographic surveys
can be focused on
general info – general
view of a building, as
well as document
systematically every
single detail.
Dr. A. Lobovikov-Katz, Arch.– Topic 1.5: Documentation of cultural heritage Slide 33
34. Educational Linkage Approach In Cultural Heritage
From: 1.5.3. Selected examples of documentation
techniques and results
Documentation methods and techniques
Photographic survey
Photographic survey
From students’ work in the course
“Documentation of historic building
and sites” Faculty of Architecture and
Town Planning, Technion,
(supervised by author) 2011.
Work by Yanai Apelbaum, Zahi
Zafrani, Ronit Negrea, Daniel Koppel,
Ori Roll; Boaz Barr, Ben Coen, Omer
Cohen
Dr. A. Lobovikov-Katz, Arch.– Topic 1.5: Documentation of cultural heritage Slide 34
35. Educational Linkage Approach In Cultural Heritage
From: 1.5.3. Selected examples of documentation
techniques and results
Documentation methods and techniques
Precise drawings
Precise drawings: façade –
shows a view (projection) of a
wall, in accordance with a set
of requirements applied in
precise drawing (drafting).
Students’ work in the course “Documentation
of historic building and sites” Faculty of
Architecture and Town
Planning, Technion, (supervised by author)
2011. Work by Uri Kfir, Yael Itzkin, Na'ama
Sivan, Reut Shpatz
Dr. A. Lobovikov-Katz, Arch.– Topic 1.5: Documentation of cultural heritage Slide 35
36. Educational Linkage Approach In Cultural Heritage
From: 1.5.3. Selected examples of documentation
techniques and results
Documentation methods and techniques
Precise drawings
Precise drawings: plan – shows a view (projection) of a floor from above, in
accordance with a set of requirements applied in precise drawing (drafting).
Student’s work in the course “Documentation of historic building and sites” Faculty of Architecture and Town Planning, Technion
(supervised by author) 2003. Precise drawing coordination by Anna Shiffman, Vladimir Feigin, Yulia Podolsky
Dr. A. Lobovikov-Katz, Arch.– Topic 1.5: Documentation of cultural heritage Slide 36
37. Educational Linkage Approach In Cultural Heritage
From: 1.5.3. Selected examples of documentation
techniques and results
Documentation methods and techniques
Mapping
The results of the
documentation and
measurements undertaken on
a historic building/ site can be
processed and combined in a
graphic representation of the
analysis of building materials
used in a building, and its
conservation state. This is
called “mapping”. Students’ work in
the course “Documentation of historic building
and sites” Faculty of Architecture and Town
Planning, Technion, (supervised by author)
2011. Work by Uri Kfir, Yael Itzkin, Na'ama
Sivan, Reut Shpatz
Dr. A. Lobovikov-Katz, Arch.– Topic 1.5: Documentation of cultural heritage Slide 37
38. Educational Linkage Approach In Cultural Heritage
From: 1.5.3. Selected examples of documentation
techniques and results
Documentation methods and techniques
Equipment
Equipment developed for geodetic survey is
widely used in conservation and varies from
simple to sophisticated. Here a simple level
(leveling instrument) allows establishment of a
virtual horizontal plane, to enable the surveyor
to collect data about relative height, e.g. of
different parts and elements of this courtyard of
a “Khan” (inn) built at the end of 18th century in
Acre. Are you sure the floor is horizontal?
Columns are of equal height? You can check it
with a level. Nothing should be “assumed” by a
conservation surveyor - everything should be
measured and documented.
n
Dr. A. Lobovikov-Katz, Arch.– Topic 1.5: Documentation of cultural heritage Slide 38
39. Educational Linkage Approach In Cultural Heritage
From: 1.5.3. Selected examples of documentation
techniques and results
Documentation methods and techniques
Text
A few examples of advanced documentation techniques can be
accessed on the Advanced Topics section of Module 1, e.g.
regarding laser scanner:
Digital Documentation of Heritage. Queen’s University, Belfast, School
of Geography, Archaeology, and Palaeoecology - funded by Engineering
and Physical Sciences Research Council (EPSRC)
http://www.youtube.com/watch?v=h6PMcP8BkWE.
Dr. A. Lobovikov-Katz, Arch.– Topic 1.5: Documentation of cultural heritage Slide 39