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Architectural design studio responsibilities and expectations


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Architectural Design Paedogogy

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Architectural design studio responsibilities and expectations

  1. 1. Architectural Design Studio Responsibilities and expectations by CT.Lakshmanan B.Arch., M.C.P.
  2. 2. Mode of learning Design  project-based work  learning through first hand observation  learning through workshop (Hands on practice) and  Apprenticeship – practical training Can we teach design as we were taught it? We tend to teach as we have learnt.
  3. 3. philosophy  Studio teaching is not just another kind of classroom activity. It is not a lab session, nor is it just a series of class projects.  It is an approach to teaching and learning that gets students actively engaged in directing their own learning. The instructor is not the focus of the class, as in traditional classrooms.  This pedagogical philosophy will be new to many students and so requires time for adjustment
  4. 4.  Challenge of identifying a problem, defining its limits, and developing a creative approach to solve it, aids in the development of reasoned judgment, interpersonal skills, reflection-in-action, and critical reflection on practice which form the basis of architectural education  Expectations must be clear: students will not be comfortable unless they know what is expected of them and how they will be evaluated.
  5. 5. strategy  A key to studio teaching is to develop a collection of exercises/projects that will provide the focus for learning throughout the semester.  A good way to do this is to make a list of good exercises/projects you already have.  Then make a list of learning goals and compare the two lists.  Then go back and forth – adding or subtracting from each list until the semester is planned.
  6. 6. things to remember  You do not have to cover all topics in class. Students can read and they can do some homework to supplement what goes on in the classroom.  If your studio is successful, students will take more time than you expect to complete each project.  You can always make mid-course corrections if they are needed.  Patience is a virtue – let students carry-on with design as far as possible before you step in.
  7. 7. Introduction of design problem & literature / site analysis Issue solution students presentation in the form of ppt / sheets - students are disconnected from the content students presentation – checklist / sample presentation faculty to suggest websites / books understand nature of the learning group – quiz, video followed by evaluation presentation by practicing architect site visit – contextual awareness
  8. 8. case study Issue solution students presentation in the form of sheets - less informative & without proper plan/section/ elevation Collect drawing/information from the architect or other sources before case study Faculty should accompany the whole class for atleast one case study and explain it. Try to have interaction with the Architect on site. Department to have archives of good case studies
  9. 9. Concept / concept development Issue solution Most of the cases the concept becomes a forced entity - part of the requirement Is concept a necessity? what is an accepted as a concept and what is not good examples of concept development – ppt / video / books to start with – plan / section view ? Students may be asked to maintain design diary
  10. 10. Design development Issue solution Without much interaction with faculty - either make no progress or bring the final product Facutly should demonstrate good examples display good design of senior students Vary the rapidity of iterations required from student to student don’t divide the class should give space for students - come forward and express their views confidently, irrespective of whether it is right or wrong
  11. 11. Presentaion / use of computer  Faculty may specify the size of the sheet / medium of presentation – workshop  Computer – drawing tool / visualisation tool / design tool
  12. 12. Studio environment  Environment where students feel comfortable to work/ reflect/ present  Studio type, shared between years and/or related disciplines (interior design)  Dedicated architecture studio, with up to 24 hour access
  13. 13. evaluation  Self evaluation  Crit - Individual, Peer, Group, Written  Unfair assessment – why group design projects are universally unpopular?
  14. 14. Externals  externals presence and their comments are effective for their future designing because they can understand different approaches, perspectives to their projects  externals come to juries with different agenda and may not know much about, what the target and criteria of the project is about and this may lead to expect beyond the scope of their project and less mark to them
  15. 15. Summery of students’ responses to key issue on evaluation process in National University Malaysia
  16. 16. Interaction with seniors  There is productive interaction between senior and junior students. This is further encouraged by the employment of top senior students as assistant tutors for 1st and 2nd years  Junior students who work more consistently in the studio – and interacting with senior students – commonly achieve superior outcomes
  17. 17. Good practice  Dayorder : studio (all 7 periods) for evaluation / case study / presentation / site visit  Continuous internal assessment - feedback / evaluation of the process and not the product  “Design session plan” – difficult to formulate but not impossible
  18. 18. Good practice  Design components in all lecture subjects to counter reduction in Studio teaching  The introduction of online lectures with tutorials related to the studio projects  Ensure students have emotional bonding with their project
  19. 19. Good practice  Is compensatory course necessary for Design  open crit – students learn from the mistakes of others  Benchmarks for successful studio teaching will assist academics to maximise the quality of learning outcomes
  20. 20.  Academic workloads are believed to have increased to an unsustainable level - additional administrative and quality assurance requirements - result in reduced time for teaching and learning  Good outcomes are dependent on the “right student candidate” and the fuel he/she has to be “ignited”
  21. 21. Faculty who teach studio are expected to  have the ability to inspire students to learn  to engage students in critical thinking  to bring forward their particular expertise  to convey a sense of optimism about the field of architecture.