Architectural Design Paedogogy

1. Architectural Design
Studio
Responsibilities and
expectations
by
CT.Lakshmanan B.Arch., M.C.P.

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. 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.  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. 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. 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. 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. 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. 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. 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. Presentaion / use of computer
 Faculty may specify the size of the sheet /
medium of presentation – workshop
 Computer – drawing tool / visualisation tool /
design tool

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. evaluation
 Self evaluation
 Crit - Individual, Peer, Group, Written
 Unfair assessment – why group design
projects are universally unpopular?

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. Summery of students’ responses to key issue on
evaluation process in National University Malaysia

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. 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. 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. 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.  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. 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.