SlideShare a Scribd company logo
Informal Peer Critique
and the Negotiation
of Habitus in a
Design Studio
Colin M. Gray
DRS // CUMULUS 2013
Critique is central to design pedagogy
(Anthony, 1991; Hokanson, 2012)
Informal interaction between design
students has not been adequately
explored (“the hidden curriculum”)
(Dutton, 1991; Gray, in review; Willenbrock, 1991)
background
Peer
Between members of the same academic
program—in close proximity in terms of
experience and status
Informal
Not bounded by a traditional classroom
environment or professor/program
representation
background
review of
literature
literature
Existing research on critique
Design juries (Anthony, 1991; Percy, 2004)
Pin-ups or group crits (Blythman, Orr, & Blair, 2007; Hokanson, 2012)
Desk crits (Reimer & Douglas, 2003; Boling & Smith, 2010)
Peer-to-peer critique (Blythman, Orr, & Blair, 2007; Hokanson, 2012)
literature
Link of informal critique with reflection
Self-reflection as a developmental aid
(Schön, 1985; Cross, 2007)
Verbalization of reflection within the studio
(Logan, 2008; Morton & O’Brien, 2006; Dannels, Gaffney, & Martin, 2008)
literature
Shift to a “critical pedagogy”
Power invested in existing forms of critique
(Anthony, 1991; Webster, 2006)
Moving beyond an individualistic view
(Crysler, 1995; Webster, 2008)
habitus
HABITUS
FIELD
DOXA
Bourdieu, 1977, 1980, 1984; Stevens, 1995
context
context
Human-Computer Interaction design (HCI/d) program in a
United States School of Informatics
HCI/d Master’s students (first and second year)
data
Students (4—2 dyads)
Three stage data collection:
1. One hour interview about beliefs
2. One hour constructed critique dyad
3. One hour stimulated recall session
methods
methods
Naturalistic Inquiry (Lincoln & Guba, 1985)
Critical theory (Carspecken, 1996)
Intensive interview and observation strategies were used to
target beliefs and behaviors related to critique that were largely
tacit in nature
Observation of critique between study participants allowed for a
more naturalistic view into the behaviors and strategies in situ.
analysis
Coding of emergent themes
Sequence analysis of critique participants
findings
findings
Beliefs about critique:
the environment
the participants
findings
Structures of critique:
formality v. informality
objectivity v. subjectivity
professor v. student
BELIEFS
findings
Formality v. Informality
Lisa: “[the classroom is] sort of the place to like know that it’s not about
you, it’s about the design, and it’s more compartmentalized if you’re
actually talking about it in that formal setting.”
Paul: “[classroom critique is done] for the sake of critique”
Lisa: “big things—concept things, problem space things”
Paul: “I’m offering critique for the sake of helping you, not necessarily
because like this is a grade […] it’s critique for the sake of getting better.”
STRUCTURES
findings
Objective v. Subjective
Emily: “I feel like critiquing is just as much about asking questions as it is
about giving an opinion.”
Paul: “it’s too hard to offer kind of a generalized critique […] like
parameter-based critique. It’s just too difficult to say […] I know all of this
stuff enough to say that this is wrong and this is wrong and this is wrong,
because there’s no way you can—in this field.”
MAJOR SETTING SHIFTS
findings
Objective v. Subjective
Jiao: “...every time you are working on a design or looking at
other’s design, you are trying to see it from your perspectives, no
matter how um sympathetic you are. […] you will bring it—bring
your own (.) I would say experience or history or educational
background into it.”
MAJOR SETTING SHIFTS
findings
Professor v. Student
Paul: “[professor’s critique is not] tailored to my specific needs or abilities
as well as like getting critique from classmates.”
Lisa: “I don’t really want him to see like the messy bits where we’re losing
our minds [laughs] I want him to see like the finished pretty version.”
MAJOR SETTING SHIFTS
findings
Professor v. Student
Emily: “I think the faculty here […] are just like really good at you know, I’ll
spend ten minutes trying to explain to them what I’m doing, and they ask
me like one question, and they’re like, answer me that in one sentence.
And it’s almost like it’s a critique and a—I don’t think ultimatum is the
word, but like a—them kind of almost like demanding that I change my
perspective or that I like gather my thoughts.”
MAJOR SETTING SHIFTS
HABITUS
FIELD
DOXA
A. LISA B. PAUL
CLASSROOM
FORMALITY
LEGITIMIZES
CRITIQUE
CLASSROOM
CRITIQUE IS
PRO FORMA
INTERSUBJECTIVE
SPACE FORMED
THROUGH INTERACTION
next steps
next steps
Larger-scale study exploring the emergence of informal critique
Ethnographic methods to observe critique in a truly naturalistic
context with self-selected participants (currently underway)
Ongoing work to identify knowledge structures embedded in
discourse and interactions
references
Anthony, Kathryn H. 1991. Design juries on trial: The renaissance
of the design studio. New York: Van Nostrand Reinhold.
Boling, Elizabeth, and Kennon M. Smith. 2010. “Intensive studio
experience in a non-studio masters program: Student activities
and thinking across levels of design”. Montréal: Design Research
Society International Conference.
Bourdieu, Pierre. 1977. Outline of a theory of practice (trans. R.
Nice). Cambridge, United Kingdom: Cambridge University Press.
Bourdieu, Pierre. 1980. The Logic of Practice. Stanford: Stanford
University Press.
Bourdieu, Pierre. 1984. Distinction: A social critique of the
judgment of taste (trans. R. Nice). Cambridge, Massachusetts:
Harvard University Press.
Brandt, Carol B., Cennamo, Katherine, Douglas, Sarah, Vernon,
Mitzi, McGrath, Margarita, and Yolanda Reimer. 2011. “A
theoretical framework for the studio as a learning environment”.
International Journal of Technology and Design Education, 1-20.
doi:10.1007/s10798-011-9181-5
Calhoun, Craig. 1993. “Habitus, field, and capital: The question
of historical specificity”. In Bourdieu: Critical Perspectives, 61-88.
Cambridge, United Kingdom: Polity Press.
Carspecken, Phil F. 1996. Critical ethnography in educational
research: A theoretical and practical guide. New York: Routledge.
Cennamo, Katherine S., Brandt, Carol B., and Brigitte Scott.
2010. “Adapting the studio to design-based disciplines:
Research-based strategies for effective practice”. In Proceedings
of the 2010 conference on higher education pedagogy.
Blacksburg, Virginia, 14-15.
Cross, Nigel. 2007. Designerly ways of knowing. Basel,
Switzerland: Birkhäuser.
Crysler, C. Greig. 1995. “Critical pedagogy and architectural
education”. Journal of Architectural Education, 48(4): 208-217
Dannels, Deanna, Gaffney, Amy, and Kelly Martin. 2008. “Beyond
content, deeper than delivery: What critique feedback reveals
about communication expectations in design education”.
International Journal for the Scholarship of Teaching and
Learning, 2(2): 1-16.
Do, Ellen Y. L., & Mark D. Gross. 1996. “Drawing as a means to
design reasoning”. In Artificial Intelligence in Design. Palo Alto,
California.
Hokanson, Brad. 2012. “The design critique as a model for
distributed learning”. In The next generation of distance
education: Unconstrained learning, edited by L. Moller & J. B.
Huett, 71-83. Boston, Massachusetts: Springer.
Logan, Cheri. 2008. “Metaphor and pedagogy in the design
practicum”. International Journal of Technology and Design
Education, 18(1): 1-17. doi:10.1007/s10798-006-9009-x
references
Morton, Janne, & David O'Brien. 2006. “Selling your design: Oral
communication pedagogy in design education”. Communication
Education, 54(1): 6–19. doi:10.1080/03634520500076885
Percy, Christine. 2004. “Critical absence versus critical
engagement. Problematics of the crit in design learning and
teaching”. Art, Design & Communication in Higher Education,
2(3): 143-154.
Reimer, Yolanda J., and Sarah A. Douglas. 2003. “Teaching HCI
design with the studio approach”. Computer Science Education,
13(3): 191-205.
Schön, Donald A. 1985. The design studio: An exploration of its
traditions and potentials. London: RIBA Publications Limited.
Shaffer, David W. 2003. Portrait of the oxford design studio: An
ethnography of design pedagogy. WCER Working Paper No.
2003-11. Madison, Wisconsin: University of Wisconsin-Madison,
Wisconsin Center for Educational Research.
Shulman, Lee S. 2005. “Signature pedagogies in the
professions”. Daedalus, 134(3): 52-59.
Siegel, Martin A., and Erik Stolterman. 2008. “Metamorphosis:
Transforming non-designers into designers”. In Undisciplined!
Proceedings of the Design Research Society conference 2008:
378:1-13. Sheffield, UK: Sheffield Hallam University.
Stevens, Garry. 1995. “Struggle in the studio: A Bourdivin look at
architectural pedagogy”. Journal of Architectural Education,
49(2): 105-122.
Webster, Helena. 2006. “Power, freedom and resistance:
Excavating the design jury”. International Journal of Art & Design
Education, 25(3): 286-296.
Webster, Helena. 2008. “Architectural education after Schön:
Cracks, blurs, boundaries and beyond”. Journal for Education in
the Built Environment, 3(2): 63-74
questions?
participantsparticipants
Participant Pseudonym Gender M.S. Year Country of Origin
Paul M 2nd USA
Emily F 2nd USA
Lisa F 1st USA
Jiao F 1st China

More Related Content

Viewers also liked

What is the Content of “Design Thinking”? Design Heuristics as Conceptual Rep...
What is the Content of “Design Thinking”? Design Heuristics as Conceptual Rep...What is the Content of “Design Thinking”? Design Heuristics as Conceptual Rep...
What is the Content of “Design Thinking”? Design Heuristics as Conceptual Rep...
colin gray
 
Idea Generation Through Empathy: Reimagining the "Cognitive Walkthrough"
Idea Generation Through Empathy: Reimagining the "Cognitive Walkthrough"Idea Generation Through Empathy: Reimagining the "Cognitive Walkthrough"
Idea Generation Through Empathy: Reimagining the "Cognitive Walkthrough"
colin gray
 
Storyboard
StoryboardStoryboard
Storyboard
colin gray
 
Struggle Over Representation in the Studio: Critical Pedagogy in Design Educa...
Struggle Over Representation in the Studio: Critical Pedagogy in Design Educa...Struggle Over Representation in the Studio: Critical Pedagogy in Design Educa...
Struggle Over Representation in the Studio: Critical Pedagogy in Design Educa...
colin gray
 
Flow of Competence in UX Design Practice
Flow of Competence in UX Design PracticeFlow of Competence in UX Design Practice
Flow of Competence in UX Design Practice
colin gray
 
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...
colin gray
 
Normativity in Design Communication: Inscribing Design Values in Designed Art...
Normativity in Design Communication: Inscribing Design Values in Designed Art...Normativity in Design Communication: Inscribing Design Values in Designed Art...
Normativity in Design Communication: Inscribing Design Values in Designed Art...
colin gray
 
What Problem Are We Solving? Encouraging Idea Generation and Effective Team C...
What Problem Are We Solving? Encouraging Idea Generation and Effective Team C...What Problem Are We Solving? Encouraging Idea Generation and Effective Team C...
What Problem Are We Solving? Encouraging Idea Generation and Effective Team C...
colin gray
 
Developing an Ethically-Aware Design Character through Problem Framing
Developing an Ethically-Aware Design Character through Problem FramingDeveloping an Ethically-Aware Design Character through Problem Framing
Developing an Ethically-Aware Design Character through Problem Framing
colin gray
 
What Happens when Creativity is Exhausted? Design Tools as an Aid for Ideation
What Happens when Creativity is Exhausted? Design Tools as an Aid for IdeationWhat Happens when Creativity is Exhausted? Design Tools as an Aid for Ideation
What Happens when Creativity is Exhausted? Design Tools as an Aid for Ideation
colin gray
 
Studio Teaching in the Low-Precedent Context of Instructional Design
Studio Teaching in the Low-Precedent Context of Instructional DesignStudio Teaching in the Low-Precedent Context of Instructional Design
Studio Teaching in the Low-Precedent Context of Instructional Design
colin gray
 
The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...
The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...
The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...
colin gray
 
Emergent Critique in Informal Design Talk: Reflections of Surface, Pedagogic...
Emergent Critique in Informal Design Talk:  Reflections of Surface, Pedagogic...Emergent Critique in Informal Design Talk:  Reflections of Surface, Pedagogic...
Emergent Critique in Informal Design Talk: Reflections of Surface, Pedagogic...
colin gray
 
Informal peer critique and the negotiation of habitus in a design studio (AEC...
Informal peer critique and the negotiation of habitus in a design studio (AEC...Informal peer critique and the negotiation of habitus in a design studio (AEC...
Informal peer critique and the negotiation of habitus in a design studio (AEC...
colin gray
 

Viewers also liked (14)

What is the Content of “Design Thinking”? Design Heuristics as Conceptual Rep...
What is the Content of “Design Thinking”? Design Heuristics as Conceptual Rep...What is the Content of “Design Thinking”? Design Heuristics as Conceptual Rep...
What is the Content of “Design Thinking”? Design Heuristics as Conceptual Rep...
 
Idea Generation Through Empathy: Reimagining the "Cognitive Walkthrough"
Idea Generation Through Empathy: Reimagining the "Cognitive Walkthrough"Idea Generation Through Empathy: Reimagining the "Cognitive Walkthrough"
Idea Generation Through Empathy: Reimagining the "Cognitive Walkthrough"
 
Storyboard
StoryboardStoryboard
Storyboard
 
Struggle Over Representation in the Studio: Critical Pedagogy in Design Educa...
Struggle Over Representation in the Studio: Critical Pedagogy in Design Educa...Struggle Over Representation in the Studio: Critical Pedagogy in Design Educa...
Struggle Over Representation in the Studio: Critical Pedagogy in Design Educa...
 
Flow of Competence in UX Design Practice
Flow of Competence in UX Design PracticeFlow of Competence in UX Design Practice
Flow of Competence in UX Design Practice
 
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...
 
Normativity in Design Communication: Inscribing Design Values in Designed Art...
Normativity in Design Communication: Inscribing Design Values in Designed Art...Normativity in Design Communication: Inscribing Design Values in Designed Art...
Normativity in Design Communication: Inscribing Design Values in Designed Art...
 
What Problem Are We Solving? Encouraging Idea Generation and Effective Team C...
What Problem Are We Solving? Encouraging Idea Generation and Effective Team C...What Problem Are We Solving? Encouraging Idea Generation and Effective Team C...
What Problem Are We Solving? Encouraging Idea Generation and Effective Team C...
 
Developing an Ethically-Aware Design Character through Problem Framing
Developing an Ethically-Aware Design Character through Problem FramingDeveloping an Ethically-Aware Design Character through Problem Framing
Developing an Ethically-Aware Design Character through Problem Framing
 
What Happens when Creativity is Exhausted? Design Tools as an Aid for Ideation
What Happens when Creativity is Exhausted? Design Tools as an Aid for IdeationWhat Happens when Creativity is Exhausted? Design Tools as an Aid for Ideation
What Happens when Creativity is Exhausted? Design Tools as an Aid for Ideation
 
Studio Teaching in the Low-Precedent Context of Instructional Design
Studio Teaching in the Low-Precedent Context of Instructional DesignStudio Teaching in the Low-Precedent Context of Instructional Design
Studio Teaching in the Low-Precedent Context of Instructional Design
 
The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...
The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...
The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...
 
Emergent Critique in Informal Design Talk: Reflections of Surface, Pedagogic...
Emergent Critique in Informal Design Talk:  Reflections of Surface, Pedagogic...Emergent Critique in Informal Design Talk:  Reflections of Surface, Pedagogic...
Emergent Critique in Informal Design Talk: Reflections of Surface, Pedagogic...
 
Informal peer critique and the negotiation of habitus in a design studio (AEC...
Informal peer critique and the negotiation of habitus in a design studio (AEC...Informal peer critique and the negotiation of habitus in a design studio (AEC...
Informal peer critique and the negotiation of habitus in a design studio (AEC...
 

More from colin gray

Critical pedagogy and the pluriversal design studio
Critical pedagogy and the pluriversal design studioCritical pedagogy and the pluriversal design studio
Critical pedagogy and the pluriversal design studio
colin gray
 
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy
Critique Assemblages in Response to Emergency Hybrid Studio PedagogyCritique Assemblages in Response to Emergency Hybrid Studio Pedagogy
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy
colin gray
 
Cross-Cultural UX Pedagogy: A China–US Partnership
Cross-Cultural UX Pedagogy: A China–US PartnershipCross-Cultural UX Pedagogy: A China–US Partnership
Cross-Cultural UX Pedagogy: A China–US Partnership
colin gray
 
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...
colin gray
 
A Practice-Led Account of the Conceptual Evolution of UX Knowledge
A Practice-Led Account of the Conceptual Evolution of UX KnowledgeA Practice-Led Account of the Conceptual Evolution of UX Knowledge
A Practice-Led Account of the Conceptual Evolution of UX Knowledge
colin gray
 
Analyzing Value Discovery in Design Decisions Through Ethicography
Analyzing Value Discovery in Design Decisions Through EthicographyAnalyzing Value Discovery in Design Decisions Through Ethicography
Analyzing Value Discovery in Design Decisions Through Ethicography
colin gray
 
Ethical Mediation in UX Practice
Ethical Mediation in UX PracticeEthical Mediation in UX Practice
Ethical Mediation in UX Practice
colin gray
 
“What do you recommend a complete beginner like me to practice?”: Professiona...
“What do you recommend a complete beginner like me to practice?”: Professiona...“What do you recommend a complete beginner like me to practice?”: Professiona...
“What do you recommend a complete beginner like me to practice?”: Professiona...
colin gray
 
Supporting Distributed Critique through Interpretation and Sense-Making in an...
Supporting Distributed Critique through Interpretation and Sense-Making in an...Supporting Distributed Critique through Interpretation and Sense-Making in an...
Supporting Distributed Critique through Interpretation and Sense-Making in an...
colin gray
 
Distinctions between the Communication of Experiential and Academic Design Kn...
Distinctions between the Communication of Experiential and Academic Design Kn...Distinctions between the Communication of Experiential and Academic Design Kn...
Distinctions between the Communication of Experiential and Academic Design Kn...
colin gray
 
Generating Mobile Application Onboarding Insights Through Minimalist Instruction
Generating Mobile Application Onboarding Insights Through Minimalist InstructionGenerating Mobile Application Onboarding Insights Through Minimalist Instruction
Generating Mobile Application Onboarding Insights Through Minimalist Instruction
colin gray
 
The Dark (Patterns) Side of UX Design
The Dark (Patterns) Side of UX DesignThe Dark (Patterns) Side of UX Design
The Dark (Patterns) Side of UX Design
colin gray
 
Forming A Design Identity in Computing Education Through Reflection and Peer ...
Forming A Design Identity in Computing Education Through Reflection and Peer ...Forming A Design Identity in Computing Education Through Reflection and Peer ...
Forming A Design Identity in Computing Education Through Reflection and Peer ...
colin gray
 
Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...
Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...
Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...
colin gray
 
Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le...
Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le...Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le...
Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le...
colin gray
 

More from colin gray (15)

Critical pedagogy and the pluriversal design studio
Critical pedagogy and the pluriversal design studioCritical pedagogy and the pluriversal design studio
Critical pedagogy and the pluriversal design studio
 
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy
Critique Assemblages in Response to Emergency Hybrid Studio PedagogyCritique Assemblages in Response to Emergency Hybrid Studio Pedagogy
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy
 
Cross-Cultural UX Pedagogy: A China–US Partnership
Cross-Cultural UX Pedagogy: A China–US PartnershipCross-Cultural UX Pedagogy: A China–US Partnership
Cross-Cultural UX Pedagogy: A China–US Partnership
 
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...
 
A Practice-Led Account of the Conceptual Evolution of UX Knowledge
A Practice-Led Account of the Conceptual Evolution of UX KnowledgeA Practice-Led Account of the Conceptual Evolution of UX Knowledge
A Practice-Led Account of the Conceptual Evolution of UX Knowledge
 
Analyzing Value Discovery in Design Decisions Through Ethicography
Analyzing Value Discovery in Design Decisions Through EthicographyAnalyzing Value Discovery in Design Decisions Through Ethicography
Analyzing Value Discovery in Design Decisions Through Ethicography
 
Ethical Mediation in UX Practice
Ethical Mediation in UX PracticeEthical Mediation in UX Practice
Ethical Mediation in UX Practice
 
“What do you recommend a complete beginner like me to practice?”: Professiona...
“What do you recommend a complete beginner like me to practice?”: Professiona...“What do you recommend a complete beginner like me to practice?”: Professiona...
“What do you recommend a complete beginner like me to practice?”: Professiona...
 
Supporting Distributed Critique through Interpretation and Sense-Making in an...
Supporting Distributed Critique through Interpretation and Sense-Making in an...Supporting Distributed Critique through Interpretation and Sense-Making in an...
Supporting Distributed Critique through Interpretation and Sense-Making in an...
 
Distinctions between the Communication of Experiential and Academic Design Kn...
Distinctions between the Communication of Experiential and Academic Design Kn...Distinctions between the Communication of Experiential and Academic Design Kn...
Distinctions between the Communication of Experiential and Academic Design Kn...
 
Generating Mobile Application Onboarding Insights Through Minimalist Instruction
Generating Mobile Application Onboarding Insights Through Minimalist InstructionGenerating Mobile Application Onboarding Insights Through Minimalist Instruction
Generating Mobile Application Onboarding Insights Through Minimalist Instruction
 
The Dark (Patterns) Side of UX Design
The Dark (Patterns) Side of UX DesignThe Dark (Patterns) Side of UX Design
The Dark (Patterns) Side of UX Design
 
Forming A Design Identity in Computing Education Through Reflection and Peer ...
Forming A Design Identity in Computing Education Through Reflection and Peer ...Forming A Design Identity in Computing Education Through Reflection and Peer ...
Forming A Design Identity in Computing Education Through Reflection and Peer ...
 
Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...
Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...
Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...
 
Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le...
Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le...Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le...
Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le...
 

Recently uploaded

The basics of sentences session 7pptx.pptx
The basics of sentences session 7pptx.pptxThe basics of sentences session 7pptx.pptx
The basics of sentences session 7pptx.pptx
heathfieldcps1
 
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants  When and How To Record ProperlyAccounting for Restricted Grants  When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
TechSoup
 
FinalSD_MathematicsGrade7_Session2_Unida.pptx
FinalSD_MathematicsGrade7_Session2_Unida.pptxFinalSD_MathematicsGrade7_Session2_Unida.pptx
FinalSD_MathematicsGrade7_Session2_Unida.pptx
JennySularte1
 
CIS 4200-02 Group 1 Final Project Report (1).pdf
CIS 4200-02 Group 1 Final Project Report (1).pdfCIS 4200-02 Group 1 Final Project Report (1).pdf
CIS 4200-02 Group 1 Final Project Report (1).pdf
blueshagoo1
 
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.pptLevel 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Henry Hollis
 
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptxContiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Kalna College
 
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptxRESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
zuzanka
 
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
220711130083 SUBHASHREE RAKSHIT  Internet resources for social science220711130083 SUBHASHREE RAKSHIT  Internet resources for social science
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Kalna College
 
Standardized tool for Intelligence test.
Standardized tool for Intelligence test.Standardized tool for Intelligence test.
Standardized tool for Intelligence test.
deepaannamalai16
 
Data Structure using C by Dr. K Adisesha .ppsx
Data Structure using C by Dr. K Adisesha .ppsxData Structure using C by Dr. K Adisesha .ppsx
Data Structure using C by Dr. K Adisesha .ppsx
Prof. Dr. K. Adisesha
 
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
Nguyen Thanh Tu Collection
 
How to Manage Reception Report in Odoo 17
How to Manage Reception Report in Odoo 17How to Manage Reception Report in Odoo 17
How to Manage Reception Report in Odoo 17
Celine George
 
220711130082 Srabanti Bag Internet Resources For Natural Science
220711130082 Srabanti Bag Internet Resources For Natural Science220711130082 Srabanti Bag Internet Resources For Natural Science
220711130082 Srabanti Bag Internet Resources For Natural Science
Kalna College
 
Oliver Asks for More by Charles Dickens (9)
Oliver Asks for More by Charles Dickens (9)Oliver Asks for More by Charles Dickens (9)
Oliver Asks for More by Charles Dickens (9)
nitinpv4ai
 
Brand Guideline of Bashundhara A4 Paper - 2024
Brand Guideline of Bashundhara A4 Paper - 2024Brand Guideline of Bashundhara A4 Paper - 2024
Brand Guideline of Bashundhara A4 Paper - 2024
khabri85
 
INTRODUCTION TO HOSPITALS & AND ITS ORGANIZATION
INTRODUCTION TO HOSPITALS & AND ITS ORGANIZATION INTRODUCTION TO HOSPITALS & AND ITS ORGANIZATION
INTRODUCTION TO HOSPITALS & AND ITS ORGANIZATION
ShwetaGawande8
 
欧洲杯下注-欧洲杯下注押注官网-欧洲杯下注押注网站|【​网址​🎉ac44.net🎉​】
欧洲杯下注-欧洲杯下注押注官网-欧洲杯下注押注网站|【​网址​🎉ac44.net🎉​】欧洲杯下注-欧洲杯下注押注官网-欧洲杯下注押注网站|【​网址​🎉ac44.net🎉​】
欧洲杯下注-欧洲杯下注押注官网-欧洲杯下注押注网站|【​网址​🎉ac44.net🎉​】
andagarcia212
 
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
Nguyen Thanh Tu Collection
 
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
EduSkills OECD
 
220711130088 Sumi Basak Virtual University EPC 3.pptx
220711130088 Sumi Basak Virtual University EPC 3.pptx220711130088 Sumi Basak Virtual University EPC 3.pptx
220711130088 Sumi Basak Virtual University EPC 3.pptx
Kalna College
 

Recently uploaded (20)

The basics of sentences session 7pptx.pptx
The basics of sentences session 7pptx.pptxThe basics of sentences session 7pptx.pptx
The basics of sentences session 7pptx.pptx
 
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants  When and How To Record ProperlyAccounting for Restricted Grants  When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
 
FinalSD_MathematicsGrade7_Session2_Unida.pptx
FinalSD_MathematicsGrade7_Session2_Unida.pptxFinalSD_MathematicsGrade7_Session2_Unida.pptx
FinalSD_MathematicsGrade7_Session2_Unida.pptx
 
CIS 4200-02 Group 1 Final Project Report (1).pdf
CIS 4200-02 Group 1 Final Project Report (1).pdfCIS 4200-02 Group 1 Final Project Report (1).pdf
CIS 4200-02 Group 1 Final Project Report (1).pdf
 
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.pptLevel 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
 
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptxContiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
 
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptxRESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
 
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
220711130083 SUBHASHREE RAKSHIT  Internet resources for social science220711130083 SUBHASHREE RAKSHIT  Internet resources for social science
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
 
Standardized tool for Intelligence test.
Standardized tool for Intelligence test.Standardized tool for Intelligence test.
Standardized tool for Intelligence test.
 
Data Structure using C by Dr. K Adisesha .ppsx
Data Structure using C by Dr. K Adisesha .ppsxData Structure using C by Dr. K Adisesha .ppsx
Data Structure using C by Dr. K Adisesha .ppsx
 
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
 
How to Manage Reception Report in Odoo 17
How to Manage Reception Report in Odoo 17How to Manage Reception Report in Odoo 17
How to Manage Reception Report in Odoo 17
 
220711130082 Srabanti Bag Internet Resources For Natural Science
220711130082 Srabanti Bag Internet Resources For Natural Science220711130082 Srabanti Bag Internet Resources For Natural Science
220711130082 Srabanti Bag Internet Resources For Natural Science
 
Oliver Asks for More by Charles Dickens (9)
Oliver Asks for More by Charles Dickens (9)Oliver Asks for More by Charles Dickens (9)
Oliver Asks for More by Charles Dickens (9)
 
Brand Guideline of Bashundhara A4 Paper - 2024
Brand Guideline of Bashundhara A4 Paper - 2024Brand Guideline of Bashundhara A4 Paper - 2024
Brand Guideline of Bashundhara A4 Paper - 2024
 
INTRODUCTION TO HOSPITALS & AND ITS ORGANIZATION
INTRODUCTION TO HOSPITALS & AND ITS ORGANIZATION INTRODUCTION TO HOSPITALS & AND ITS ORGANIZATION
INTRODUCTION TO HOSPITALS & AND ITS ORGANIZATION
 
欧洲杯下注-欧洲杯下注押注官网-欧洲杯下注押注网站|【​网址​🎉ac44.net🎉​】
欧洲杯下注-欧洲杯下注押注官网-欧洲杯下注押注网站|【​网址​🎉ac44.net🎉​】欧洲杯下注-欧洲杯下注押注官网-欧洲杯下注押注网站|【​网址​🎉ac44.net🎉​】
欧洲杯下注-欧洲杯下注押注官网-欧洲杯下注押注网站|【​网址​🎉ac44.net🎉​】
 
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
 
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
 
220711130088 Sumi Basak Virtual University EPC 3.pptx
220711130088 Sumi Basak Virtual University EPC 3.pptx220711130088 Sumi Basak Virtual University EPC 3.pptx
220711130088 Sumi Basak Virtual University EPC 3.pptx
 

Informal Peer Critique and the Negotiation of Habitus in a Design Studio

  • 1. Informal Peer Critique and the Negotiation of Habitus in a Design Studio Colin M. Gray DRS // CUMULUS 2013
  • 2. Critique is central to design pedagogy (Anthony, 1991; Hokanson, 2012) Informal interaction between design students has not been adequately explored (“the hidden curriculum”) (Dutton, 1991; Gray, in review; Willenbrock, 1991) background
  • 3. Peer Between members of the same academic program—in close proximity in terms of experience and status Informal Not bounded by a traditional classroom environment or professor/program representation background
  • 5. literature Existing research on critique Design juries (Anthony, 1991; Percy, 2004) Pin-ups or group crits (Blythman, Orr, & Blair, 2007; Hokanson, 2012) Desk crits (Reimer & Douglas, 2003; Boling & Smith, 2010) Peer-to-peer critique (Blythman, Orr, & Blair, 2007; Hokanson, 2012)
  • 6. literature Link of informal critique with reflection Self-reflection as a developmental aid (Schön, 1985; Cross, 2007) Verbalization of reflection within the studio (Logan, 2008; Morton & O’Brien, 2006; Dannels, Gaffney, & Martin, 2008)
  • 7. literature Shift to a “critical pedagogy” Power invested in existing forms of critique (Anthony, 1991; Webster, 2006) Moving beyond an individualistic view (Crysler, 1995; Webster, 2008)
  • 10. context Human-Computer Interaction design (HCI/d) program in a United States School of Informatics HCI/d Master’s students (first and second year)
  • 11. data Students (4—2 dyads) Three stage data collection: 1. One hour interview about beliefs 2. One hour constructed critique dyad 3. One hour stimulated recall session
  • 13. methods Naturalistic Inquiry (Lincoln & Guba, 1985) Critical theory (Carspecken, 1996) Intensive interview and observation strategies were used to target beliefs and behaviors related to critique that were largely tacit in nature Observation of critique between study participants allowed for a more naturalistic view into the behaviors and strategies in situ.
  • 14. analysis Coding of emergent themes Sequence analysis of critique participants
  • 16. findings Beliefs about critique: the environment the participants
  • 17. findings Structures of critique: formality v. informality objectivity v. subjectivity professor v. student BELIEFS
  • 18. findings Formality v. Informality Lisa: “[the classroom is] sort of the place to like know that it’s not about you, it’s about the design, and it’s more compartmentalized if you’re actually talking about it in that formal setting.” Paul: “[classroom critique is done] for the sake of critique” Lisa: “big things—concept things, problem space things” Paul: “I’m offering critique for the sake of helping you, not necessarily because like this is a grade […] it’s critique for the sake of getting better.” STRUCTURES
  • 19. findings Objective v. Subjective Emily: “I feel like critiquing is just as much about asking questions as it is about giving an opinion.” Paul: “it’s too hard to offer kind of a generalized critique […] like parameter-based critique. It’s just too difficult to say […] I know all of this stuff enough to say that this is wrong and this is wrong and this is wrong, because there’s no way you can—in this field.” MAJOR SETTING SHIFTS
  • 20. findings Objective v. Subjective Jiao: “...every time you are working on a design or looking at other’s design, you are trying to see it from your perspectives, no matter how um sympathetic you are. […] you will bring it—bring your own (.) I would say experience or history or educational background into it.” MAJOR SETTING SHIFTS
  • 21. findings Professor v. Student Paul: “[professor’s critique is not] tailored to my specific needs or abilities as well as like getting critique from classmates.” Lisa: “I don’t really want him to see like the messy bits where we’re losing our minds [laughs] I want him to see like the finished pretty version.” MAJOR SETTING SHIFTS
  • 22. findings Professor v. Student Emily: “I think the faculty here […] are just like really good at you know, I’ll spend ten minutes trying to explain to them what I’m doing, and they ask me like one question, and they’re like, answer me that in one sentence. And it’s almost like it’s a critique and a—I don’t think ultimatum is the word, but like a—them kind of almost like demanding that I change my perspective or that I like gather my thoughts.” MAJOR SETTING SHIFTS
  • 24.
  • 25. A. LISA B. PAUL CLASSROOM FORMALITY LEGITIMIZES CRITIQUE CLASSROOM CRITIQUE IS PRO FORMA INTERSUBJECTIVE SPACE FORMED THROUGH INTERACTION
  • 27. next steps Larger-scale study exploring the emergence of informal critique Ethnographic methods to observe critique in a truly naturalistic context with self-selected participants (currently underway) Ongoing work to identify knowledge structures embedded in discourse and interactions
  • 28. references Anthony, Kathryn H. 1991. Design juries on trial: The renaissance of the design studio. New York: Van Nostrand Reinhold. Boling, Elizabeth, and Kennon M. Smith. 2010. “Intensive studio experience in a non-studio masters program: Student activities and thinking across levels of design”. Montréal: Design Research Society International Conference. Bourdieu, Pierre. 1977. Outline of a theory of practice (trans. R. Nice). Cambridge, United Kingdom: Cambridge University Press. Bourdieu, Pierre. 1980. The Logic of Practice. Stanford: Stanford University Press. Bourdieu, Pierre. 1984. Distinction: A social critique of the judgment of taste (trans. R. Nice). Cambridge, Massachusetts: Harvard University Press. Brandt, Carol B., Cennamo, Katherine, Douglas, Sarah, Vernon, Mitzi, McGrath, Margarita, and Yolanda Reimer. 2011. “A theoretical framework for the studio as a learning environment”. International Journal of Technology and Design Education, 1-20. doi:10.1007/s10798-011-9181-5 Calhoun, Craig. 1993. “Habitus, field, and capital: The question of historical specificity”. In Bourdieu: Critical Perspectives, 61-88. Cambridge, United Kingdom: Polity Press. Carspecken, Phil F. 1996. Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge. Cennamo, Katherine S., Brandt, Carol B., and Brigitte Scott. 2010. “Adapting the studio to design-based disciplines: Research-based strategies for effective practice”. In Proceedings of the 2010 conference on higher education pedagogy. Blacksburg, Virginia, 14-15. Cross, Nigel. 2007. Designerly ways of knowing. Basel, Switzerland: Birkhäuser. Crysler, C. Greig. 1995. “Critical pedagogy and architectural education”. Journal of Architectural Education, 48(4): 208-217 Dannels, Deanna, Gaffney, Amy, and Kelly Martin. 2008. “Beyond content, deeper than delivery: What critique feedback reveals about communication expectations in design education”. International Journal for the Scholarship of Teaching and Learning, 2(2): 1-16. Do, Ellen Y. L., & Mark D. Gross. 1996. “Drawing as a means to design reasoning”. In Artificial Intelligence in Design. Palo Alto, California. Hokanson, Brad. 2012. “The design critique as a model for distributed learning”. In The next generation of distance education: Unconstrained learning, edited by L. Moller & J. B. Huett, 71-83. Boston, Massachusetts: Springer. Logan, Cheri. 2008. “Metaphor and pedagogy in the design practicum”. International Journal of Technology and Design Education, 18(1): 1-17. doi:10.1007/s10798-006-9009-x
  • 29. references Morton, Janne, & David O'Brien. 2006. “Selling your design: Oral communication pedagogy in design education”. Communication Education, 54(1): 6–19. doi:10.1080/03634520500076885 Percy, Christine. 2004. “Critical absence versus critical engagement. Problematics of the crit in design learning and teaching”. Art, Design & Communication in Higher Education, 2(3): 143-154. Reimer, Yolanda J., and Sarah A. Douglas. 2003. “Teaching HCI design with the studio approach”. Computer Science Education, 13(3): 191-205. Schön, Donald A. 1985. The design studio: An exploration of its traditions and potentials. London: RIBA Publications Limited. Shaffer, David W. 2003. Portrait of the oxford design studio: An ethnography of design pedagogy. WCER Working Paper No. 2003-11. Madison, Wisconsin: University of Wisconsin-Madison, Wisconsin Center for Educational Research. Shulman, Lee S. 2005. “Signature pedagogies in the professions”. Daedalus, 134(3): 52-59. Siegel, Martin A., and Erik Stolterman. 2008. “Metamorphosis: Transforming non-designers into designers”. In Undisciplined! Proceedings of the Design Research Society conference 2008: 378:1-13. Sheffield, UK: Sheffield Hallam University. Stevens, Garry. 1995. “Struggle in the studio: A Bourdivin look at architectural pedagogy”. Journal of Architectural Education, 49(2): 105-122. Webster, Helena. 2006. “Power, freedom and resistance: Excavating the design jury”. International Journal of Art & Design Education, 25(3): 286-296. Webster, Helena. 2008. “Architectural education after Schön: Cracks, blurs, boundaries and beyond”. Journal for Education in the Built Environment, 3(2): 63-74
  • 31. participantsparticipants Participant Pseudonym Gender M.S. Year Country of Origin Paul M 2nd USA Emily F 2nd USA Lisa F 1st USA Jiao F 1st China