architectural design studio responsibilities and expectations
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Architectural Design PaedogogyTRANSCRIPT
Architectural Design Studio
Responsibilities and expectations
byCT.Lakshmanan B.Arch., M.C.P.
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.
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
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.
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.
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.
Introduction of design problem & literature / site analysisIssue solution
students presentation in the form of ppt / sheets -students are disconnectedfrom 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
case study
Issue solutionstudents 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
Concept / concept developmentIssue 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
Design developmentIssue solutionWithout 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
Presentaion / use of computer
Faculty may specify the size of the sheet / medium of presentation – workshop
Computer – drawing tool / visualisation tool / design tool
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
evaluation
Self evaluation
Crit - Individual, Peer, Group, Written
Unfair assessment – why group design projects are universally unpopular?
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
Summery of students’ responses to key issue on evaluation process in National University Malaysia
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
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
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
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
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 tobe “ignited”
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.