The 'Studio' conundrum: Making sense of the Australasian experience in Architectural Education (original) (raw)
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RETHINKING ARCHITECTURAL STUDIO CULTURE – REFLECTIONS FROM STUDENTS' LEARNING EXPERIENCES
International Journal of Advanced Research and Review, 2017
This paper presents an insight into the learning experiences of the design studio in a specific time-space axis. Variable and ambiguous meanings of architectural design studio culture concept are tried to be made visiblein the institutional culture ground of Istanbul Technical University, Faculty of Architecture.Assuming that learner centered on its nature, and proposing an integrative and inclusive model for our era, the studio-based education environment is investigated, focused on its intangible dynamics. First, analysis of present studio culture policies from overseas NAAB and national MİAK, in the light of a software-based research tool MAXQDA, led to identify the prior principles of the 21st-century studio culture as; (1)critical thinking, (2)communication and interaction, (3)multiplicity, (4)individuality in collaboration, (5)social responsibility, (6)self-regulation. These allowed comparisons offormal approaches to the concept, and moreover, provided data for the interview study. Subsequently,the semi-structured in-depth interviews, analyzed with the same tool, enabled evaluations on informal being of the institution's studio cultures as a fragment.The main critical finding is that the emphasis on the last principle in overseas accreditation documents lacks in national ones, and the last two principles are hard to achieve for the participated students. Widened on these findings, the interrelations of the principles and potentials of studio culture is discussed, aiming for providing intangible data onto architectural design education.
Learning in architecture: Students’ perceptions of the architecture studio
2013
In architecture education, the design studio has long been regarded as the centre of teaching and learning. As a learning environment, the studio is the physical site for learning and teaching, where active interaction between students as well as with faculty takes place. The studio is where the enculturation of students into the profession occurs, and where students undergo a transformation that influences the way they relate to the built environment, to their peers, and to their tutors.
The Design Journal
In art, design and architecture education, the ideal of learning together is intimately bound up with the notion of the studio as a space where students learn alongside (or under the guidance of) an 'expert' tutor (Schon 1987). This is a cherished and central tenet of art, design and architecture education, and a large body of research literature has developed exploring the various dimensions of students and tutors learning together in the studio. However, in an era of managerialism and the massification of higher education, the status of the art, design and architecture studio is increasingly precarious. And although the literature on studio-based pedagogy continues to grow, little directly addresses the role of material space and its contribution to learning. There is, then, a need to articulate the role of the material space of the studio in art, design and architecture education. To address this, a systematic review of the literature was undertaken to identify the major discussions of material space in studio-based education. The process identified 38 peer-reviewed empirical studies of the art, design or architecture educational studio where at least some attention to the material space formed part of the study. A grounded theory analysis of the 38 studies identified six major themes on the role of the material space of the studio in education. The goal of this study is to enrich our understanding of learning in art, design and architecture by examining the contribution of the material space of the studio to educational processes. In particular, by looking at the how the material space of the studio is discussed and conceptualised in the literature on art, design and architecture education. This study extends the idea of 'learning together'. Moving beyond the 'heroics' and flesh and blood of 'expert' tutors and students. It considers how the studio itself is part of the process of learning together.
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Design Studio is the core of Architectural education. The current crisis in Architectural practice and education in Asia can be attributed partly to the problems in the design studio, which failed to produce good Architects with excellent design ideas. Studio culture should be and can be restored-in order to return the credibility of Architectural education and practice in this regionthrough good pedagogy and education system based on sound accountability, open cross-recognition, and effective networking.
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In response to changes in both the practice of architecture and changes in terms of architecture's field of operation: the global economic, political and cultural context of its production, the following paper proposes to re-examine the inherited unit system of the graduate educational M.Arch design studio. Contrary to 'alternate modes of practice' that propose in critiquing the profession, an abandonment of the discipline of architecture, this paper instead calls for a clarified return in the educational context to architecture's core material an spatial skill set redirected relative to the animating diagrammatic condition that since the 19th century has relied on architecture's capacities in material and organisational experimentation to build cities.