Responding to informality through urban design studio pedagogy

2015 ◽  
Vol 21 (5) ◽  
pp. 577-595 ◽  
Author(s):  
Anastasia Loukaitou-Sideris ◽  
Vinit Mukhija
2008 ◽  
Vol 33 (1) ◽  
pp. 86-88
Author(s):  
Nikos A. Salingaros

DESIGN STUDIO PEDAGOGY - HORIZONS FOR THE FUTURE


Author(s):  
Francesco Maria Mancini ◽  
Tanja Glusac

Experiential Learning and Integrated Learning Environments in Architecture is a pedagogic project based on action learning (Revans, 1980) that challenges the traditional design studio teaching approach to Architectural/Urban Design and builds on Dewey (1939) and Kolb (1984) theories of experiential learning. An innovative model of teaching Urban Design to Master of Architecture students has been trailed for the first time in 2018, when the studio was set in the City of Bayswater, and has been refined over the course of 2019 in two separate study periods – Study Period 1 (Rome/Milan Study Tour) and Semester 2. This model provides students with an opportunity to collaboratively learn from and re-design the existing urban environments by immersing themselves in the very context they are studying. The proximity of the classroom to the urban setting presented an opportunity for students to draw comparisons and analysis between national and international examples and that of the surrounding urban milieu. Additionally, advanced technology supportive of distributed learning environment and intense collaboration with industry such as Hassell, Element and The Office of the Government Architect (OGA), coupled with opportunities to visit various practices, provided deeper insights and an all rounded approach to learning and engaging with architecture. Keywords: experiential learning; collaborative learning environments; architecture, urban design


2013 ◽  
Vol 21 (2) ◽  
pp. 99-117
Author(s):  
Dr. E. H. Alallaf ◽  
H. H. Alsoofe ◽  
Dr. N.T. Alkymakchy

2018 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Ilya Fadjar Maharika

<p class="Keywords">Integration of human knowledge principle has been widespread in the world of Islamic education, including in Indonesia. Partially seen as an attempt to build a school of thought of architecture education, the principle opens the discussion on the discursive level of design thinking. This paper reveals an explorative effort to translate the idea into a class experiment in an architectural design studio. This class experimental research uses a content analysis of students’ reflective writing who involve the design process that deliberately begins with the introduction of revealed knowledge (Arabic: <em>wahy</em>) in Architectural Design Studio 7 at the Department of Architecture, Universitas Islam Indonesia. In conclusion, it has formulated a dynamic and multi-dimensional construction of design thinking based on the integration of knowledge</p>


2019 ◽  
Vol 13 (2) ◽  
pp. 408-424 ◽  
Author(s):  
Senem Zeybekoglu ◽  
Hossein Sadri

Purpose Learning from traditional miniature painting and from recent studies on their modern and creative applications, the purpose of this paper is to identify the key qualifications of miniature and possible ways for using miniature in urban design studios. Following discussions on the pedagogical and professional effects of using miniature in a design studio, the paper introduces De-Urban Design Studio’s philosophy and its experience in employing miniature as a way of representation as the case study. Design/methodology/approach Different from the urban design’s professional role which materialized in conventional architectural presentation, miniature appears as a representation way in the search for the appropriate media for the de-urban design’s activist model. Findings Expressing the philosophy of transition design and de-urbanization, and studying some of the miniatures produced in the De-Urban Design studio, this paper sheds light on the possibilities created by the usage of miniature in urban design studio as a communication medium in making the processes of design more inclusiveness, participatory and democratic. Originality/value The term miniatecture is used for the first time as a representation technique developed in the De-Urban Design Studio co-instructed by the authors of this paper.


2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Harsha Munasinghe

Student disengagement in the architecture design studio is our research-focus. Design teachers complain that their multitasking students are not interested in learning, whereas the industry complains that the products of design schools fall short of their expectations. Having observed student disengagement in design studio as a cause for this schism, we tested ways to bring students back to learn-through-application. Among the reasons for their demotivation, we found, is the gradual drifting of design studio pedagogy towards stereotyping, moulding students to design a final product rather than inspiring them to fine-tune a design process. Our hypothesis is that if the design studio includes its participants in the learn-ing process, their engagement in the studio can be improved. We tested various methods of improving the design studio pedagogy, the most tested pedagogical tool in architecture school by providing an open forum for knowledge-construction and dissemination. Our major breakthrough came when the students were made to feel that they were included in shaping their learning exercises. Our quest is to test the strength of such learner-centred design studio, in which responsibilities to knowledge-construction and dissemination could be shared. Our qualitative research methods included observation and participatory observation of design studios and depth-interviews of teachers and students at several schools. We also conducted experimental design studios to test the hypothesis of collaborative studio, and found that more we include the students and more they learn. Keywords: Design-pedagogy; Design-studio; knowledge-construction; Learner-centred-teaching


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