Scaffolding Experiential Learning in the Undergraduate Graphic Design Studio

2021 ◽  
Vol 15 (1) ◽  
pp. 222-229
Author(s):  
Saskia Van Kampen
Keyword(s):  
Experiential Learning ◽  
Graphic Design ◽  
Design Studio

scholarly journals Experiential and Integrated Learning Environments – Teaching Urban Design Studio at Curtin University

2020 ◽  
Author(s):  
Francesco Maria Mancini ◽  
Tanja Glusac
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Urban Design ◽  
Action Learning ◽  
Urban Setting ◽  
Advanced Technology ◽  
Design Studio ◽  
Integrated Learning ◽  
Learning Collaborative ◽  
The Government

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

scholarly journals The design studio in promoting citizenship: an educational project developed in Aoteaora

2021 ◽  
Vol 6 (11) ◽  
Author(s):  
Marcos Mortensen ◽  
Tatiana Tavares
Keyword(s):  
Graphic Design ◽  
Knowledge Construction ◽  
Design Education ◽  
Phenomenological Analysis ◽  
Design Studio ◽  
Long Term Effects ◽  
Social Design ◽  
Real World Problem ◽  
Historical Comparative

This study describes the framework of a brief developed for level 7 of a Bachelor of Graphic Design majoring in Communication Design and the design outcomes developed during an academic semester in Aotearoa. The brief employed the Design Studio approach to integrating social, technical and cognitive dimensions of knowledge construction. We explored the potential of Social Design to engage students in real-world problem and design outcomes to improve local and global contexts and facing problems that are complex and with long-term effects. The study seats in the post-positivist paradigm, and privileges the pluralism between quantitative data, and the qualitative perspectives of historical, comparative, philosophical, and phenomenological analysis. It contributes to discussions about the design studio approach in Design Education and methodologies for the development of tertiary-level curricula.

scholarly journals A Critical Assessment of an Extended Learning Environment in Interior Design Studio

2021 ◽  
pp. 71-81
Author(s):  
Zeynep Ceylanli ◽  
◽  
Elif Aktas Yanas ◽  
Keyword(s):  
Experiential Learning ◽  
Learning Environment ◽  
Interior Design ◽  
Critical Assessment ◽  
Design Studio ◽  
Exploratory Research ◽  
Face To Face ◽  
Project Outcome ◽  
New Perspective ◽  
Interactive Experience

This paper presents a critical assessment of an interior design studio that was constructed face-to-face then online as an extended studio environment through spatial and technological means. In the Interior Design Studio III, students were expected to design an experiential retail store aiming at answering the contemporary customer and brand interactive experience. The concept of ‘interactive experience’ was central not only in terms of a project outcome but also of the studio process: an experiential learning environment is designed to enhance the understanding of the design studio. Within this scope, the collaboration with the maker lab of the university provided technological interfaces and analog model making methods while also expanding the limits of studio space. The interactive experience would not only result in the project outcome but also be integrated to the studio model. This studio model and the topic was conducted face-to-face in the campus three semesters consecutively, while the following two were held online. The study is based on exploratory research using qualitative techniques to analyze the design process of the students in the face-to-face and online experiential learning environment. The main objective is to overview and assess the interior design studio by providing a new perspective to the students about space and user relationship regarding interaction and atmosphere not only in terms of the given design problem but also the ‘environment’ they are experiencing the ways of design.

SUB-PLAN: A Guide to Permitted Development

2012 ◽  
Vol 16 (3) ◽  
pp. 269-272
Author(s):  
David Knight ◽  
Finn Williams
Keyword(s):  
Graphic Design ◽  
Summer School ◽  
Design Studio ◽  
Spatial Practice ◽  
The Uk ◽  
A Minor ◽  
Architectural Association ◽  
Selection Of

Permitted Development (PD) is the set of laws that determine what can be built in the UK without needing planning permission. These laws, which have existed since 1947, typically cover smallscale developments that have a minor impact on their surroundings. In 2008 the laws covering household developments were radically revised in an effort to free up planning departments to focus on larger applications. But the rewritten laws, while inherently more ‘liberal’ than their predecessors, are also confusing, impractical, and obscured by legalese.Since 2009, we have produced a series of projects with a number of collaborators that explore PD. These projects all involve engaging with the laws in order to make public their potential for development. We see this work as a form of spatial practice.This article presents an edited selection of spreads from our 2009 book-pamphlet SUB-PLAN: A Guide to Permitted Development, which was produced with the graphic design studio Europa and a group of students at the Architectural Association Summer School.

scholarly journals Design-Build Concept In Architectural Education

2016 ◽  
Vol 11 (1) ◽  
pp. 49-55 ◽  
Author(s):  
Branislav Folić ◽  
Saja Kosanović ◽  
Tadej Glažar ◽  
Alenka Fikfak
Keyword(s):  
Comparative Analysis ◽  
Experiential Learning ◽  
Architectural Education ◽  
Design Studio ◽  
Case Examples ◽  
Design Build

Abstract Design studio, workshop, practical placement and design-build concept, are all forms of experiential learning. The aim of this paper is to investigate the significance of design-build concept and to define the extent to which it has penetrated into architectural curricula. Results indicate variety in understanding, programming and implementation among different schools. Conducted comparative analysis of different case examples could be used as a guideline to schools in which this concept has not been introduced yet.

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