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Redefining Critique Methods as an Assessment Tools In Architecture Design Studio
Abstract
The architectural curriculum has been based on the design studio model which focuses on learning by doing and all processes and procedures of problem solving are transmitting trough lectures and critique sessions. The current model in studios is based on ancient model. In some cases the traditional design studio in a school of architecture consists of a teacher telling students what to do and student doing what they are told.This traditional model must be redefined and be made clearer in order to improve both learning and teaching methods. This paper tries to analyze studio types and implemented methods of critique in order to find their weak and strength points and also to identify procedures and tools that can be used to support the studio based pedagogy in architecture.
... There is a lack of clear goals for design studio juries (Utaberta, Hassanpour, and Usman 2010). Architectural schools use digital technology as a CAD tool, but it needs to be fully integrated into the entire design process (Yu 2014). ...
Architectural education prepares the students for their professional lives by teaching them design skills and technical knowledge. The design studio is a special course within the architectural curriculum, while the design itself is a structured process to accomplish a unique expectation of a product. The concept of sustainability in design is intended to ensure that the design product is in harmony with people and nature. The literature presented a lack of an instructive method of integrating sustainability into the design studio. This paper presents a comparison for the three executed consecutively experimental studies of integrating sustainability principles into the architectural design studio as well as presents a discussion of the experimental studios together with the evaluations and assessments. Also, it presents the post-course interviews’ results, discussion, and conclusions. The paper's objective is to present an instructive model of Sustainable Architecture Design Studio (SADS) work that will provide the academic area with a complete method that can be followed to integrate sustainability principles into the design studio.
... • Design studio juries are lacking clear objectives and goals (Utaberta et al., 2010). ...
... • Design studio juries are lacking clear objectives and goals (Utaberta et al., 2010). ...
... • Outdated pedagogy of architectural education focuses mainly on the form and art as well as the separation between technical courses and design studio (Lofthouse 2013) (Heylighen, Bouwen, and Neuckermans 1999) (Utaberta, Hassanpour, and Usman 2010). • The design courses focus on creating an individual character, not on training to work with other related disciplines (Buchanan 2012b) (Yu 2014) (Lofthouse 2013). ...
The concept of sustainability in design is meant to ensure that the product of the design is in harmony with humans and nature by taking into consideration the three aspects of sustainability: environmental, social and economic. The objective of this experiment was to integrate the three aspects of sustainability principles into the architectural design studio to train future architects to be able to design sustainable buildings. The study aimed to create an integration method that could be validated through the junior students’ work in the innovative Sustainable Architecture Design Studio (SADS) at Izmir Institute of Technology. The impact of the pedagogy on the students’ ability to integrate sustainable design principles into their projects was measured through the evaluation tools formulated for this purpose by the instructor. Further, the students’ feedback through course evaluation, questionnaire, and colloquium at the end of the term was used to assess the method. The findings of this research demonstrated that the innovative studio pedagogy and teaching method were successful in integrating the sustainable design elements into design studio projects, while the level of sustainable elements integration was 68%.
Abstract
This paper synthetizes theoretical aspects of photography related to architecture, city and territory, as well as the case studies coming from the research project Visual Spaces of Change, focusingon the use of photography to investigate the
dynamics of architecture and urban change. The project proposed to engage researchers and artists from the fields of architecture, art and image in the creation of visual narratives that promote a new understanding about architectureas well as public debates on urban change in the Porto Metropolitan
Area.The methodological framework adopted was designed with special attention to the multidisciplinarycharacter of this project, complementing each other and putting in relation the various aspects covered within this integrative approach regarding Architecture, City and Territory. Thus, the research implied, for the first case study, promoting a series of open talks, public presentations andexhibitions of contemporary photography projects related to the subjects of Architecture, City and Territory during the years of 2019 and 2020 on several public spaces and Metro Stations of OportoCity. These initiatives intended to broaden the discussion about how architecture transforms and istransformed by trends and ways of living, using as its subject of study Porto’s Metropolitan Area andthe results from this case study had as base the several impressions from the audience collected through qualitative survey. For the second case study, a pedagogical experiment was taken that builds up on previous research combining blended learning and e-learning with visual research methods and photographic that enabled students to manage the whole process of conception, development and implementation of photography projects in a collaborative learning environment. The results from this
case study had as base the several impressions from the students collected through quantitative and qualitative survey.
The potential of visual methods for communicating the identity and transformation of architectures and public spaces are made clear through the discussion of photography (including its uses, methods and approaches) as a valuable research
tool and technique to disseminate architecture and public space problematics in contemporary cities. The paper presents the results of the qualitative survey made to the audience of four site-specific exhibitions comprehending visual narratives produced in the context of the research project, as well as the survey made to students ofArchitecture from third year (1ºcycle) in the Faculty of Architecture of
University of Porto (FAUP).
2nd AE International Symposium, IKU Department of Architecture
March 24-25, 2022
Z Türkiye de tasarım eğitiminin kurgusu, dinamik yapısı ve stüdyoların yürütülüş biçimleri nedeni ile diğer disiplinlerin konu anlatım alanlarından farklılık göstermektedir. Tasarım bölümlerinin vazgeçilmez alanları olan stüdyolar; tasarımcı adayları ile ders yürütücülerinin birlikte yol aldıkları, tasarım sürecinin başlangıç noktasından başlayıp tüm evreleriyle birlikte bu süreci deneyimledikleri alanlardır. Stüdyo ortamında eleştiri türlerinin ele alındığı bu çalışmada tasarım eğitimi açısından eleştiri olgusunun önemi vurgulanmaktadır. Anahtar kelimeler: Tasarım eğitimi, temel tasarım, stüdyo kültürü, eleştiri türleri, juri. ABSTRACT The editing of the design instruction, with its dynamic structure and by the execution styles, are different then the other diciplines studios by the expression ways of the subject. The studios, where are indispensable areas of the design departments; are the fields where designer candidates and course instructors create together, beginning from the starting point of the design process and experiencing this process with all their phases. In this study, which deals with types of criticism in the studio environment, the importance of criticism in terms of design education is handled.
The critique in design education is founded on philosophical traditions that have remained embedded in pedagogical practices as a mode for assessing and developing students' ability to communicate processes and ideas. Research, however, indicates that the traditional critique may not always be effective at aligning with or supporting contemporary learning and professional practice. As a discipline, interior design is inherently related to and reliant on interpersonal relationships, collaboration, communication, and empathy, all of which require cognitive skills along with inclusion of the affective domain. While the term “affect” is typically associated with emotional reaction in absence of reason, as a taxonomy of learning it involves social and emotional development through levels of “receiving,” “responding,” “valuing,” “organizing,” and “characterizing.” Building on research related to design critiques and diverse disciplinary perspectives on peer review, we investigated the affective domain of learning as a framework to reconceive critique pedagogies and practices in a fourth‐year (40 students) and a first‐year (35 students) interior design studio. As a generative and constructive process to engender dynamic conversation as well as active engagement, results revealed enhanced and effective learning outcomes as well as higher levels of skills and attributes essential for active, critical, and engaged professionals. The process also exposed implications for future research and exploration.
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