Abstract

Despite changes that computation introduces in the mode in which instruction is carried out in the design studio, we still rely heavily on the desk ‘crit’ in which an individual student converses with an instructor about the student’s work in progress, which is laid out before them. Despite the centrality of the desk crit to design education, no formal training is offered to instructors. Typically, they act only on the basis of their experience and intuition, and surprisingly few studies have centered on the details of the all-important student-instructor communication and its implications for the student’s learning process. In this paper, we report a few protocol studies of ‘one-on-one’ ‘crits’ in studios of a school of architecture and we show what we have learned from them. We propose that such studies are useful for the development of a pedagogic base for design instruction in the studio.

COinS
 
Sep 5th, 12:00 AM

‘One-on-One’: a pedagogic base for design instruction in the studio

Despite changes that computation introduces in the mode in which instruction is carried out in the design studio, we still rely heavily on the desk ‘crit’ in which an individual student converses with an instructor about the student’s work in progress, which is laid out before them. Despite the centrality of the desk crit to design education, no formal training is offered to instructors. Typically, they act only on the basis of their experience and intuition, and surprisingly few studies have centered on the details of the all-important student-instructor communication and its implications for the student’s learning process. In this paper, we report a few protocol studies of ‘one-on-one’ ‘crits’ in studios of a school of architecture and we show what we have learned from them. We propose that such studies are useful for the development of a pedagogic base for design instruction in the studio.

 

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