Abstract
Learning how to design as an architect is the main objective of architectural design studios. Stu-dents develop design knowledge as they learn by designing, guided by their tutors. This study highlights characteristics of design critiques organization over time by analyzing design activities (designing vs. explain design) and collaboration between students and tutors. In this exploratory study, four design critiques from a master design studio in architecture are analyzed based on the protocol analysis methodology. Moments when students can acquire design knowledge are identified based on the type of design activity: designing - Description, Reflection, Design Move – or explaining design - Precedent, Design principle or Methodology. The findings reveal that de-sign critiques are mainly focused on designing itself (tacit knowledge) more than explaining how to design (explicit knowledge). This provides empirical support for Donald Schön’s description of learning design in the studios through a learning-by-imitation approach. Interestingly, collabora-tion between students and tutors appeared in each design critique which shows a high engage-ment of all the participants to the critique.
Keywords
design education, architectural design studio, design critique, design knowledge, protocol anal-ysis
DOI
https://doi.org/10.21606/drs_lxd2021.07.186
Citation
Milovanovic, J.(2021) Learning patterns in architectural design studios, in Bohemia, E., Nielsen, L.M., Pan, L., Börekçi, N.A.G.Z., Zhang, Y. (eds.), Learn X Design 2021: Engaging with challenges in design education, 24-26 September, Shandong University of Art & Design, Jinan, China. https://doi.org/10.21606/drs_lxd2021.07.186
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Learning patterns in architectural design studios
Learning how to design as an architect is the main objective of architectural design studios. Stu-dents develop design knowledge as they learn by designing, guided by their tutors. This study highlights characteristics of design critiques organization over time by analyzing design activities (designing vs. explain design) and collaboration between students and tutors. In this exploratory study, four design critiques from a master design studio in architecture are analyzed based on the protocol analysis methodology. Moments when students can acquire design knowledge are identified based on the type of design activity: designing - Description, Reflection, Design Move – or explaining design - Precedent, Design principle or Methodology. The findings reveal that de-sign critiques are mainly focused on designing itself (tacit knowledge) more than explaining how to design (explicit knowledge). This provides empirical support for Donald Schön’s description of learning design in the studios through a learning-by-imitation approach. Interestingly, collabora-tion between students and tutors appeared in each design critique which shows a high engage-ment of all the participants to the critique.