Authoring design studios
By: Meghal, Arya
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Publisher: Navi Mumbai MES Pillai College of Architecture 2018Edition: Vol. 05 (01).Description: 46-55 Pages.Subject(s): GRAPHICS AND DRAWINGS (GRP/DRW) | Design Studio | Design Pedagogy | Authorship | Open-Ended
In:
TektonSummary: The design studio is central to architectural education prompting investigation into its nuances, and several scholars are now engaged in its analysis, mostly in the western world. Hardly any work has been undertaken in the Indian context, and this essay aims to initiate such research, necessitated largely due to the lacuna in any form of support for teachers who form the backbone of any system towards better teaching. It dwells on the modes of knowledge production and application in the design studio and the role of a design teacher.
This essay raises a question of authorship in a design studio having a bearing on the learning process of the student. The structure and design of the studio emerges from this question, and two possible collaborative models are discussed. This essay challenges certain assumed roles of the teacher to encourage reflective practices for a richer learning and teaching experience. It is based on personal experiences and is penned as a process of sharing through analysis.
| Item type | Current location | Call number | Status | Date due | Barcode | Item holds |
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School of Architecture Archieval Section | Not for loan | 2018124 |
The design studio is central to architectural education prompting investigation into its nuances, and several scholars are now engaged in its analysis, mostly in the western world. Hardly any work has been undertaken in the Indian context, and this essay aims to initiate such research, necessitated largely due to the lacuna in any form of support for teachers who form the backbone of any system towards better teaching. It dwells on the modes of knowledge production and application in the design studio and the role of a design teacher.
This essay raises a question of authorship in a design studio having a bearing on the learning process of the student. The structure and design of the studio emerges from this question, and two possible collaborative models are discussed. This essay challenges certain assumed roles of the teacher to encourage reflective practices for a richer learning and teaching experience. It is based on personal experiences and is penned as a process of sharing through analysis.
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