Architectural Design Education : A Cognitive Approach
By: Khan, Asif R
.
Contributor(s): Thilagam, N. Lakshmi.
Publisher: Mumbai The Indian Institute of Architects 2019Edition: Vol.84(02), Feb.Description: 1321p.Subject(s): ARCHITECTURE GENERAL (AR-GEN)Online resources: Click here
In:
Journal of the Indian institute of architectsSummary: During studio discourses it is often seen how abstract thoughts evolve into tangible realities, however a sense of inquisitiveness prevails regarding the methodology adopted during the whole activity. This is subjective to the rational interpretation of the design process adopted to achieve the desired result. Being a teacher of design education certain queries have always aroused my curiosity. How to make Architecture? How and why it is made so? and what do we learn through designing? Architects tend to generalize the approach towards realisation of built form in architecture as the spatial imprinting of human behaviour in a way that persist as a form while allowing for further and more developed interactions. This statement to an extend could create a broad view but divergent approaches by various architects have only lead to creating a state of complexity in terms of conveying a general way of approach when it comes to design pedagogy in studios at schools. Architecture education being the sub domain of main education field, it becomes imperative to initiate the understanding of knowledge organisation and the process of learning by reviewing the fundamental theories of education and then trying to integrate the same into the architecture design instructional models. In order to prepare students to co relate with diverse scenarios in their future professional practice, the teacher should have varied exposure to various pedagogical environments. The need of the time is in understanding and evolving appropriate approaches by considering the shift from conventional modes of transmission and transaction to refined modes. This complexity involved in design pedagogy has forced the author to think about the possibility of a refined pedagogical framework that would provide more understanding regarding relevance of teaching and learning process in studio discourse. Critical understanding of the importance of knowledge and its integration within the design studio, leading to a comprehensive whole is a significant aspect to be properly evolved and nourished. It can be argued that knowledge is not a substitute for architectural imagination but inadequate knowledge would handicap the general level of design.
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During studio discourses it is often seen how abstract thoughts evolve into tangible realities, however a sense of inquisitiveness prevails regarding the methodology adopted during the whole activity. This is subjective to the rational interpretation of the design process adopted to achieve the desired result. Being a teacher of design education certain queries have always aroused my curiosity. How to make Architecture? How and why it is made so? and what do we learn through designing? Architects tend to generalize the approach towards realisation of built form in architecture as the spatial imprinting of human behaviour in a way that persist as a form while allowing for further and more developed interactions. This statement to an extend could create a broad view but divergent approaches by various architects have only lead to creating a state of complexity in terms of conveying a general way of approach when it comes to design pedagogy in studios at schools. Architecture education being the sub domain of main education field, it becomes imperative to initiate the understanding of knowledge organisation and the process of learning by reviewing the fundamental theories of education and then trying to integrate the same into the architecture design instructional models. In order to prepare students to co relate with diverse scenarios in their future professional practice, the teacher should have varied exposure to various pedagogical environments. The need of the time is in understanding and evolving appropriate approaches by considering the shift from conventional modes of transmission and transaction to refined modes. This complexity involved in design pedagogy has forced the author to think about the possibility of a refined pedagogical framework that would provide more understanding regarding relevance of teaching and learning process in studio discourse. Critical understanding of the importance of knowledge and its integration within the design studio, leading to a comprehensive whole is a significant aspect to be properly evolved and nourished. It can be argued that knowledge is not a substitute for architectural imagination but inadequate knowledge would handicap the general level of design.
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