This paper presents interdisciplinary research focused on the collaborative redesign in schools, in which an inclusive design tool was created for assessing student feedback on their school spaces and considering it as input for creating a better learning environment. It was developed by a research team using a participatory approach in schools drawn from architecture, geography, and educational sciences, to provide a comprehensive and intertwined approach to school spaces, communities and learning activities. The “Survey on Student School Spaces” (S3S) tool and its methodology are described here, which is a combination of two procedures: a questionnaire and a walkthrough. The first engages a far-reaching sample of participants and makes use of an online platform, while the latter details and justifies those outputs and involves visiting the school with the participants. The S3S pilot study was implemented in two partner schools, which act as the first project case studies. The data provided by this tool acted as the basis for the design proposal for one of the case studies, which included the students’ feedback and involved all the community in the school’s refurbishment. Finally, a discussion was held on the outputs achieved that may contribute towards a participatory design approach in other schools, the validation of the tool per se, and its potential future development and application.
Challenged with increasing uncertainty, ambiguity, complexity and potential value-conflict architecture students need to engage in reflective practice. The design studio is the learning environment best suited to problem-based learning interwoven with continuous feedback and assessment. This presentation will focus on qualitative assessment of design projects and the role of (self-)critical judgment in creative practice. In education for creative thinking and critical self-evaluation, feedback and assessment are our most effective tools. However, setting criteria for assessment goes against the nature of creative work. The quest to establish a measure for design quality remains akin to the attempt to define what is pornographic: “I know it when I see it…” Despite the futile attempt to define standards, quality in design can indeed be recognised, and meaningful feedback best refers to qualitative descriptors. These are reiterated and interpreted in dialogue with the students, and tested in reviews. In the process, students develop a (self-)reflective capacity for practical judgement. Constructive alignment of initial problem, submission and feedback, reflection and revision manifests in a balanced portfolio of student work, of learning in progress. Because of its central role in education for reflective practice, feedback and assessment must be as much part of our teaching design as are programme, theme and site. Falhar melhor. O papel da avaliação na educação para a prática reflexiva Desafiados com crescente incerteza, complexidade, ambiguidade e potenciais valor-conflito, os estudantes de arquitetura precisam de se dedicar à prática reflexiva. O estúdio de design é o ambiente de aprendizagem mais adequado para a aprendizagem baseada nos problemas relacionados com o feedback e avaliação contínuos. Esta apresentação irá focar a avaliação qualitativa de projetos de design e o papel do (auto-)juízo crítico na prática criativa. Na educação para o pensamento criativo e crítico de autoavaliação, o feedback e avaliação são as nossas ferramentas mais eficazes. No entanto, a definição de critérios para a avaliação vai contra a natureza do trabalho criativo. A procura do estabelecimento uma medida para a qualidade do projeto permanece semelhante à tentativa de definir o que é pornográfico: “Eu sei que é quando vejo”. Apesar da tentativa inútil para definir padrões, a qualidade de um projeto de design pode de fato ser reconhecida, e o feedback mais efetivo refere-se maioritariamente a descritores qualitativos. Estes são reiterados e interpretados em diálogo com os alunos, e testados em revisões. No processo, os alunos desenvolvem uma capacidade de (auto-)reflexão para o julgamento prático. O alinhamento construtivo do problema inicial, a apresentação e feedback, a reflexão e revisão, manifesta-se num portfólio equilibrado do trabalho do aluno e da aprendizagem em progresso. Devido ao seu papel central na educação para a prática reflexiva, o feedback e avaliação devem tanto fazer parte do nosso projeto pedagógico, como o tema, programa e a localização.
The presence of Mankind on Earth is marked by the continuous conquest of space. The ground we walk on has long witnessed our passage or permanence in certain places. Hence it is on that ground that we encounter the traces of those who preceded us and where, at the same time, we build contemporary projects. Caring for the place we inhabit implies acknowledging these time frames. Architecture mediates them in the present, providing them with a renewed condition of habitability. This can be perceived in the work of Catalan architect Toni Gironès, particularly in the context of archaeological remains. Using his lesson of the constants as a starting point, potentially in parallel with Fernando Távora, this paper uses these as mechanisms for triggering sensorial experience, also drawing on Peter Zumthor and Luis Barragán. Then, through the memory(ies) of the ruins of Vilassar de Dalt and Seró, the place is considered here as a means of enabling individual perception and collective, perhaps even global, identity. Finally, some questions are put forward to problematise Toni Gironès’s habitability over the porosity of time, associating past memories, present experience and the unknown future.
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