Reflections on studio-based learning: assessment and critique

Abstract

Purpose Since the teaching of architecture is now carried out in architectural studios with the critique session as the core of its assessment, the aim of this paper is to analyse architecture students’ attitudes, satisfaction levels and experiences in terms of different critique and assessment methodologies. Design/methodology/approach The study relies on two main approaches – the literature and questionnaire survey. In addition, the study relies on the author’s personal observations in design studio teaching and as a practitioner of the method. Findings It is important to establish clear goals for design critique and assessment and to include different critique methodologies – self critique, peer critique, group critique and professional critique. All such methodologies should be undertaken in an interactive environment that facilitates communication and exchange of scholarly thoughts among students, instructors and other professionals. Practical implications The study involves the investigation of students’ responses and reactions to the various critique methodologies and their underlying practices in the context of Egypt. This is based on the questionnaire survey undertaken by the author in 2016. The questionnaire is designed to generate both qualitative and quantitative data. Social implications This study aims to understand the students’ perspective about their design experiences with regard to studio-based learning and its impact on their education. Originality/value While the topic of design critique about students has been studied heavily in the Western world, there is a lack of similar information in most Egyptian universities. To fill this gap, the Architecture Program at Port Said University was closely observed.

‘Peer Critique’ in Debate: A Pedagogical Tool for Teaching Architectural Design Studio

“…The group critique using the SWOT analysis model in this design studio was intended to maximize students' ability to sharpen their sense of creativity, supported by theory and evidence. Students are assessed on performance capability from design conception to effective prototyping and socio-cultural impact (Oh et al, 2013;Megahed, 2017). During the process of critique, students' learning capability is increased, building heightened confidence and satisfaction, enabling critical reflection, producing quality performance and initiating learning responsibility (Dochy et al, 1999;Seymour, 2010).…”

“…Architectural education goes beyond nurturing a group of academically competent, creative, critically minded and ethical professional designers, and the curriculum needs to foster international, socially responsible citizens who are intellectually mature and environmentally sensitive in their design work (Ozorhon et al, 2012). Ultimately, architecture graduates can produce practical, inspiring and exploratory solutions to deal daily with complex types of problem solving before they start their professional careers (Megahed, 2017;Schön, 1988).…”

“…Architecture differs from other subjects because it is interdisciplinary, comprising both art and applied science; and architectural students need to take an active role in learning; they should learn through doing and by reflecting on actions while recognizing professional practice and identifying a path towards professionalism (Schön, 1988). In the studio sessions, they may gradually develop skills to visualize and represent abstract concepts in graphics and verbal languages, acquire architectural thinking and ultimately develop a problem-solving capability (Demirbaş and Demirkan, 2008;Megahed, 2017). To prepare for contemporary architectural practice, student architects are strongly encouraged to 'think outside the box' with imaginative ideas and designs.…”

“…To prepare for contemporary architectural practice, student architects are strongly encouraged to 'think outside the box' with imaginative ideas and designs. They need to build the capability to visualize abstract concepts in graphics, communicate effectively and construct physical models (Megahed, 2017). This means that architecture educators need to create a collaborative, learner-centred, experimental, problem-based learning culture that inculcates social interactions between them and their students (Yuan et al, 2018).…”

“…While students devote much of their time, energy and effort to practising core professional skills, there are many opportunities for them to evaluate their work through iterations of presentations and discussions in a design studio (Oh et al, 2013). Megahed (2017) points out that critique in a design studio, although it serves as part of assessment for evaluative purposes, encompasses an in-depth educational purpose. Critique can serve as formative for interim review or summative as final assessment (Nguyen and Walker, 2016).…”