Teaching a Conventional Arch-Design Studio

Abstract

Extensive exploration of literatures, stakeholders" statements, comments, debates and arguments etc from seminars, conferences, fora, meetings, telephone calls, email correspondences, etc are critically reviewed in this paper and are used to argue for improved ways and methods of architetural design education. Although there are similarities in the curriculas of training architects all over the world, but educators go about it in their own convenient and suitable ways and styles. Collaboration of academic and practicing architects" participation in teaching of the arch-design studio and integrated course work with other disciplines are not new in training of architects, this review goes further to argue for a selection criteria and more integration especially of related professionals in the building industry in teaching the arch-design studio. Training to think globally and act locally (adaptable) hence sustainability and creativity are taken as the central themes for effective delivery of arch-design education. The topic is very relevant and timely as arch-educators and other stakeholders are of the opinion that something has to be done to improve the ways and methods of training architects, especially the teaching of the arch-design studio. The paper uses the theoritical underpinnings of collaboration, integration and adaptability to argue for or against the ways and methods of teaching the arch-design studio and recommends the participants that will be making meaniful and positive contributions to the effective teaching of the arch-design studio. That is more of team work (integration and collaboration) but based on selection process of who should participate in the teaching and that is adaptable to the people and the environment.

An Innovative Framework for Teaching/Learning Technical Courses in Architectural Education

“…In design-based education, students undergo a specific learning process in the design studio that involves dialogues and collaboration with instructors and colleagues [2]. The applied modes and adaptability in the design studio make it comparable to constructivist pedagogy [3]. Constructivist education is based on the philosophy of constructivist learning, which has been used to create suitable curricula for diverse subjects [4].…”

Creative design studios: converting vulnerability into creative intensity

“…A creative design studio has been described as both a place (real or virtual) and an organisational structure or method of teaching (Eigbeonan, 2013). Two methodologies are generally adopted while teaching creative design studios: the first involves students to record and explain creative ideas; and the second entails the analysis of images and gestures to describe the different stages of a creative process (Soliman, 2017).…”

“…The development of a sequence of steps enabling creativity to happen is prevalent in both academic and popular literature (Armstrong, 1999;Eigbeonan, 2013;Elnokaly et al, 2008;Kowaltowski et al, 2010). However, attempts to standardise, or develop a formula for a methodology of creation has not always been met with success.…”