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Full-Text Articles in Architecture
A Cumulative Studio Design Sequence: Students Learning Within The Context Of Their Own Work, Valerie S. Goodwin
A Cumulative Studio Design Sequence: Students Learning Within The Context Of Their Own Work, Valerie S. Goodwin
Proceedings of the 18th National Conference on the Beginning Design Student
This paper describes a series of beginning design studio projects developed over the span of five years.To varying degrees, beginning architecture students in these studios are asked to explore different types of connections between quilting and architecture. The concept for this series relies on the use of projects that build on each other and are divided into discreet manageable parts. Each represents an incremental step in the overall learning process. The threads of this project sequence are based on the process of abstraction, manipulation, and transformation. Pedagogical issues are carried forward into each successive project and are layered with specific …
The Consuming Process, Gregory Herman
The Consuming Process, Gregory Herman
Proceedings of the 18th National Conference on the Beginning Design Student
The production of architecture has changed dramatically over the course of the last decade or so; this is a fact we, as educators, are all well aware of. Change has occurred in the areas of theory and representation, and certainly in the area of pedagogy, in ways both subtle and dramatic. My own experience as an instructor in design education began at the end of the eighties, and since that time I have witnessed an ever-tightening frequency in the normal courses of change. A common issue that has become more and more crucial since that time is the issue of …
Listening To The Past: Persuasive Stories And The Beginning Design Student, Nathaniel Coleman
Listening To The Past: Persuasive Stories And The Beginning Design Student, Nathaniel Coleman
Proceedings of the 18th National Conference on the Beginning Design Student
Architecture students tell stories about their work. These stories are meant to convey information about design philosophy, design intent, and design concept. Such stories are intended to have something to do with the work students present. Often, though, what is said is accepted as valid simply because it is said. Closer scrutiny of the relationship between what is said and what is presented frequently reveals a wide gap between intention (what is said) and result (what is done). Incongruity between intention and result encourages a loose way of thinking that fosters a separation of thought (theory) from doing (practice). Concurrently, …
Musical Beginnings: Musings On Teaching With Music In The Fundamental Design Studio, John Maze
Musical Beginnings: Musings On Teaching With Music In The Fundamental Design Studio, John Maze
Proceedings of the 18th National Conference on the Beginning Design Student
The beginning design student, like any other. is confronted with a world riddled with a multiplicity of physical, sociological, and psychological conditions that can thwart efforts to objectify contextual design determinants. Given the complexity of the twenty-first century environment, students should perhaps be given a non-building t ype of environment to hone their analytic abilities prior to taking on such a proliferation of perceptual stimuli. Physical environments such as urban settings that typically make up the sites for early design problems are simply too complex for students to first learn to perceive their surroundings in an objective manner. Too many …
Ventures In Dichotomy: Rigor And Tolerance In The Beginning Studio, Hector Lasala
Ventures In Dichotomy: Rigor And Tolerance In The Beginning Studio, Hector Lasala
Proceedings of the 18th National Conference on the Beginning Design Student
As a beginning design teacher for over twenty years, I have learned that educating beginning designers entails reaching a delicate and difficult equilibrium between two contradictory positions: while maintaining the rigor of high aspirations that expect all students to exhibit sophistication of concerns and execution in their designs, one must also remain aware that each student's process is unique and fragile. This condition summons one to tolerance (not to be confused with indulgence) and much patience. This pedagogical approach, one that we practice at our school, is provokingly summarized in a phrase by one of my accidental mentors, "We are …
Detail Of Two Cities: Utilizing Urban Analysis And Recombination As The First Project In The Fundamental Design Studio, John Maze
Proceedings of the 18th National Conference on the Beginning Design Student
In the fundamental design studio, I have been using two disparate cities from dramatically distinct topological and topographical situations as the protagonists in an American urban love story. Students dissect the essential structure and quality of each city into discernible layers of data, and speculate about the similarities and differences between the two. Then collaboratively, students "mate" the cities together to form an offspring city that contains the "genetic" layers of data from its parents. The teams of collaborators must critically transform both cities into one, designing the insertions and overlays from one into the other at the regional scale, …
Setting A Baby Into The Grass: A Biological Model Of Interactions Between Concrete And Abstract Learning Experiences, Stephen Temple
Setting A Baby Into The Grass: A Biological Model Of Interactions Between Concrete And Abstract Learning Experiences, Stephen Temple
Proceedings of the 18th National Conference on the Beginning Design Student
Give a baby its first experience in a grassy lawn and it will roll and frolic in the grass, reveling in its presence against its skin, in its hand. Its fingers will fondle and finesse the blades, press into the mass of roots, break and tear. Learning takes place literally at the fingertips, in the direct experience of the feel of each blade. New connections to the physicality of the world are formed and, in so doing, corresponding new representations of that world are created. Each new contact with the world becomes then an experiment, a test of these representations …
The Design Process: Charcoal Drawings, The Qualitative Representation, Mo Zell
The Design Process: Charcoal Drawings, The Qualitative Representation, Mo Zell
Proceedings of the 18th National Conference on the Beginning Design Student
Beginning design studios generally stress a quantitative method of representation; a method that describes a project in a formal and precise manner, typically including hard-line plans, sections and elevations. Absent or underutilized from the design process is a qualitative method of representation that records more of the evocative qualities of a project. This qualitative method of representation is emphasized in my teaching process through the use of charcoal drawing as an exploration of space and light. It is especially important that this method be taught in the beginning design studio so that students include qualitative representations into their own design …