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Full-Text Articles in Art and Design
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 …
Design's Community Of Knowledge: Identifying And Organizing Design's Fundamental Concepts To Support Teaching And Learning, William R. Benedict
Design's Community Of Knowledge: Identifying And Organizing Design's Fundamental Concepts To Support Teaching And Learning, William R. Benedict
Proceedings of the 18th National Conference on the Beginning Design Student
The words we use and the concepts they represent affect how we see, think and talk about the world. Each community of knowledge (e.g., Architecture, Physics, Sociology, etc.) has a language that is specific to that community or discipline. Membership in a community of knowledge involves learning the community's language and developing an understanding of the concepts that it identifies. Our level of understanding of a community's language can either obscure or clarify-it can help or hinder communication. The degree to which we understand the language and concepts of a community of knowledge is directly related to our ability to …
The Space Of Mondrian, Lori Brown
The Space Of Mondrian, Lori Brown
Proceedings of the 18th National Conference on the Beginning Design Student
How does one introduce a beginning design student to spatial concepts and spatial ways of seeing? As John Hejduk states the architect begins from the abstract - a world of ideas, of concepts, of aspirations - and gravitates toward built form. Students must first see and critically assess and question this abstract world before they can make the jump toward the real world. They arrive with so many misconceptions about architecture yet have no conceptions about the abstract world.
The Viewing Machine, Alice Minsoo Chun
The Viewing Machine, Alice Minsoo Chun
Proceedings of the 18th National Conference on the Beginning Design Student
Technology in architecture. rhetoric of construction. often expresses an erotic search for knowledge. As Marco Frascari explains, "Technology is the fertile factor for the architectural production of elegant meanings, it deals with both the construction- the logos of techne (elegant art)- and the construing- the techne of logos (rhetoric)." 1 In this case technology translates from figures of thought into figures of site, and figures of making. It may be construed as a condition that attempts to answer the question: How does one begin? The curriculum developed for the Undergraduate Architecture Program at the University of Pennsylvania provides a place …
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, …
Educating Emerging Vision, Marcella Eaton, Karen Wilson Baptist
Educating Emerging Vision, Marcella Eaton, Karen Wilson Baptist
Proceedings of the 18th National Conference on the Beginning Design Student
Learning to see requires practice, risk-taking, and a deliberate awakening of conscious perception. Vision which can be interpreted as an integrated human capacity that emerges from the world of lived experience, is participatory and engaged rather than detached and observatory. Learning to look - vision- is deeply subjective, emerging from experience and critical consciousness. When vision becomes clear, students become aware of what was once hidden, lost, or invisible to them. Awakened vision requires a response. Educators must teach learners to balance their vision with action.channeling 'seeing' as a force against fear, and isolation, (that so often occurs in the …
A Case For Analysis In The Design Student Curriculum, Melissa Weese Goodil
A Case For Analysis In The Design Student Curriculum, Melissa Weese Goodil
Proceedings of the 18th National Conference on the Beginning Design Student
In many schools of architecture, precedent analysis is often done in a course separate from the design studio, and typically does not occur within the first year. The separation between analysis and design within a curriculum implies to the student that there is a separation between the two processes in reality. Additionally, and painful as it is to acknowledge, without active integration within the design studio, any topic, including technology, tends to play second fiddle to studio. Even, however, when the analysis is integrated within the design studio, there is a tendency for the analysis to be completed, and then …
Design As Language, Patrick Louis Carrico
Design As Language, Patrick Louis Carrico
Proceedings of the 18th National Conference on the Beginning Design Student
Good design has many faces; one is articulated well by the principals of Gestalt, while another is formed by tradition and style. When teaching design, it is important to delineate between the two. What makes the Mona Lisa universal and the cover of "Staying Alive" doomed is that the former uses good design grammar; and the latter uses an obsolete design dialect. Understanding their difference is integral in deciding the line between less expressive designs, like commercial design, and the design layer of a cathartic painting. Design is a language.
Bounding Space, Jeffrey L. Day, Brian T. Rex
Bounding Space, Jeffrey L. Day, Brian T. Rex
Proceedings of the 18th National Conference on the Beginning Design Student
The cognition and description of spatial conditions are essential components of any foundation for design and the visual arts. However, the ability to discern subtle spatial distinctions and the limits of spatial boundaries is often clouded by habit and apparent familiarity with the conditions in question. For example, one thinks one "knows" the spatial make-up of one's bedroom, but can one real ly see the space of the room from a position outside of this perceived familiarity? Can pre-cognitive knowledge be converted into critical understanding? Or, to invert the question, how can one know a space that one sees with …
Intelligent Shape Sorting, Esther Dudley
Intelligent Shape Sorting, Esther Dudley
Proceedings of the 18th National Conference on the Beginning Design Student
It is a familiar scene. Each September brings its new crop of would-be graphic designers, diverse in their experiences and ambitions, brought together in the lecture theatre by an appointment on their induction calendar; indicating an introduction to design research. It is my task to explain the pattern that this study will take in the opening modules. In this first year of study design research will take place on Wednesdays, regardless of studio projects It will constitute a certain number of lectures and tutorials, concluding with a specified brief which represents the first phase of assessment. As the routine unfolds …