Spatial design education : new directions for pedagogy in architecture and beyond
Salama, Ashraf M.
Spatial design education : new directions for pedagogy in architecture and beyond - England Ashgate publishing limited 2015 - xxviii,385p.
CONTENTS
List of Illustrations xi
List of Tables xvii
About the Author xix
Preface xxi
Acknowledgements xxv
1.Introduction: Sustaining the Discourse on Architectural Design
Pedagogy 1
Major Texts on Architectural Education and Design Pedagogy 2
Contemporary Interests in Introducing Pedagogical Change 5
The Need for Sustainable Discourse on Design Pedagogy 9
Outlook: Investigating Emerged and Emerging Paradigms in Design
Education 11
Notes 16
2.The Evolving Profession and the Actors Involved 19
Architecture: A Continuously Evolving Profession 20
Historical evolution of the profession of architecture 20
Contemporary developments in architecture 22
Shifting paradigms and professional attitudes about the
environment 25
Practitioners and Scholarly Views on the Profession 29
Views and perceptions of mainstream and star architects 29
Recent discourse on the profession 32
Cross-Cultural Perspectives on the Architect-Planner Role Models 34
Western perspectives 34
Eastern perspectives 38
Fundamental Social and Ethical Approaches to Architectural
Practice 41
Programming and pre-designing 41
Post-Occupancy Evaluation - POE and Building Performance
Evaluation - BPE 43
Community design and user participation 44
Knowledge production and Transdisciplinarity - TD 45
Outlook: Implications for a Future Responsive Pedagogy 47
Notes 50
3.The Traditional Approach to Contemporary Design Pedagogy 59
The Origins of the Traditional Approach to Studio Teaching 60
{.cole des Beaux-Arts 60
The Bauhaus 63
The Vkhutemas 67
Repercussions and challenges 67
Critical Characterisation of Traditional Design Teaching Practices 71
Content and application of design knowledge 72
Design process and teaching style 76
Examining Design Teaching and Admission Policies (1994-2001) 79
Worldwide design studio-teaching practices (1994) 79
Worldwide admission policies to schools of architecture
(2000-2001) 84
Scrutinising the Content of Knowledge and Paradigmatic Trends
(2001-2006) 88
Regional exploration into sustainability in architectural curricula
(2001-2002) 88
Regional investigation into the impact of international
paradigmatic trends (2005-2006) 91
Interrogating Student Perceptions of Architectural Design Juries
(2000-2010) 92
The educational value of design juries 93
Architecture students surveying architecture students 95
Jury practices as viewed by architecture students 98
Outlook: Critical Reflections and the Way Forward 103
Notes 105
4.Pioneering Typologies for a New Design Pedagogy (From the mid 1960s to the late 1990s) 113
Design Thinking Beyond the Traditional Approach 114
Design tools, techniques, models, and characteristics 114
The design process: From traditional approaches to new
methodologies 115
Modelling New Typologies of Design Pedagogy 119
The Case Problem (Experimental) Model 120
The Analogical Model 123
The Community-based Design Learning Model 125
The Hidden Curriculum Model 127
The Pattern Language Model 129
The Concept-test Model 131
The Double-layered Asymmetrical Model 133
The Energy-conscious Model 135
The Exploratory Model 13 7
The Interactional Model 140
Evolving Design Ideologies and Teaching/Learning Processes 142
Governing design ideologies 142
Commitment to teaching and learning processes 144
Outlook: Emerging Understandings for a Knowledge-Based Design Pedagogy 149
Environmental evaluation as a strategy for acquiring knowledge in the studio 150
Knowledge acquisition, brief development, and establishing design criteria 150
Participatory architecture and collaborative processes as a
knowledge tool in the studio 151
Notes 152
5.Critical Inquiry and Process-Oriented Design Pedagogy (From the
late 1990s to the mid 2010s) 157
Creative Thinking, Experiential Learning, and Learning Styles 158
Creative thinking and successful intelligence in architecture and
design 158
The experiential learning theory and learning styles in design 164
Constrained design conditions, student performance criteria, and
learning outcomes 168
Critical Inquiry and Empirical Making in Studio Teaching 173
The design studio as a learning setting for critical inquiry 173
Critical inquiry and the results of practice as a teaching tool 175
Heuristics and learning by making 178
Process-Oriented Design Pedagogy: From Theorisation to
Implementation 182
A process-based studio-teaching model 182
A structured content and a rigorous process meet in studio
pedagogy 185
Programming as a multistep feedback/feed forward process 188
Digital Technologies and Virtual Design Pedagogy 194
E-learning concepts and the design studio 196
Interactive learning in a collaborative virtual design studio 202
Outlook: Cultivating a Culture of Inquiry and Process-Oriented
Pedagogy 206
Notes 209
6.Interchangeable Design Pedagogies: Community Design,
Design-Build, and Live Project Studios 217
Community Based Design Pedagogy 218
Community service learning studio as an alternative pedagogy 220
Sanoff's democratic design and community-based design learning 222
Levels of engagement and embedding within the community 225
Design-Build and the Pedagogy of Making 230
A critical view beyond the limits of the studio setting 233
The case of experiential learning by making (LBM) 234
Building community - Constructing memory 238
Transitory space - Enduring knowledge 241
Live Project Pedagogy: Reinstating Community Design and Design- Build Approaches 245
The re-emergence of live project pedagogy 245
Morrow's notion of pedagogical events 247
Recent perceptive live project endeavors 250
Outlook: Constituents of Social Construction in Design Pedagogy 253
Notes 257
7.New Forms of Pedagogy in Lecture-Based Courses in
Architecture and Design 263
Inquiry-Based, Active and Experiential Learning 265
Mechanisms of Active Engagement for Introducing Design
Principles 267
Introducing architecture to first year students 267
Rethinking the delivery of architectural principles 271
Learning Across and Within the Boundaries of Classroom Settings 273
The built environment as an open textbook 274
Bringing the built environment into the classroom 278
Teaching History to Design Students 287
Modelling as a means of learning from and about history 288
Pedagogical techniques for stimulating student interest in history 295
Outlook: Addressing Key Idiosyncrasies in Teaching Lecture-Based Courses 301
Notes 304
8.Toward a Theory of Transformative and Critical Pedagogies in
Architecture and Beyond 309
The Need for a Theory 310
The potential of transformative and critical pedagogies 310
Motivation and reasons for introducing a new pedagogical theory 312
The Milieu of a Trans-Critical'Theory 315
Key negative aspects of the contemporary culture of design
pedagogy 315
From mechanistic pedagogy to systemic pedagogy 316
Transformations in the content of knowledge 318
Components and Apparatus of'Trans-Critical' Pedagogy 320
The disciplinary component: Beyond mono-disciplinarity 320
The cognitive-philosophical component 322
The inquiry-epistemic component 326
Outlook: Enabling the Implementation of Trans-Critical'Pedagogy
in Architecture and Beyond 328
Notes 332
Bibliography 337
Index 361
9781472422873
720.71 / SAL
Spatial design education : new directions for pedagogy in architecture and beyond - England Ashgate publishing limited 2015 - xxviii,385p.
CONTENTS
List of Illustrations xi
List of Tables xvii
About the Author xix
Preface xxi
Acknowledgements xxv
1.Introduction: Sustaining the Discourse on Architectural Design
Pedagogy 1
Major Texts on Architectural Education and Design Pedagogy 2
Contemporary Interests in Introducing Pedagogical Change 5
The Need for Sustainable Discourse on Design Pedagogy 9
Outlook: Investigating Emerged and Emerging Paradigms in Design
Education 11
Notes 16
2.The Evolving Profession and the Actors Involved 19
Architecture: A Continuously Evolving Profession 20
Historical evolution of the profession of architecture 20
Contemporary developments in architecture 22
Shifting paradigms and professional attitudes about the
environment 25
Practitioners and Scholarly Views on the Profession 29
Views and perceptions of mainstream and star architects 29
Recent discourse on the profession 32
Cross-Cultural Perspectives on the Architect-Planner Role Models 34
Western perspectives 34
Eastern perspectives 38
Fundamental Social and Ethical Approaches to Architectural
Practice 41
Programming and pre-designing 41
Post-Occupancy Evaluation - POE and Building Performance
Evaluation - BPE 43
Community design and user participation 44
Knowledge production and Transdisciplinarity - TD 45
Outlook: Implications for a Future Responsive Pedagogy 47
Notes 50
3.The Traditional Approach to Contemporary Design Pedagogy 59
The Origins of the Traditional Approach to Studio Teaching 60
{.cole des Beaux-Arts 60
The Bauhaus 63
The Vkhutemas 67
Repercussions and challenges 67
Critical Characterisation of Traditional Design Teaching Practices 71
Content and application of design knowledge 72
Design process and teaching style 76
Examining Design Teaching and Admission Policies (1994-2001) 79
Worldwide design studio-teaching practices (1994) 79
Worldwide admission policies to schools of architecture
(2000-2001) 84
Scrutinising the Content of Knowledge and Paradigmatic Trends
(2001-2006) 88
Regional exploration into sustainability in architectural curricula
(2001-2002) 88
Regional investigation into the impact of international
paradigmatic trends (2005-2006) 91
Interrogating Student Perceptions of Architectural Design Juries
(2000-2010) 92
The educational value of design juries 93
Architecture students surveying architecture students 95
Jury practices as viewed by architecture students 98
Outlook: Critical Reflections and the Way Forward 103
Notes 105
4.Pioneering Typologies for a New Design Pedagogy (From the mid 1960s to the late 1990s) 113
Design Thinking Beyond the Traditional Approach 114
Design tools, techniques, models, and characteristics 114
The design process: From traditional approaches to new
methodologies 115
Modelling New Typologies of Design Pedagogy 119
The Case Problem (Experimental) Model 120
The Analogical Model 123
The Community-based Design Learning Model 125
The Hidden Curriculum Model 127
The Pattern Language Model 129
The Concept-test Model 131
The Double-layered Asymmetrical Model 133
The Energy-conscious Model 135
The Exploratory Model 13 7
The Interactional Model 140
Evolving Design Ideologies and Teaching/Learning Processes 142
Governing design ideologies 142
Commitment to teaching and learning processes 144
Outlook: Emerging Understandings for a Knowledge-Based Design Pedagogy 149
Environmental evaluation as a strategy for acquiring knowledge in the studio 150
Knowledge acquisition, brief development, and establishing design criteria 150
Participatory architecture and collaborative processes as a
knowledge tool in the studio 151
Notes 152
5.Critical Inquiry and Process-Oriented Design Pedagogy (From the
late 1990s to the mid 2010s) 157
Creative Thinking, Experiential Learning, and Learning Styles 158
Creative thinking and successful intelligence in architecture and
design 158
The experiential learning theory and learning styles in design 164
Constrained design conditions, student performance criteria, and
learning outcomes 168
Critical Inquiry and Empirical Making in Studio Teaching 173
The design studio as a learning setting for critical inquiry 173
Critical inquiry and the results of practice as a teaching tool 175
Heuristics and learning by making 178
Process-Oriented Design Pedagogy: From Theorisation to
Implementation 182
A process-based studio-teaching model 182
A structured content and a rigorous process meet in studio
pedagogy 185
Programming as a multistep feedback/feed forward process 188
Digital Technologies and Virtual Design Pedagogy 194
E-learning concepts and the design studio 196
Interactive learning in a collaborative virtual design studio 202
Outlook: Cultivating a Culture of Inquiry and Process-Oriented
Pedagogy 206
Notes 209
6.Interchangeable Design Pedagogies: Community Design,
Design-Build, and Live Project Studios 217
Community Based Design Pedagogy 218
Community service learning studio as an alternative pedagogy 220
Sanoff's democratic design and community-based design learning 222
Levels of engagement and embedding within the community 225
Design-Build and the Pedagogy of Making 230
A critical view beyond the limits of the studio setting 233
The case of experiential learning by making (LBM) 234
Building community - Constructing memory 238
Transitory space - Enduring knowledge 241
Live Project Pedagogy: Reinstating Community Design and Design- Build Approaches 245
The re-emergence of live project pedagogy 245
Morrow's notion of pedagogical events 247
Recent perceptive live project endeavors 250
Outlook: Constituents of Social Construction in Design Pedagogy 253
Notes 257
7.New Forms of Pedagogy in Lecture-Based Courses in
Architecture and Design 263
Inquiry-Based, Active and Experiential Learning 265
Mechanisms of Active Engagement for Introducing Design
Principles 267
Introducing architecture to first year students 267
Rethinking the delivery of architectural principles 271
Learning Across and Within the Boundaries of Classroom Settings 273
The built environment as an open textbook 274
Bringing the built environment into the classroom 278
Teaching History to Design Students 287
Modelling as a means of learning from and about history 288
Pedagogical techniques for stimulating student interest in history 295
Outlook: Addressing Key Idiosyncrasies in Teaching Lecture-Based Courses 301
Notes 304
8.Toward a Theory of Transformative and Critical Pedagogies in
Architecture and Beyond 309
The Need for a Theory 310
The potential of transformative and critical pedagogies 310
Motivation and reasons for introducing a new pedagogical theory 312
The Milieu of a Trans-Critical'Theory 315
Key negative aspects of the contemporary culture of design
pedagogy 315
From mechanistic pedagogy to systemic pedagogy 316
Transformations in the content of knowledge 318
Components and Apparatus of'Trans-Critical' Pedagogy 320
The disciplinary component: Beyond mono-disciplinarity 320
The cognitive-philosophical component 322
The inquiry-epistemic component 326
Outlook: Enabling the Implementation of Trans-Critical'Pedagogy
in Architecture and Beyond 328
Notes 332
Bibliography 337
Index 361
9781472422873
720.71 / SAL