A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Developing Architecture Studio Culture:Peer-Peer Learning
Traditionally, architecture teaching has been centered around the architectural design studio, where students are taught usually on an individual project basis. This studio environment is a physical space but also a pedagogical and cultural space where learning and teaching happens. Students also regularly present their design and design process to tutors, external guests and peers. The studio is based on project-based learning and allows for reflective practice, and integration and testing of abstract knowledge into projects. This unique pedagogical tradition of studio-based teaching is based on ‘reflection in action’ , developed from the master-apprentice model, as a simulation of ‘real-life’ practice, with regular feedback on the student’s design development by tutors. However, studio culture can also lead to unhealthy practices, such as peer-peer pressure and competition, long hours, isolation from other activities, and stress when exposed to negative ‘public evaluation’ of one’s work. Nevertheless, studio culture can also support reciprocal peer-peer learning, which happens in formalized group work but also informally in the absence of tutors. Advantages include co-experimenting, and learning competences, design processes and critical reflection from and with one another, building a student’s confidence to try new things.
Developing Architecture Studio Culture:Peer-Peer Learning
Traditionally, architecture teaching has been centered around the architectural design studio, where students are taught usually on an individual project basis. This studio environment is a physical space but also a pedagogical and cultural space where learning and teaching happens. Students also regularly present their design and design process to tutors, external guests and peers. The studio is based on project-based learning and allows for reflective practice, and integration and testing of abstract knowledge into projects. This unique pedagogical tradition of studio-based teaching is based on ‘reflection in action’ , developed from the master-apprentice model, as a simulation of ‘real-life’ practice, with regular feedback on the student’s design development by tutors. However, studio culture can also lead to unhealthy practices, such as peer-peer pressure and competition, long hours, isolation from other activities, and stress when exposed to negative ‘public evaluation’ of one’s work. Nevertheless, studio culture can also support reciprocal peer-peer learning, which happens in formalized group work but also informally in the absence of tutors. Advantages include co-experimenting, and learning competences, design processes and critical reflection from and with one another, building a student’s confidence to try new things.
Developing Architecture Studio Culture:Peer-Peer Learning
Pelsmakers, Sofie (author) / Donovan, Elizabeth (author) / Moseng, Kari (author) / Eybye, Birgitte Tanderup (author) / Lester, Ellyn
2020-04-04
Pelsmakers , S , Donovan , E , Moseng , K & Eybye , B T 2020 , Developing Architecture Studio Culture : Peer-Peer Learning . in E Lester (ed.) , AMPS Education, Design and Practice 17.1 : Education, Design and Practice . , 28 , AMPS Proceedings Series , pp. 255-263 , Education, Design and Practice , Hoboken , New Jersey , United States , 17/06/2019 . < https://architecturemps.com/proceedings/ >
Article (Journal)
Electronic Resource
English
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