A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Private Reactions to Public Criticism; Students, Faculty, and Practicing Architects State Their Views on Design Juries in Architectural Education
This article reports the results of research about the effectiveness of design juries in architectural education, a topic which scholars have seriously overlooked. Most important is a conspicuous absence of information from what is our most valuable resource: our students. This research examines the educational value of juries, both interim and final, how design students cope with public criticism, and a comparison of the architecture student “subculture” with that of other students. The study consists of two phases. Phase I is a case study at a mid-sized university. This study relied on systematic behavioral observations, interviews, questionnaires, and diaries. Students, faculty, and alumni in architecture, urban planning, landscape architecture, and outside environmental design participated in the research. Phase II is a follow-up study of other schools, based on questionnaires of architecture faculty at the Cranbrook Teachers' Seminar. Results strikingly document that the vast majority of all those questioned—faculty, students, and practicing architects—believe architectural juries need improvement. Architecture students surveyed learn very little from juries, but learn more from interim than final juries. Most students respond defensively and nervously to juries, and the high degree of tension and sheer “burn-out” that architecture students experience greatly interferes with the learning process. Finally, this research documents that the architecture student “subculture” differs substantially from that of other students, and that it may well be harmful to students' health. Implications of these findings are discussed, and suggestions for improving design juries are offered.
Private Reactions to Public Criticism; Students, Faculty, and Practicing Architects State Their Views on Design Juries in Architectural Education
This article reports the results of research about the effectiveness of design juries in architectural education, a topic which scholars have seriously overlooked. Most important is a conspicuous absence of information from what is our most valuable resource: our students. This research examines the educational value of juries, both interim and final, how design students cope with public criticism, and a comparison of the architecture student “subculture” with that of other students. The study consists of two phases. Phase I is a case study at a mid-sized university. This study relied on systematic behavioral observations, interviews, questionnaires, and diaries. Students, faculty, and alumni in architecture, urban planning, landscape architecture, and outside environmental design participated in the research. Phase II is a follow-up study of other schools, based on questionnaires of architecture faculty at the Cranbrook Teachers' Seminar. Results strikingly document that the vast majority of all those questioned—faculty, students, and practicing architects—believe architectural juries need improvement. Architecture students surveyed learn very little from juries, but learn more from interim than final juries. Most students respond defensively and nervously to juries, and the high degree of tension and sheer “burn-out” that architecture students experience greatly interferes with the learning process. Finally, this research documents that the architecture student “subculture” differs substantially from that of other students, and that it may well be harmful to students' health. Implications of these findings are discussed, and suggestions for improving design juries are offered.
Private Reactions to Public Criticism; Students, Faculty, and Practicing Architects State Their Views on Design Juries in Architectural Education
Anthony, Kathryn H. (author)
Journal of Architectural Education ; 40 ; 2-11
1987-04-01
10 pages
Article (Journal)
Electronic Resource
English
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