Proceedings of The 2nd International Conference on Research in Education, Teaching and Learning
Year: 2019
DOI: https://www.doi.org/10.33422/2nd-icetl.2019.04.234
Architectural Pedagogy: An Observation on Mid Stage Architectural Design Studio and Presentation Development
Neelima Gubba, Monika Yadav and Esther Kiruba Jebakumar Clifford
ABSTRACT:
Research in Design Teaching Methodology has been a lesser documented subject. Creative teaching is essential in designing and empowering young architects. Architectural education has to impart alternative thinking and new methods of learning. In this paper, we will be documenting an Experimental Teaching Method in second-year Architectural students who are already exposed to the codes and basic values of Design. Since certain hesitation is inherently formed, they are confined to decisive restrictions and ground rules. These restrictions are meant to be broken, yet students need a strong case to verify the same, with concrete evidence of design inspiration, process and presentation methods while maximising the vast knowledge database inherited from the first three semesters. This gives the Design Studio Guidance team an opportunity to move out of Conventional or Traditional methods and help students face the Design Problem with a unique outlook. This Design Teaching Methodology includes Integration of different subjects such as Building services, Landscape Design and Computer Applications in the Studio Schedule. The Project is divided into various Sessions like Research, Conceptual Design, Preliminary Design and Final Technical Drawings. Evaluation is done at every stage with emphasis on the process as opposed to the Traditional Method which lays emphasis on the end product.
Keywords: Architecture; Presentation; Design Process; Pedagogy; Architecture Student.