Abstract
In a context where architectural education is undergoing great transformations due to the impact of digital technology, the authors present a design studio model that rather than teaching how to operate the tool en vogue focuses on the formulation of questions. Traditional pedagogic practices have privileged answers in knowledge production, but an alternative is proposed. A methodology was devised in which problem-finding is moved forward by an iterative process of experimental making. This was tested in Winter 2017 with results showing a diversity in questions raised, but also the premature discontinuation of several paths of inquiry. Only one completed all 6 planned iterations and benefited from the final, in which the building of a 1:1 prototype informed its research focus. The conclusions highlight the contribution of this model in preparing future practitioners with an attitude of inquiry and drive to experiment that will resist obsoleteness from rapid technological developments.
| Original language | English |
|---|---|
| Title of host publication | Computing for a better tomorrow |
| Subtitle of host publication | Proceedings of the 36th eCAADe Conference |
| Place of Publication | Lodz |
| Publisher | Lodz University of Technology |
| Pages | 753-762 |
| Number of pages | 10 |
| Volume | 1 |
| Publication status | Published - 2018 |
Keywords
- Architectural Education
- Design Studio
- Problem-Based Learning
- Material Systems
- Digital Fabrication
- Wood Construction