2. Today:
• Introduction
• Discussion Groups:
‘Design Studio as a Learning Environment’
• Feedback and further discussion
• Teaching innovation development discussion
4. The Purpose of Design Studio
‘Through a process of learning-by-doing, students
develop the skills required to produce architectural
designs, gain an understanding of the application of
technical knowledge to design situations, and explore
how theory and action inform each other.’
‘The word 'studio' means much more than a convenient
workroom. It evokes an image of creative cooperative
working in which the outcome: the architectural design
and the educational benefit in terms of skill development,
is greatly superior to that which could be achieved by the
individual student working alone.’
QAA Benchmark
5. Ecole Nationale Des Beaux Arts, Paris
Beaux Arts Tradition
• Ecole: study of classical painting and architecture
• Ateliers: students learn directly under a “master” with
the success of students reflected back on the master
• The Paris Salon: show of best works as chosen by a
jury displayed to the public
• Parisian café life: informal extension of the school in
which people came together to discuss design
6. Bauhaus, Dessau
Bauhaus
• New approach in art, architecture, and design
• Diverse and hands-on, spanning theory, carpentry,
ceramics, fine art, painting, weaving, geometry,
mathematics, business, photography, printing, etc.
“The art schools must return to the workshop. This world
of mere drawing and painting…must at long last become
a world that builds. Architects, sculptors, painters – we
all must return to craftsmanship!“
Walter Gropius
15. Discussion Group 1
Design Studio as a Learning Environment:
Strengths and weaknesses?
• Discuss your thoughts as a group
• Make reference to given texts
• Relate to your own experience
• Prepare notes for group discussion
16. Discussion Group 2
Alternative Learning Environments:
1 – What are the possibilities?
2 – Explore one possibility in more detail
• Discuss your thoughts as a group
• Make reference to given texts
• Relate to your own experience
• Prepare notes for group discussion
17.
18. Action Research
Draft proposal for Teaching innovation to be submitted
by Friday 2 November at 12 noon via MOLE
Proposal should outline:
• Who is in your group? (2 or 3 students)
• What is the issue you wish to address?
• How do you propose to address it?
• Which year group will you be working with?
• When and where will the action take place?
• How many participants, and how are they identified?
• How will you evaluate the impact?
Refer to last week’s Action Research slides
19. Questions you might ask
• What is my concern? And why am I concerned?
• What kind of evidence can I produce to show why I am
concerned?
• What can I do about it? And what will I do about it?
• What kind of evidence will I produce to show that what I
am doing is having an influence?
• How do I evaluate that influence?
• How do I make sure the judgments I make are reasonably
fair and accurate?
• How do I modify my practice in the light of my
evaluation?
20. Dissemination
• Written assignment will present reflections and
research findings in a Journal paper format
• Collaborate to produce consistent approach so that
articles can be collated and published on-line
• Findings to be presented as papers at Symposium at
the end of Semester One
• Possibility of presenting to AAE Conference in April
2018 (call for abstracts out now – 12 Dec deadline)
21. Looking ahead:
Monday 26 November:
• Teaching Innovation catch-up
• Assignment and dissemination discussion
We can also arrange tutorials as required
– email to arrange
