Studio teaching in architecture

Skinner, P. R. (2000). Studio teaching in architecture. In: G. Isaacs, Effective Teaching and Learning at University: Effective Teaching Conference. Effective Teaching and Learning Conference 2000, The University of Queensland, Brisbane, Australia, (). 9 - 10 November 2000.

Author Skinner, P. R.
Title of paper Studio teaching in architecture
Conference name Effective Teaching and Learning Conference 2000
Conference location The University of Queensland, Brisbane, Australia
Conference dates 9 - 10 November 2000
Convener Teaching and Educational Development Institute (TEDI)
Proceedings title Effective Teaching and Learning at University: Effective Teaching Conference
Place of Publication Brisbane, Australia
Publisher TEDI (Teaching & Educational Development Institute), University of Queensland
Publication Year 2000
Sub-type Fully published paper
Editor G. Isaacs
Collection year 2000
Language eng
Formatted Abstract/Summary
The architectural studio teaching process has been recognised as a useful model for the creative and self-critical learning necessary to develop reflective professional practice. This paper presents the studio teaching model through the example of a specific fourth year Architectural Design program.

Educational goals and the specific requirements of the design brief for the project are seen as inextricably interrelated in a good design program. It is argued that the development of an appropriate project vehicle to stimulate enquiry, impart knowledge, teach skills and develop critical values is the key to successful studio teaching. In any educational process which aims to fit students for professional practice a layered, multivalent problem type with familiar and accessible foothills, challenging mid-slopes and distant if near-unattainable peaks is essential.

The challenge of maintaining student confidence and enthusiasm in a process with progressively advancing measures of achievement, however, is difficult. The paper looks at some of the teaching techniques needed to maintain a trusting learning environment- including site visits, building studies, lectures, drawing board tutorials, critiques and folio feedback. The studio teaching model is inherently reliant on subjective judgement and requires transparent methods to maintain accountability within the assessment process.
Subjects E2
310101 Architecture
740301 Higher education
Q-Index Code E2

Document type: Conference Paper
Collection: School of Architecture Publications
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Created: Fri, 06 Jun 2008, 14:25:58 EST