Design Studio Pedagogy: Horizons for the FutureAshraf M. A. Salama, Nicholas Wilkinson |
Contents
Legacies for the Future of Design Studio Pedagogy | 3 |
Invited Voice of a Three DecadeExperience | 21 |
Introduction | 41 |
Knowledge Skills and Indoctrination in Studio Pedagogy | 63 |
____ What is Missing? | 91 |
Architecture as Language | 111 |
Introduction | 125 |
Design Studio | 131 |
Building the Studio Environment | 201 |
Using Representational Techniques of Installation Artists in | 219 |
A New Perspective for the | 233 |
Introduction | 249 |
Material Culture and Design Education | 255 |
The Extent and Potential of a | 269 |
The Catalytic Agency of Service | 285 |
A Design | 295 |
Old Dilemmas New Strategies | 143 |
A Structured Content and a Rigorous Process Meet in Studio | 153 |
Teaching Studio Exercises to Help Students Manage Distributed | 167 |
Design as Empirical Making | 177 |
Introduction | 187 |
From Core to Capstone | 193 |
Introduction | 309 |
Codification of Site Related Knowledge in Virtual Design Studios | 325 |
On the Relationship between | 345 |
Contributors | 365 |
Yasser Elsheshtawy | 367 |
Common terms and phrases
academic activity Amasya approach architects architectural design education Architectural Education architecture students aspects assessment Auburn University building built environment changes codification collaborative community design community service studio complex component concepts construction context courses create creative critical thinking cultural curriculum design pedagogy design problem design process design project design studio design studio pedagogy Design-build developed disciplines discussion emotional environmental evaluation experience explore Figure fourdays global Humane Habitat ideas important individual information technology instructors integration International International District involved issues Journal of Architectural knowledge Landscape Architecture material methods participants planning potential practice professional relationship representation role Rural Studio SALAMA schools of architecture semester skills social solutions space spatial specific strategies structure students learn studio teaching tacit tacit knowledge theory understanding United Kingdom University urban Virtual Design Studio wicked problems workshop