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Publication date: 1 September 2006

Joongsub Kim

The orthodox approach in contemporary architectural pedagogy, grounded in a narrowly conceived rationality, lacks diversity in terms of both the population it serves and the…

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Abstract

The orthodox approach in contemporary architectural pedagogy, grounded in a narrowly conceived rationality, lacks diversity in terms of both the population it serves and the methods it follows in the studio. This paper advances a social construction model with distinct advantages over the rational model. Based on multidisciplinary research, the model presented here is experimental, promoting innovation and allowing the unpredictable to emerge. It encourages students and studio clients to create their own collaborative reality. The paper recommends four socially constructive techniques for architecture/community design in neighborhood revitalization. Inversion begins with the client's vision. As students and residents work together to form their own image of the ideal community, the resulting vision informs subsequent data collection and analysis. Simulation allows students and other participants to undertake small-scale experiments, drawing immediate lessons that enhance the final implementation process. Reciprocity involves role-switching between expert partners and non-expert participants to counter biases while building mutual understanding. Finally, with Research in Action, hypothesis testing and design occur simultaneously. With these social construction approaches, predetermined steps in the rational model are reversed, merged, or even omitted. Faculty and expert partners behave more like facilitators than directors, coordinating activities and processes, reinforcing initiatives, and resolving conflicts-as clients make key design decisions. By assigning some major responsibilities to students and residents, social construction creates a sense of ownership among stakeholders. The paper compares the rational and social construction approaches, discussing implications and suggesting areas of further study.

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Open House International, vol. 31 no. 3
Type: Research Article
ISSN: 0168-2601

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Article
Publication date: 1 September 2006

Ashraf Salama

The process of educating future architects and designers around the world varies dramatically. However, there is one striking similarity - the dominance of the design studio as…

177

Abstract

The process of educating future architects and designers around the world varies dramatically. However, there is one striking similarity - the dominance of the design studio as the main forum for knowledge acquisition and assimilation, and for creative exploration and interaction. Such a setting encompasses intensive cognitive and physical activities, which ultimately result in conceptualizing meaningful environments proposed to accommodate related human activities. The design studio is the primary space where students explore their creative skills that are so prized by the profession; it is the kiln where future architects are molded. It has occupied a central position since architectural education was formalized two centuries ago in France and later in Germany, the rest of Europe, North America, and the rest of the world.

Details

Open House International, vol. 31 no. 3
Type: Research Article
ISSN: 0168-2601

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Article
Publication date: 1 June 2009

June Komisar, Joe Nasr and Mark Gorgolewski

Strategies to enable alternative urban food systems cannot be developed alone by those involved with the production and distribution aspects of food systems. It is important for…

69

Abstract

Strategies to enable alternative urban food systems cannot be developed alone by those involved with the production and distribution aspects of food systems. It is important for architects, landscape designers and planners to be part of the process of conceiving and implementing innovative food-system thinking. Environmentally focused building standards and models for sustainable communities can easily incorporate farmers' markets, greenhouses, edible landscapes, permeable paving, green roofs, community gardens, and permaculture and other food-related strategies that complement energy generation and conservation, green roofs, living walls, and other approaches that have been more commonly part of sustainable built-environment initiatives.

Recently, architecture faculty and students at Ryerson University in Toronto and at a number of other universities have been exploring the intersection of these disciplines and interests. This paper will show how Ryerson tackled agricultural and food issues as design challenges in projects that included first-year community investigations, student-run design competitions, third-year studio projects and complex final-year thesis projects. These projects that dealt with food issues proved to be excellent entry points for addressing a range of design challenges including social inclusion, cultural context, community design and sustainable building practices.

Details

Open House International, vol. 34 no. 2
Type: Research Article
ISSN: 0168-2601

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