Developing Architecture Studio Culture: Peer-Peer Learning

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Traditionally, architecture teaching has been centered around the architectural design studio, where students are taught usually on an individual project basis. This studio environment is a physical space but also a pedagogical and cultural space where learning and teaching happens. Students also regularly present their design and design process to tutors, external guests and peers. The studio is based on project-based learning and allows for reflective practice, and integration and testing of abstract knowledge into projects. This unique pedagogical tradition of studio-based teaching is based on ‘reflection in action’ , developed from the master-apprentice model, as a simulation of ‘real-life’ practice, with regular feedback on the student’s design development by tutors. However, studio culture can also lead to unhealthy practices, such as peer-peer pressure and competition, long hours, isolation from other activities, and stress when exposed to negative ‘public evaluation’ of one’s work. Nevertheless, studio culture can also support reciprocal peer-peer learning, which happens in formalized group work but also informally in the absence of tutors. Advantages include co-experimenting, and learning competences, design processes and critical reflection from and with one another, building a student’s confidence to try new things.
TitelAMPS Education, Design and Practice 17.1 : Education, Design and Practice
RedaktørerEllyn Lester
Antal sider9
Publikationsdato4 apr. 2020
StatusUdgivet - 4 apr. 2020
BegivenhedEducation, Design and Practice: Understanding skills in a Complex World - AMPS and Stevens University , Hoboken, USA
Varighed: 17 jun. 201919 jun. 2019


KonferenceEducation, Design and Practice
LokationAMPS and Stevens University
NavnAMPS Proceedings Series

Kunstnerisk udviklingsvirksomhed (KUV)

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