Talking, Drawing and Realizing Together: Identifying Elements of Desk Tutorials in Architectural Design Studios

Troels Rugbjerg; Kari Moseng

Talking, Drawing and Realizing Together: Identifying Elements of Desk Tutorials in Architectural Design Studios

Bidragets oversatte titel: Tale, tegne og frembringe sammen: Identificering af elementer i tegnebordsvejledning på arkitekturskolernes tegnesale

Troels Rugbjerg, Kari Moseng

Publikation: Konferencebidrag › Paper › Forskning › peer review

Abstract

Undervisning i arkitektur er traditionelt forankret i vejledningssituationer på en tegnesal, hvor studerende udvikler individuelle projekter ved deres skriveborde. På Arkitektskolerne i Danmark er det i særlig grad relevant, da projektrelateret arbejde dækker de fleste ECTS-point, der kræves i uddannelsen. I denne unikke uddannelsestradition får eleverne regelmæssigt feedback på deres skitsering fra undervisere, men da vi som undervisere ofte vejleder i en-til-en situationer stiller vi sjældent spørgsmålstegn ved og diskuterer, hvilke elementer tegnebordsvejledning egentlig består af, hvordan den udspiller sig og hvad der virker? I stedet er dette ofte en tavs viden, der er blevet udviklet gennem årelang erfaring, hvorved væsentlige dele af denne unikke og også intime situation stadig er mindre beskrevet.
Denne artikel præsenterer et udviklingsprojekt på Arkitektskolen Aarhus, Danmark (AAA) 2019-20, hvor tegnebordsvejledninger studeredes med det formål at identificere og afdække elementer af disse og til at diskutere effekter og potentialer ved dette undervisningsformat. Undersøgelsen er foregået gennem observering af tre underviseres vejledningssessioner med studerende på både bachelor- og kandidatniveau. Tre af disse undervisningssessioner er blevet analyseret og sammenlignet ved brug af en script-model udviklet gennem processen.

Bidragets oversatte titel	Tale, tegne og frembringe sammen: Identificering af elementer i tegnebordsvejledning på arkitekturskolernes tegnesale
Originalsprog	Engelsk
Publikationsdato	2021
Antal sider	150
Status	Udgivet - 2021
Begivenhed	Teaching-Learning-Research, Design and Environments - Amps and Manchester School of Architecture, Manchester, Storbritannien Varighed: 2 dec. 2020 → 4 dec. 2020 https://architecturemps.com/teaching-research-conference/

Konference

Konference	Teaching-Learning-Research, Design and Environments
Lokation	Amps and Manchester School of Architecture
Land/Område	Storbritannien
By	Manchester
Periode	02/12/2020 → 04/12/2020
Internetadresse	https://architecturemps.com/teaching-research-conference/

Emneord

tegnebordsvejledning
Undervisning
Arkitektuddannelse

Kunstnerisk udviklingsvirksomhed (KUV)

Nej

Adgang til dokumentet

http://architecturemps.com/wp-content/uploads/2021/09/Amps-Proceedings-Series-22.1.pdf

1 Konferenceabstrakt til konference

Talking, Drawing and Realizing together: Identifying elements of Desk Tutorials
Bidragets oversatte titel: Tale, tegne og realisere sammen: Identificering af elementer i tegnebordsvejledningRugbjerg, T. & Moseng, K., 2020.
Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › peer review

1 Afsluttet

Tegnebordsvejledningens elementer
Rugbjerg, T. & Moseng, K.
01/06/2019 → 30/06/2020
Projekter: Projekt › Andet

Citationsformater

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title = "Talking, Drawing and Realizing Together: Identifying Elements of Desk Tutorials in Architectural Design Studios",

abstract = "Traditionally, teaching in architecture is anchored in situations of tutoring within a studio, where students are developing individual projects at their desks. At the Schools of Architecture in Denmark, this is especially relevant since project-related work covers most of the ECTS points required in the education. In this unique educational tradition students receive regular feedback on designdevelopment from tutors. However, since we, as tutors, often unfold our desk tutorials in one-to-one situations, we rarely question and discuss what a tutoring session actually consists of, how it unfolds and why it works? Instead this is often a tacit knowledge having been developed from years of experience, thus essential parts of this unique and also intimate situation remain less described.This paper presents a development project at the Aarhus School of Architecture, Denmark (AAA) 2019-20, to study desk tutorials with the aim of identifying and uncovering elements of these and to discuss the impact and potential of this format of teaching. The study has happened from monitoring tutoring sessions conducted by three teachers with students at both undergraduate and master level. Three of these tutoring sessions have been analyzed and compared by the use of a script-model, developed through the process.",

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author = "Troels Rugbjerg and Kari Moseng",

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language = "English",

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N2 - Traditionally, teaching in architecture is anchored in situations of tutoring within a studio, where students are developing individual projects at their desks. At the Schools of Architecture in Denmark, this is especially relevant since project-related work covers most of the ECTS points required in the education. In this unique educational tradition students receive regular feedback on designdevelopment from tutors. However, since we, as tutors, often unfold our desk tutorials in one-to-one situations, we rarely question and discuss what a tutoring session actually consists of, how it unfolds and why it works? Instead this is often a tacit knowledge having been developed from years of experience, thus essential parts of this unique and also intimate situation remain less described.This paper presents a development project at the Aarhus School of Architecture, Denmark (AAA) 2019-20, to study desk tutorials with the aim of identifying and uncovering elements of these and to discuss the impact and potential of this format of teaching. The study has happened from monitoring tutoring sessions conducted by three teachers with students at both undergraduate and master level. Three of these tutoring sessions have been analyzed and compared by the use of a script-model, developed through the process.

AB - Traditionally, teaching in architecture is anchored in situations of tutoring within a studio, where students are developing individual projects at their desks. At the Schools of Architecture in Denmark, this is especially relevant since project-related work covers most of the ECTS points required in the education. In this unique educational tradition students receive regular feedback on designdevelopment from tutors. However, since we, as tutors, often unfold our desk tutorials in one-to-one situations, we rarely question and discuss what a tutoring session actually consists of, how it unfolds and why it works? Instead this is often a tacit knowledge having been developed from years of experience, thus essential parts of this unique and also intimate situation remain less described.This paper presents a development project at the Aarhus School of Architecture, Denmark (AAA) 2019-20, to study desk tutorials with the aim of identifying and uncovering elements of these and to discuss the impact and potential of this format of teaching. The study has happened from monitoring tutoring sessions conducted by three teachers with students at both undergraduate and master level. Three of these tutoring sessions have been analyzed and compared by the use of a script-model, developed through the process.

KW - tegnebordsvejledning

KW - Undervisning

KW - Arkitektuddannelse

KW - architecture education

KW - tutoring

KW - drawing

M3 - Paper

SP - 141

Y2 - 2 December 2020 through 4 December 2020

ER -

Talking, Drawing and Realizing Together: Identifying Elements of Desk Tutorials in Architectural Design Studios

Abstract

Konference

Emneord

Kunstnerisk udviklingsvirksomhed (KUV)

Adgang til dokumentet

Publikation

Talking, Drawing and Realizing together: Identifying elements of Desk Tutorials

Projekter

Tegnebordsvejledningens elementer

Citationsformater