MODELING DESIGN STUDIO PEDAGOGY: A MENTORED REFLECTIVE PRACTICE
Open Access
- 1 May 2020
- journal article
- Published by Cambridge University Press (CUP) in Proceedings of the Design Society: DESIGN Conference
- Vol. 1, 1765-1774
- https://doi.org/10.1017/dsd.2020.118
Abstract
This paper explores the notion of mentored reflective practice to describe design studio pedagogy. Students learn how to design by doing design in the studio. Design critiques are a key element in design studio pedagogy as they capture a moment where students get feedback from their tutors on their designs. The research questions addressed concern the roles of each participant during design studio reviews and their interactions with design representations. The protocol analysis methodology and the Function Behavior Structure ontology are utilized to convey our case study analysis.Keywords
This publication has 14 references indexed in Scilit:
- Inferential reasoning in design: Relations between material product and specialised disciplinary knowledgeDesign Studies, 2016
- A theoretical framework of design critiquing in architecture studiosDesign Studies, 2013
- The design studio “crit”: Teacher–student communicationArtificial Intelligence for Engineering Design, Analysis and Manufacturing, 2010
- The situated function–behaviour–structure frameworkDesign Studies, 2004
- Studio Critiques of Student Art: As They Are, as They Could Be With MentoringTheory Into Practice, 2000
- Walking on a thin line—Between passive knowledge and active knowing of components and concepts in architectural designDesign Studies, 1999
- Drawings and the design process: A review of protocol studies in design and other disciplines and related research in cognitive psychologyDesign Studies, 1998
- Designing as reflective conversation with the materials of a design situationResearch in Engineering Design, 1992
- Designerly ways of knowingDesign Studies, 1982
- The primary generator and the design processDesign Studies, 1979