Demonstrating Professional Vision: The Work of Critique in Architectural Education
- 24 March 2009
- journal article
- research article
- Published by Taylor & Francis Ltd in Mind, Culture, and Activity
- Vol. 16 (2), 145-171
- https://doi.org/10.1080/10749030802590580
Abstract
This study provides an account of how architectural competencies are made visible in the work of critique in architectural education. It shows how critics enact a set of disciplined visual practices through which architectural qualities of proposed buildings become available for competent remark. Particularly prominent among these practices is the seamless fusion of gestural elaborations of architecture's designed objects with the envisaged spaces of a hypothetically perceived built environment. Furthermore, critics topicalize the communicative and rhetorical organization of the presentation as a designed object in itself. In shifts between topicalizations of proposed buildings and the designed representations of those buildings, critics construe qualities of the buildings as simultaneously visible and invisible: visible to the critic, but invisible to potential other viewers. This practice subjects students' work to a variety of pedagogically configured gazes. The student's socialization into a specialized field of practice, in which objects are designed according to professional rationalities that go beyond what is readily visible or accessible to the nonarchitect, is thereby made accountable for the communicative demands of professional practice.This publication has 17 references indexed in Scilit:
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