Published in Proceedings of the 2009 ACSA Annual Meeting: Portland, OR, March 26, 2009.
This paper sets out to propose that the use of history in a design studio may help to overcome some latent difficulties of the studio as a model of education. I will first discuss the role and nature of studio within the education of the architect and will reference my analysis to the findings of the Boyer Report and the research into “reflective practice” by the educator Donald Schön. While I do support the studio as described by the Boyer Report and Schön’s research, it is a model that has disadvantages. As an alternate proposal, I will then describe the learning objectives and assessment strategies for a third-year design studio entitled, studia | studio.
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