Abstract
Design studios are mainly focused on projects and students and serve as advanced learning environments. It is essential to create a social and pedagogical environment for design instruction that enables students to develop mutual trust with their design instructor as well as self-confidence. Novice design students in the first-year design studio often copy the strategies and teaching methods of their teachers. Since every communication moment directly affects students’ learning behavior, design thinking, and cognitive structure, it is imperative to carefully plan each one. Using a case study involving 158 first-year students from five different design departments in the project-based design studio, this paper explores ways to regulate teaching the “design process” to students while preserving their motivation and sense of self in balance. There are two concurrent and carefully crafted design projects in this scenario, each lasting two weeks. Through panels and one-on-one critiques, the design tutor(s) involve the students and break down the design process into manageable steps so they can identify their comfort zones. In doing so, this study illustrates what students “can” learn at different stages of the design process and examines how students’ self-awareness with direct relation to the design tutor influences their grasp of the design knowledge.
Presenters
Ali AslankanFaculty, Interior Architecture and Environmental Design, Izmir University of Economics, Izmir, Turkey
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
DESIGN EDUCATION, DESIGN COGNITION, NOVICE DESIGN STUDENTS
