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dc.contributor.authorAbdelmonem, Mohamed Gamal
dc.date.accessioned2018-08-02T13:26:00Z
dc.date.available2018-08-02T13:26:00Z
dc.date.issued2016-01-31
dc.identifier.issn1748-3050
dc.identifier.doi10.1504/JDR.2016.074781
dc.identifier.urihttp://hdl.handle.net/2436/621553
dc.description.abstractThis paper investigates modes of active communications and propagation of ideas and ideologies in architectural education in general and the design studio in particular. Based on survey of students' opinions, modes of tutorials, assessment and production, it investigates the extent to which students enjoy freedom of choice, liberal thinking and ability to develop independently from their design tutors. While challenging current modes of one-to-one design tutorial paradigms, it experiments with alternative means of tutor-free and student-led workshops, where students are able to develop their conceptual ideas in the absence of their tutors at an early stage of design development. It analyzes the process of practical implementation of interactive tools in architectural education which places the diversity of students' cultural experiences, contextual awareness and individual interests as a crucial resource for design inquiry. The cyclical development of interactive learning strategy is examined through two settings: first, it discusses ideology-driven design tutorials that influence students' conceptual ideas; second, it reports on a liberal approach to the design studio, where students are given larger freedom to define their own position and intuition towards the practice of architecture, both in England and in Northern Ireland.
dc.formatapplication/PDF
dc.language.isoen
dc.publisherInderscience
dc.subjectdesign studio
dc.subjectpedagogy
dc.subjectinteractive knowledge
dc.subjectprofessional education
dc.subjectlearning by doing
dc.subjectarchitectural education
dc.titleFrom Propagation to Negotiation of Ideologies in the Architectural Design Studio
dc.typeJournal article
dc.identifier.journalJournal of Design Research
refterms.dateFOA2018-08-02T13:26:00Z


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