Teaching Practices and Student Learning in the Fundamentals of Environmental Planning and Design Studio, National Taiwan University
社會取向建築 ； 建築設計課 ； 空間劇本 ； 參與式設計 ； 合作式學 ； social architecture ； fundamental architecture design studio ； scenario of space ； participatory design ； collaboration learning
|Volume or Term/Year and Month of Publication||
22期（2017 / 05 / 01）
77 - 100
The social-oriented discourse and practice of architectural design emerged as a critical issue in design academics during the 1990s. Compared to the conventional ideas of design education that emphasize personal- inspired creativity, social design treats design as public action to change the society and physical environment. In this context, communication and cooperation become indispensable professional skills. However, in the basic architectural design class, these skills still were evaluated to be unadaptable to teach. The aim of this study is to investigate the teaching practices and students' learning experiences in the Fundamental Environment Planning and Design course. Group interview with five students and individual interviews with two students who were enrolled in the course in 2013-2014 were conducted in August 2014. The student's learning reports, portfolios and works were also included as analytical materials. The analysis revealed three categories of results. Firstly, the understanding of self and others' space experiences and values are the critical starting point in the class. Through the discussion of drawings and writing in the people and environment units, students identified elements of the physical environment with embedded memories, emotions, and imagination. Secondly, to bring architectural programming and post occupancy evaluation into teaching programs is another core value in this class. The scenario-guided designs based on an understanding of the characters are developed by using interviews, observational skills through direct interaction with the users. The process of scenario writing is also another teaching focus of the collective consensus making that continues to the collage and model making stages as well as makes possible the dialogue between designers and users. Thirdly, through the arrangement of the different scales of team composition, students experienced the skills of dialogue, listening, conflict resolution, and decision making. These various communicational methods can be only learned from the cooperative working process. Based on the discussion above, this study found that there is possibility to bring ＂design as making common sense together＂ into the fundamental design class.