Design Studio-Based Education

1925 Words 8 Pages
For a long time, design studio has been a core subject of architectural design education at all higher-learning institutions in Egypt. This type of education is based on practice and imitation; students solve problems and do projects through a process of thinking and doing. This education system, which is based on critique, attempts to increase the self-criticizing ability of students by providing continuous criticisms that help them manage their own projects and face future challenges. This study aims to understand the students’ perspective about their design experiences with regard to studio-based learning and its impact on their education. The understanding of the learning styles, critique, and assessment methodologies and their
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In this mode, the critique session is a forum where a healthy debate between students and staff can contribute to the optimization of involvement of students in their own assessment. However, many students find the traditional process of critique and assessment threatening, and there is evidence that it is often not conducive to learning (Cameron, 2003; Kamalipour et al., 2014; Sagun et al., 2001). As the research moves towards a richer understanding of the critique process, this paper goes by the hypothesis that the contribution of a critique methodology to design education process is highly related to the preference of students for this methodology. The key to maximizing learning potential and student satisfaction is found to be an increase in student involvement in the assessment and critique process.
While the topic of design critique with regard to students has been studied heavily in the literature of the Western world, there is a lack of similar information in the Arab world. To fill this gap, this study tries to investigate the practice of design critique in Egypt and the perception of critique and assessment methodologies by students. In this context, it is necessary to explore the opinions of students about different critique sessions and examine whether received feedback demonstrates a student‐led approach that increases the students’
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The collaborative nature of the design critique allows students to learn from the criticisms about a presentation from the instructor and other students, and from discussions about its strengths and weaknesses (Chandrasekera, 2015; Hokanson, 2012). The most important factors in this process are related to when the critique should add to the process and the best type of critique for each assessment, to have the best control mechanisms over the design process (Hassanpour et al., 2010). In light of this, the following section will discuss design critique in studio-based learning to determine the methodology of critique that are specifically effective for a particular stage of the design and the proper time for critique to have maximum control and get positive

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