Questions of Pedagogy, Part 5. My early years teaching architecture focused on imparting students with a design process; a methodology that would provide my second-year students with solid conceptual thinking. This approach was inspired by my own experience of Raimund Abraham’s teaching. Now that I was becoming an educator, many of my studio briefs espoused design strategies that existed outside of conventional notions of function (Question of Pedagogy. Part 2). In particular, I favored one where site conditions became a leitmotif to engage design thinking (Question of Pedagogy. Part 3).
Monthly Archives: February 2021
First steps in a student’s design process
First steps in a student’s design process. As I matured as an architecture student, I didn’t lack ideas in response to design studio prompts. Ideas seemed to come naturally to me and were triggered by the process in which I was trained to think of a thesis, a program, or a BIG idea (owning a theoretical position on the act of projecting). I believed my métier was in making architecture through the act of building, especially that in Switzerland a culture of construction is integral to design. Most often, this process used functional requirements and explored my interest in an organization of spatial narratives. Retrospectively, this attitude was predictably based in relationships to human occupations (functions).