With emphasis on conceptual design-thinking in studios and the extended attention to abstract architectural theories, design education is veering away from the pragmatic issues of the discipline. This paper discusses an architectural design studio teaching experience, which emphasized the notion of place-making, particularly the contextual analysis and appreciation, as the approach to design. It identifies the gap inherent in the current practice of design studio, and presents a reflection of the facilitation process and teaching strategies implemented within an architectural design studio conducted in the Bachelor of Science (Honors) (Architecture) program at Taylor’s University. The purpose of this paper is to discuss the values of learning based on the emphasis on contextual analysis and appreciation in design. This paper shows that the emphasis on context and its responses in the design work allow students to explore different channels of creativity and address imminent issues that underlie the students’ tendency of literal mimicry, the unconditional abstraction and the lack of sensitivity in contextual considerations in practicing architectural design.

Ng, Veronica. "Balance in Control: Values of Learning Through 'Place-making" in the Design Studio," in ArchNet-IJAR: International Journal of Architectural Research, vol. 7, issue 1 (2013): 86-98.

Veronica Ng

CC BY-NC-ND