Architecture design studio culture and learning spaces

A holistic approach to the design and planning of learning facilities

Research output: Chapter in Book/Report/Conference proceedingConference contribution

2 Citations (Scopus)

Abstract

Defining a culture is never an easy task, more so to define the culture of a design studio make out of individualistic and dynamic mind. It is through the students, that each architecture school and architecture program developed their distinct culture. In Malaysia, like other country, the discipline of architecture takes great pride in the diversity of its program and teaching pedagogies. The studio model has its own culture and values that are as influential in a student's education as the actual projects they complete. In many cases, the habits and patterns exhibited in this culture are not the intentional product, but a by-product. These by-products can be very positive, but they can also produce harmful results. Many scholars, like Thomas Dutton and Kathryn Anthony, have called the consequences of this culture the "hidden curriculum" of studio learning. In simple terms, the hidden curriculum refers to those unstated values, attitudes, and norms that stem from the social relations of the school and classroom as well as the content of the course (Dutton, 1991). Academically, architecture is in fact itself pedagogy and each building have their own embedded hidden curriculum that can greatly influence and affect learning process. However, the problem is teaching has been wrongly assumed to take place in buildings and neglected the other experience in which learning can be experienced. The built environment and the landscape can be a powerful tool of learning, in this regard the campus as a whole should be regarded as a place where learning occurs. This paper reviewed the studies of the possible design approach in planning and design architecture design studio learning spaces.

Original languageEnglish
Title of host publicationProcedia - Social and Behavioral Sciences
Pages27-32
Number of pages6
Volume15
DOIs
Publication statusPublished - 2011
Event3rd World Conference on Educational Sciences, WCES-2011 - Istanbul, Turkey
Duration: 3 Feb 20117 Feb 2011

Other

Other3rd World Conference on Educational Sciences, WCES-2011
CountryTurkey
CityIstanbul
Period3/2/117/2/11

Fingerprint

holistic approach
Learning
planning
Curriculum
learning
Teaching
curriculum
Students
value-orientation
Malaysia
school
Social Relations
Habits
habits
learning process
building
student
Education
classroom
Values

Keywords

  • Architecture as pedagogy
  • Architecture design studio
  • Architecture learning spaces
  • Design culture
  • Malaysia

ASJC Scopus subject areas

  • Social Sciences(all)
  • Psychology(all)

Cite this

Architecture design studio culture and learning spaces : A holistic approach to the design and planning of learning facilities. / Abdullah @ Goh Tuo Ho, Nurakmal; Beh, S. C.; Mohd Tahir, Mazlan; Che Ani, Adi Irfan; Mohd Tawil, Norngainy.

Procedia - Social and Behavioral Sciences. Vol. 15 2011. p. 27-32.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abdullah @ Goh Tuo Ho, N, Beh, SC, Mohd Tahir, M, Che Ani, AI & Mohd Tawil, N 2011, Architecture design studio culture and learning spaces: A holistic approach to the design and planning of learning facilities. in Procedia - Social and Behavioral Sciences. vol. 15, pp. 27-32, 3rd World Conference on Educational Sciences, WCES-2011, Istanbul, Turkey, 3/2/11. https://doi.org/10.1016/j.sbspro.2011.03.044
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