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Vulnerable to Discovery

Permanent Link: http://ufdc.ufl.edu/UFE0042606/00001

Material Information

Title: Vulnerable to Discovery Tools and Methodologies in Design Education
Physical Description: 1 online resource (205 p.)
Language: english
Creator: Dewhirst, Lowell
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 2010

Subjects

Subjects / Keywords: antoniades,architecture,beauxarts,design,dewhirst,digitaldesign,durand,education,koyl,methodology,mies,nieuwenhuys,pedagogy,popper,practice,rhizomatic,sodalistic,stochastic,studio,tools,tschumi,zambonini
Architecture -- Dissertations, Academic -- UF
Genre: Architecture thesis, M.S.A.S.
bibliography   ( marcgt )
theses   ( marcgt )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
born-digital   ( sobekcm )
Electronic Thesis or Dissertation

Notes

Abstract: This work represents an integration of two techniques employed to examine the design studio as the core of architectural pedagogy. Passive research techniques were applied to study contemporary priorities in architectural pedagogy, and how the hierarchy of those priorities is contingent on the mutable values of a specific design philosophy and its frame of reference. Active research techniques were applied, as a graduate teaching assistant, to document design pedagogy in real time: Three Constructions documents the unfolding of ARC 2304, a Design IV studio during the spring semester of 2009. This portion of the research provided insight into the creative obstacles frequently encountered by students engaged in the parallel tasks of learning a design process while performing a design assignment. The idea of a set of cognitive, physical, and digital tools was developed as a methodological resource to assist in developing confidence in the process of thinking while making. The documentary chapters 2, 4, and 6 exploit text as a graphic device to better convey the nature of pedagogical communication in the architectural design studio. Because such manipulation falls outside the required format guidelines, the author wishes to thank the Graduate School Editorial Office Coordinator for her understanding in this specific case. As a discipline formed dominantly by history, architectural pedagogy is increasingly being reshaped by the influence of new technologies, an expanding range of available tools, and emerging models of professional practice. The academic relationship between history, theory, and practice has become animated by debate surrounding the physical and philosophical dynamics of integrating digital tools into the curriculum. The philosophical questions are more important as they bear critically on how the basic template of skills is defined and on the issues of authorship, originality, and aesthetic judgment in the creative process. The integration of manual and digital tools must not, however, be a question of either or, because devotion to one or the other abbreviates the spectrum of skills and limits creative resources. Threatened attitudes about tradition can be mitigated by an inclusive approach which sees the hand and the computer in mutually reinforcing terms. In support of this view, a program is proposed which seeks to integrate digital techniques to augment the constellation of early studio core tools. The implementation of an inclusive methodology (vis-a-vis manual and digital tools), offers an increased range of opportunities for expression, invention, exploration and play, thus animating a proposed entry level design studio focused on transition into the curriculum, development of a skilled graphic hand, exposure to digital techniques, and an appreciation for craftsmanship...a portal to architectural education.
General Note: In the series University of Florida Digital Collections.
General Note: Includes vita.
Bibliography: Includes bibliographical references.
Source of Description: Description based on online resource; title from PDF title page.
Source of Description: This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.
Statement of Responsibility: by Lowell Dewhirst.
Thesis: Thesis (M.S.A.S.)--University of Florida, 2010.
Local: Adviser: Tilson, WilliamL.
Local: Co-adviser: Gundersen, MartinG.

Record Information

Source Institution: UFRGP
Rights Management: Applicable rights reserved.
Classification: lcc - LD1780 2010
System ID: UFE0042606:00001

Permanent Link: http://ufdc.ufl.edu/UFE0042606/00001

Material Information

Title: Vulnerable to Discovery Tools and Methodologies in Design Education
Physical Description: 1 online resource (205 p.)
Language: english
Creator: Dewhirst, Lowell
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 2010

Subjects

Subjects / Keywords: antoniades,architecture,beauxarts,design,dewhirst,digitaldesign,durand,education,koyl,methodology,mies,nieuwenhuys,pedagogy,popper,practice,rhizomatic,sodalistic,stochastic,studio,tools,tschumi,zambonini
Architecture -- Dissertations, Academic -- UF
Genre: Architecture thesis, M.S.A.S.
bibliography   ( marcgt )
theses   ( marcgt )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
born-digital   ( sobekcm )
Electronic Thesis or Dissertation

Notes

Abstract: This work represents an integration of two techniques employed to examine the design studio as the core of architectural pedagogy. Passive research techniques were applied to study contemporary priorities in architectural pedagogy, and how the hierarchy of those priorities is contingent on the mutable values of a specific design philosophy and its frame of reference. Active research techniques were applied, as a graduate teaching assistant, to document design pedagogy in real time: Three Constructions documents the unfolding of ARC 2304, a Design IV studio during the spring semester of 2009. This portion of the research provided insight into the creative obstacles frequently encountered by students engaged in the parallel tasks of learning a design process while performing a design assignment. The idea of a set of cognitive, physical, and digital tools was developed as a methodological resource to assist in developing confidence in the process of thinking while making. The documentary chapters 2, 4, and 6 exploit text as a graphic device to better convey the nature of pedagogical communication in the architectural design studio. Because such manipulation falls outside the required format guidelines, the author wishes to thank the Graduate School Editorial Office Coordinator for her understanding in this specific case. As a discipline formed dominantly by history, architectural pedagogy is increasingly being reshaped by the influence of new technologies, an expanding range of available tools, and emerging models of professional practice. The academic relationship between history, theory, and practice has become animated by debate surrounding the physical and philosophical dynamics of integrating digital tools into the curriculum. The philosophical questions are more important as they bear critically on how the basic template of skills is defined and on the issues of authorship, originality, and aesthetic judgment in the creative process. The integration of manual and digital tools must not, however, be a question of either or, because devotion to one or the other abbreviates the spectrum of skills and limits creative resources. Threatened attitudes about tradition can be mitigated by an inclusive approach which sees the hand and the computer in mutually reinforcing terms. In support of this view, a program is proposed which seeks to integrate digital techniques to augment the constellation of early studio core tools. The implementation of an inclusive methodology (vis-a-vis manual and digital tools), offers an increased range of opportunities for expression, invention, exploration and play, thus animating a proposed entry level design studio focused on transition into the curriculum, development of a skilled graphic hand, exposure to digital techniques, and an appreciation for craftsmanship...a portal to architectural education.
General Note: In the series University of Florida Digital Collections.
General Note: Includes vita.
Bibliography: Includes bibliographical references.
Source of Description: Description based on online resource; title from PDF title page.
Source of Description: This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.
Statement of Responsibility: by Lowell Dewhirst.
Thesis: Thesis (M.S.A.S.)--University of Florida, 2010.
Local: Adviser: Tilson, WilliamL.
Local: Co-adviser: Gundersen, MartinG.

Record Information

Source Institution: UFRGP
Rights Management: Applicable rights reserved.
Classification: lcc - LD1780 2010
System ID: UFE0042606:00001


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PAGE 10

Three Constructio ns

PAGE 12

A Unity of Opposites Journal of Architectural Education (1984 ), 48(

PAGE 14

. First Dissociation

PAGE 15

Second D issociation

PAGE 16

Third Dissociation Architectural Design, Vol.XLI, Sep tember, 1971: Unites des Valeur Schema Directeur

PAGE 18

The idea of context The idea of process The idea of program

PAGE 68

Epochal Gathering

PAGE 69

Dean Koyl

PAGE 72

Director van der Rohe

PAGE 75

Epochal Transition

PAGE 119

Alignments and Discontinuities Presented to the Association of Collegiate Schools of Architecture National Conference

PAGE 120

Invented Conflict Grey Room,

PAGE 121

Sustaining Transition Journal of Architectural Education (1984 ), 41

PAGE 123

Place and Priority Journal of A rchitectural Education (1984 ), 50

PAGE 124

Mind and Hand

PAGE 126

Journal of Architectural Education 46

PAGE 186

Design One: Diagramming, Making, and Processing Course description Pedagogic Objectives

PAGE 187

Pedagogic Methods process of optimization which avoids controversial, uncertain of unique situations Journal of Architectural Educa tion

PAGE 188

Cognitive Tools Physical T ools

PAGE 189

Digital Tools Graphic Exercises

PAGE 191

Digital Exercises

PAGE 192

Examples of Digital Exercises

PAGE 193

Journal of Architectural Education (1984 ), 46

PAGE 201

Philosophies U nderlying Te aching of A rchitecture. Inchoate: an experiment in architectural education. Poetics of A rchitecture : theory of design. Design Issues, 9 Journal of Architectura l Education (1947 1974), 28 A S tudy of A rchitectural S chools. Journal of Architectural Education (1984 ), 50 Journal of Architectural Education (1984 ), 41 Back to S chool : architectural education the information and the argument. Journal of Architectural Education (1984 ), 48 Journal of Architectural Education (1 984), 39 Journal of Architectural Education (1984 ), 48 Prcis of the lectures on architecture ; with, Graphic portion of t he lectures on architecture. Design Issues, 17 Journal of Architectural Education (1984 ), 48 The study of architectural design, with special reference to the program of the Beaux arts institute of design.

PAGE 202

Journal of Architectural Education (1984 ), 46 Journal of Architectural Education (1984 ), 39 Richard Horden : architecture and teaching : buildings, projects, microarchitecture workshops. Homo L udens; a stu dy of the play element in culture. Leonardo, 35 Journal of Architectural Education (1984 ), 40 Journal of Architectural Education (1984 ), 46 Journal of Architectural Education (1947 1974), 28 Journal of Architectural Education (1947 1974), 27 Educating A rchitects. JAE, 36 Perspecta, 27 Journal of Architectural Education (1984 ), 42 Journal of Architectural Education (1984 ), 42 Journal of Architectural Education (1984 ), 41 The R eflective P ractitioner: H ow P rofessionals T hink in A ction. The D esign St udio: an exploration of its traditions and potentials The C raftsman.

PAGE 203

Journal of Architectural Education (1947 1974), 28 Journal of Architectural Education (1984 ), 46 Journal of Architectural Education (1984 ), 46 Journal of Architectural Education (1947 1974), 27 Perspecta, 23 Journal of Architectural Education (1984 ), 51 Design Issues, 3 Perspecta, 24