| Title |
A Case Study of Unified Design Studios of Professional Schools of Architecture in U. S. A. and U. K. |
| Authors |
Lee Do-Young ; Whang Hee-Joon |
| Keywords |
Education in Professional Schools of Architecture ; Unified Design Studios |
| Abstract |
This study proposes to investigate compositional elements for effectively organizing and operating architectural design studios in a unified manner with other supplementary courses in history and theory, media, and technical studies. Three basic and preliminary elements necessary for steadily improving students’ design ability throughout a series of university education are examined in detail. They are (1)year-based order of study objectives and project contents in consecutive academic years, (2)appropriateness and variety of studio operation/management styles to support and deliver those objectives and contents effectively, (3)vertical and horizontal marching of the teaching and learning subjects of courses involved in each learning module. It is the study’s proposition that operational and constructional harmony of all those three elements as a learning system are essential in improving students’ professional ability to design and think. Six professional schools of architecture in U.S.A and U.K are investigated. They are (1)Southern California institute of architecture(so called ‘SCI-Arc’), (2)Cornell department of architecture, (3)Cooper Union school of architecture, (4)Pratt institute school of architecture in U.S.A., and (5)Bartlett school of architecture and Architectural Association school of architecture in U.K. A variety of data and information on design studios and other supplementary courses are gathered by off-line and on-line contacts with instructors and Korean students in each school. Interviews with those personnels are successfully performed between Summer and Fall 2006. The results can be summarized as follows. First, no overlaps are found in year-based order of study objectives and project contents. Second, methods of operating and managing design studios are turned out to be various, all that support study objectives and deliver project contents in an appropriate way. Third, vertical and horizontal interactions and harmony of various courses in each module are taken place in order to better off results of design studios. All supplementary courses in each module are composed and operated to support as well as maximize students’ performance of project delivery. Studies of finding effective ways of project delivery and students’ performance evaluation reflected in those professional schools would be the next task. |