What might client feedback on diverse designs, generated from a studio-based project brief, tell a learner about designing?

Publisher:
University of New South Wales
Publication Type:
Conference Proceeding
Citation:
ConnectED: International Conference on Design Education, 2007, pp. 1 - 6
Issue Date:
2007-01
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A first year undergraduate architectural design subject used a studio-based project - designing an innovative and spectacular weekender - as a means by which to introduce students to 'the conceptual and imaginative process in architectural designing.' The client presented her brief, giving insights into her lifestyle, intentions, hopes, requirements and anticipated uses for the building. Then, at intervals during the semester, a subject tutor, the client herself, and a critic provided students with three different sets of feedback on their developing designs. We begin this paper by detailing the client's brief for her building. Then, from the perspectives of a learner-as-researcher (first author, TG), we describe and analyse the form and substance of client feedback on the two conceptual designs each student in the studio generated, reporting how this student (TG) used this diverse feedback to guide the development of her specific design ideas and to seek insights into designing more generally. Finally, we pit this data, in a preliminary way, against the teaching academic's/tutor's provocation to consider design as a problem-solving activity and a brief as leading designers towards a solution. We conclude speculatively, suggesting how this analysis might spur a more detailed research investigation of the educative significance of this studio-based project, within its class community, thereby helping to grow an understanding of designing.
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