The Built environment and the landscape contribute to learning and can be the powerful tool in Education. This article evaluates the studio culture as a built environment for learning by design. The paper cited studies that plan and design studio learning spaces.
In a June 2001 issue of the Chronicle of Higher Education, Peter Monaghan authored an article “The Insane Little Bubble of Nonreality” depicting architecture studios as detached entities isolated from the rest of the campus and society as a whole. (1)
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They talk about the psychological disposition of the Architectural students at some length. They try to describe how the architect culture is feed and alienation are the results. This rhetorical description of an alienated culture with in an educational system was needed to lay frame work for the high achievement data from this group. They suggest over-achievers have a swagger, that is part of the territory of the built environment.
Campus as Learning Space
The author suggests the richness of the students experiences on campus is a life experience. The students encounter with people, and places are like an active urban community environment. Territorial standards of this generic space tend to influence activities and behavior.
The article introduces the “Architecture is itself – Pedagogy. The authors support this argument in the following statements summarized below;
Technology is influencing space design. Space types are changing in step.
Traditional space types have become in less demand.
Future space type will be designed based on human usage patterns. Like fitness centers, specialization of the built space is for specialized needs. The concept might extend to departments, disciplines, and technology to create spaces that serve the user efficiently and un-noticeably.
With greater mobility, students have a choice of where they can work and tend to gravitate to spaces they enjoy—so the quality of design matters more. New space models for educational institutions, therefore, need to focus on enhancing the quality of life as well as supporting the learning experience. (1)
Commentary
Students are being trained to enter the employment market while in college. The student learning environment is very different from the general working environment. Vocational education attempts to emulate the workplace environment. The design of vocational learning space replicates a commercial general layout. The specialization of space design is necessary for learning centers. How industry will accept these new physical enhancements that the outbound students will require is yet to come.
Works Cited
A. I. Che Ani b, N. A. G Abdullah a, S. C. Beh b, M. M. Tahir b, N. M. Tawil ba. Architecture design studio culture and learning spaces: a holistic
approach to the design and planning of learning facilities University Kebangsaan Malaysia, Department of Architecture, Faculty of Engineering & Built Environment, 43600 UKM-Bangi Malaysia b University Kebangsaan Malasia, Department of Architecture, Faculty of Engineering & Built Environment
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C. Greig Crysler. (1995). Critical Pedagogy and Architectural Education, Journal of Architectural Education, Vol. 48, No. 4, pp . 208-217
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