An analytic study of the traditional studio environments and the use
of the constructivist studio in the architectural design education
Sevinç Kurt
Cyprus International University, Nicosia, North Cyprus
Received October 24, 2008; revised December 25, 2008; accepted January 05, 2009
This article evaluates characters of traditional studio designed environment. The author introduces “constructionist” tradition of studio design. The experience of learning extends to the environmental surrounding, interaction with humans, and comfortably chosen spaces.
The article continues about architects educational curriculum and how it influences professional character as well as well educated students.
Design studio in architectural education
The author delves deep into the teaching environment, and elements students must cover. The design studio is a pleasant space; students spend time working, engaged in parallel pursuits. The author suggests the student will change architectural trends because of their living environment. The modern space designs, the interchange with the student, and problem-solving is enough to spoon ideas that meet new the built environment conventions.
The Evaluation of the Crit Types of the Design Studio Practice
Architectural design studio environment should have collaborative practice and flexible solutions, and ensure explorations, participation, and discussions. According to these criteria;
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The author attempts to categorize criteria for the education of architects. The criteria are built around the “studio” space layout.
The transformation of the Traditional Design Studio to the
Constructivist Design Studio.
The author argues “communicating content to students will result in learning” (Jonassen, 1994, 1995). The author introduces “collaborative, and cooperative learning environments” (2) The are elements of Constructivist teaching strategies.
“Hence, it is recommended that the traditional design studio should be replaced by the constructivist studio” (Kurt, 2002)
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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
Boyer, E. L. & Mitgang, L. D. (1996). Building community: A new future for architectural education and practice. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching
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Sevinç Kurt, An analytic study on the traditional studio environments and the use
of the constructivist studio in the architectural design education, Cyprus International University, Nicosia, North Cyprus, Received October 24, 2008; revised December 25, 2008; accepted January 05, 2009
From <http://ac.els-cdn.com/S1877042809000743/1-s2.0-S1877042809000743-main.pdf?_tid=97fc54d8-d74d-11e5-bc9a-00000aab0f6b&acdnat=1455916576_37c581aa4c10d9dec7919404e49baacd>
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