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

Golja, T; Schaverien, LR

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

Golja, T

Schaverien, LR

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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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Field	Value	Language
dc.contributor.author	Golja, T https://orcid.org/0000-0003-4932-8982	en_US
dc.contributor.author	Schaverien, LR	en_US
dc.contributor.editor	Zehner, R	en_US
dc.contributor.editor	Reidsema, CE	en_US
dc.date	2007-07-09	en_US
dc.date.issued	2007-01	en_US
dc.identifier.citation	ConnectED: International Conference on Design Education, 2007, pp. 1 - 6	en_US
dc.identifier.isbn	978-0-646-48147-0	en_US
dc.identifier.uri	http://hdl.handle.net/10453/3012
dc.description.abstract	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.	en_US
dc.publisher	University of New South Wales	en_US
dc.relation.ispartof	ConnectED: International Conference on Design Education	en_US
dc.title	What might client feedback on diverse designs, generated from a studio-based project brief, tell a learner about designing?	en_US
dc.type	Conference Proceeding
utslib.location	Sydney	en_US
utslib.location.activity	University of New South Wales	en_US
utslib.for	1203 Design Practice and Management	en_US
dc.location.activity	University of New South Wales	en_US
dc.location.activity	Seoul, Korea
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Sydney	en_US
pubs.start-date	2007-07-09	en_US

Abstract:

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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http://hdl.handle.net/10453/3012