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Title:	Reconstructing A Pedagogical Framework For Critique Sessions In Second Year Architecture Design Studio Universiti Kebangsaan Malaysia
Authors:	Badiossadat Hassanpour (P53251)
Supervisor:	Nangkula Utaberta, Associate Prof. Dr.
Keywords:	Architecture -- Study and teaching (Higher) -- Malaysia
Issue Date:	1-Apr-2013
Description:	Design studio and critique sessions have been central to architectural education. Students expose themselves to critique and evaluation in each session and in this way, by gaining experience, they try to upgrade their problem-solving skills. Unfortunately, despite the considerable importance of criticism as a very useful tool for communication of ideas and evaluation of designs, few studies have been conducted and reported in literature and it has not reached its full potential in architecture education. The main objective of this thesis is to evaluate, reconstruct and develop the idea of critique sessions as pedagogical in architecture education along with instructors' and students' expectations within the framework of action research. The architecture department of Universiti Kebangsaan Malaysia and second-year design studio students have been selected as critical stage in architecture education for this study. Generally, evaluation embraces qualitative meaning, therefore 46 students have chosen to be observed, studied and analysed as case studies for four semesters. This thesis uses a two-step approach. The first step explores studio masters' intentions, expectations and manner beside architecture students' perceptions of critique sessions. Then, by comparing findings and combining the qualitative and quantitative data collected, the reality of design studios and crit sessions will be traced. The second step is recommendations and the implications of suggestions to the studio. The data analyses have shown that students' and tutors' perceptions of the essence and target of critique are far apart and there has not been sufficient attempt to converge them. So some problems stem from the communication aspects that bring the students and the jurors into conflict, which mainly arises from the rules that organize and control the relationships between the students and the jurors. On the other hand the educational programme does not cover aspects such as presentation skills and verbal expression, while the majority of it is juror-related problems such as harmony between the jury members, subjectivity and motivation. It seems that architecture education has adopted educational tools developed in the past and is not equipped to face contemporary learning, assessment, communication and design dialogue.,PhD
Pages:	211
Call Number:	NA2157 .H347 2013 3
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Engineering and Built Environment / Fakulti Kejuruteraan dan Alam Bina

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