Earticle

초록

영어

Utilizing a design pedagogy known as the hidden curriculum to identify and describe the housing design studio, this paper
provides a critique of the design studio model of education, where the selection of knowledge and ways are influenced by the
school's direction and history. The architectural design studio is where a student tries to learn about architecture and how to
do architecture. It is the place where one teaches architecture, including what one knows about creative behavior, design
process, and design theory-all in relation to the necessary levels of consideration and decision-making required to do
architecture. Through a housing design studio in Columbia, Georgia Tech, and Berkeley, the author tries to experiment with a
new pedagogy for the design studio, attempting to set up the conditions to investigate not many issues of design, but the
nature for design education itself, especially with regard to how knowledge is produced and disseminated. Finally, this paper
provides insights into how the existing framework of the design studio might be challenged, permitting the development of a
more various design pedagogy informed by competing educational discourses, a new range of situated issues, and a critical
pedagogy.

목차

Abstract
 1. 서론
  1.1 연구의 배경 및 목적
  1.2 연구의 방법 및 범위
 2. 건축설계와 지식의 힘
  2.1 설계 지식(studio knowledge)-특정한 프로그램
  2.2 담론(discourse)으로서 지식
  2.3 경험과 과정으로 지식
 3. 건축 설계 프로그램
  3.1 버클리 대학 프로그램 : 다양성과 특성화
  3.2 콜럼비아 대학 프로그램
  3.3 조지아공대 프로그램: 타과목과 연계한 설계 교육
 4. 결론
 참고문헌

저자

• 조승구 [ Jo, Seung-Koo | 동명대학교 건축학과 교수, 건축학박사 ]

참고문헌