Critical Learning and Reflective Practice through Studio-based Learning in Planning and Architecture Education

Authors

  • Poonam Prakash Associate Professor, Department of Physical Planning, School of Planning and Architecture, New Delhi, India

DOI:

https://doi.org/10.15415/cs.2015.31004

Keywords:

Studio-based Learning, Experiential Learning, Planning Education, Critical Pedagogy

Abstract

Studio-based Learning is central to architecture and planning education. In terms of assessment and time spent, almost forty to fifty percent of the credits are devoted to the studios courses. Based on real life situations the Studio helps students synthesise various concepts in the process of finding solutions to complex problems. This paper attempts to connect the concepts of Experiential Learning, Reflective Practice and Critical Pedagogy to Studio-based Learning and, argues that, instead of being the ritualistic exercise it is currently perceived as, Studio-based Learning has an untapped potential to provide a transformative experience for the student. Such a transformative experience would include a re-examination of the current teacherstudent relationship, nature of studios as physical spaces, system of assessment and transformative nature of the studio exercise. Studio-based Learning

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References

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Published

2015-07-15

Issue

Vol. 3 No. 1 (2015): Architecture Education

Section

Articles

License

 

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Creative Commons License Journal of Creative Space by Chitkara University Publications is licensed under a Creative Commons Attribution 4.0 International License. Based on a work at https://cs.chitkara.edu.in/