Lateral Integration of Architectural Theory in Design Studio Pedagogy during the Early Years of Architecture Education – A Trans-disciplinary Approach

Authors

  • Rajini Itham Mahajan Professor & Head of Department, Aakar Academy of Architecture, Bengaluru, India.
  • Sunbul Shafaque Assistant Professor, Aakar Academy of Architecture, Bengaluru, India.

DOI:

https://doi.org/10.15415/cs.2015.31006

Keywords:

Lateral Integration, Architectural Theory, Design Pedagogy, Concept, Trans-disciplinary Approach

Abstract

Architectural Design studio, a dominant segment of the stipulated curriculum, constitutes the core of architecture education. It is the foremost learning environment for creative thinking, assimilated with intellectual stimulation. More often than not, lateral integration of the syllabus content is not the prevalent mode as a conscious teaching methodology. The individual courses are dealt with in isolation, with the result that their desired contribution to the final evolution of the architectural design process becomes debatable. This paper maps the qualitative and intellectual dimensions that define the integration of Architectural Theory within Design Studio Pedagogy and Mode of Delivery. Also of essence is the design engagement of the individual student, development of the conceptual framework, adaptability to typological context and, prioritising sensitivity to the site. This paper will specifically feature illustrations of the First Year B. Arch. Studio in progress at the Aakar Academy of Architecture at the time of writing this paper, thus focusing on case examples of the design-process sheets rather than the final presentation portfolios.

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References

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Published

2015-07-15

How to Cite

Rajini Itham Mahajan, & Sunbul Shafaque. (2015). Lateral Integration of Architectural Theory in Design Studio Pedagogy during the Early Years of Architecture Education – A Trans-disciplinary Approach. Creative Space, 3(1), 69–82. https://doi.org/10.15415/cs.2015.31006