Undercurrent: swimming away from the design studio
Should architectural education pull away from the design studio as the dominant form for architectural education? Can live projects offer a more relevant, inclusive, and engaging model? In order to establish points of divergence from studio-based learning and using a definition of live
projects established in collaboration with Colin Priest, a comparative analysis is made between contemporary architectural live projects and the Public Art Projects led by David Harding at the Environmental Art Department, Glasgow School of Art from 1985. This comparison reveals the potential
of live projects to extend collaborative ways of working beyond graduation and between the university and its community. With reference to Lave and Wenger's theory of situated learning as legitimate peripheral participation the paper demonstrates how live project learning can be understood
and valued. A case is made for a shift towards a transformative, democratic and holistic form of learning made possible by live projects.
Keywords: ARCHITECTURAL PEDAGOGY; DESIGN STUDIO; LEARNING; LIVE PROJECTS; PUBLIC ART; SITUATED
Document Type: Research Article
Publication date: 01 June 2014
Charrette is the open access peer reviewed journal of the asssociation of architectural educators (aae). Contributions are welcomed from practitioners and theorists engaged in innovative and significant architectural education and research.
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