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Proceedings of the 18th National Conference on the Beginning Design Student

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Design -- Study and teaching, Creative thinking -- Study and teaching, Architectural design -- Study and teaching


Although there are many ways of approaching design. my aims "in teaching young student designers was to have them understand the importance of finding the balance between the intuitive with the rational." (Mirochnik, 2000: 65) The approach that I take in teaching my beginning landscape design studio is one in which I draw upon my former career as a dancer/ choreographer. I have found that within the process of creating and performing dance, the rational and the visceral constantly intersect: choreography and performance are processes in which the mind dances with the heart. I educate my beginning design students to start their first design project with the development of an internal dialogue with their intuitions and personal bodi!y experiences. Being in contact with their internal dialogues enables them to draw upon their personal and cultural identities to give shape to the forms that they are creating. I challenge my students to make contact with their personal and cultural identities as a way of engaging their heart within the rational design process.


Presented at the 18th National Conference on the Beginning Design Student, Portland State University, Portland, Oregon. March 14-16, 2002.

© Portland State University, published by Portland State University, Department of Architecture

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