Published In
Proceedings of the 18th National Conference on the Beginning Design Student
Document Type
Article
Publication Date
3-2002
Subjects
Design -- Study and teaching, Creative thinking -- Study and teaching, Design (philosophy)
Abstract
In many schools of architecture, precedent analysis is often done in a course separate from the design studio, and typically does not occur within the first year. The separation between analysis and design within a curriculum implies to the student that there is a separation between the two processes in reality. Additionally, and painful as it is to acknowledge, without active integration within the design studio, any topic, including technology, tends to play second fiddle to studio. Even, however, when the analysis is integrated within the design studio, there is a tendency for the analysis to be completed, and then cast aside without necessarily synthesizing what was learned from the process.
Persistent Identifier
http://archives.pdx.edu/ds/psu/15498
Recommended Citation
Goodil, Melissa Weese, "A Case for Analysis in the Design Student Curriculum" (2002). Proceedings of the 18th National Conference on the Beginning Design Student. 2.
http://archives.pdx.edu/ds/psu/15498
Description
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