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Alternative Elected Pedagogy of Architectural Education in Design Studio Evaluation of the Architecture Department of University of Mosul |
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| รหัสดีโอไอ | |
| Creator | Ghada M. Younis, Bayda H. Saffo |
| Title | Alternative Elected Pedagogy of Architectural Education in Design Studio Evaluation of the Architecture Department of University of Mosul |
| Contributor | - |
| Publisher | TuEngr Group |
| Publication Year | 2564 |
| Journal Title | International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies |
| Journal Vol. | 12 |
| Journal No. | 3 |
| Page no. | 12A3P: 1-11 |
| Keyword | Architectural pedagogy, Design studio education, Teaching model, Learning patterns, Mosul. |
| URL Website | http://TuEngr.com/Vol12_3.html |
| Website title | ITJEMAST V12(3) 2021 @ TuEngr.com |
| ISSN | 2228-9860 |
| Abstract | The pedagogy of architectural education in the design studio has been distinguished by growing and sophisticated forms adopted over the centuries, due to continuous progress in architectural schools' curricula and intellectual and conceptual trends. This paper aims to establish a theoretical framework for current models pedagogy in the design studio, incorporating learnings from successive architecture schools, for the Department of Architecture's specificity at the University of Mosul, Iraq. The case study methodology involves practical implications of the teaching staff profession having a sample of 30 teaching staff specialising in design education curricula and adopted the qualitative questionnaire's research method. It investigated the convictions and guidelines for lecturers within the basic categories describing alternative models (architectural concept, design process, teaching style). The study shows that using only two main models for the department's basic stages is to enhance the design process's sequential steps based on the adoption of information and data related to context and society and its elaboration in alternative solutions from the student's subjectivity. The limitations of the theoretical knowledge base and professional experience of teaching staff for alternative models are reflected in adopting the familiar model without attempting to renew teaching models. |
