Iteration as a strategy for teaching architectural technologies in an architecture studio

Abstract

The linking of architectural technologies and design is problematic in the education of architects. While students can understand how environment, building performance, structure, construction and building services interact and work in a particular building, they often find devising strategies and technologies for designs of their own to be difficult. In this article, we describe the learning outcomes and student responses to an experimental integrated building design studio that explored whether planned iteration would promote learning of these issues and technologies. By planned iteration we mean the programming of the explicit cycles in which the same issues and technologies are revisited several times in a way that recognizes and develops a student's increasing understanding. This positions design (in a broad sense) as a cyclical process of reflective practice, where the design situation and potential are only fully understood through the process of postulating and reflecting on design proposals. The design knowledge needed is only fully apparent once the process is underway. Results indicate that 'low-risk attempt followed by feedback' is an effective mode of learning. Such an approach has dangers of requiring unrealistic staff time in providing feedback; in this experimental studio most feedback was offered to groups rather than individuals.