In an architect’s education, the design review is an event where students present a design scheme in front of a panel of critics, in order to receive feedback. The nature of feedback is usually more evaluative than informative, and its delivery is predominantly instructive and in the form of monologues. In an environment that appears to be more authoritative, students often feel intimidated, and some are reluctant to participate in a dialogue and interact. This thesis through the observation and classification of oral feedback in undergraduates’ architectural design review, explores dialogic enquiry as means of teaching and assessment that can promote interaction. The research draws on the method of Grounded Theory to identify three principal feedback typologies: Direct Suggestions, Reflecting Questions and Abstract Suggestions, and a principal comment typology, Clarifying Questions. Based on empirical evidence, four student-presentation factors seem to influence the typologies’ frequency: Well Comprehended Scheme, Poorly Comprehended Scheme, Less Communicative Student, and Well Developed Scheme. Students' and critics’ participation duration was also documented. A new method for recording design reviews produces coded transcripts designed to accommodate these objectives. The results assist in understanding dialogic enquiry as a condition that promotes interaction, which can constitute design review a social, participatory, and experiential activity. The outcomes suggest the need for more dialogue and more questions, and more importantly, a shift in the general mentality of approaching design reviews from ‘fault-finding’ and prescriptive feedback, to a more exploratory learning situation that sets an example on how to be critical of someone’s work and share ideas in a professional and social environment. The research proposes a concise theoretical framework predicated on dialogue and enquiry for design tutorials and reviews that can become part of the training for design teachers in Schools of Architecture, as well as Schools of Design.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:716023 |
| Date | January 2016 |
| Creators | Volakos, Vasileios |
| Publisher | Cardiff University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://orca.cf.ac.uk/101179/ |
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