In the pluralistic community of architectural education, the pedagogical paradigm has traditionally viewed the design laboratory as the integrating environment, where the student transforms the discrete parameters of architecture into an architectural form. With curriculum structure defining the parameters to which a student is exposed, the tendency is to direct the student through an additive and linear progression. The problem exists to develop a conceptual model that unifies the discrete fragments into a connected educational experience, insuring within the design laboratory the necessary balance between intellectual, professional and self-actualization concerns. The ultimate goal of the conceptual model, is to capture the essence of communication, that is the transfer of meaning, in the unique condition of the architectural design laboratory. The proposed method of inquiry for developing the model is of an interdisciplinary, comparative analytic process, to assess the full scope of factors pertinent to the design lab at any one moment in time. / Department of Architecture
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/183674 |
| Date | January 1988 |
| Creators | Daniel, Sheri |
| Contributors | Ball State University. Dept. of Architecture., Wyman, John E. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | ix, 80 leaves ; 28 cm. |
| Source | Virtual Press |
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