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dc.contributor.authorPretty, Annabel
dc.contributor.authorMcPherson, Peter
dc.contributor.editorIn D.K. Brown, M. Manfredini
dc.contributor.editorP. McPherson, A. Pretty
dc.contributor.editorU. Rieger, M. Southcombe
dc.date.accessioned2017-11-14T22:50:24Z
dc.date.available2017-11-14T22:50:24Z
dc.date.issued2015-10
dc.identifier.isbn9780473337100
dc.identifier.isbn9780473338046
dc.identifier.urihttps://hdl.handle.net/10652/3970
dc.description.abstractThis paper critiques three case studies of architectural large pre-fabrication collaborative projects in Christchurch; Lux City 2012/Canterbury Tales 2013/City Up’s 2014, from students from Unitec Department of Architecture. These were the student responses to FESTA’s (Festival of Transitional Architecture) call for projects to reinvigorate the city centre after the earthquakes of 2010 and 2011, for a 24-hour period over Labour Weekend. The aim is to identify the use of design processes within the three case studies and with the aspiration to conclude that design processes are an integral part of an architect’s arsenal of skills; Architectural Education has embedded design methodologies (First Insight/Empathy, Preparation, Incubation, Illumination, Verification) within its core studio teaching, these case studies being directed and produced within BAS second year studio, and which characterize/personify these processes. The English language (Anglo-Saxon) does not delineate the difference between “Design” as a domain and design as a process or methodology. Are we then confusing architectural students when we talk of “the design” (i.e. the scheme or programme) or “design” (the process through which one creates an architectural proposition) and how can we resolve this? Or perhaps it is not necessary? I hope to illustrate that the design process is epitomised within architectural practice/education. According to Professor Sam Bucolo of Sydney’s University of Technology: “design should not be a noun but a verb, he says. ‘It’s a process and quite a rigorous process.’ So how do you think like a designer? “Design thinkers” start with empathy (…) ‘It’s a people-first approach.’ Design thinking is also integrative; designers try to draw as many threads together as possible” (…)2en_NZ
dc.language.isoenen_NZ
dc.publisherAssociation of Architecture Schools of Australasia (AASA)en_NZ
dc.rights© 2015 AASA CONFERENCE ORGANIZERSen_NZ
dc.subjectUnitec coursesen_NZ
dc.subjectarchitecture educationen_NZ
dc.subjectdesignen_NZ
dc.subjectearthquakesen_NZ
dc.subjectChristchurch, New Zealanden_NZ
dc.subjectChristchurch 2010-2011 earthquakesen_NZ
dc.subjectFestival of Transitional Architecture (FESTA)en_NZ
dc.title"Design" and "Design" the verb, noun, prefix and suffix : architecture studio teaching as an epitome of design methodologiesen_NZ
dc.typeConference Contribution - Paper in Published Proceedingsen_NZ
dc.date.updated2017-07-11T00:09:23Z
dc.subject.marsden130299 Curriculum and Pedagogy not elsewhere classifieden_NZ
dc.subject.marsden120199 Architecture not elsewhere classifieden_NZ
dc.identifier.bibliographicCitationPretty, A. C., & McPherson, P. J. (2015, October). "Design" and "Design" the verb, noun, prefix and suffix ; Architecture studio teaching as an epitome of design methodologies. In D.K. Brown, M. Manfredini, P. McPherson, A. Pretty, U. Rieger, M. Southcombe (Ed.), 8th International Conference and Exhibition of the Association of Architecture Schools of Australasia (pp.90-99).en_NZ
unitec.publication.spage90en_NZ
unitec.publication.lpage99en_NZ
unitec.publication.title8th International Conference and Exhibition of the Association of Architecture Schools of Australasiaen_NZ
unitec.conference.title8th International Conference and Exhibition of the Association of Architecture Schools of Australasiaen_NZ
unitec.conference.orgAssociation of Architecture Schools of Australasia (AASA)en_NZ
unitec.conference.locationChristchurch, New Zealanden_NZ
unitec.conference.sdate2015-10-02
unitec.conference.edate2015-10-03
unitec.peerreviewedyesen_NZ
unitec.identifier.roms58364en_NZ
unitec.identifier.roms58693en_NZ


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