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    Re-solved: iterating design solutions by understanding failure

    McPherson, Peter; Pretty, Annabel

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    Date
    2017
    Citation:
    McPherson, P., & Pretty, A. (2017). Re-solved: iterating design solutions by understanding failure. The Journal of Public Space, 2(3) Critical Thresholds: Traversing Architectural Pedagogy, Research, and Practice, Special issue. pp.167-185.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/4218
    Abstract
    Design is considered one of the most important parts of an architectural education. Much emphasis is placed upon the Design Studio within a School of Architecture, yet in the traditional tutor/student model how much opportunity is there for the student to understand the process of designing when emulation forms the heart of the learning? This paper reflects upon a series of large scale fabrication projects offered to students from 2012-2014 in Christchurch, New Zealand, under the umbrella of FESTA. These projects challenged the students to confront a series of ‘firsts’; to work collaboratively, to present themselves professionally, to navigate regulatory bodies, to engage with a client, and to realise a project at full, one to one, scale. These projects tend to exist without a specific precedent for students to draw upon, as would be usual when designing one of any number a normal building typology. This forces students into a space of discovery, one where a design can change for any multitude of reasons. Students are moved from the usual Design Studio experience of problem solving to one where the situation is uncertain and problematic, to a space of problem setting.
    Keywords:
    Unitec courses, architecture education, design, earthquakes, Christchurch, New Zealand, Christchurch 2010-2011 earthquakes, Festival of Transitional Architecture (FESTA), design process, iterative, fabrication, prototype, technology
    ANZSRC Field of Research:
    130299 Curriculum and Pedagogy not elsewhere classified, 120199 Architecture not elsewhere classified
    Copyright Holder:
    © Queensland University of Technology
    Copyright Notice:
    This work is licensed under a Creative Commons Attribution - Non Commercial 4.0 International License https://creativecommons.org/licenses/by-nc/4.0/
    Available Online at:
    https://www.journalpublicspace.org/article/view/125/89
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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