Re-solved: iterating design solutions by understanding failure
McPherson, Peter; Pretty, Annabel
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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
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.