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A Report of the AIAS Studio Culture Task Force

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A Report of the AIAS Studio Culture Task Force The Redesign of Studio Culture A Report of the AIAS Studio Culture Task Force The American Institute of Architecture Students AIAS Studio Culture Task Force Aaron Koch Katherine Schwennsen, FAIA Thomas A. Dutton Deanna Smith AMERICAN INSTITUTE OF ARCHITECTURE STUDENTS 1735 NEW YORK AVENUE, NW SUITE 300 WASHINGTON, DC 20006 202-626-7472 www.aiasnatl.org The AIAS is an independent, nonprofit, student-run organization with over 5,500 architecture and design student members across North America. Its mission is to promote excellence in architectural education, training, and practice; to foster an appreciation of architecture and related disciplines; to enrich communities in a spirit of collaboration; and to organize students and combine their efforts to advance the art and science of architecture. COPYRIGHT 2002 AMERICAN INSTITUTE OF ARCHITECTURE STUDENTS, INC. The Redesign of Studio Culture A Report of the AIAS Studio Culture Task Force December 2002 Introduction 3 Studio Culture Critiqued 4 Describing Studio Culture 5 Current Aspects of Studio Culture 7 New Visions, Shared Values 19 A Call to Action 25 A New Program for the Design of Studio Culture 26 Afterword 27 Introduction Those who have studied architecture undoubtedly have it is natural for studio courses and their vivid memories that characterize their design studio environments to create their own culture. experience. Late nights, exciting projects, extreme However, this culture too often becomes dedication, lasting friendships, long hours, punishing an all-consuming aspect in the lives of critiques, unpredictable events, a sense of community, and students personal sacrifice all come to mind. Those aspects are not usually written into the curriculum or even the design The first part of this report, Studio Culture Critiqued, assignments, but they are likely the most memorable and explores the current state of studio education, examines influential. The experiences, habits, and patterns found outside forces impacting architecture education, and calls within the architecture design studio make up what we for change in studio culture. Describing Studio Culture have termed “studio culture.” analyzes the historical roots of studio culture, states a series of myths prevalent within studio education, and Design studio teaches critical thinking discusses other elements that characterize this culture. In and creates an environment where the section titled Current Aspects of Studio Culture, we students are taught to question all things provide a more in-depth commentary on twelve topics that in order to create better designs we feel most be questioned in order to design a more successful studio culture. New Visions, Shared Values The design studio lies at the core of architectural proposes five values, Optimism, Respect, Sharing, education. In architecture schools, studio courses Engagement, and Innovation which we believe could command the most credit hours, the largest workloads, the serve as the foundation for necessary change. In the most intensive time commitment from educators and portion titled, A Call to Action, we have suggested roles students, and supreme importance. Studio courses are that students, educators, administrators, and organizations intended as the point of integration for all other can play in shaping a new future for architecture coursework and educational experiences. Accordingly, it education. A New Program for the Design of Studio is natural for studio courses and their environments to Culture lists a number of goals that can be embraced in create their own culture. However, this culture too often creating change. Finally, the Afterward section includes a becomes an all-consuming aspect in the lives of students. description of the process of the Studio Culture Task Force’s efforts, acknowledgements to essential individuals, Design studio teaches critical thinking and creates an and a list of works cited. environment where students are taught to question all things in order to create better designs. Critical As with any design problem, we must begin by identifying questioning is encouraged, visionary schemes are the roots of studio culture. How did we get to this point? rewarded, and design-thinking serves as the base for What critical issues must we address? What context must exploration. In this spirit, the Studio Culture Task Force we work within? What are the values that will guide future of the American Institute of Architecture Students releases change? How can we accomplish desired results? the following report: to offer a critique on the current practices in design studio education. To analyze current studio practices, we have attempted to frame this examination much like a design problem. To address the critical issues facing architectural education, we must do what we do best: research, examine, critique, determine roles, and design. 3 AIAS Studio Culture Task Force Studio Culture Critiqued Throughout the years, educators, administrators, and Throughout this century, design studio culture has largely universities have designed the curriculum, learning remained the same. In fact, one of the roles of a culture is objectives, and the environments in which studio education resistance to change (Fisher, 2000). At the very least, the is taught. These design decisions were made to create changes that have occurred do not begin to keep pace with certain desirable outcomes in the development of students. the changing nature of the world or the changing context We believe the use of design studios is an excellent of architecture practice. There are more changes than we educational model, and a number of scholars have could publish in a report, but we can say that the world is documented this belief (Schön, 1983; Boyer and Mitgang, becoming more complex, boundaries are eroding, 1996). At its best, studio learning has many strengths. information is flowing faster, and globalization is a part of Few other disciplines have courses with such direct one- our everyday vocabulary. This directly affects studio on-one interaction between faculty and students, whereby culture. students receive immediate feedback on their work. The studio model offers tremendous potential for creative Change is needed to produce healthier, discovery, exploration of ideas, critical discussions, and risk-taking. As one faculty member suggested in his more optimistic, and more engaging response to the our call for perspectives, “Promoting and architecture school graduates supporting critical and synthetic thinking, exploring the relationship between the built environment and the larger More specifically, architecture practice is undertaking cultural context, the ability to create amidst uncertainty, large transformations. New technologies affect the way the joy of making, the rewards of building one’s own spaces are designed, construction documents are produced, sensibility as a designer, opportunities for collaboration and even the methods of building fabrication. Clients are and working with ‘real life’ situations are just a few demanding, and architects are delivering, an expanding set attributes of successful design studios.” of services. In addition to traditional design and construction administration, architecture firms are offering Our task force believes in the potential of the studio model services in business consulting, strategic planning, real in architectural education. We admit that we could estate development, web site design, and facility produce an entire report focusing on the great values and management, to name a few. The world of construction strengths of studio learning. However, that is not the focus has also changed the options for delivering projects to of our efforts. Our goal is to question aspects that we clients. Design/build agreements with contractors are believe must be examined in order to strengthen studio impacting the role and control that architects have on the culture. entire design process. Through it all, the cultural values of architecture studios have largely withstood change. one thing is clear: studio culture must change. We believe that change must Nevertheless, one thing is clear: studio culture must change. We believe that change must begin now. begin now Change is needed to produce healthier, more optimistic, The studio model has its own culture and values that are as and more engaging architecture school graduates. Change influential in a student’s education as the actual projects must occur to proactively address the changes in the world they complete. In many cases, the habits and patterns and practice. Change must happen to elevate the value of exhibited in this culture are not the intentional product, but architectural education. This change is crucial for a byproduct. These byproducts can be very positive, but members of our discipline to increasingly serve they can also produce harmful results. Many scholars, like communities and lead in the creation of the built Thomas Dutton and Kathryn Anthony, have called the environment. consequences of this culture the “hidden curriculum” of studio learning. In simple terms, the hidden curriculum refers to those unstated values, attitudes, and norms that stem from the social relations of the school and classroom as well as the content of the course (Dutton, 1991). Habits and culture are passed on throughout the years, and patterns are built upon generations of students, educators, and practitioners. 4 AIAS Studio Culture Task Force Describing Studio Culture Attempting to define a culture
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