버클리, 콜럼비아, 조지아공대의 주택설계 스튜디오에 나타난 설계 교육방법 탐구

Utilizing a design pedagogy known as the hidden curriculum to identify and describe the housing design studio, this paper provides a critique of the design studio model of education, where the selection of knowledge and ways are influenced by the school's direction and history. The architectural design studio is where a student tries to learn about architecture and how to do architecture. It is the place where one teaches architecture, including what one knows about creative behavior, design process, and design theory-all in relation to the necessary levels of consideration and decision-making required to do architecture. Through a housing design studio in Columbia, Georgia Tech, and Berkeley, the author tries to experiment with a new pedagogy for the design studio, attempting to set up the conditions to investigate not many issues of design, but the nature for design education itself, especially with regard to how knowledge is produced and disseminated. Finally, this paper provides insights into how the existing framework of the design studio might be challenged, permitting the development of a more various design pedagogy informed by competing educational discourses, a new range of situated issues, and a critical pedagogy.