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Construction through critique: The ...

Dozois, Paula Shirley Marie.

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Construction through critique: The dialogic form of design studio teaching and learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Construction through critique: The dialogic form of design studio teaching and learning./
Author:	Dozois, Paula Shirley Marie.
Description:	85 p.
Notes:	Adviser: Marcella Eaton.
Contained By:	Masters Abstracts International40-03.
Subject:	Architecture. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ62721
ISBN:	0612627217

Construction through critique: The dialogic form of design studio teaching and learning.
Dozois, Paula Shirley Marie.

Construction through critique: The dialogic form of design studio teaching and learning. - 85 p.

Adviser: Marcella Eaton.

Thesis (M.I.D.)--The University of Manitoba (Canada), 2001.

This study examines the relevant literature in design pedagogy, architectural education, education, and language theory through an ethic of social constructivism.

ISBN: 0612627217Subjects--Topical Terms:

523581
Architecture.

Construction through critique: The dialogic form of design studio teaching and learning.
LDR:02230nam 2200325 a 45 001 928682
005 20110426
008 110426s2001 eng d
020 $a 0612627217
035 $a (UnM)AAIMQ62721
035 $a AAIMQ62721
040 $a UnM $c UnM
100 1 $a Dozois, Paula Shirley Marie. $3 1252147
245 1 0 $a Construction through critique: The dialogic form of design studio teaching and learning.
300 $a 85 p.
500 $a Adviser: Marcella Eaton.
500 $a Source: Masters Abstracts International, Volume: 40-03, page: 0522.
502 $a Thesis (M.I.D.)--The University of Manitoba (Canada), 2001.
520 $a This study examines the relevant literature in design pedagogy, architectural education, education, and language theory through an ethic of social constructivism.
520 $a This study will be of interest to design students and design educators. It may also be of utility to educational researchers, particularly to those with a focus in situated learning and cognitive apprenticeship.
520 $a This thesis concludes that future work on design studio education is required which takes the normative practice of the design studio critique and explicitly shows how the complexity of design concerns are embedded in design dialogue.
520 $a This thesis is situated in design education. It is a study about a dominant form of educational activity—the design studio critique. The design critique is a unique form of educational engagement. The critique is fundamentally a dialogic act that involves, but is not limited to, the one-on-one interaction between a novice and a domain expert. Design ‘dialogue’ is a complex set of the activities of design culture—a vast array of thoughts, actions, symbols, practices, and products of design. The design studio critique is seen as a shared and constitutive act guiding ‘meaning-making’ or intentionality in the students' design work.
590 $a School code: 0303.
650 4 $a Architecture. $3 523581
650 4 $a Design and Decorative Arts. $3 1024640
650 4 $a Education, Art. $3 1018432
690 $a 0273
690 $a 0389
690 $a 0729
710 2 0 $a The University of Manitoba (Canada). $3 1249364
773 0 $t Masters Abstracts International $g 40-03.
790 $a 0303
790 1 0 $a Eaton, Marcella, $e advisor
791 $a M.I.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ62721