Design Studio modules and assessment

Teaching Design Studio modules (AR3101 “Design 5” and AR3102 “Design 6”), is a unique and complex endeavour. Learning architectural design—an integral part to becoming a designer—necessarily encompasses both gaining the relevant knowledge and developing an awareness of one’s artistic character and abilities. In this respect, learning the required design skills is primarily a process of developing one’s potential where the educator is but a catalyst. As design deals with one’s creative ego, students are particularly sensitive when we¹, as their tutors, evaluate their designs during the Crit sessions.

Although the assessment is based on established academic criteria, from students’ perspective, it remains a subjective exercise. Tutors give their comments in public but students often take these remarks personally. Even though these comments are objective, they can affect students’ motivation, self-esteem and progress if students take them negatively. Hence, most lecturers, to avoid hurting students’ feelings, tend to be more subtle. But this can sometimes result in imprecise observations.

As an architect, it is impossible to avoid critical comments. In this profession, not only are we judged by peers, investors, public and even time itself, we have to evaluate our own ideas throughout the entire design process. We need to teach students to accept these judgments constructively and turn the attendant stress and embarrassment into motivation for further progress.

Beyond the expected

In AR3101 and AR3102, students work on varying projects either individually or in groups. Their progress and outcomes are reviewed at the Interim and Final Crit sessions². Through these sessions, we hope to help students:

• Take the critique constructively as another level of learning;
• Experience diverse situations where their designs would be on display and exposed to comparison and criticism (e.g. through a ‘pin up no talk’ [PUNT] Crit or video conference Crit);
• Acknowledge this experience as an inspiring rather than a stressful one.

Besides projects and review sessions, we have also extended the platform for students to gain more exposure in the following ways:

1. Student exchange with Hanyang University, Korea and sharing briefs with Tongji University, Shanghai, allow our students to compare various design approaches through daily communication in the studio and video-conferencing.
   
   
2. In the profession, architects face complex requirements, constraints and general public judgments. In order to prepare students for these encounters, they were encouraged to attend briefing sessions where actual design problems from both Singapore and abroad were presented and discussed. Students were then able to establish contacts with building specialists, CEOs, representatives from ministries, community centres, board members, interested parties and the general public. Students could learn a lot from invited guests who shared their expertise and experiences in these sessions.
   
   
3. Whenever possible, completed projects were put on exhibitions for the public. Students could interact with organisers as well as professionals and the general public with regards to their projects, thus establishing bonds with both the profession and the local community.

Some of these projects include:

1. Interpretative Centre—Fort Tanjong Katong Archaeology Project.
   
   
   Figure 1. Interaction with visitors at the Mountbatten Community Centre.
   
   
   The initiative by the Mountbatten Constituency to conserve Fort Tanjong Katong was a great opportunity for students to boost their appreciation of local heritage and identity. Chosen schemes (from individual projects submitted in Semester 1, AY 2005/2006) were exhibited in Mountbatten Community Centre and students were awarded plaques.
   
   
   
   Figure 2. NUS students awarded with plaques.
   
   
2. Baba House—Centre for Peranakan Heritage
   
   Three group projects completed in Semester 1, AY 2005/2006 were exhibited at the first Peranakan Festival, Raising the Phoenix, at Millenia Walk (18–26 November 2005) organised by the Peranakan Association of Singapore. Students’ visions for this facility were dedicated to documenting and creating awareness of the rich Peranakan culture and this raised interest and acclamation.
   
   
3. *SCAPE—Centre for the Youth
   
   
   Figure 3. Opening of the exhibition at the National Youth Centre.
   
   
   Group projects were produced in a week-long (9–14 January 2006) workshop competition on *Scape—the creative space for youth. Four prizes were awarded and the overall winning concept will eventually be developed. Dr Vivian Balakrishnan, Minister for Community Development, Youth and Sports, graced the opening of the exhibition (21–27 January 2006) at the National Youth Centre.

Conclusion

Ultimately, despite having to put more effort into these initiatives, student feedback revealed positive comments. Students acknowledged that by stepping beyond the academic environment, they actually gained valuable experience, made important connections and enriched their personal CVs.

Endnotes

¹ Dr Ruzica Bozovic-Stamenovic is the Year 3 Leader and Studio Master. Other Studio Masters involved in projects mentioned in this article are Dr Bay Joo Hwa, Philip, Dr Johannes Widodo, A/P Chan Yew Lih, Mr Fung John Chye, Mr Tan Chee Kiang, Dr Ong Boon Lay, Dr Wong Yunn Chii, A/P Tse Swee Ling Nee Yu, Mr Theodore Chan.

² Interim crit sessions take place on Weeks 5 and 9, Technology interim crit on Week 6, Final Crit (with internal examiners) on Week 13 and with external examiners on Week 15.