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Designing Landscapes and Creating Selves: Learning in Design Studios.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Designing Landscapes and Creating Selves: Learning in Design Studios.
作者:	Tasker, Tammy Q.
面頁冊數:	377 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A, page: .
Contained By:	Dissertation Abstracts International73-07(E)A.
標題:	Education, Art.
標題:	Design and Decorative Arts.
標題:	Education, Educational Psychology.
ISBN:	9781267234506
摘要、提要註:	Researchers across many fields are examining what the study of design and design pedagogy could offer non-professional design students, motivated by a strong interest in incorporating design pedagogy as a way to improve educational environments. Different approaches are currently leveraging knowledge about design education to their own fields by emphasizing certain characteristics of studio pedagogy, yet there are few studies that look at a studio---the cornerstone of pedagogy used to train designers---as a complex system of interdependent practices and people. The accounts that do exist rely most often on architecture, long seen as the canonical model. This ethnography of two, first-year landscape architecture design studios offers a holistic account of design studio pedagogy from an infrequently heard voice in order to answer the question: What are the opportunities for learning---both planned for and emergent---in a design studio and how do students take up these opportunities?
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3501663

Designing Landscapes and Creating Selves: Learning in Design Studios.
Tasker, Tammy Q.

Designing Landscapes and Creating Selves: Learning in Design Studios. - 377 p.

Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A, page: .

Thesis (Ph.D.)--University of Washington, 2011.

Researchers across many fields are examining what the study of design and design pedagogy could offer non-professional design students, motivated by a strong interest in incorporating design pedagogy as a way to improve educational environments. Different approaches are currently leveraging knowledge about design education to their own fields by emphasizing certain characteristics of studio pedagogy, yet there are few studies that look at a studio---the cornerstone of pedagogy used to train designers---as a complex system of interdependent practices and people. The accounts that do exist rely most often on architecture, long seen as the canonical model. This ethnography of two, first-year landscape architecture design studios offers a holistic account of design studio pedagogy from an infrequently heard voice in order to answer the question: What are the opportunities for learning---both planned for and emergent---in a design studio and how do students take up these opportunities?

ISBN: 9781267234506Subjects--Topical Terms:

423243
Education, Art.

Designing Landscapes and Creating Selves: Learning in Design Studios.
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500 $a Adviser: Leslie R. Herrenkohl.
502 $a Thesis (Ph.D.)--University of Washington, 2011.
520 $a Researchers across many fields are examining what the study of design and design pedagogy could offer non-professional design students, motivated by a strong interest in incorporating design pedagogy as a way to improve educational environments. Different approaches are currently leveraging knowledge about design education to their own fields by emphasizing certain characteristics of studio pedagogy, yet there are few studies that look at a studio---the cornerstone of pedagogy used to train designers---as a complex system of interdependent practices and people. The accounts that do exist rely most often on architecture, long seen as the canonical model. This ethnography of two, first-year landscape architecture design studios offers a holistic account of design studio pedagogy from an infrequently heard voice in order to answer the question: What are the opportunities for learning---both planned for and emergent---in a design studio and how do students take up these opportunities?
520 $a Most learning theories have historically focused on cognition and most learning situations are designed to impact the cognitive aspects of learning. Using a broader framework of learning as a process of being, knowing, and doing (Herrenkohl & Mertl, 2010) and four different analytic lenses: context, interpersonal and community, and personal (Rogoff, 1995; Mercier, Mertl, Tyson, Herrenkohl, Nasir, et al. 2008) reveals how people engaged in learning a discipline change at the level of "self," something that has not been taken up fully in an analytical way in the study of formal learning environments. Data collected during the 2009--2010 academic year include audio, visual, and field noted records of studio interactions, (including field trips) artifacts from the studio, and extensive student and professor interviews and reflections.
520 $a A catalog of important participant structures is compiled, illustrating the striking number of ways that a studio is organized physically and socially for participation. Participant structures are shown to be emergent and fluid in the studio, and are initiated by students and well as professors. Ways in which landscape architecture students learn to deal with ambiguity and to design living systems taking into account change-over-time are highlighted and a list of core abilities is identified, adding to current conversations about design thinking.
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