This paper focuses on the pedagogy of teaching design and architecture students, with particular attention to their emotional development and identity as designers and professionals. The design jury has become a dominant feature of design school, an accepted educational approach that emphasizes the all-knowing critic (e.g., the professor, other faculty, or the guest professional), with minimal dialogue between the presenter and other students in the course. Educators must push the self- and peer-critique to the forefront of design and architecture education to create life-long learners within the design disciplines. Critiques should encourage relationships between faculty and student, student and student, and student and self. The accepted student/professor relationship in design school portrays the stereotype of the faculty as master or egomaniac, with a goal to emphasize negativity in a project. Feedback from faculty and professionals, the dominant aspect of the design jury system, should be merely one element within a broader critique format. For students to become critical and independent thinkers, they must be given the opportunity to express their thoughts and emotions. Professors must re-adjust their focus on the students and give them the tools to critique themselves and their classmates. This process of self-regulation and self- and peer-assessment will give students the emotional maturity and confidence they need to become successful designers. This research culminates in a pedagogical methodology for faculty to adopt in the design studio. The dominating nature of the design critique is the result of an existing hierarchal system of critics; a shift to more equality among students and peers would enrich the emotional and educational experience of students.
|Keywords:||Design Critique, Peer-critique, Self-critique, Self-assessment, Self-regulation, Pedagogy, Interior Design Education, Architecture Education|
Director and Associate Professor, Interior Design Program, Columbian College of Arts and Sciences, The George Washington University, Washington, DC, USA