|Published online: June 25, 2014||$US5.00|
Adaptive re-use projects introduce a new function into a historic building, allowing students to collaborate with a historic architect through both physical design and the architect’s original concepts. Adaptive re-use interior design studio projects are a unique opportunity to collaborate with a historic architect. By creating connections between the new and existing designs, student designers can create a compatible new design that integrates the best of the past and the present into a holistic contemporary design solution. To create successful new designs, students need to connect with the existing site and previous architect. This research shares students’ experiences and insights as they create compatible designs while working on an adaptive re-use project. Example student projects are shown, illustrating how process relates to design outcomes. This study is significant because it shares students’ insights. Students want to collaborate with their existing project site and its designer. They want to create creative, compatible design solutions that express the best of their design abilities and showcase the existing design. Students’ voices and project outcomes suggest that what happens—what students’ learn and experience in studio—is significantly related to design outcomes. This study indicates that studio instructors can make a difference by guiding students to work with the building site and its previous designer. Studio processes and experiences do affect student learning and project outcomes. From the analysis of students’ writings, suggestions are given for studio instructors to develop studio experiences that guide students to create relatively more successful adaptive re-use design solutions.
|Keywords:||Design Education, Studio Pedagogy, Creativity|
Assistant Professor, Department of Design, Radford University, Radford, VA, USA