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In the making: pedagogies from MARS

Published online by Cambridge University Press:  09 July 2013

Graham Farmer
Affiliation:
School of Architecture Planning and Landscape, University of Newcastle, Newcastle upon Tyne NE1 7RU, UKgraham.farmer@ncl.ac.uk
Michael Stacey
Affiliation:
Department of Architecture and Built Environment, The University of Nottingham, Nottingham NG7 2RD, UKMichael@michaelstaceyarchitects.com

Extract

This paper reflects on experience gained through MARS (Making Architecture Research Studio) at the University of Nottingham. It argues for a densification of design teaching and learning through a direct, practical and tactile engagement with materials and making. It sets out the pedagogical benefits of exploring and theorising the practical, combined with the value and relevance of material practices. As a methodology of design teaching it suggests a multi-level, synergistic approach to pedagogy and practice that can build key knowledge and skills while avoiding a narrowly instrumental view of architectural education and practice. A key aim of the pedagogy of the studio is the development of an empathetic imagination, as clearly articulated by William Hazlitt (1805) in An Essay on the Principles of Human Action:

The imagination, by means of which alone I can anticipate future objects, or be interested in them, must carry me out of myself into the feelings of others by one and the same process by which I am thrown forward as it were into my future being.

Type
education
Copyright
Copyright © Cambridge University Press 2012 

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