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The design studio: fabricating a sense of architecture in drawing

Worm, Anthony 2005, The design studio: fabricating a sense of architecture in drawing, in AASA 2005 : Drawing together : convergent practices in architectural education, Proceedings of the 3rd International Conference of the Association of Architectural Schools of Australasia, [Queensland University of Technology], [Brisbane, Qld], pp. 1-6.

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Title The design studio: fabricating a sense of architecture in drawing
Author(s) Worm, Anthony
Conference name Association of Architectural Schools of Australasia. Conference (3rd : 2005 : Brisbane, Queensland)
Conference location Brisbane, Qld.
Conference dates 28-30 September 2005
Title of proceedings AASA 2005 : Drawing together : convergent practices in architectural education, Proceedings of the 3rd International Conference of the Association of Architectural Schools of Australasia
Editor(s) Holt-Damant, K.
Sanders, P.
Publication date 2005
Conference series Association of Architectural Schools of Australasia Conference
Start page 1
End page 6
Publisher [Queensland University of Technology]
Place of publication [Brisbane, Qld]
Keyword(s) student
tutor
drawing
expression
awareness
imagination
fabrication
consumption
conditioning
exchange
Summary The purpose of this paper is to provide a platform for investigating the relationship between the student and the tutor via the design drawing and in particular the idea that what gives grounds for architecture to embody something is what is imagined is expressed in the design drawing. It is suggested that in architectural education the sense of architecture's fabricated properties find their apparent expression from the convergence of the tutor and student toward these drawings. In an act of perceptual contortion, there is an endeavour to reconcile what they see with what they think the drawing might suggest. Part of this mental reconstruction is based on the expectation that something is in the drawing to see. The drawing is produced based on the supposition that it will be read, generating a particular conditioning of the student's attitude toward the relevance of the drawing. It is engaged as the receptacle of ideas about what architecture is. The result is that sometimes the emphasis on the drawing as something to be consumed implies a permeation of the supposed sensory qualities of architecture imagined by the student designer, the portrayal of which is indubitably a product of the medium. While this might be commonly experienced in studios, it is proposed that this may be perpetuated in architectural education not merely by the act of drawing itself and what the drawing is, but how the student/tutor exchange contributes to the consciousness of what is portrayed.
ISBN 1864998415
9781864998412
Language eng
Field of Research 120101 Architectural Design
130212 Science, Technology and Engineering Curriculum and Pedagogy
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005713

Document type: Conference Paper
Collection: School of Architecture and Built Environment
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