Date of Award
Master of Arts
As the scope of architectural problems is growing in complexity, new pedagogical models for architecture studio have emerged that introduce new methods and non-architectural perspectives of information to enrich students’ ability to make effective and integrated decisions to prepare them for practice. New approaches to studio pedagogy have focused on providing students with diverse methods and tools intended to generate insights that drive design development and evaluation from perspectives of material innovation, sustainability, and cost analysis. Adding to the growing number of pedagogical methods intended to assist student learning of an integrated design process in architecture, this study presents a participatory approach to architecture studio pedagogy that provides students with a cultural awareness of user needs and realistic building constraints to help them more comprehensively design integrated solutions in a studio context. This study documents a structured methodology to facilitate productive participation of diverse stakeholders throughout an integrated architecture studio using generative co-creation as a platform for collaboration.
Co-creation is referred to as any act of collective creativity where multiple stakeholders including designers, researchers and end users collectively engage in design development (Sanders & Stappers, 2008). Co-creation provides an interactive platform for participants to articulate and communicate their explicit, tacit and latent needs to designers and researchers (Sanders, 2002). This study was conducted with a graduate integrated architecture studio at Iowa State University. Over the course of the semester, students led 3 co-creation activities with provided stakeholders (end-users and consultants) centered around their projects. Data was collected with post-activity questionnaires, researcher observation of the activities, semi-structured interviews, and formal interviews. Content analysis was conducted to highlight the key themes related to the effectiveness of co-creation activities in providing meaningful insights and the overall usefulness of co-creation in engaging end users in the design process. This study evaluates 1) the effectiveness of co-creation activities in providing meaningful insights that drive design development, 2) the role that the medium of co-creation played in facilitating collaboration and gaining insights, and 3) the extent to which insights from co-creation were utilized by students to meet the learning objectives of an integrated design studio. The study provides a methodological approach for integrating co-creation into architecture studio pedagogy.
Wicks, Bradley, "Co-creation and architecture: a participatory approach to studio pedagogy" (2018). Graduate Theses and Dissertations. 17357.
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