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By Anis A. Siddiqi


Edification in Architectural Design Studios is primarily based upon dialogue between the student and the teacher. A unique dynamics is required to address this complexity. Since most Architectural Design Studios do not follow a conventional syllabus, architectural projects possess many charades which are tacit issues not covered in the curriculum. These charades of curriculum involve those unstated values, attitudes and norms that stem from the social, cultural and global exigencies of the course contents. “Design Projects” have to be tailored to suit the ‘time and space’ context of a group of students. The teacher brings into play his academic and professional expertise and experiences to inculcate a professional design ability. Contextual, social and many abstract issues need to be addressed.. An interactive dissemination of design knowledge and skill, understanding the social and cultural mix of the students, mapping their academic, intellectual and cognitive vigor, currency of educational techniques and tacit curricular issues become useful tools in the hands of a Design Studio Teacher. There is much “pretension” and much more “masquerading” in the curriculum for the Design Studio Teacher to decipher. A participatory approach to learning (teaching) and earning (grading, assessment) can be mutually beneficial to all concerned

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