Drawing As An Advent To Design Studio Education

Design studio education separates design and visual representation as individual subjects requiring different educational objectives. Each subject employs distinct skills such as line and value for visual representation or form and experience for design. The potential of design decisions should be based upon integration creative ideas with observation and representation skills. This paper describes a drawing process conceived by the author which considers issues of drawing including i) the pictorial function of drawing, ii) the ability of drawing to illuminate ideas, and iii) the relationship between seeing and imagining when drawing. The goal is to consider the intrinsic relationship between design and its representation and the concurrent activities of observation, imagination and representation in the creative process

Two Teachers, Mixed Methods

As a studio instructor, I believe in teaching students to creatively explore their imagination through making models

All Hands on Deck: Instructors as Collaborators and the Modified Dynamics of Design Build Interaction

In beginning architectural education, design-build studios offer uniquely challenging, but beneficial, learning opportunities. Because of the elevated expectation that the studio activities will conclude with an occupied environment designed and built primarily by students, students and instructors have to bear new responsibilities and apply a broader range of skills towards the project. These new responsibilities require responsive pedagogical adjustments

Places, Spaces, and Faces: Teaching Sustainable Design through Cross-Disciplinary Studio Integration

One of the core missions of the ACSA is the advancement of architectural education through the facilitation of teaching at all member schools. In an effort to promote increased discourse on “how” we teach, this session will examine current best practices from all areas of the curriculum. Topics covered include cooperative education, building technology, integrated studios, thesis, and teaching writing to architecture students. This session aims to foster informative dialogue and the sharing of ideas among faculty at all levels

Open to Re-Interpretation

In this interactive visual panel session, participants will be asked to reinterpret and explore places through imagery. Participants will be encouraged to interpret student drawings and models produced out of two similar but different classes. Both courses emphasize the need to interpret a place, to make a mark, and to reinterpret through drawings and models. This process of reinterpretation is cyclical, reflexive, and exploratory. Students have created work which even they did not expect

Community Partnership as a Foundation for Scholarship, Pedagogy, and Research—An Interactive Session

In Good Deeds Good Design, Roberta Feldman states that empowering community design facilitates effective, informed decision-making by “people who have traditionally had minimal say” (Feldman, 2003, 110). Doing this requires designers to consider communities as partners rather than clients and see their work as a collective endeavor rather than a professional gift. At Iowa State University, faculty in multiple departments are using partnership-based outreach methods to generate disciplinary and trans-disciplinary projects engaging studio teaching, research, and scholarship. Critical to these projects is the idea that partnership inverts the traditional power relationship between designers and underserved communities by valuing local knowledge equally with professional design skills. In these relationships, designers and design students bring important abilities to visualize alternatives and synthesize diverse types of knowledge to the table. Community partners bring equally valuable knowledge about history and place that the designers would be unable to access without local partners. This symposium will begin with a PechaKucha-style overview of panelists’ work followed by an interactive session in which panelists and audience members will collaboratively shift relationships to create new knowledge by examining a contemporary issue from multiple points of view. The underlying premise of this session is that spatial design is an instrumental praxis that can shape and potentially transform reality (Allen, 1999, 50). Doing so effectively requires dealing with instrumental tools such as function and materiality and understanding the broader context of social, economic, and political relationships that create place and can effectively only be accessed through local partnerships

The geometry of reaction norms yields insights on classical fitness functions for Great Lakes salmon.

Life history theory examines how characteristics of organisms, such as age and size at maturity, may vary through natural selection as evolutionary responses that optimize fitness. Here we ask how predictions of age and size at maturity differ for the three classical fitness functions-intrinsic rate of natural increase r, net reproductive rate R0, and reproductive value Vx-for semelparous species. We show that different choices of fitness functions can lead to very different predictions of species behavior. In one's efforts to understand an organism's behavior and to develop effective conservation and management policies, the choice of fitness function matters. The central ingredient of our approach is the maturation reaction norm (MRN), which describes how optimal age and size at maturation vary with growth rate or mortality rate. We develop a practical geometric construction of MRNs that allows us to include different growth functions (linear growth and nonlinear von Bertalanffy growth in length) and develop two-dimensional MRNs useful for quantifying growth-mortality trade-offs. We relate our approach to Beverton-Holt life history invariants and to the Stearns-Koella categorization of MRNs. We conclude with a detailed discussion of life history parameters for Great Lakes Chinook Salmon and demonstrate that age and size at maturity are consistent with predictions using R0 (but not r or Vx) as the underlying fitness function

The Rosary (Le Rosaire, Der Rosenkranz)

Arrangement for solo mezzo-soprano or baritone voice with piano accompaniment of Ethelbert Nevin\u27s popular hymn The Rosary, with French and German translations of the lyrics. The lyrics were written by Robert Cameron Rogers, with the French translation by C. Eschig and German translation by Carl Engel. The song premiered in 1898. By 1928 it had sold over 2.6 million copies, making it one of the best selling pieces of sheet music of the period.https://ecommons.udayton.edu/imri_sheetmusic/1074/thumbnail.jp