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Exploration de la pédagogie du studio de projet d’architecture : Effet de l’écosystème de représentations du projet sur la situation de la session critique

Julie Milovanovic 1
1 CRENAU - Centre de recherche nantais Architectures Urbanités
AAU - Ambiances, Architectures, Urbanités
Abstract : The thesis focuses on design studio pedagogy in schools of architecture. In the design studios, students learn how to design and think architecturally. The studio is the cornerstone of architectural education. The weekly critiques are moments where tutors and students can discuss design issues. During the critiques, students have the opportunity to get an expert’s feedback on their design. Designing is both the learning objective and the way to learn in design critiques. We coined this activity a mentored reflective practice. Design representations brought by students support the mentored reflective practice during the critique. Those design representations are named representational ecosystem. This research work focus on the effect of a change in the representational ecosystem on the mentored reflective practice. We analyzed four different representational’ ecosystems : traditional desk critiques composed of plans, sections and mock-ups; large-scale mock-up; Hyve-3D and Digital Collaborative Studio. We exploited the video protocol analysis methodology to study participants' engagement during the critique, their collaboration, and how they interact with design representations depending on the representational ecosystem used. Based on these results, we develop a pedagogic scenario integrating CORAULIS, Ensa Nantes' new immersive platform.
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Julie Milovanovic. Exploration de la pédagogie du studio de projet d’architecture : Effet de l’écosystème de représentations du projet sur la situation de la session critique. Education. École centrale de Nantes, 2019. Français. ⟨NNT : 2019ECDN0029⟩. ⟨tel-02362485v2⟩

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