The first-year design studio has an important role to play as the basis for architectural education. In crucial sessions, first-year architecture students are expected to focus on their work on their own, with peers, and most importantly, with design tutors, for the first time in their learning experience. This interaction contributes significantly to their learning process. However, some design tutors may neglect the fact that this architectural studio culture, which involves presentation and criticism, is not an educational environment familiar to most first-year students before they enter the architectural school. Many interactions are considered highly rewarding by readers, while others are considered highly unsatisfactory. This study is the subject of a solution to this apparent contradiction. The role of the author is explored, with emphasis on the need to explicitly set critical objectives to help first-year learners become aware of the learning process. The study aims at encouraging more appropriate assertiveness and skills in today's academic career, as well as enhancing the critical learning process.
Architecture, Critique Culture, Design Studio, Education, Learning theory
Kyari Muhammadu Habibullah , Hamza Musa , Muhammad Tijjani "Towards Improving the Students’ Learning in First Year Architecture Design Studio - The Critique Session" Iconic Research And Engineering Journals Volume 5 Issue 8 2022 Page 187-191
Kyari Muhammadu Habibullah , Hamza Musa , Muhammad Tijjani "Towards Improving the Students’ Learning in First Year Architecture Design Studio - The Critique Session" Iconic Research And Engineering Journals, 5(8)