Abstract
This paper reimagines studio pedagogy in the light of the expansion of offerings at both the undergraduate and graduate levels. Using the Ukraine Sustainability Lab and Studio as the case study, this paper explores new opportunities for the planning studio to incorporate planning theory in practice, confront inequity in existing community design, apply sustainability principles, and identify the design roles of geospatial data in the rebuilding cities after war or climate destruction. Judith Grant Long (2012) makes the distinction between planning and architecture studios arguing that it is often about the concept and territories of design. This confusion has been a challenge in the pedagogy as planning faculty have attempted to make planning studios a version of their design relatives in architecture, urban design, and landscape architecture. The discussion examines learning objectives of planning studios, delivery systems, and pedagogical advances. Planning students bring to the studio context a foundational knowledge of the relationship between the built, natural, and social environments that should serve as the foundational skillset for the pedagogy of the studio. The paper includes a review of past and current literature on the planning studio. The study is intended as both a roadmap and a manifesto that leads to larger questions about what uplanning students need to know, how they know it, and what applications or requirements are there in the profession for studio pedagogy and learning. This paper parses the difference and to determine the value-added to the design dimension of the studio.
Presenters
Suzanne MoomawDepartment Chair and Associate Professor, Urban and Environmental Planning, University of Virginia School of Architecture, Virginia, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design Education, Disaster Rebuilding, Design In Society, Sustainable Materials
