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dc.contributor.authorMcPherson, Peter
dc.contributor.authorPretty, Annabel
dc.date.accessioned2018-05-02T02:36:02Z
dc.date.available2018-05-02T02:36:02Z
dc.date.issued2017
dc.identifier.issn2206-9658
dc.identifier.urihttps://hdl.handle.net/10652/4218
dc.description.abstractDesign is considered one of the most important parts of an architectural education. Much emphasis is placed upon the Design Studio within a School of Architecture, yet in the traditional tutor/student model how much opportunity is there for the student to understand the process of designing when emulation forms the heart of the learning? This paper reflects upon a series of large scale fabrication projects offered to students from 2012-2014 in Christchurch, New Zealand, under the umbrella of FESTA. These projects challenged the students to confront a series of ‘firsts’; to work collaboratively, to present themselves professionally, to navigate regulatory bodies, to engage with a client, and to realise a project at full, one to one, scale. These projects tend to exist without a specific precedent for students to draw upon, as would be usual when designing one of any number a normal building typology. This forces students into a space of discovery, one where a design can change for any multitude of reasons. Students are moved from the usual Design Studio experience of problem solving to one where the situation is uncertain and problematic, to a space of problem setting.en_NZ
dc.language.isoenen_NZ
dc.publisherQueensland University of Technology (QUT)en_NZ
dc.relation.urihttps://www.journalpublicspace.org/article/view/125/89en_NZ
dc.rightsThis work is licensed under a Creative Commons Attribution - Non Commercial 4.0 International License https://creativecommons.org/licenses/by-nc/4.0/en_NZ
dc.subjectUnitec coursesen_NZ
dc.subjectarchitecture educationen_NZ
dc.subjectdesignen_NZ
dc.subjectearthquakesen_NZ
dc.subjectChristchurch, New Zealanden_NZ
dc.subjectChristchurch 2010-2011 earthquakesen_NZ
dc.subjectFestival of Transitional Architecture (FESTA)en_NZ
dc.subjectdesign processen_NZ
dc.subjectiterativeen_NZ
dc.subjectfabricationen_NZ
dc.subjectprototypeen_NZ
dc.subjecttechnologyen_NZ
dc.titleRe-solved: iterating design solutions by understanding failureen_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2017-12-21T13:30:21Z
dc.rights.holder© Queensland University of Technologyen_NZ
dc.identifier.doiDOI: 10.5204/jps.v2i3.125en_NZ
dc.subject.marsden130299 Curriculum and Pedagogy not elsewhere classifieden_NZ
dc.subject.marsden120199 Architecture not elsewhere classifieden_NZ
dc.identifier.bibliographicCitationMcPherson, P., & Pretty, A. (2017). Re-solved: iterating design solutions by understanding failure. The Journal of Public Space, 2(3) Critical Thresholds: Traversing Architectural Pedagogy, Research, and Practice, Special issue. pp.167-185.en_NZ
unitec.publication.spage167en_NZ
unitec.publication.lpage200en_NZ
unitec.publication.volume2 (Critical Thresholds : Traversing Architectural Pedagogy, Research, and Practice)en_NZ
unitec.publication.issue3en_NZ
unitec.publication.titleThe Journal of Public Spaceen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.identifier.roms60108en_NZ
unitec.identifier.roms60167
unitec.publication.placeBrisbane, Queesland, Australiaen_NZ
unitec.institution.studyareaArchitecture


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