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dc.contributor.authorFrancis, Kerry
dc.contributor.authorGarbarczyk, Magdalena
dc.contributor.editorArchitectural Science Association (ANZAScA)
dc.date.accessioned2019-02-04T23:59:32Z
dc.date.available2019-02-04T23:59:32Z
dc.date.issued2018-11
dc.identifier.isbn9780992383558
dc.identifier.urihttps://hdl.handle.net/10652/4527
dc.description.abstractContemporary education systems tend to subdivide learning groups into horizontal slices of similar age or similar levels of experience or skill. Architectural education programmes in most western countries generally follow this pattern and work in a horizontally stratified manner. Similarly, architecture and design practices tend to ossify in patterns around specialisations in work processes. To maintain all the qualities required of creative practice there is a need to shake up these patterns, to destabilize the obvious in order to constantly reinvigorate practice. As design educators and practitioners, we have long recognised a need for what we have called upsetter projects. In 2017 a Vertical Studio experiment involving final year BAS and first year MARCP students was initiated to try and shake things up and generate a stronger peer learning/ peer assessment culture. The first half of the paper describes and analyses that original Vertical Studio and discusses the insights gained. The second half makes use of a matrix derived from that analysis and proposes two upsetter projects each using a different method of generation. The paper concludes that there is potential for further use of these methods in the development of upsetter projects designed to enrich both pedagogy and practice.en_NZ
dc.language.isoenen_NZ
dc.publisherArchitectural Science Association (ANZAScA)en_NZ
dc.relation.urihttps://docs.wixstatic.com/ugd/66df64_14c91ba2a11f4a148249cee4c00a45ca.pdfen_NZ
dc.rights©2018, All rights reserved and published by The Architectural Science Association (ANZAScA), Australia The copyright in these proceedings belongs to the Architectural Science Association and RMIT University. Copyright of the papers contained in these proceedings remains the property of the authors. Apart from fair dealing for the purpose of private study, research or review, as permitted under the Copyright Act, no part of this book may be reproduced by any process without the prior permission of the publishers and authors. Copyright of images in this publication are the property of the authors or appear with permissions granted to those authors. The editors and publisher accept no responsibility where authors have not obtained the appropriate permissions.en_NZ
dc.subjectUnitec coursesen_NZ
dc.subjectarchitecture educationen_NZ
dc.subjectdesign studiosen_NZ
dc.subjectvertical design studiosen_NZ
dc.subjectMaster of Architecture (Professional) (Unitec)en_NZ
dc.subjectmixed-level classesen_NZ
dc.titleSETTING UP THE UPSETTER : a vertical studio for architectureen_NZ
dc.typeConference Contribution - Paper in Published Proceedingsen_NZ
dc.date.updated2019-01-30T13:30:06Z
dc.rights.holderAuthorsen_NZ
dc.subject.marsden130299 Curriculum and Pedagogy not elsewhere classifieden_NZ
dc.subject.marsden120199 Architecture not elsewhere classifieden_NZ
dc.identifier.bibliographicCitationFrancis, K., & Garbarczyk, M. (2018). SETTING UP THE UPSETTER: a vertical studio for architecture. In The Architectural Science Association (ANZAScA) (Ed.), 52nd International Conference of the Architectural Science Association (ANZAScA) (pp. 477-485). Retrieved from https://www.asa2018conference.com/en_NZ
unitec.publication.spage477en_NZ
unitec.publication.lpage485en_NZ
unitec.publication.titleASA 2018 Engaging Architectural Science: Meeting the Challenges of Higher Densityen_NZ
unitec.conference.titleMeeting the Challenges of Higher Density: 52nd International Conference of the Architectural Science Association (ANZAScA)en_NZ
unitec.conference.orgArchitectural Science Association (ANZAScA)en_NZ
unitec.conference.orgRMIT University (Melbourne, Victoria, Australia)en_NZ
unitec.conference.locationMelbourne, Victoria, Australiaen_NZ
unitec.conference.sdate2018-11-28
unitec.conference.edate2018-12-01
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.identifier.roms62742en_NZ
unitec.institution.studyareaEducation


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