Learning as more than data processing has special implication and realization in higher education of the creative arts. Research of the recent years recognizes the design studio as an emotionally saturated learning surrounding due to student-teacher dependency, competition among students, ‘crit’ and presentation practices as studio culture, etc.
This paper adopts a phenomenological approach, suggesting that tension and anxiety are rooted in the very process of learning through making, which, (a) bridges between a space of experience and a horizon of expectations (Gadamer); and (b) corresponds to phenomenological inquiry.
Design as a bridging/separating phenomenon, takes part in undoing existing horizons of meaning and reconstituting them into new ones. For the student, who emerges from novice to practitioner, it is a particularly vivid set of occurrences. In the formatting years of education the student’s space of experience and horizon of expectation undergo profound metamorphosis. As such, there is dialogue and tension - or dialogue in tension - between the student and the teacher, not only due to differences in background, but because the process of making broadens the space of experience and diverts or deflects the horizon of expectations. Tension infuses the student-tutor relationship with emotions: hope, anxiety, anger, hostility etc., and it is the readiness and capability of the teacher to well contain the students’ anxieties, that is of immense significance for the learning process in the studio.
|Keywords:||Design Studio, Phenomenology|
Associate Professor, Faculty of Architecture and Town Planning, Technion, I.I.T., Haifa, Israel, Israel
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