Abstract:

Master-apprentice model, based on teacher-student critique, is the traditionally accepted education format in design in studio. While this is essential in cultivating individual creative thinking and developing solutions to specific design challenges, this paper argues that introducing collaborative, interdisciplinary experiences should become a regular alternative to this type of teaching method. The intensive participatory format of a charrette is not novel in design curricula, however, this paper argues that it should become a consistently offered experience in design education. It replicates the team-based nature of professional practice, allowing students to 1) understand the dynamics of multiple disciplines working side-by-side, 2) identify their strengths as team-members, and 3) exercise expeditious judgment. Furthermore, it is an opportunity to learn from multiple sources and understand the complexities of interaction of several disciplines in an informal setting.

Keywords:

Design charrette, interactive team-learning, multi-disciplinary collaboration.