ABSTRACT
This chapter examines the variations in design teaching practices. It offers a systematic critical analysis of ten models of teaching architectural design described in terms of how each model views architectural and urban design as a mental, physical, and professional activity; how they employ a specific studio process, and how they adopt and adapt different modes of teaching and learning. The chapter discusses these models highlighting commonalities and differences shaping studio processes and teaching and learning styles. It then discusses personal reactions to the conventional studio teaching pedagogy by introducing a process oriented design studio teaching model. The case problem model has been originated by Martin Symes and Alexi Marmot in 1985. The model views architectural design as a method that emphasizes the multiple contributions a professional architectural culture can make to solution finding, allowing for opportunities for systematic reflections. In the design process model, a design program should be established.
