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      • Faculty of Art, Design And Architecture
      • Department of Interior Architecture and Environmental Design
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      Explorations in teaching sustainable design: a studio experience in interior design/architecture

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      Author(s)
      Gürel, M. Ö.
      Date
      2010
      Source Title
      International Journal of Art and Design Education
      Print ISSN
      1476-8062
      Electronic ISSN
      1476-8070
      Publisher
      Wiley-Blackwell Publishing
      Volume
      29
      Issue
      2
      Pages
      184 - 199
      Language
      English
      Type
      Article
      Item Usage Stats
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      Abstract
      This article argues that a design studio can be a dynamic medium to explore the creative potential of the complexity of sustainability from its technological to social ends. The study seeks to determine the impact of an interior design/architecture studio experience that was initiated to teach diverse meanings of sustainability and to engage the participants with refined design applications that used sustainable choices. A teaching scheme that utilised a team of instructors with varying degrees of knowledge and competence in different aspects of the topic, mediated the education of both the students and the instructors themselves. The results were documented through observing the students and, later, a survey of the graduates. The study revealed that this studio experience developed a heightened awareness of sustainability as a multidimensional concept that requires critical thought processes, and greatly influenced the recognition of environmentally responsible design as an imperative in education. The findings also suggested that, ideally, sustainability should be addressed earlier, at lower levels, and needs to be woven into every aspect of a curriculum.
      Permalink
      http://hdl.handle.net/11693/22306
      Published Version (Please cite this version)
      https://doi.org/10.1111/j.1476-8070.2010.01649.x
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      • Department of Interior Architecture and Environmental Design 209
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