The status of graphical presentation in interior/architectural design education

dc.citation.epage206en_US
dc.citation.issueNumber2en_US
dc.citation.spage192en_US
dc.citation.volumeNumber23en_US
dc.contributor.authorGurel, M. O.en_US
dc.contributor.authorBasa, I.en_US
dc.date.accessioned2019-01-31T05:32:36Z
dc.date.available2019-01-31T05:32:36Z
dc.date.issued2004-05en_US
dc.departmentDepartment of Interior Architecture and Environmental Designen_US
dc.description.abstractThis article argues that interior/architectural design education favours a dominance of final presentation over the design process in the studio environment, particularly in the evaluation of a project. It suggests that the appeal of design juries for pleasant drawings, which may shift the emphasis from the project itself to its representation, may be recognized as a discursive habit with limited contribution for educational concerns. The theoretical stance argues that the interest for graphical presentation has primarily remained within a formalist aesthetic agenda and has rarely been conceptualized beyond this convention. With this in mind a series of questions is developed in order to reform the relationship between graphical presentation and the design education process.en_US
dc.identifier.doi10.1111/j.1476-8070.2004.00397.xen_US
dc.identifier.issn1476-8062
dc.identifier.urihttp://hdl.handle.net/11693/48565
dc.language.isoEnglishen_US
dc.publisherWiley-Blackwell Publishingen_US
dc.relation.isversionofhttps://doi.org/10.1111/j.1476-8070.2004.00397.xen_US
dc.source.titleThe International Journal of Art & Design Educationen_US
dc.titleThe status of graphical presentation in interior/architectural design educationen_US
dc.typeArticleen_US

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