The status of graphical presentation in interior/architectural design education
dc.citation.epage | 206 | en_US |
dc.citation.issueNumber | 2 | en_US |
dc.citation.spage | 192 | en_US |
dc.citation.volumeNumber | 23 | en_US |
dc.contributor.author | Gurel, M. O. | en_US |
dc.contributor.author | Basa, I. | en_US |
dc.date.accessioned | 2019-01-31T05:32:36Z | |
dc.date.available | 2019-01-31T05:32:36Z | |
dc.date.issued | 2004-05 | en_US |
dc.department | Department of Interior Architecture and Environmental Design | en_US |
dc.description.abstract | This 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.doi | 10.1111/j.1476-8070.2004.00397.x | en_US |
dc.identifier.issn | 1476-8062 | |
dc.identifier.uri | http://hdl.handle.net/11693/48565 | |
dc.language.iso | English | en_US |
dc.publisher | Wiley-Blackwell Publishing | en_US |
dc.relation.isversionof | https://doi.org/10.1111/j.1476-8070.2004.00397.x | en_US |
dc.source.title | The International Journal of Art & Design Education | en_US |
dc.title | The status of graphical presentation in interior/architectural design education | en_US |
dc.type | Article | en_US |
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