Writing the client: the role of fictocriticism and prose fiction in the architectural design studio. Issue 1 (2nd January 2019)

• Record Type: Journal Article
• Authors: Liddicoat, Stephanie
• Is Part Of: Higher education research & development. Volume 38:Issue 1(2019)
• Page Start: 77
• Page End: 96
• Publication Date: 2019-01-02
• Subjects: Fictocriticism -- architectural design -- pedagogy; Education, Higher -- Australia -- Periodicals; 378.94
• DOI: 10.1080/07294360.2018.1539065
• Languages: English
• ISSNs: 0729-4360

Abstract

ABSTRACT: A good working relationship between an architect and a client is crucial to the success of any architectural project. However, client engagement is often absent or difficult to replicate within the classroom teaching of architecture students. In order to address some of these gaps and also to attempt to inculcate a sense of a client–architect relationship within an architectural design studio, the author turned to literary texts. Reading and writing have powerful abilities to affect change, and immersion in reading and writing can propel students to new levels of awareness and enhance their critical reflection. The focus of this article is a consideration of the role of fictocriticism and prose fiction within the design studio context. Reading and writing were harnessed for their transformative potential, enabling students to better envision, develop and communicate their designs. Students were instructed in a method for designing which focused on employing fictocriticism and prose fiction, to foster students' abilities to critically engage, produce and reflect. This article discusses the design activities employed and provides examples of studio work to illustrate the transdisciplinary learning development and outcomes. The significance of fictocriticism and prose fiction in the design process is also outlined, concluding with implications for the client–architect working relationship, outcomes impacting the students' future professional practice, and implications for teaching in the twenty-first century tertiary classroom.