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PEDAGOGY OF AESTHETICS PDF

264 Pages·2011·5.2 MB·English
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PEDAGOGY OF AESTHETICS: A STUDY OF THREE ARCHITECTURAL DESIGN STUDIOS _______________________________________ A Dissertation Presented to the Faculty of the Graduate School at the University of Missouri-Columbia _______________________________________________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy _____________________________________________________ by JI YOUNG CHO Benyamin Schwarz, Ph.D., Dissertation Supervisor MAY 2011 © Copyright by Ji Young Cho 2011 All Rights Reserved The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled PEDAGOGY OF AESTHETICS: A STUDY OF THREE ARCHITECTURAL DESIGN STUDIOS Presented by Ji Young Cho, A candidate for the degree of doctor of philosophy, And hereby certify that, in their opinion, it is worthy of acceptance. Professor Benyamin Schwarz, Ph.D. Professor Ruth Brent Tofle, Ph.D. Assistant Professor Newton D'Souza, Ph.D. Professor Joseph Bien, Ph.D. ACKNOWLEDGEMENTS It was a long journey though doctoral study to arrive here finally. Throughout the process, there were always great people around me. First of all, I would like to give sincere thanks to my Lord, Jesus, who allowed me to have a great environment to study and wisdom and strength to finish the dissertation process. It is a pleasure to thank those who made this dissertation possible. I am heartily thankful to my advisor, Dr. Benyamin Schwarz, for endless encouragement and unfailing faith in me. As my mentor, from beginning of my doctoral study to the finishing stage, he helped me by providing intellectual insights with high research standards and constructive criticism. I am also grateful to have Dr. Ruth Tofle on the dissertation committee as well as a department chair. I appreciate her for advice and suggestions to the dissertation as well as financial support for my study and for intellectual exposure to academic conferences. I am also thankful to Dr. Newton D'Souza, a committee member, for his inspiration and for sparking my interest in design education for doctoral study. Always the discussion with him was a joy. I also would like to express my deep appreciations to Dr. Joseph Bien, a committee member in the Department of Philosophy, who helped open my eyes to aesthetics and enrich and delve into my idea. There are other teachers to whom I would like to express my gratitude. I owe deepest gratitude to Dr. So-Yeon Yoon for her encouragement and for the research assistantship opportunity that she gave to me. I want to thank to Dr. Bimal Balakrishnan from whom I gained a different perspective. This dissertation would not have been possible without research participants. I have to give a special thanks to all the research participants─three instructors, three administrators, and the 40 students in three universities. I learned a great deal from ii conducting this study and benefited from observing their teaching philosophies and pedagogy. In addition, I would like to express a deep acknowledgement to Dean Douglas Seider, Dr. Pamela Evans, Dr. Terry Uber, Regina Witsaman, and all the other colleagues in the College of Architecture and Environmental Design at the Kent State University for their support, consideration, and encouragement. I am also thankful to my friends, Danielle Oprean and Diana Ingram, who read my papers in my school years and gave precious feedback and encouragement to me. In addition, I want to express my gratitude to Lynne Lampe who helped me to improve my English writing by editing my papers and dissertation, and Lynne Jeon, who helped me to polish my writings. I also want to express sincere thanks and love to my friends and pastors in Columbia Korean Baptist Church in Missouri and Korean Holiness Church of Nazarene in Ohio for their prayers and love. Finally, I would like to express my love to my parents and three sisters, who have been the reason and motivation for me to achieve anything. I want to dedicate my dissertation to my father, Cheol Je Joe, and my mother, Jung Sook Cho, who have always been my role models in life. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS ................................................................................................ ii LIST OF FIGURES .......................................................................................................... vii LIST OF TABLES ...............................................................................................................x ABSTRACT ....................................................................................................................... xi CHAPTER 1. INTRODUCTION ....................................................................................................1 Background ..............................................................................................................1 Statement of Purpose and Research Questions .......................................................5 Significance of the Study .........................................................................................6 Rationale for Using a Qualitative Research Method ...............................................6 Theoretical Framework ............................................................................................8 Overview of the Dissertation ...................................................................................9 2. LITERATURE REVIEW........................................................................................12 Meaning of Aesthetics ..........................................................................................13 Aesthetics in the Philosophy of Art .......................................................................14 Aesthetics in Environmental Psychology ..............................................................20 Aesthetics in Architectural Theory and Research ..................................................25 Nature of Design Studio Education .......................................................................33 Brief History of Architectural Education in the United States and Its Emphasis on Aesthetics ...............................................................................................................44 Summary of Literature Review and Working Definition of Aesthetics .................52 3. RESEARCH METHOD ..........................................................................................55 Research Paradigm ................................................................................................55 Case Study Using a Qualitative Research Method ................................................58 iv Research Method and Sampling Criteria ...............................................................60 Method of Data Collection.....................................................................................62 Method of Data Analysis and Synthesis ................................................................67 Validity ..................................................................................................................75 4. FINDINGS ..............................................................................................................80 Course Structure and Participants' Characteristics ................................................80 Emphasis of Studio Project Regarding Aesthetics.................................................97 Instructor‘s Education and Teaching Philosophy of Aesthetics ..........................120 Customized Aesthetic Education Observed Through Six Student Cases ............125 Common Themes of Aesthetic Education Among the Three Studios .................157 Perception of Aesthetics and Aesthetic Education ..............................................170 Students‘ Perspective on Their Instructors' Teaching Methods ...........................182 5. DISCUSSION .......................................................................................................188 Role of Instructor in Aesthetic Education ............................................................189 Role of Precedent in Aesthetic Education ............................................................200 Clash of Ideas Between Instructor and Student Regarding Aesthetics ................203 Two Opposing Natures of Aesthetics of Architecture .........................................207 Aesthetics of Architecture: Between Principle and Value ...................................210 A Theoretical Framework of Process of Aesthetic Education and Contributing Components ........................................................................................................213 6. CONCLUSION .....................................................................................................220 Implications of the Study .....................................................................................220 Recommendations to Educators ...........................................................................222 Limitations of This Study ....................................................................................224 Future Research Directions ..................................................................................227 Researcher Reflection ..........................................................................................228 v APPENDIX ......................................................................................................................230 A. Consent Form ...........................................................................................230 B. Category and Code Definition From Instructor Interviews .....................232 C. Category and Code Definition From Student Interviews ........................234 D. Category and Code Definition From Observations .................................236 E. Final Themes, Categories, and Codes ......................................................239 REFERENCES ................................................................................................................243 VITA ................................................................................................................................251 vi LIST OF FIGURES Figure Page 1. Theoretical framework of the research .......................................................................8 2. Overview of the dissertation ......................................................................................9 3. Conceptual background of the research ...................................................................12 4. Studio students‘ desks in studio A. ..........................................................................85 5. Studio A entrance .....................................................................................................85 6. Studio A environment ..............................................................................................85 7. Project introduction in studio B. ..............................................................................92 8. Studio B environment. ..............................................................................................92 9. Students‘ work at midcritique and final critique in studio B ...................................92 10. Studio C environment ...............................................................................................97 11. Instructor‘s room next to studio C ............................................................................97 12. Pin-ups and final critique in studio C .......................................................................97 13. Examples of student work—light box exercise ........................................................99 14. Examples of student work—three massing models. ..............................................101 15. Examples of student work—plan, section, and elevation drawing ........................103 16. Examples of student work—final design presentation board. ................................103 17. Images of Montessori Cube and Froebel Geometries. ...........................................104 18. Examples of student work—model of Montessori classroom ...............................107 19. Example of artwork given to students. ...................................................................109 20. Examples of student work—the second project. ....................................................109 21. Louis Kahn‘s Kimbell Art Museum in Forth Worth, Texas ..................................114 vii 22. Examples of student work—sketches of the Kimbell Art Museum. ......................115 23. Students' photos of their models of the Kimbell Art Museum ...............................116 24. Examples of student work—section model ............................................................118 25. Module used in Kimbell Art Museum ....................................................................119 26. Anne‘s three basic massing models and plans .......................................................126 27. Anne‘s developed massing models. .......................................................................128 28. Anne‘s roof design change and instructor‘s sketches regarding the roof...............130 29. Anne‘s final design presentation board and model ................................................131 30. Bill‘s inspiration—rural and vernacular architecture .............................................132 31. Bill‘s three massing models and plans ...................................................................133 32. Two views of Bohlin Cywinski Jackson‘s Ledge House, Maryland. ....................134 33. Bill‘s design development (negative space between building blocks) ...................136 34. Bill‘s final presentation board ................................................................................136 35. Emily‘s first project— model of Montessori classroom ........................................138 36. Emily‘s given painting, her chosen painting, and her second project. ...................140 37. Emily‘s floor plan and site analysis .......................................................................141 38. Emily‘s developed floor plan and site analysis ......................................................142 39. Emily‘s final design presentation board and model/section model ........................143 40. Drew‘s first project—model of a Montessori classroom .......................................144 41. Drew‘s given painting and his second project .......................................................145 42. Drew‘s initial stage floor plan ................................................................................146 43. Drew‘s plan development and site analysis. ..........................................................147 44. Drew‘s final design presentation board and model ................................................148 45. Kevin‘s site plan and plan study... .........................................................................149 viii

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the dissertation as well as financial support for my study and for intellectual exposure to academic pedagogy of aesthetics (including strategies and methods) of studio instructors; (b) to understand the . research, (e) the nature of design studio education, and (f) a brief historical survey of ar
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