TEACHING URBAN DESIGN Also, in addition to being double chaired, these studios deal both with process and product but neither chair is geared specifically to either. Rather, despite differences in focus, both strive to be champions of process and product.
arguments of different stakeholders in relation to the topical subject of the studio. This is definitely more than equating designing with doing; it is doing to understand doing and, in doing so, designing processes.
In our studio, process driven urban design displays analogies to teaching process driven urban design. Any similarity of methods is not at all casual because processes can be conveyed by experiencing and simulating processes. Of course, teaching is not designing and the analogy only holds because, this being a design studio, it involves a decent amount of learning by doing, which, incidentally, there is plenty of in this particular story. In fact and for instance, one of the seminal four cornerstones or front columns of the studio faรงade is an enactment where students emulate the behaviour as well as ideological and functional
Having metaphorically mentioned the faรงade of the studio above there is that notorious question as well: representation. In this line of business everybody craves for convincing representation and representation is made to convince others of the quality of your argument - in short, that you are right which in architecture usually and tautologically remits back to representation. Therefore, no matter how much smart processing one claims, there has to be a product as well. And the product is always mounted on a solidly flawed base in architectural education, namely, that learning by doing - which conditions a lot
Some railway relicts in the former railway area in Pankow, Berlin. Image credit: Jam Session, WS 2015/16
136 CITY OBSERVER | June 2016