Understanding Site in Design Pedagogy

<p>This book examines diverse ways of questioning critiquing and communicating site in the creative process of architecture interior design urban planning and historical and cultural studies. The authors use the term <i>site</i> to connote a series of complex established or pre-existing conditions – a setting an atmosphere an area – to read to interpret to relate to and to engage with to redefine or to create in relation to a design prompt. By acknowledging accommodating and empowering the physical intellectual and cultural characteristics of a site students question its history boundaries posture and situational aspects. Such inquiries promote a deeper appreciation of a site and thus help students to acknowledge its capacity to influence design throughout the iterative creative process. </p><p>Understanding Site in Design Pedagogy adds to the body of literature on design studio pedagogy by presenting a collection of essays that challenge normative assumptions about what defines a site and its distinctive qualities. It poses a series of pedagogical questions for how sites might be diversely interpreted and introduced to design students. This study offers chapters that speak to site memory and lived experience; multi-scalar thinking about site; connecting to site through sensory phenomenon in interior design; alternate ways of engaging site for learning sustainable principles; and introducing unorthodox forms of site as the impetus to creative endeavours. It offers innovative approaches to scholarship of teaching and learning with respect to diverse readings of site within design education.</p>