Demonstrating Professional Vision: The Work of Critique in Architectural Education

This study provides an account of how architectural competencies are made visible in the work of critique in architectural education. It shows how critics enact a set of disciplined visual practices through which architectural qualities of proposed buildings become available for competent remark. Pa...

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Bibliographic Details
Published in:Mind, culture and activity culture and activity, 2009-04, Vol.16 (2), p.145-171
Main Author: Lymer, Gustav
Format: Article
Language:English
Subjects:
Architectural Education
Architectural Research
Architecture
Art Criticism
Critical Viewing
Design Requirements
Education
Educational Practices
Foreign Countries
Instructional Design
Learning
Professional development
Rhetoric
Sweden (Gothenburg)
Visual Arts
Visual Literacy
Visualization
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Summary:This study provides an account of how architectural competencies are made visible in the work of critique in architectural education. It shows how critics enact a set of disciplined visual practices through which architectural qualities of proposed buildings become available for competent remark. Particularly prominent among these practices is the seamless fusion of gestural elaborations of architecture's designed objects with the envisaged spaces of a hypothetically perceived built environment. Furthermore, critics topicalize the communicative and rhetorical organization of the presentation as a designed object in itself. In shifts between topicalizations of proposed buildings and the designed representations of those buildings, critics construe qualities of the buildings as simultaneously visible and invisible: visible to the critic, but invisible to potential other viewers. This practice subjects students' work to a variety of pedagogically configured gazes. The student's socialization into a specialized field of practice, in which objects are designed according to professional rationalities that go beyond what is readily visible or accessible to the nonarchitect, is thereby made accountable for the communicative demands of professional practice.
ISSN:1074-9039
1532-7884
1532-7884
DOI:10.1080/10749030802590580