Coordinating Final Year Studio in the Pandemic

There is much to say about the changing perspectives when you are no longer the student in the classroom.

Architectural Studio is the unique back bone of the Architectural degree. To be in one, as a member of the faculty and to coordinate one is quite a challenge.

Indeed, the Architectural Studio stands as a cornerstone within the architectural education paradigm, offering a crucible where theory meets practice and creativity flourishes under the guidance of seasoned professionals. Navigating its complexities, whether as a faculty member or coordinator, presents a multifaceted challenge, requiring adeptness in pedagogy, project management, and fostering an environment conducive to innovation.

Moreover, the influx of Generation Z into architectural studios heralds a new era marked by distinct technological sensibilities. Embracing innovative tech platforms, augmented reality tools, and collaborative digital environments becomes imperative in engaging this cohort effectively, enriching their learning experiences, and harnessing their digital fluency to propel architectural discourse forward. Thus, the fusion of tradition and technology within the Architectural Studio becomes not only a challenge but also a profound opportunity for growth and evolution in architectural education.

This period during pandemic is unprecedented ,and therefore no establishment of guide in transforming the studio learning platform when students are isolated yet needed to be part of peer learning.

To have access to open air spaces such as the beach house allowed me to try and get students a less formal but some together time. Of course also retained mask-on policy while adhering to some level of social distancing.

By leveraging such unconventional spaces in conjunction with stringent safety protocols, educators like myself can try offer students opportunities for holistic development, hoping to nurture not only their technical skills but also their interpersonal connections and well-being. Thus, the integration of open-air environments into educational settings represents a harmonious synthesis of pedagogical innovation and public health conscientiousness.

At least with some cohorts this was achieved.