Title: Architectural Precedent Study: Innovative Methods Education and its Implication for Ethical Practice
Stream: Research Methods in Art and Design
Presentation Type: Oral Presentation
Authors:
William Frick, University of Oklahoma, United States
Marge Tooming, University of Oklahoma, United States
Abstract:
Architecture students are required to conduct precedent studies of similar architectural objects to create a unique design in studio classes. Through precedents, students learn about geometry, programming, site planning, and the use of materials and technology. Students are continuously reminded to use precedents throughout their studies to resolve current and anticipated design problems. By means of formal and informal education, students ideally develop a habit that will serve them for creating better buildings throughout their professional life. As instructional practices shifted through a global pandemic and site visits were cancelled, conducting a precedent study literally meant that professors and students would actively look at a computer screen, while sharing PowerPoint presentations, searching the Archdaily website, or watching YouTube videos. Precedent study, as architectural method, morphed. From this we address a professional education problem and raise our central questions: As architects are expected to design better buildings faster and cheaper, precedent studies may have a detrimental effect on design uniqueness, and particularly the developing aesthetic sensibilities and creativity of the learner, resulting in shortcuts that inadvertently encourage plagiarism. Is there an ethical framework or a design agenda that can be taught to aspiring and novice professionals to mitigate or even prevent plagiarism? What are the means to learn and practice efficiently but not to copy? The aim of this presentation is to develop both a conceptual argument for renewed methods education in architecture and to draw on empirical illustrations that can assist in using precedent studies ethically.
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