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ERIC Number: EJ1065453
Record Type: Journal
Publication Date: 2015-Jun
Pages: 19
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1476-8062
Adapted Verbal Feedback, Instructor Interaction and Student Emotions in the Landscape Architecture Studio
Smith, Carl A.; Boyer, Mark E.
International Journal of Art & Design Education, v34 n2 p260-278 Jun 2015
In light of concerns with architectural students' emotional jeopardy during traditional desk and final-jury critiques, the authors pursue alternative approaches intended to provide more supportive and mentoring verbal assessment in landscape architecture studios. In addition to traditional studio-based critiques throughout a semester, we provide privately held, one-on-one feedback at the semester's close that follows a mentor-trainee model of purposeful interface and a vision of where the student is going. This article reports 82 landscape architecture students' experience of this adapted verbal feedback. The findings suggest an overwhelming positive student experience, and we conclude that these sessions help balance the emotional challenge of architectural study with nurturing support. Furthermore, the students' positivity was not influenced by their experiences in the previous class. We therefore conclude that the adapted feedback sessions provide appropriate closure, even when (perhaps particularly when) a student has had a negative emotional experience during the class.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A