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Varför kritik?
KTH, School of Architecture and the Built Environment (ABE), Architecture.
2018 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Why critique? (English)
Abstract [sv]

I detta examensarbete görs en diskursiv och historisk undersökning av kritikgenomgången i arkitektutbildningen. Kritikgenomgången utgör en central komponent i det samtida paradigmet för arkitektutbildning – studion. Examensarbetet går igenom och diskuterar aktuell forskning om kritikgenomgången, vilket ger en nedslående bild av kritikgenomgångens pedagogiska potential. Vidare undersöks kritikgenomgångens historiska rötter med fokus på den svenska kontexten, vilket ger vid handen att kritikgenomgången i sin nuvarande form fick sin roll i svensk arkitektutbildning under 1990-talet, alltså samtidigt med studioparadigmets genomslag. Dessutom redovisas resultaten av en intervjustudie med lärare vid KTH Arkitekturskolan, vilka visar att diskursen om kritikgenomgången innehåller flera motsägelser och problem. Resultaten av undersökningarna diskuteras sedan utifrån en förståelse av omdömet som centralt begrepp och förmåga för att förstå den implicita definition av arkitekten som manifesteras i kritikgenomgången och i disciplinens kanon.

Abstract [en]

This thesis presents a discursive and historical investigation of the origins and causes of the design review in architectural education. The design review, jury or ”crit” i s an integral and central part of the contemporary paradigm for architectural education – the design studio. The thesis discusses previous research on the design review, which paints a gloomy picture of the learning possibilities of the review. The historical roots of the review are studied with the Swedish context as a focus, showing that the review in its contemporary form was adopted concurrently with the design studio paradigm during the 1990’s. Furthermore, interviews were carried out with instructors at the School of Architecture at the Royal Institute of Technology in Stockholm. Results from the interviews point to several contradictions and issues in the discourse about the review. Seeing the concept and faculty of judgment as central to understand the implicit definition of the architect, as manifested in the review and in the canon of the discipline, these findings are the discussed and contextualised.

Place, publisher, year, edition, pages
2018. , p. 113
Keyword [en]
critique, design review, design jury, history, architectural education
National Category
Architecture
Identifiers
URN: urn:nbn:se:kth:diva-222129OAI: oai:DiVA.org:kth-222129DiVA: diva2:1179422
Educational program
Master of Architecture - Architecture
Supervisors
Examiners
Available from: 2018-02-01 Created: 2018-02-01 Last updated: 2018-02-01Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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