|Ph.D Student||Austerlitz Noam|
|Subject||Emotions and Student-Instructor Relationship: Their|
Educational Role in the Architectural Design
|Department||Department of Architecture and Town Planning||Supervisors||Professor Iris Aravot|
|Professor Aaron Ben-Ze'ev|
The design studio is the focus of professional academic education in most design schools. Since this is the locus where students experience ‘hands-on’ design, it can be assumed to have great influence and effect. This dissertation deals with the emotional affinities to educational processes in that setting. It is assumed that due to studios' characteristics, students may experience high levels of cognitive stress and tendencies to over-react. This, and the lack of specific knowledge about emotion, induced us to seek relevant information about emotional phenomena and their role in the context of the design studio. Therefore a qualitative study of several stages was conducted. It included observations, conversations, and interviews with the 40 Israeli students of architecture who participated. The core field research was an ethnographic ‘voyage’ with 12 students, across and beyond one whole semester. This allowed the researcher to observe studio occurrences and immediate emotional responses to them, to obtain students’ comments virtually in real time, and to keep track of extended processes during the semester, resulting in more than 500 pages of text that were later analyzed. In the course of the research, more than 700 reports about emotions were collected. This Systematic classification and interpretation of data enabled identification of some patterns common to emotional arousal in the design studio, and to reveal some typical characteristics of the emotional experience of the design students. Analysis of emotional events in the context of the studio shed new light on the learning process of designers and on the role of emotions in it.