Micro-action intervention no. 4 What is remembered at a crit?

In this exercise the students were at a crit and were expected to be participating in the crit in
the customary fashion. After the crit students were asked to recall the main comments made about someone else's scheme. The answers were divided into three catagories: Recalled most of the comments. 4 Recalled some. 15 Recalled none/ very little 9

. Most
. Some DNone

Then the recall of comments on crits by students who were yet to present was tested. The result was as follows: Recalled most of the comments. Recalled some.
4

Recalled none/ very little

13

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II Most . Some DNone

The conclusion here is that assessment and feedback on presentations is mostly lost on students who are yet to present, thus negating the theoretical belief in collective learning in the crit.

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Propositions
Prepositions arising from the micro-research interventions:

Proposition 1: The size ofthe group influences the potential to learn.

Theory: Quinn (2000) explores this phenonmenon in the sociometry studies.

Research findings:
Interviews: The emphasis was on the lack of ability to concentrate for a class size

of forty to fifty students and from this the feeling of a lack of engagement with the crit process.
Micro action intervention no.1:

Smaller groups led to increased discussion amongst students.

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Proposition 2: Groups create implied and explicit norms which influence learning.

Theory:

Jacques (1984) explored the impact of the group implications.

III

terms of its learning

Research findings :

The change in the micro action research where the students were expected to speak as opposed to sit and be educated caused a shift in the student and staff comfort zone. The group changed its role and the students perception moved from being one where the staff were the only one to express an opinion to one where the group would have a voice when it came to crits.

Proposition 3: Group atmosphere influences learning

Theory:

Michaelsen (2002) explores a similar phenonmenon in management teams where the initial aim of the group is not to perform a task but to ' bond' before tackling a task.

Research Findings:

Interviews: A number of interviewees spoke of how it was important to them what their peers felt about their crit and how the feeling of 'support' or otherwise was important as to how they viewed the crit experience.

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Proposition 4: Power influences learning in the crit.

Theory:

Schon (1983) explores the balance of power in the studio setting and coins the term 'reflection-in-action' with both the tutor and student reflecting on a design problem as equals.

Research Findings:

Interviews: Many interviewees spoke favourably of the one-to-one sessions as being a discussion about ideas amongst equals- tutors and students. Micro-action Research: Likewise the action research no.3 explored the idea of drawing and sketching solutions as opposed to criticising the scheme.

Proposition 5: The students learning is hampered by the tension before their review

Theory:

The student needs to be in an 'open' frame of mind to learn (Field 1993) and what is often ignored is the emotional state of the student in the learning environment.

Research Findings:

Micro-Action Research:In the action research no.4 the students were asked torecall the comments of the crit. The students who were waiting for their review couldrecall little or no information as they were too focussed on their own review to pay sufficient attention to the crit. Interviews: The same evidence is borne out in the interviews.

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Proposition 6: Primacy of the studio

Theory:

The primacy of the studio space is being challenged by the advent of new technologies. The studio as a reflective space free from the outside world of distractions not longer applies. (Till 2004, Duggan 2005)

Research Findings:

Micro Action Research: In the action research no. 1 the layout of the studio space was observed what was noticeable was the way that the students whose review was over went to the computer with internet access not to research but often to engage in pastimes.

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