Reyhane Khaghanpour Shahrezaee, Fatemeh Mehdizadeh Saradj,
Volume 34, Issue 1 (1-2024)
Abstract
Architectural education at the undergraduate level primarily focuses on design studios, which are conducted through critique sessions. These sessions are crucial for fostering communication between tutors and students, making them a key component of architectural education. Despite the emphasis on visual presentation in various courses, verbal communication receives less attention. To address this gap, it is essential to explore knowledge centered on human communication and strategies for improvement. Rhetoric, a concept introduced by philosophers and literary scholars, forms the foundation of all human communication by focusing on persuasive techniques. This research investigates critique sessions in architectural design studios, particularly examining the communication between tutors and students within the framework of rhetorical knowledge. The goal is to enhance this communication by elucidating the critique session and the relationship between teacher and student. The research employs a combination of descriptive and analytical strategies, along with logical reasoning, to address two primary questions: "How can the critique session be defined as a rhetorical situation?" and "What are the persuasion techniques used at each stage of the architectural design studio?" By applying rhetorical situation theory and persuasive methods, the research presents techniques for each stage of the architectural design studio, aiming to enhance the effectiveness of critique sessions. The findings suggest that effective communication in these sessions relies on clear, coherent expression and logically presented criticisms and suggestions. This creates a persuasive context that facilitates mutual understanding. As a result, architectural students not only acquire design skills but also develop the ability to communicate convincingly and defend their designs effectively in various scenarios.
