Advances in design studio critique techniques: a narrative review on innovative critique models and lessons for improving architecture education

The most important teaching and learning method in the architectural design studio (ADS) is the critique session, which is generally employed as an assessment tool. However, the traditional critique models which enjoy global acceptance and are the most applied teaching methods in ADS, are yet to attain their maximum potential. This assertion aligns with deep concerns reported globally in architecture schools regarding critique sessions and studio time. Therefore, there is a need to identify various innovative critique models as proposed by scholars. Using several electronic databases such as Google, Scopus, ProQuest Central, and Web of Knowledge, this narrative review synthesizes empirical evidence in the literature relating to ADS and critiques typologies. The research objectives are to ascertain the various innovative critique models developed or proposed by researchers, narrate findings; specify relevant literature gaps; and propose future research themes. This study argues that simultaneous or successive application of different innovative critique typologies in an interactive design studio environment can foster a studio culture that is open to discussion, trigger critical thinking ability, facilitate communication, and exchange of scholarly thoughts, as well as increase acceptance towards teamwork. Findings reveal that the key issue with the traditional models of critique is that many students find them threatening, and usually not conducive to design learning as well as the fear that they may not support contemporary learning and professional practice. This research emphasizes the deep value of critique in ADS settings and presents innovative critique typologies that can support sustainable learning, teaching, and assessments. This study concludes with the suggestion that new entrants into architecture programs, be given proper orientation of studio culture since it can be intimidating and confusing for new students. In addition, further empirical validation of the models identified in this review is required, to determine their robustness in the learning situations found in the ADS.