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Experience has shown that students learn technical skills more efficiently and incorporate them more readily into the building design process when the skills are acquired on an as-needed basis during ongoing design projects. In this article, I propose a model for technical teaching in which technical “support” courses are replaced by technically oriented design studios that students take along with an unrelated conventional studio. The design project in a technically oriented studio is carefully formulated to feature particular technical issues while minimizing distractions. Technical lectures are offered within the studio as the students need the information. Formal, spatial, and technical issues are purposely blended into a unified concern for creating good buildings.
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Edward Allen (1997) studied this question.
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