Advice-Giving as a Space for Authoring in a Design Studio

• In Event: Sheraton Roundtable Session Thirteen
  In Roundtable Session: Learning Encounters in Micro-Writing, Ritual Speech, Advice-Giving, and Digital Media (Table 17)

Abstract

Part of an ethnography of a studio classroom, this paper examines how an instructor’s feedback in the form of hypothetical student-voiced, direct reported speech, helped students take an authorial stance in their design narrative. Drawing on narrative as a social activity, I considered Mr. J’s advice-giving act as part of building students’ design narratives. Using an advice-giving activity sequence, I mapped how Mr. J’s desk crit was organized. I used multimodal interaction analysis to attend to linguistic and non-linguistic resources (e.g., gestures, drawings, models) used together in offering advice. I discussed how an advice-giving activity was organized to help students build their design narrative and how Mr. J’s pre-voicing created opportunities to fashion their authorial voice in the design process.

Author

• Min-Seok Choi, University of Louisiana at Lafayette
  Presenting Author