scholarly journals Virtual Reality As A Spatial Experience For Architecture Design: A Study of Effectiveness for Architecture Students

2018 ◽  
Vol 41 ◽  
pp. 05005
Author(s):  
Luhur Sapto Pamungkas ◽  
Cinthyaningtyas Meytasari ◽  
Hendro Trieddiantoro
Keyword(s):  
Virtual Reality ◽  
Experimental Method ◽  
Architectural Design ◽  
Design Thinking ◽  
Three Dimensional ◽  
Visual Design ◽  
Primary Data ◽  
Design Studio ◽  
Spatial Experience ◽  
Architectural Design Studio

Studios. This ability gained through visual design thinking. The spatial experience honed by three dimensional thinking from the medium diversity. The spatial experience learned through a room layout, proportion, and composition. This research used an experimental method and the primary data obtained by a “Likert” scale questionnaire. The Respondents are 50 students of the Architectural Design Studio. Moreover, the analysis focuses on the VR for spatial experience. The result was a descriptive explanation of the effectiveness of Virtual Reality for a spatial experience of architecture students at Technology University of Yogyakarta.

scholarly journals INTEGRATION OF REVEALED KNOWLEDGE INTO DESIGN THINKING: AN URBAN DESIGN STUDIO EXPERIMENT

2018 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Ilya Fadjar Maharika
Keyword(s):  
Urban Design ◽  
Architectural Design ◽  
Design Thinking ◽  
Reflective Writing ◽  
Islamic Education ◽  
Design Studio ◽  
Human Knowledge ◽  
Architecture Education ◽  
The World ◽  
Architectural Design Studio

<p class="Keywords">Integration of human knowledge principle has been widespread in the world of Islamic education, including in Indonesia. Partially seen as an attempt to build a school of thought of architecture education, the principle opens the discussion on the discursive level of design thinking. This paper reveals an explorative effort to translate the idea into a class experiment in an architectural design studio. This class experimental research uses a content analysis of students’ reflective writing who involve the design process that deliberately begins with the introduction of revealed knowledge (Arabic: <em>wahy</em>) in Architectural Design Studio 7 at the Department of Architecture, Universitas Islam Indonesia. In conclusion, it has formulated a dynamic and multi-dimensional construction of design thinking based on the integration of knowledge</p>

scholarly journals Adaptation of the proposed unit system for third year architectural design studio

2018 ◽  
Vol 48 ◽  
pp. 01040
Author(s):  
Eray Bozkurt
Keyword(s):  
Architectural Design ◽  
Design Thinking ◽  
Teaching Method ◽  
Design Studio ◽  
Adaptation Process ◽  
Positive Outcomes ◽  
Unit System ◽  
Architectural Design Studio ◽  
Fundamental Design

Architectural design studios aim to teach students the fundamental design thinking. Well-structured studio may help the students to explore the global responses and develop projects focused on the current conditions of the society. This study focuses on the adaptation of the proposed unit system for third year architectural design studio. The adaptation process of the proposed unit system analyzed with the description of the previous system. This study discusses the positive outcomes of the new proposed unit teaching method at School of Architecture, Yasar University.

Supporting Design Thinking with Evocative Digital Diagrams

2012 ◽  
pp. 319-337
Author(s):  
Christiane M. Herr
Keyword(s):  
Creative Thinking ◽  
Architectural Design ◽  
Design Thinking ◽  
Software Tool ◽  
Digital Design ◽  
Design Studio ◽  
Creative Potential ◽  
Open Questions ◽  
New Ideas ◽  
Architectural Design Studio

This chapter presents a digitally supported approach to creative thinking through diagrammatic visuals. Diagrammatic visuals can support designing by evoking thoughts and by raising open questions in conversational exchanges with designers. It focuses on the educational context of the architectural design studio, and introduces a software tool, named Algogram, which allows designers to employ diagrams in challenging conventional assumptions and for generating new ideas. Results from testing the tool and the way of approaching conceptual designing encouraged by it within an undergraduate design studio suggest a potential for refocusing of attention in digital design support development towards diagrams. In addition to the conventional emphasis on the variety of tool features and the ability of the tool to assist representational modeling of form, this chapter shows how a diagram-based approach can acknowledge and harness the creative potential of designers’ constructive seeing.

scholarly journals Visual Communication for Students’ Creative Thinking in the Design Studio: Translating Filmic Spaces into Spatial Design

Buildings ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 91
Author(s):  
Eun Joo Park ◽  
Mi Jeong Kim
Keyword(s):  
Visual Communication ◽  
Design Education ◽  
Creative Thinking ◽  
Architectural Design ◽  
Three Dimensional ◽  
Design Studio ◽  
Conceptual Tool ◽  
Visual Communication Design ◽  
Spatial Design ◽  
Architectural Design Studio

Representing visual experiences is an essential part of architectural design education for creativity. The representation of creative ideas relates to the ability to communicate spatial design concepts. This study examined whether filmic spaces could function as visual communication to enhance students’ creative thinking in architecture. It explored how creativity can be supported throughout an architectural design studio with a conceptual tool that translates filmic spaces into spatial design. To investigate the ways to translate filmic space into spatial design tools for creative thinking, we conducted a design studio with first-year university students. Focusing on using various elements of film, including movement, frame, montage, light, and color, and scene changes to represent architectural languages, a curriculum was developed and implemented in a Visual Communication Design Studio for one semester, stimulating students to engage in expressing their ideas in three-dimensional spaces. The overall results suggested that the design education method that used the filmic space as a stimulating tool for creative thinking, emphasizing the role of visual communication, could enhance students’ creative thinking, leading to improved creative design processes.

Architecture Education and the Return to the Humanities

2018 ◽  
pp. 271-286 ◽  
Author(s):  
Foong Peng Veronica Ng
Keyword(s):  
Design Education ◽  
Teaching And Learning ◽  
Architectural Design ◽  
Design Thinking ◽  
Design Studio ◽  
Architecture Education ◽  
The Real ◽  
Bachelor Of Science ◽  
Motivation For Learning ◽  
Architectural Design Studio

Literature on current architectural pedagogy have posited the issue that architectural education lacked change and questioned whether current studio teaching provides adequate design-thinking education and connection to the real world. The increasing importance on the relationship between architecture, community, and place sets a backdrop as a catalyst for improvement within the field, particularly in how this relationship frames the teaching and learning within the design studio. Using an architectural design studio module conducted in the Bachelor of Science (Honours) in Architecture programme at Taylor's University, this chapter discusses the principles for an alternative design studio pedagogy and the values it brings about. The author argues that design education underpinned by “people” and “place” engages students' increased interesting and motivation for learning, with the awareness and sensitivities to the real and scholarly setting, hence bridging the gap between reality and education.

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