Performance Evaluation of Open and Cell Type Design Studios

2016 ◽  
Vol 41 (1) ◽  
pp. 27-34
Author(s):  
Umut Tuğlu Karsli
Keyword(s):  
Instructional Methods ◽  
Design Studio ◽  
Cell Type ◽  
Traditional Architecture ◽  
Architecture Education ◽  
Interior Architecture ◽  
Project Coordinator ◽  
Type Design ◽  
Space Organization ◽  
Spatial Use

Design studio courses take place at the core of education disciplinary design such as architecture and interior architecture. Studios in which design studio courses are conducted can also be used for other practical courses as well. Another important feature of these studios is that they are extensively used by students for individual or group work other than during class hours. Since the students, either on their own or with the project coordinator, experience design process in these studios, their spatial characteristics are highly significant to conduct this process effectively. Within this scope, the aim of the research is to evaluate open and cell type studios commonly used in traditional architecture education through Post-occupancy evaluation (POE) approach, to discuss to what extent these studios meet the spatial requirements of today’s instructional methods and to develop a suggestion for design studio spatial use by taking the strengths and weaknesses of these studios. Accordingly, technical, physical and behavioral variables determining the performance of design studios within the context of spatial requirements have been identified through reviewing the related literature. In framework of a case study, a survey formed with the aforementioned variables was administered to architecture and interior architecture students studying in open and cell type design studios in order to measure their spatial performance. Followingly, in the final part of the study, referring to survey results and evaluation of spatial requirements of today’s instructional methods and tools, a combi design studio space organization has been suggested.

The Analysis of A Hybrid Educational Approach in Interior Architecture Design Studio: The Case of Bahçeşehir University

2015 ◽  
Vol 40 (2) ◽  
pp. 80-87
Author(s):  
Sezin Tanrıöver ◽  
Zeynep Ceylanlı ◽  
Pınar Sunar
Keyword(s):  
Environmental Design ◽  
Design Studio ◽  
Educational Approach ◽  
Architecture Education ◽  
Interior Architecture ◽  
Human Needs ◽  
Physical Environments ◽  
Current Design ◽  
Post War ◽  
Studio Education

Architecture as a discipline has gone through a serious change since the post-war period and became a recognized profession focusing on human needs in the physical environments. The issue of educating new practitioners for the transforming field has turned out to be the subject of a lively debate for the last 10-20 years. The current position and approach in design studios of Department of Interior Architecture and Environmental Design of Bahçeşehir University, were thought to be worth putting forth and sharing with the design community to initiate a discussion for the future of the discipline in general. Consequently, this study was structured to present a paradigm in Interior Architecture Education by focusing on the case of Bahçeşehir University (BAU) Interior Architecture and Environmental Design Department design studio education. The four-year program consisting of eight academic semesters, is addressing the combination of two methods; namely, horizontally organized design studios (HODS), and vertically organized studio groups (VODS). Currently, this approach is subject to many discussions within the department due to many aspects. This approach was tested, evaluated and criticized through student and instructor comments collected via questionnaires. Results were collected and interpreted through three main issues of learning, teaching and assessment. Study moving from general design studio education to the case of Department of Interior Architecture and Environmental Design of Bahçeşehir University, concludes with general comments, mentioning the lack of literature on design studio education, and the significance of sharing different approaches and applications. Lastly and specifically, the revisions following the completion of the experiment in the department was put forth. With reference to the case of BAU, initiating a discussion regarding current design studio education was intended.

A comparative analysis of methods for triggering “creative thinking” in design studios

2016 ◽  
Author(s):  
Gokçe Atakan
Keyword(s):  
Comparative Analysis ◽  
Design Education ◽  
Creative Thinking ◽  
Idea Generation ◽  
Design Studio ◽  
Problem Situation ◽  
Architecture Education ◽  
Interior Architecture ◽  
Advantages And Disadvantages ◽  
Education Design

“Design Studio” is acknowledged as the core course for “spatial design” in both architecture and interior architecture education. The main idea of the design studio is based on uniting all the gathered information from other classes in a context of an architectural project. The key expectation from the studio is to teach ‘how to think creatively’. This paper, particularly concentrates on interior architecture education. Design studios in Turkey, mostly use what is referred as the “contextual model” which starts with a given problem/ situation and proceeds from that given context. During the process of this approach, the instructor guides the student, discusses space generation and corrects technical mistakes.  Taking “creative thinking” into consideration, it is important to constitute another model, which is referred as the “conceptual model”. This process starts with student’s thoughts triggered by chosen materials, and the instructor communicates through abstract and intellectual thinking, discusses idea generation and, corrects technical mistakes. In this paper, the method of comparative analysis is used to examine the advantages and disadvantages of each above mentioned design studio model. The comparison of models is done by criteria derived from Salama’s (1995) survey about the current situation in design studios. As a result of the study it is observed that, both models have some advantages and disadvantages regarding seven excogitated design studio criteria.Keywords: design education, design studio, creative thinking, ınterior architecture.

Developing Sustainable Architecture Education Approaches in Malaysia: A Case Study of Critiques Session in 2nd Year Design Studio of Architecture Department, National University of Malaysia (UKM)

2011 ◽  
Vol 71-78 ◽  
pp. 5003-5006
Author(s):  
N. Utaberta ◽  
B. Hassanpour ◽  
Nag Abdullah ◽  
M. Tahir ◽  
Ai. Che Ani
Keyword(s):  
Positive Impact ◽  
Architectural Education ◽  
Design Studio ◽  
Architecture Education ◽  
Sustainable Architecture ◽  
Natural Sources ◽  
National University ◽  
Definition Of ◽  
Art And Architecture

Education is completely linked by spiritual and mental aspects and has direct effect on thoughts and ideas; even it can make a pattern and line behavior for humans’ life. Indeed if educating system be able to has a positive impact on its’ inputs, then it can import its influence to the whole society by its outputs which their number is not less. Especially in art and architecture this influence would be multiple and multilateral, because students are the future designers and peoples’ life will be influenced by them. So we ought to pay more attention to education phenomenon. Limited natural sources and the destructive effects on next generations’ portion attracted the attention of all sciences and different professional majors to find how to generate new sources of energy that they called Sustainable. Architecture as a linked field to other knowledge and sciences was not excepted and like past periods of history, tried to find best solutions and appropriate responses. Today, the definition of sustainable and the domain of it have developed and it is known in vast meanings and categories. Education is one of these categories that it has to be containing the word, sustainable. Sustainable education as a first stage of attitude and effect on future can play an important role. Sustainable Architectural Education and try to trace methods of sustainable architectural education is the target of this paper.

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>

Self-identity, rationalisation and cognitive dissonance in undergraduate architectural design learning

2009 ◽  
Vol 13 (3-4) ◽  
pp. 315-321
Author(s):  
Christine Bachman ◽  
Leonard Bachman
Keyword(s):  
Cognitive Dissonance ◽  
Architectural Design ◽  
Design Studio ◽  
Cognitive Mechanisms ◽  
Architecture Education ◽  
Self Identity ◽  
Design Learning ◽  
Self Image ◽  
Proposed Model ◽  
Theoretical Paper

This theoretical paper addresses the persistence of architecture students in undergraduate design learning despite the considerable sacrifices that this frequently entails, and proposes a framework for some of the mechanisms that explain students' diligence in their love-hate relationship with the design studio. Such love-hate association is poorly understood, but is clearly a pervasive dilemma in architecture education. The proposed model includes a number of cognitive mechanisms that students may use to reconcile their idealised and romanticised self-image with the incoherent sacrifices of design studio.

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