scholarly journals Interrelations, transitions, and experiential outcomes are the main domains to lay the foundation and maximum learning in Architectural Design Studio

2018 ◽  
Vol 9 (7) ◽  
pp. 1397-1403
Author(s):  
Prof. Ismita Singh
Keyword(s):  
Architectural Design ◽  
Learning Experiences ◽  
Design Studio ◽  
First Year ◽  
Student Culture ◽  
Architecture Education ◽  
Architectural Design Studio

Learning experiences of the students of Architecture for the Design Studio from first year of Architecture Education to fifth-year, students learning experiences as interrelational, perceive the experiences as transitional, and understand that their learning experiences aid in the production of outcomes. Studio culture is generated partially by a student culture that encompasses interaction, which affect learning experiences. This study explores the meaning students make their learning experiences in the design studio, which are affected by interaction.

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>

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.

scholarly journals Re-narrated Stories: A Reflection on Narrative Learning in a First Year Design Studio

2021 ◽  
Vol 6 (2) ◽  
pp. 285-294
Author(s):  
Arif Rahman Wahid ◽  
Paramita Atmodiwirjo
Keyword(s):  
Architectural Design ◽  
Design Studio ◽  
First Year ◽  
Interior Architecture ◽  
First Semester ◽  
Architectural Design Studio ◽  
Objective View ◽  
Narrative Framework ◽  
Narrative Learning

This paper explores the implementation of narrative learning in first-year architectural design studios and how it can amplify the making, communicating and reflecting aspects of the study. In particular, this paper examines the estrangement technique, which enables an objective view of a story and its telling. The technique allows the students to detach an existing narrative from its context to be analysed, and then recontextualise it. We focus on the main studio project for the first-semester architecture and interior architecture students in Universitas Indonesia as the context of this study. This paper analyses their process, final outputs, and feedback to see the lesson learned from their perspective. The study suggests that learning narrative framework in architectural design studio supports the students to think systematically. In the end, estrangement technique provides the students with a way to retain some aspects of a narrative while playing with others, producing a fresh view on telling stories through enhancing their ambiguity and interaction between design author and their audience.

Teaching strategies for linking knowledge acquisition and application in the architectural design studio

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mahmoud Reza Saghafi
Keyword(s):  
Knowledge Acquisition ◽  
Teaching And Learning ◽  
Architectural Design ◽  
Course Design ◽  
Project Based Learning ◽  
Design Studio ◽  
Architecture Education ◽  
Student Work ◽  
Content Type ◽  
Architectural Design Studio

PurposeIn the context of architecture education, design studio projects usually start with “research” on the design theme and the context, but often there is no strong link between this research and its application in the project and the resultant design product. This paper explores strategies which link knowledge acquisition and knowledge application in design studio teaching and learning.Design/methodology/approachThese strategies have been applied in several design studios and master’s theses and involve sixteen years of research by the author through observation, surveys and analysis of student work.FindingsThe results show that these strategies are not limited to the design studio, with more than half of them (eight out of fourteen) also applicable in theoretical subjects that sit outside the design studio unit and generate knowledge of relevance to studio projects. As such, the paper advocates for a multi-level approach involving the following: course design and curriculum development, teaching and learning pedagogies and organizational decisions regarding the deployment of staff as for collaborative team-based teaching.Research limitations/implicationsThe results also recognize the relevance of problem-based and project-based learning to the broader higher education context and its dependence on a collaborative approach.Originality/valueThis paper which synthesizes this work contributes to the literature on architecture pedagogy, specifically that related to the integration of theoretical and practical subjects.

scholarly journals Adaptation of First-Year Architectural Design Studio Resources Through Accessibility

2021 ◽  
pp. 125-135
Author(s):  
Derya Uzal ◽  
◽  
Basak Eren ◽  
Keyword(s):  
Architectural Design ◽  
Basic Knowledge ◽  
Design Studio ◽  
First Year ◽  
Material State ◽  
Architectural Design Studio

This paper aims to discuss possible adaptations of the essential resources for the first-year architectural design studio's second term under COVID-19 lockdown regulations through experiences from MEF University First-Year Design Studio. Design Studio fundamentals, such as accessibility and materiality, needed to be adapted to studio participants' changing opportunities and places. The second term of the first-year design studio at MEF University is built upon the basic knowledge gained from the first term by improving its physical aspects such as structure, material, and site by forming direct relationships with the resources through analysis and experimentation. Its adaptation to remote studio poses significant difficulties with its intense tactile and material state. New resources and adaptations to the remote studio are grouped under three categories: Curriculum, studio as a workspace, and site. Remote studio experiences are analyzed through changing resources to uncover new possible achievements. Even though there are still irreplaceable components of the regular studio structure, the paper searches for possible adaptations to overcome these challenges of architectural design studio during remote teaching by reassessment of the resources with the accessibility theme.

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.

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