Art of Facilitating ‘Problem-Driven Outcomes’ in an Architectural Design Studio

2017 ◽  
Vol 4 (11) ◽  
pp. 93-106
Author(s):  
Arulmalar Ramaraj
Keyword(s):  
Design Problem ◽  
Architectural Design ◽  
Time Frame ◽  
Design Studio ◽  
Qualitative And Quantitative Analysis ◽  
Problem Structuring ◽  
Subjective Knowledge ◽  
Current Scenario ◽  
Second Year ◽  
Architectural Design Studio

Studies reveal that subjective knowledge and irrational creativity dominate architectural design studios in the current scenario. With an intention to facilitate ‘problem-driven outcomes’ in a design studio, we framed a series of tasks specific to the framed design problem planned. The tasks were introduced sequentially at the beginning of design studio. For this purpose, a design problem with a time frame of 12 weeks of focusing on ‘multifunctional spaces’ was introduced to two groups of students pursuing second-year architecture To examine the effectiveness of the strategy, 39 students participated voluntarily in framed tasks like ‘story boards’, ‘reels to reality’, ‘collage’ and ‘dialogue between known and unknown context’ to construct appropriate knowledge. Triangulation of qualitative and quantitative analysis of the emergent outcomes processes from three different perspectives was investigated. The performances of the two groups display a stark difference in problem structuring, design processes and the outcomes. Keywords: Art, facilitate, effectiveness, design studio, problem-driven outcome.

scholarly journals The Concept of Limits in Architecture as an Instructional Tool for Design Education

2020 ◽  
pp. 111-130
Author(s):  
Ayşenur Hilal Iavarone ◽  
Emel Birer
Keyword(s):  
Rural Areas ◽  
Design Problem ◽  
Design Education ◽  
Architectural Design ◽  
Design Studio ◽  
Conservation Areas ◽  
Educational Approach ◽  
The Social ◽  
Architectural Design Studio ◽  
The Village

The paper aims to re-thinking limits in architecture through an educational approach. A study on the concept of limits in architecture provides an understanding of architecture's sensitivity, responsibility, and bindingness. To investigate the effect of limits on design, the paper has conducted a discussion of a design studio experience as a case study. As a method in the study, an architectural design studio where students are asked to produce architectural solutions by giving physical legal, and social limits has been established. In the architectural design studio scenario, Garipce Village, a fisher village located on the border of Istanbul and a first-degree protection area by the Bosphorus zoning laws, was given as a design problem to second-year architecture students. The design solutions that the students brought to the limits of the village both exemplified how architectural design sought an answer to the limits and demonstrated how to approach rural areas. The limits of conservation areas, the social implications of the conservation sites, and the physical limitations of the village compose a limitation set for the design problem of the rural area. The outputs of the design studio are discussed in the context of architectural solutions for limits. The results revealed how questioning the concept of "limit" transformed students' learning experiences in the design studio. It has been observed that the act of designing with limits improves students' awareness, strengthens the relationships established with the context, and incorporates the social dimensions of architectural design into the design.

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>

Application of an Alternative Teaching Model in a Virtual Architectural Design Studio: Impacts and Constraints

2006 ◽  
Vol 31 (3) ◽  
pp. 77-84
Author(s):  
Rabee M. Reffat
Keyword(s):  
Real Time ◽  
Virtual Environment ◽  
Architectural Design ◽  
Shared Responsibility ◽  
Design Studio ◽  
Teaching Model ◽  
Virtual Design ◽  
Alternative Teaching ◽  
3D Virtual Environment ◽  
Architectural Design Studio

This paper introduces an alternative teaching model in a virtual architectural design studio, its application, impacts and constraints. This model aims for achieving collaborative learning through facilitating students to Inhabit, Design, Construct and Evaluate (IDCE) their designs collaboratively in a multi-user real-time 3D virtual environment platform (Activeworlds). The application of this model in virtual design studio (VDS) teaching has favorably impacted students' motivation for active, creative and explorative learning, social dynamics between studio participants. It also fostered learning electronic communication, collaboration techniques and etiquette in addition to design technology. The model assisted in developing collaborative experience and shared responsibility. However, there are some drawbacks of the virtual environment platform that hindered having a responsive design environment to users' needs with especially in modeling and rate of viewing. The advantages and constraints of applying the IDCE teaching model in a multi-user real-time 3D virtual environment for first year students at the University of Sydney are addressed in this paper.

scholarly journals Lifelong Learning in Architectural Design Studio: The Learning Contract Approach

2014 ◽  
Vol 8 (1) ◽  
Author(s):  
B. Hassanpour ◽  
A. I. Che-Ani ◽  
I. M. S. Usman ◽  
S. Johar ◽  
N. M. Tawil
Keyword(s):  
Lifelong Learning ◽  
Architectural Design ◽  
Design Studio ◽  
Architectural Design Studio ◽  
Learning Contract

scholarly journals Rethinking the Black Box in Architecture Design Studio

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402092740
Author(s):  
Serap Durmus Ozturk
Keyword(s):  
Architectural Design ◽  
Semantic Representation ◽  
Theoretical Perspective ◽  
Black Box ◽  
Design Studio ◽  
Formal Representation ◽  
Architectural Production ◽  
Critical Action ◽  
Internal Information ◽  
Architectural Design Studio

Design as a critical action can be defined as a concrete-utilitarian construction process and a state-related symbolic ritual. The process of design is defined by the abstraction area, which is accompanied by abstract forms of representation for the physical environment in a built environment and the response to problems. Black Box is defined as tool, system, or object that in art and science is evaluated by inputs and outputs and does not include any internal information. The Black Box problem, which is part of the architectural design process, has been reconstructed as a critical stance to the closed and implicit architectural production process, supporting open thought to the end but formally designing houses that remain faithful to this black box. Hence, this article is an example of a physical and semantic representation production with an emphasis on design as a critical action and metaphor. This article, which presents the black box problem through a theoretical perspective and architectural design studio examples, focuses on the semantic and formal representation of all conditions of a cube. This aspect aims to provide a creative cross section from the potential of infinite design.

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