Thinking manifesto on basic design studios in architectural education

2018 ◽  
Vol 5 (6) ◽  
pp. 96-100
Author(s):  
Hakan Saglam
Keyword(s):  
Design Education ◽  
Architectural Design ◽  
Architectural Education ◽  
Design Studio ◽  
Basic Design ◽  
Architectural Theory ◽  
Final Project ◽  
History Of ◽  
Education Design ◽  
Education Delivery

Design education delivery is reconsidered every semester from the first basic design course through to the final project class, and while there are diverse approaches to architectural theory worldwide, the problem of teaching architectural design is a continual question to educators, especially for design educators. Over different periods of time, very different approaches to design education have been pursued. These differing theories form the basis for architectural design education. Throughout this process, the history of design education has been shaped and it is important to be able to use the accumulation of knowledge from different fields within the context of ‘architectural education’. When we consider the transformation of design education historically and the differing approaches today, such as the effects of changing theories, scientific-culturalsub-structures, transformed super structures and the ever-changing theories on architectural education, the design studio educators should incorporate the benefits of this diverse learned knowledge into the design studio education.Keywords: Basic design, architectural education, design studios.

Towards a Personalised Learning in Basic Design Studio: The use of Neuropsychological Tests

2017 ◽  
Vol 4 (11) ◽  
pp. 200-204
Author(s):  
Aktan Acar
Keyword(s):  
Educational Psychology ◽  
Neuropsychological Tests ◽  
Design Education ◽  
Architectural Design ◽  
Instructional Methods ◽  
Design Studio ◽  
Basic Design ◽  
Key Factors ◽  
Personalised Learning ◽  
Learning Domains

Basic design education was conventionally structured around standardised lesson plans and instructional methods. Although each architectural school considers itself as an ecole, the content and the methods of basic design courses mostly follow a particular layout. The principles or qualities, elements and compositional rules of design constitute the content, whereas the methods can vary according to the instructors. These content and dependent methods consider students as passive receivers, whereas students of basic architectural design course should be active learners, participants and even contributors to the process. Hence, it is of importance to consider the students as individuals with particular skills and learning domains. The characteristics of each student should be depicted. In this way, it could be possible develop personalised learning methods and more active and productive basic design studios. This study aims to present methods of educational psychology, particularly neuropsychological tests as key factors of personalised learning in studios. Keywords: Basic design studio, educational psychology, neuropsychological tests.

scholarly journals Intuition in the Design Studio: A Perspective on Student’s Creativity and Design Process

2021 ◽  
pp. 37-48
Author(s):  
Zeynep Ozge Yalcin ◽  
Keyword(s):  
Design Process ◽  
Design Education ◽  
Architectural Design ◽  
Rational Approach ◽  
Design Studio ◽  
Design Problems ◽  
Final Project ◽  
Scientific Approach ◽  
Architectural Design Studio ◽  
Architectural Knowledge

In the twentieth century, as a result of the transition to a scientific approach in design, intuition lost its validity and design became a rational act. In well-defined problems, the design process could be structured with this scientific approach, however, in an ill-defined structure, rationality needs to be combined with intuition to analyzing the design problems, decisions making and generate solutions by supporting the creativity of design students. In this respect, intuition can assist to strengthen and develop the required abilities during the process. Accordingly, the aim is to understand the role of intuition, how students use it to work creatively through sketches, and conceptual ideas, and the problematic process of transformation into architectural knowledge in the design process. The study carried out a literature review to draw an understanding of the dimensions of intuition and its role in the architectural design studio. The results of the study demonstrate that intuition has a crucial role in the design process. Relatedly, the lack of intuition becomes problematic, due to the non-conveyable character that it cannot find a place for itself in the design education in terms of crits from tutors, and alteration of intuition into concrete representations leads to a gap between intuition and the final project. Furthermore, these problems could be eliminated through the coherent use of two features which are rational approach and intuition. In this respect, intuition, creativity, and rationality is needed to perform together in order to achieve success by deciphering the potentials of the project through the process.

Materials in Architectural Design Education Software: A Case Study

2003 ◽  
Vol 1 (1) ◽  
pp. 46-58 ◽  
Author(s):  
Jules Moloney ◽  
Rajaa Issa
Keyword(s):  
Design Education ◽  
Architectural Design ◽  
Building Materials ◽  
Architectural Education ◽  
First Year ◽  
Educational Design ◽  
Architectural Form ◽  
Intuitive Thinking ◽  
Architectural Design Education

Most CAAD software in use for architectural education relies heavily on abstract geometry manipulation to create architectural form. Building materials are usually applied as finishing textures to complement the visual effect of the geometry. This paper investigates the limitations of commonly used CAAD software in terms of encouraging an intuitive thinking about the physical characteristics of building materials in the context of the educational design studio. The importance of the link between representation and creativity is noted. In order to sample the current functionality of typical software used in architectural education a case study involving 80 first year architecture students is presented. These outcomes are discussed and the possibility for new or extended software features are suggested. The paper concludes with an argument for design software that redresses the balance between geometry and materials in architectural design education.

scholarly journals Game as a mediator in a first year architectural design education

2016 ◽  
Author(s):  
Emel Birer
Keyword(s):  
Design Education ◽  
Architectural Design ◽  
Architectural Education ◽  
First Year ◽  
Education Students ◽  
Architecture Education ◽  
Set Up ◽  
The City ◽  
Education Process ◽  
Architectural Design Education

First year architectural design education can be started with various methods which, through testing within different studio studies, can also give ideas as to how to start architectural education. This study will address the contributions, and results of starting first-year architecture education with game as a mediator.  When they start their architectural education, students will have their own unique experiences of form, and space gained since their childhood in their built environment. Therefore, in order to refine the students’ perceptions on their built environments at the beginning of the education process, it’s necessary to provide them with opportunities that will give them confidence in what they can do about form and space. The aim of this paper is to emphasize the importance of the first year in architectural design education, and to discuss the beginning methods, considerate student, tutor and educational factors together. Thus, the game selected to start the architectural education with the purpose of activating the gaming instinct of the student is the “City Game”. The findings of this study provide guidelines for tutors to set up a favorable learning environment from the city and that cooperative learning can be enjoyable by the game for the students.Keywords: design education, game, mediator, first year architectural education 

scholarly journals Peningkatan Kualitas Ruang dengan Intervensi Instalasi dari Material Barang Bekas di Hunian Mahasiswa Arsitektur dalam Mata Kuliah Studio Perancangan Dasar 02 Universitas Kristen Duta Wacana

2021 ◽  
Vol 5 (1) ◽  
pp. 83-100
Author(s):  
Adimas Kristiadi ◽  
Ferdy Sabono
Keyword(s):  
Architectural Design ◽  
Positive Impact ◽  
Design Science ◽  
Living Environment ◽  
Design Studio ◽  
Basic Design ◽  
Christian University ◽  
Negative Space ◽  
Used Goods

Title: Improving Quality of Space with Intervention of The Installation of Used Materials in Architecture Student’s Residence, in Basic Design Studio 02 Duta Wacana Christian University   This research talks about the basic application of architectural design science with limited materials (response to the COVID-19 pandemic disaster). In this case, students are trained to see opportunities (looking for, identifying, processing, and using) used goods as design materials that can increase architectural usability. The Basic Design Studio (SPD) course builds basic skills of traditional craftsmanship, taste sensitivity, and insightful conceptual ideas. The estuary of the SPD course is to create a space installation to intervene in public spaces (physically) in people's lives with the special purpose of giving positive injections or stimulants to negative (dead) spaces so that they have attractiveness and at the same time can have a positive impact on the environment and society. The method of this research is deductive-qualitative, bringing the theory to see the case of how the intervention of negative space (dead) by SPD 02 students with the spatial installation design of used materials has an impact on people's lives. The output of this study is a standard room installation design from used materials that can improve the quality of negative space (dead) into positive space (living) in the residential and living environment around SPD 02 students, which does not rule out the possibility of being applied to a more spacious area. large.

Performing a New Agenda for a First-Year Interior Architecture Studio

2021 ◽  
pp. 218-256
Author(s):  
Ethem Gürer ◽  
Firat Küçükersen
Keyword(s):  
Design Education ◽  
Complex Structure ◽  
Design Studio ◽  
First Year ◽  
Pedagogical Approach ◽  
Interior Architecture ◽  
Design Pedagogy ◽  
Final Project ◽  
And Performance ◽  
Principles Of Design

Considering the content and complex structure of design education, it is important to include the making, body, and movement in design pedagogy. In this context, thinking design with theatre opens to an aggregation of opportunities for thinking holistically and creatively about the character, elements, functioning, and the outcomes of the first-year design studio. This chapter presents a pedagogical approach for the first-year design studio through a final project, Theatre Space, which was devised as an integrated seven-week process of comprehending, interpreting, designing, fabricating, and performing Samuel Beckett's Quad 1+2, with all its components such as stage and décor, costume, accessories, makeup, light, sound, and performance. Students from the Departments of Architecture, Interior Architecture, and Industrial Design had a chance to display how they internalised and applied basic principles of design in their drawings, sketches, diagrams, writings, and collages, as well as the final physical products in 1/1 scale within a performative exhibition: Anti-Quad.

scholarly journals Immateriality in Design and Pedagogy

2019 ◽  
pp. 68-71
Author(s):  
James F. Eckler
Keyword(s):  
Design Education ◽  
Architectural Design ◽  
Design Studio ◽  
Educational Setting ◽  
Instructional Models ◽  
Micro Scale ◽  
Virtual Spaces ◽  
Conventional Design ◽  
Architectural Design Studio

Instructional models are increasingly online, remote, and accessible whenever convenient, ostensibly leaving the conventional design studio behind. What are the consequences of design education without a place of its own — the studio? What are the consequences if architecture Schools resist the pressures to move to a remote platform? The Architectural design studio is unique educational setting in which Information doesn’t flow in a single direction, from professor to student. Instead, it is exchanged in complex patterns of dialogue and production that form the foundation of a micro-scale community. the quality of the education is predicated on the interaction among members of this community. This presents a challenge to the virtual spaces of education that are increasingly becoming the norm. And, while virtual spaces and places of education have not yet fully assimilated the design studio, this does not mean the studio can’t leverage advantages of these emergent grounds of discourse.

scholarly journals The Metaphoric Perceptions of Architectural Design Students On The Concept Of Jury System In Architectural Design Education

2017 ◽  
Vol 7 (2) ◽  
pp. 35-39
Author(s):  
Elvan Elif Özdemir ◽  
Fulya Pelin Cengizoglu
Keyword(s):  
Design Education ◽  
Architectural Design ◽  
Assessment Tool ◽  
Learning By Doing ◽  
Study Data ◽  
Design Studio ◽  
Learning And Teaching ◽  
Design Students ◽  
Jury System ◽  
Architectural Design Education

The core of the architectural curriculum is based on the design studio which focuses on learning by doing. The learning process in the design studio is takes place in critic sessions. These sessions are kind of communication of ideas and transmitting of knowledge from instructor to student. In contrast to other disciplines, in the architectural design education the evaluation and the assessment are the important part of the learning and teaching process. The Jury system is a traditional architectural learning assessment tool. In this system the student present his/her work in the front of the jury and get feedback or criticism. According to Webster (2006), Jury is the most performative stage of education where the student and agency (the discipline of architecture-as represented by the critics) actually interact. (Webster, 2006). The aim of this study was to reveal the perceptions of architectural design students’ about the ‘Jury system’ as an grading system in architectural design studios. The participants for this study included second, third and fourth grade architectural design  students enrolled in the Department of Architecture  at the Faculty of Architecture of Mersin University during the 2014-2015 school year. To collect data, each participant was asked to complete the prompt “A jury is like . . . …because . . . …..”  . Phenomenological design was used in the study. The content analysis technique was used to analyze and interpret the study data. The detailed discussion will be presented in full paper.

Sign in / Sign up

Export Citation Format

Share Document