scholarly journals Sustainable Architectural Design Education: An Improved Experimental Method in a 3rd Year Design Studio

2020 ◽  
Vol 4 (1) ◽  
pp. 64
Author(s):  
Kamal Eldin Mohamed
Keyword(s):  
Design Education ◽  
Architectural Design ◽  
Design Studio ◽  
Improved Method ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Instructor Interaction ◽  
Architectural Design Studio ◽  
Curriculum Education ◽  
Sustainability Principles

The design studio is a unique class format within the architectural curriculum education, in which learning is based on student-instructor interaction and learning by experiences while architectural design is the collective of knowledge and skills to accomplish a unique expectation of a product. Sustainable design has been incorporated into many architecture curriculum education programs but there has been lack of merging in design studio project. This study introduces an improved method of the first experimental Sustainable Architectural Design Studio (SADS) with restructured teaching tools for integrating sustainability principles in design studio along with the studio outcome. In additional, it presents the evaluation and the assessment of the improved method as well as the finding along with the recommendations for the future experimental.

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 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.

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.

scholarly journals Sustainable architectural design education: A pilot study in a 3rd year studio

2018 ◽  
Vol 2 (3) ◽  
pp. 126 ◽  
Author(s):  
Kamal Eldin Mohamed ◽  
Soofia Tahira Elias Özkan
Keyword(s):  
Pilot Study ◽  
Resource Use ◽  
Design Education ◽  
Architectural Design ◽  
Design Studio ◽  
Design Strategies ◽  
Design Decisions ◽  
Human Needs ◽  
Existing Problems ◽  
Sustainability Principles

A design studio is the heart and soul of the architectural education curricula where students learn to make repetitive design decisions that result in design strategies for resource use in order to create an environmental system that reacts to the human needs and requirements or solves existing problems. Integrating sustainability principles into the undergraduate design studio is an urgent need in order to teach young architects sustainable design principles that can stop the continued environmental degradation of the planet. This study proposed a new design studio pedagogy for integrating sustainability principles with a method to test the new pedagogy and the students’ final products. This paper presents the tests results of the pilot study and provides recommendations for the experimental design studio of the following semesters.

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.

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.

A Secret Component in Architectural Design Studio: The “Filtering” Concept

2018 ◽  
Vol 43 (2) ◽  
pp. 60-68
Author(s):  
Bengi Yurtsever ◽  
Cigdem Polatoğlu
Keyword(s):  
Learning Environment ◽  
Design Education ◽  
Architectural Design ◽  
Descriptive Analysis ◽  
Dynamic Structure ◽  
Design Studio ◽  
Internalization Process ◽  
Architectural Design Studio ◽  
The Relationship ◽  
Research Pattern

Learning is an internalization process that depends on individual components. This study focuses on the problematic of learning in architectural design education process and examines its components. The relationship between learning and perception and how it can be handled in the architectural environment is discussed. Answers are searched on the axis of “individual, experience, perception” and especially is focused the concept of “filtering”. The learning environment in the architectural design studio is seen as a cultural environment where all actors share their experiences. It is thought that these variables should be brought to the forefront in order not to lose the originality, with so many variables connected with these cultural actors. In this context, it is aimed to examine the relation between filtering and authenticity in the process of debating the problem of learning in working. The discussion was conducted through a blended learning environment that is supposed to support the aforementioned relationship. The study is based on the constructing grounded theory as a qualitative research pattern. The dynamic structure that can be empowered by the field experience of the selected research pattern has been a driving force in the study. Temporary hypotheses were identified with the preliminary problems and conceptual samples that were expected to be discussed, and then an experience environment was created that could generate data for the study. Then an experience environment was created that could generate data for the work. The implications of the observations, the open-ended questionnaires and the process of making the interviews were evaluated by descriptive analysis. With this approach, problems can be observed on an individual basis; and some of the problems that were grounded were brought into questionable positions with the architectural design studio.

scholarly journals INCORPORATING SUSTAINABILITY PRINCIPLES INTO ARCHITECTURAL DESIGN EDUCATION: RESULTS OF AN EXPERIMENTAL DESIGN STUDIO

2019 ◽  
Vol 14 (3) ◽  
pp. 143-158
Author(s):  
Kamal Eldin Mohamed ◽  
Soofia Tahira Elias-Ozkan
Keyword(s):  
Experimental Design ◽  
Design Education ◽  
Architectural Design ◽  
Sustainable Design ◽  
Design Studio ◽  
Building Projects ◽  
Final Design ◽  
Design Projects ◽  
Negative Impacts ◽  
Sustainability Principles

Design is a structured process or a tactical guideline to accomplish a unique expectation of a product, while a design studio is the environment where students are taught the skills to design the product, which may be a building. Hence, the design studio course is the most important component of the architectural education curriculum; it is where the students get an opportunity to apply the theoretical knowledge gained through lecture-based courses. Yet most theory is not put into practice; consequently, the principles of sustainable design solutions are developed. There is an urgent need to teach future architects how to integrate sustainable design principles into their projects in order to prevent or mitigate environmental degradation due to the negative impacts of building projects. This experimental study initiated a new design studio pedagogy and a novel teaching structure for integrating sustainability principles into the architectural design projects of 3rd year students. It also evolved a testing method to assess the success of the new pedagogy and the students' final design projects. This paper presents the results of the experimental design studio and delivers recommendations for subsequent sustainable design studio courses.

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