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.

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.

“Limited Material” as an Input for Creativity in Interior Architecture

2021 ◽  
pp. 280-305
Author(s):  
S. Banu Garip ◽  
Aycan Kızılkaya
Keyword(s):  
Urban Space ◽  
Social Factors ◽  
Architectural Design ◽  
Design Studio ◽  
Interior Architecture ◽  
Wide Perspective ◽  
Different Dimensions ◽  
Architectural Design Studio ◽  
The City ◽  
Single Material

This chapter mainly focuses on the influences of material as an input within different stages of design and production in the context of different dimensions that define the relations between user and environment. Properties of the material require discussion on different issues from the urban scale to the interior in a wide perspective such as the dialogue established by the interior and the urban space, psychological and social factors, sensation, temporality, mobility, portability, flexibility, sustainability, strength, durability, and economy. In this context, the topic is discussed through examples of the studies and experiences of the Interior Architectural Design Studio. Within the studio, sheltering alternatives for the homeless have been designed in Istanbul. The main intention is to discuss and question the possibilities of enabling the homeless to be socially integrated into the city and to provide them practical sheltering with using a single material. The limitations of the material increased the challenge while resulting in varied alternatives.

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.

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.

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