scholarly journals Urban Design for Super Mature Society

2019 ◽  
pp. 137-154
Author(s):  
Davisi Boontharm
Keyword(s):  
Public Space ◽  
Urban Design ◽  
Teaching And Learning ◽  
Architectural Design ◽  
Design Research ◽  
Design Thinking ◽  
Teaching Method ◽  
Technical Problem ◽  
Specific Context ◽  
New Town

This paper aims to discuss an experience in teaching and learning urban design-research studio at The international Program in Architecture and Urban Design, Meiji University, Japan, in 2018. The studio attempted to address a specific context of the advanced aging and shrinking of the city in Japanese society through urban design thinking. By applying a research-led teaching method which requires students to search and respond to the resource approach to sustainable urban regeneration, the studio seeks creative and responsive ideas which could create an alternative to the decline of urban fringe in a specific context of an old new town suffering from the advanced aging demography. With our main interest in the research on requalification, the studio was seeking to explore this concept in urban design scale. This design-research studio tried to identify and later applied the keywords with prefix “RE-s” as statement and conceptual thinking in the production of space. The area of investigation is Tama New Town located in Tokyo’s western suburb. It is the largest new town ever developed in Japan during the period of rapid economic growth in the 1970’s. Its design, which adopted the modernist planning concept, has become problematic in today’s situation. Half a century has passed, the new town, which never achieved its goal, has aged and is facing several socio-economic challenges. The aim of this urban design-research studio is to reach beyond just technical problem solving by spatial design and instead exercise the responsive strategic thinking to address the current alarming issues of the aging and shrinking society which, we believe, important to the New Urban Agenda proposed by the UN-Habitat. Here we tried to address specific questions; how should urban design respond to the shrinking society? How can urban design thinking address the situation where there is no “growth” and oppressed with super-aging neighbourhoods? And how can we re-shape the environment that will be less and less inhabitable? Within this studio, students are encouraged to respond critically and creatively in overall strategic planning, urban and architectural design including the design of public space for a sustainable future.

scholarly journals Lively Social Space, Well-Being Activity, and Urban Design: Findings From a Low-Cost Community-Led Public Space Intervention

2016 ◽  
Vol 49 (6) ◽  
pp. 685-716 ◽  
Author(s):  
Jamie Anderson ◽  
Kai Ruggeri ◽  
Koen Steemers ◽  
Felicia Huppert
Keyword(s):  
Public Space ◽  
Urban Design ◽  
Design Research ◽  
Local Community ◽  
Social Space ◽  
Low Cost ◽  
Well Being ◽  
Observation Data ◽  
Before And After ◽  
The Impact

Empirical urban design research emphasizes the support in vitality of public space use. We examine the extent to which a public space intervention promoted liveliness and three key behaviors that enhance well-being (“connect,” “be active,” and “take notice”). The exploratory study combined directly observed behaviors with self-reported, before and after community-led physical improvements to a public space in central Manchester (the United Kingdom). Observation data ( n = 22,956) and surveys (subsample = 212) were collected over two 3-week periods. The intervention brought significant and substantial increases in liveliness of the space and well-being activities. None of these activities showed increases in a control space during the same periods. The findings demonstrate the feasibility of the research methods, and the impact of improved quality of outdoor neighborhood space on liveliness and well-being activities. The local community also played a key role in conceiving of and delivering an effective and affordable intervention. The findings have implications for researchers, policy makers, and communities alike.

scholarly journals The Studio in the School of Architecture and Urban Design of the University of Sao Paulo: the 1962 Reform and its contemporary issues

2013 ◽  
Author(s):  
Juliano Aparecido Pereira
Keyword(s):  
Urban Design ◽  
Architectural Design ◽  
Teaching Method ◽  
Design Method ◽  
Fine Arts ◽  
Sao Paulo ◽  
São Paulo ◽  
Architectural Practice ◽  
Architectural Production ◽  
The University

ENGLISHThe article presents and discusses an experience in Brazil on an architectural design method of teaching created by the School of Architecture and Urban Design of the University of Sao Paulo (FAU USP). We refer to a Pedagogical Reform proposed in 1962 and its consequences on the formation of Brazilian architects. Known as the 1962 Reform and having as its leader, in association with other professors, architect and professor João Batista Vilanova Artigas (1913-1985), the proposed new model for a method of project education ended up by being adopted, in some aspects, but not all, by the majority of Brazilian schools of architecture and urban design. The reform led by Vilanova Artigas proposed an overcoming of project teaching methods based either on the traditional model of architectural composition, by way of the School of Fine Arts, or on those for the formation of architect-engineers, by way of the Polytechnics. This new teaching method would be based on parameters for the comprehension of architectural practice, pointing to a generalist formation of the architect, thus instrumentalizing him to act within the various scales of architectural production: objects, buildings, cities and visual communication. In this context is manifested the intention for the creation of a University of Design, founded on the practice of investigation and studio research, thus overcoming the boundaries of a project scale in a school of architecture, limited between the realization of a building scale and, at most, of a city. To understand this generalist and plural outlook becomes a contribution to the discussion on the formation of contemporary architects and their awareness and instrumentalization for action before the complex professional demands of present day societies. PORTUGUÊSO artigo apresenta e discute uma experiência no Brasil de método e ensino de projeto de arquitetura, elaborado pela Faculdade de Arquitetura e Urbanismo da Universidade de São Paulo, a FAU USP. Referimo-nos a uma Reforma Pedagógica proposta no ano de 1962 e as suas consequências à formação dos arquitetos brasileiros. Conhecida como a Reforma de 1962 e tendo como seu líder, associado a outros professores, o arquiteto e professor João Batista Vilanova Artigas (1913-1985), o novo modelo proposto de método de ensino de projeto passou a ser adotado, sob alguns aspectos, mas não todos, pela maior parte das Faculdades de Arquitetura e Urbanismo brasileiras. A reforma liderada por Vilanova Artigas propunha uma superação dos métodos de ensino de projeto baseados ou no modelo tradicional de composição de arquitetura, via Escolas de Belas Artes, ou então naqueles de formação de arquitetos-engenheiros, via Escolas Politécnicas. O método de ensino proposto iria se basear em novos parâmetros de compreensão da prática da arquitetura, apostando em uma formação generalista do arquiteto, instrumentalizando-o a atuar nas várias escalas de produção arquitetônica: objetos, edifícios, cidades e comunicação visual. Nesse contexto manifesta-se a intenção de criação de uma Universidade do Projeto, fundada na prática de investigação e na pesquisa do ateliê, superando assim o limite da escala de projeto de uma Faculdade de Arquitetura, limitada entre a realização da escala do edifício e, quando muito, da cidade. Compreender essa formação generalista e plural coloca-se como contribuição à discussão da formação do arquiteto contemporâneo e a sua sensibilização e instrumentalização para ação frente às complexas demandas profissionais das sociedades atuais.

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>

scholarly journals Adaptation of the proposed unit system for third year architectural design studio

2018 ◽  
Vol 48 ◽  
pp. 01040
Author(s):  
Eray Bozkurt
Keyword(s):  
Architectural Design ◽  
Design Thinking ◽  
Teaching Method ◽  
Design Studio ◽  
Adaptation Process ◽  
Positive Outcomes ◽  
Unit System ◽  
Architectural Design Studio ◽  
Fundamental Design

Architectural design studios aim to teach students the fundamental design thinking. Well-structured studio may help the students to explore the global responses and develop projects focused on the current conditions of the society. This study focuses on the adaptation of the proposed unit system for third year architectural design studio. The adaptation process of the proposed unit system analyzed with the description of the previous system. This study discusses the positive outcomes of the new proposed unit teaching method at School of Architecture, Yasar University.

scholarly journals Architecture's Tightrope - Investigating an Alternative Trajectory for Critical Architecture: Critical Spatial Practices and a Polycontextual Engagement with an Urban Thick Edge Condition

2021 ◽  
Author(s):  
◽  
Angus Robert McDonald Earl
Keyword(s):  
Public Space ◽  
Architectural Design ◽  
Design Research ◽  
Theoretical Framework ◽  
Urban Site ◽  
Edge Condition ◽  
Theoretical Problem ◽  
Spatial Practices ◽  
Multiple Contexts ◽  
Edge Conditions

<p>This thesis investigation engages two contemporary interrelated problems – one theoretical and one practical – both of which are interrogated, interwoven and tested through a critical lens. The theoretical context framing the design-research reconsiders the vitality of ‘critical architecture’ in relation to contemporary discourse, in particular, the so-called ‘crisis of criticality’ and the implications of this ideological landscape within the built environment. Foregrounding a position to test this theoretical framing, the practical context of the design-research is distinctly urban – engaging one of the contemporary negative outcomes of rapid urbanisation. The practical problem investigates the ‘thick edges’ (places of singular and/or impermeable identities) that manifest around and below new urban motorway infrastructural developments, a condition that creates barriers to cultural, social and spatial flows between communities in urban settings. This thesis argues that by engaging with the complex and multiple cultural conditions of urban sites, the rigidity and singular nature of these impermeable thick edge spaces can be opened to diverse flows relating to multiple contexts. Through processes of design intervention, the thesis proposes a ‘polycontextual’ approach to introduce flows of wider contextual dimensions within an urban site – promoting architectural solutions that blur, fray and punctuate thick edges by developing them as threshold conditions between adjacencies. The theoretical problem analyses the limitations of both the autonomous and post-critical positions; this thesis argues that an alternative trajectory for a contemporary critical architecture has emerged, one that may be used as a theoretical framework for resolving urban thick edge conditions. Jane Rendell, Kim Dovey and Murray Fraser reveal a trajectory to shift architectural practices towards positive and flexible modes of production whilst simultaneously opposing the insufficient positions of the post-critical. They posit that architecture remains an inherently cultural proposition – created through constructive ‘relays’ that can mediate between theory and design – elucidating strategies of resistance through an engagement with practices that are both critical and spatial. Jane Rendell further argues that strategies for such ‘critical spatial practices’ can be elucidated through an examination of processes that are: site-specific, socio-spatial, and temporal. Adopting these three categories as the theoretical framework of this thesis focuses the design-research, implicating critical spatial practices as a contemporary and alternative position for critical architectural production - providing a framework for positive and critical positions in current discourse. In response to this two-fold investigation, the thesis tests a synthesis of critical spatial practices and a polycontextual approach through strategic designresearch propositions. Architecture’s Tightrope proposes a multifunctional events facility that permanently supports the New Zealand International Arts Festival, and the structuration of a dynamic, relational and non-deterministic public space. The primary aims of this thesis are: to test a contemporary critically engendered framework for architectural design-research that is both culturally and formally negotiated; and to investigate the potential for this framework to invert the negative conditions of urban thick edges through an engagement with multiple contexts.</p>

scholarly journals Dilemas do trabalho pedagógico: da iniciação ao projeto de arquitetura

2019 ◽  
Vol 88 (220) ◽  
Author(s):  
Jaime Almeida
Keyword(s):  
Teaching And Learning ◽  
Architectural Design ◽  
Social Space ◽  
Teaching Method ◽  
The Other ◽  
Geometric Form ◽  
First Semester ◽  
The Arts ◽  
Teachers And Students ◽  
The University

Trata-se de análise do trabalho pedagógico da iniciação ao projeto de arquitetura nas escolas de arquitetura e urbanismo de universidades federais – o principal exemplo é a disciplina de primeiro semestre do tronco de projeto da Faculdade de Arquitetura e Urbanismo da Universidade de Brasília (FAUUnB). Visa caracterizar os dilemas ou as contradições desse trabalho pedagógico e dar indicações para o seu equacionamento. Percebe-se que tais dilemas surgem de uma compreensão restrita da arquitetura como forma e expressão subjetiva dos agentes envolvidos naquela prática(professor e estudante) e, também, da ausência de uma teoria do espaço social. Essa pedagogia tende a ser passiva, em contrapartida sugerem-se ações pedagógicas para potencializar a capacidade sensitivo-motora e reflexiva dos estudantes no projeto arquitetônico e, também, incorporar a arte como método de ação, a crítica e a participação de agentes como especialistas e "usuários". Palavras-chave: prática pedagógica; ensino de projeto; espaço; projeto e abstração. Abstract The analysis focuses on the pedagogical aspects of the teaching and learning of the architectural design, particularly in the first semester, when students begin to learn the architectural design. The main analysis is the Faculty of Architecture and Urban Planning of the University of Brasília whose target is to point out the dilemmas or problems of that work aiming new ways of dealing with them. The key problem of that approach is the limited architectural practices, which consider architecture as a geometric form (the envelope of the building) and, also, its teaching method. However, the teacher believes that architectural design is an expression of the subjectivity of those agents involved in that process(teachers and students). There is no consideration on the other aspects involved in that work particularly in social space. This is called passive pedagogic. We think that architecture schools can be improved by involving in such process of teaching and learning the arts as an action method, the critics, specialists and users. Keywords: pedagogical work; space; architectural design teaching; project and abstraction.

Parametric Urban Design Thinking: Shared Patterns in Design by Algorithm and Design by Drawing

2021 ◽  
pp. 0739456X2110536
Author(s):  
Olgu Çalışkan ◽  
Yavuz Baver Barut ◽  
Gökhan Ongun
Keyword(s):  
Urban Design ◽  
Design Thinking ◽  
Parametric Design ◽  
Design Analysis ◽  
Design Methods ◽  
Specific Context

The paper suggests a focused examination of the processes of drafting-based design and parametric design in urbanism. It discusses how spatial design’s settled cognition would differ by using algorithmic systems through the altered relationships between the basic operations in design. To reveal the commonalities and distinctions between the two design methods, the authors present the detailed documentation of the workshop series, which experimented with both techniques within similar design contexts. By the design analysis, the idea of “parametric thinking” is revisited in the specific context of urban design.

Connecting places: towards a participatory, ordinary urbanism

2019 ◽  
pp. 205-226
Author(s):  
Geoff Vigar ◽  
Georgiana Varna
Keyword(s):  
Public Space ◽  
Urban Design ◽  
Smart City ◽  
Design Thinking ◽  
Transport Policy ◽  
Macro Level ◽  
Place Making ◽  
Transport Planning ◽  
Regulatory Systems ◽  
Micro Level

This chapter examines the opportunities and pitfalls of integrating transport planning with urban design and place-making strategies, using design thinking as a way to address many of the ‘intractables’ associated with implementing transport policy. We argue for a focus on the substance and consistency of macro level strategy alongside the significance of creative and consistent micro level interventions. We position our argument alongside smart city debates, aiming to reinsert into these a more ‘ordinary’ approach that celebrates the significance of intervention in ‘ordinary neighbourhoods’ through the deployment of ‘ordinary technologies’ (benches, quality pavements) to create more livable cities and neighbourhoods. We concur that planning is a form of knowledge in action but choices over what counts as knowledge and how it is used and deployed are highly significant. In doing so, and to better secure citizen buy-in to the transformation of public space, we argue for an approach centred on co-design to counter planning orthodoxy that subverts people’s everyday needs to the paradigms and embedded routines of regulatory systems.

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 Delta Building: Science, Engineering, and an Opportunity for Design Leadership

2016 ◽  
Author(s):  
Jeffrey A. Carney ◽  
Keyword(s):  
Architectural Design ◽  
Design Research ◽  
Design Thinking ◽  
Design Practice ◽  
Building Science ◽  
Pedagogical Innovation ◽  
Academic Production ◽  
The University ◽  
University Setting ◽  
Research Architecture

Trans-disciplinary design research is leading to significant academic production, pedagogical innovation, and in the process transforming architectural design practice. Melding parallel movements of “design thinking” and “trans-disciplinary Research”, architecture is centrally positioned to achieve significant agency in the increasingly urgent effort to adapt to climate change. In the university setting, this has enabled new institutes to develop rapidly, creating new opportunities and challenges for architectural education, research, and practice.

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