Empowering Transformative Pedagogy: A Knowledge-Based Architectural And Urban Design Studio

2021 ◽  
pp. 157-198
Author(s):  
Ashraf M. Salama
Keyword(s):  
Urban Design ◽  
Design Studio ◽  
Transformative Pedagogy ◽  
Knowledge Based

scholarly journals Experiential and Integrated Learning Environments – Teaching Urban Design Studio at Curtin University

2020 ◽  
Author(s):  
Francesco Maria Mancini ◽  
Tanja Glusac
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Urban Design ◽  
Action Learning ◽  
Urban Setting ◽  
Advanced Technology ◽  
Design Studio ◽  
Integrated Learning ◽  
Learning Collaborative ◽  
The Government

Experiential Learning and Integrated Learning Environments in Architecture is a pedagogic project based on action learning (Revans, 1980) that challenges the traditional design studio teaching approach to Architectural/Urban Design and builds on Dewey (1939) and Kolb (1984) theories of experiential learning. An innovative model of teaching Urban Design to Master of Architecture students has been trailed for the first time in 2018, when the studio was set in the City of Bayswater, and has been refined over the course of 2019 in two separate study periods – Study Period 1 (Rome/Milan Study Tour) and Semester 2. This model provides students with an opportunity to collaboratively learn from and re-design the existing urban environments by immersing themselves in the very context they are studying. The proximity of the classroom to the urban setting presented an opportunity for students to draw comparisons and analysis between national and international examples and that of the surrounding urban milieu. Additionally, advanced technology supportive of distributed learning environment and intense collaboration with industry such as Hassell, Element and The Office of the Government Architect (OGA), coupled with opportunities to visit various practices, provided deeper insights and an all rounded approach to learning and engaging with architecture. Keywords: experiential learning; collaborative learning environments; architecture, urban design

scholarly journals The impact of design concepts on thinking performance in urban design studio

2013 ◽  
Vol 21 (2) ◽  
pp. 99-117
Author(s):  
Dr. E. H. Alallaf ◽  
H. H. Alsoofe ◽  
Dr. N.T. Alkymakchy
Keyword(s):  
Urban Design ◽  
Design Studio ◽  
Design Concepts ◽  
The Impact

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>

Knowledge-Based Urban Design in the Architectural Academic Field

2018 ◽  
pp. 204-227
Author(s):  
Hisham Abusaada ◽  
Abeer Elshater
Keyword(s):  
Developing Countries ◽  
Urban Design ◽  
Current Knowledge ◽  
Educational Process ◽  
Theory Of Knowledge ◽  
Mental Ability ◽  
Academic Field ◽  
Knowledge Based ◽  
Learning Plans ◽  
The Relationship

This chapter focuses on the theory of knowledge-based urban design as a tool for intellectual literacy in architecture schools. It explores the extent of the current knowledge effects in the educational process by knowing the experience gained by the students during the current learning plans, as opposed to what the urban designer should know. The dilemma is what could happen if the experts in the relevant disciplines of urban design do not accept such a paradigm shift or even recognize that there is intellectual illiteracy in a particular discipline and closely relevant fields by discussing some features of intellectual illiteracy in the academe of some developing countries. These features could provide a ground for accepting this theory. Furthermore, the chapter helps to present what can reduce the alleged intellectual illiteracy. In conclusion, this chapter provides an experimental attempt to explore the relationship between illiteracy of thought and mental ability among professionals in the field of urban design to raise their intellectual and cognitive competence.

Miniature as a way of representation in design studio: a case study

2019 ◽  
Vol 13 (2) ◽  
pp. 408-424 ◽  
Author(s):  
Senem Zeybekoglu ◽  
Hossein Sadri
Keyword(s):  
Urban Design ◽  
Design Methodology ◽  
Professional Role ◽  
Design Studio ◽  
Communication Medium ◽  
Content Type ◽  
Miniature Painting ◽  
Representation Technique ◽  
First Time

Purpose Learning from traditional miniature painting and from recent studies on their modern and creative applications, the purpose of this paper is to identify the key qualifications of miniature and possible ways for using miniature in urban design studios. Following discussions on the pedagogical and professional effects of using miniature in a design studio, the paper introduces De-Urban Design Studio’s philosophy and its experience in employing miniature as a way of representation as the case study. Design/methodology/approach Different from the urban design’s professional role which materialized in conventional architectural presentation, miniature appears as a representation way in the search for the appropriate media for the de-urban design’s activist model. Findings Expressing the philosophy of transition design and de-urbanization, and studying some of the miniatures produced in the De-Urban Design studio, this paper sheds light on the possibilities created by the usage of miniature in urban design studio as a communication medium in making the processes of design more inclusiveness, participatory and democratic. Originality/value The term miniatecture is used for the first time as a representation technique developed in the De-Urban Design Studio co-instructed by the authors of this paper.

Responding to informality through urban design studio pedagogy

2015 ◽  
Vol 21 (5) ◽  
pp. 577-595 ◽  
Author(s):  
Anastasia Loukaitou-Sideris ◽  
Vinit Mukhija
Keyword(s):  
Urban Design ◽  
Design Studio ◽  
Studio Pedagogy

scholarly journals Grid, schism and lobotomy: The Almere City Center as the “City of the Captive Globe” by Rem Koolhaas

2021 ◽  
pp. 17-28
Author(s):  
Anna Maria Wierzbicka ◽  
Maciej Kaufman
Keyword(s):  
New York ◽  
Urban Design ◽  
Design Studio ◽  
Master Plan ◽  
City Center ◽  
Ideological Background ◽  
New City ◽  
The City ◽  
Formal Features

Grid, schism and lobotomy: The Almere City Center as the “City of the Captive Globe” by Rem Koolhaas Rem Koolhaas published Delirious New York: A Retroactive Manifesto for Manhattan in 1978. He closes the book with a series of concise speculative projects to illustrate his point. The first of these, „The City of the Captive Globe”, is an ambiguous and constantly re-interpreted metaphor for metropolitanism and the lifestyle associated with it. Interpreted as a synthesis of the „retroactive manifesto”, Captive Globe allows us to grasp the ideological background of the urban design thought of Koolhaas and OMA, his design studio. Between 1995 and 2007 OMA carried out the project for the new City Center of Almere near Amsterdam. Through the three postulates of the City of the Captive Globe, the authors attempt an in-depth understanding of Almere master plan, going beyond the analysis of its formal features.

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