scholarly journals An Introduction to Design Studio Experience: The Process, Challenges and Opportunities

2020 ◽  
pp. 57-69
Author(s):  
Sehnaz Cenani ◽  
Yazgi Aksoy
Keyword(s):  
Human Body ◽  
Cognitive Skills ◽  
Design Education ◽  
Design Thinking ◽  
Parametric Design ◽  
Spatial Perception ◽  
Design Studio ◽  
First Year ◽  
Challenges And Opportunities ◽  
Abstract Level

This paper explores design education in studio settings and presents insights from a design studio based on parametric design thinking. The first-year design studios are essential parts of the architectural education. In these studios, design decisions are taken on a more abstract level, there are less constraints, and the exercises are designed to explore the potentials of design, within the framework of various scales, ranging from human to building, and then to urban. The Introduction to Design course is constructed with interconnected exercises based on concepts such as modularity, the parameters of the human body and spatial perception. The first exercise is designing an architectural structure through parametric thinking. The second exercise is about exploring the design potentials of cube modules with each other, with a rule-based design approach. To better understand the importance of ergonomics in design, the third exercise focuses on the concept of movement through the human body. The aim of the fourth exercise is to study a physical environment and to investigate spatial perception in the built environment. The main aim of this design studio is to teach design with parametric design thinking while focusing on improving the cognitive skills of the students. An Introduction to Design studio experience that is formulated according to these features is described in this study.

scholarly journals An Introduction to Design Studio Experience: The Process, Challenges and Opportunities

2020 ◽  
pp. 57-69
Author(s):  
Sehnaz Cenani ◽  
Yazgı Aksoy
Keyword(s):  
Human Body ◽  
Cognitive Skills ◽  
Design Education ◽  
Design Thinking ◽  
Parametric Design ◽  
Spatial Perception ◽  
Design Studio ◽  
First Year ◽  
Challenges And Opportunities ◽  
Abstract Level

This paper explores design education in studio settings and presents insights from a design studio based on parametric design thinking. The first-year design studios are essential parts of the architectural education. In these studios, design decisions are taken on a more abstract level, there are less constraints, and the exercises are designed to explore the potentials of design, within the framework of various scales, ranging from human to building, and then to urban. The Introduction to Design course is constructed with interconnected exercises based on concepts such as modularity, the parameters of the human body and spatial perception. The first exercise is designing an architectural structure through parametric thinking. The second exercise is about exploring the design potentials of cube modules with each other, with a rule-based design approach. To better understand the importance of ergonomics in design, the third exercise focuses on the concept of movement through the human body. The aim of the fourth exercise is to study a physical environment and to investigate spatial perception in the built environment. The main aim of this design studio is to teach design with parametric design thinking while focusing on improving the cognitive skills of the students. An Introduction to Design studio experience that is formulated according to these features is described in this study.

scholarly journals Does Personality Provide Indicators of Design Thinking Capacity?

2019 ◽  
Vol 9 (2) ◽  
pp. 80
Author(s):  
Kuan-Chen Tsai
Keyword(s):  
Design Education ◽  
Structural Equation ◽  
Design Thinking ◽  
Equation Modeling ◽  
First Year ◽  
Holistic View ◽  
Fast Learning ◽  
And Gender ◽  
The Relationship ◽  
Chinese Undergraduates

Design thinking takes an adaptive and holistic view toward product and user needs. It involves engaging in observation, fast learning, visualization, prototyping, and enhancing customer experience. Personality traits have been widely examined in the education field and at the same time design thinking is the main topic of design education. However, until now, there has been a lack of related studies investigating these two variables. As a result, the purpose of the current study is to examine the relationship between design thinking and personalities among Chinese design undergraduates. Convenience sampling was used to recruit 95 first-year Chinese fashion design college students in Taiwan. Two major findings were recorded. Based on zero-order correlations, some variables of personality and of design thinking were positively correlated among our Chinese undergraduates; however, taken as a whole, the structural equation modeling did not support this relationship. Further, age and gender did not play a role in these relationships. 

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 SOCIAL-ACADEMIC CLIMATE AND ACADEMIC SATISFACTION IN ARCHITECTURAL DESIGN EDUCATION

2013 ◽  
Vol 56 (1) ◽  
pp. 16-31
Author(s):  
Hernan Casakin ◽  
Nitza Davidovitch
Keyword(s):  
Classroom Climate ◽  
Teacher Support ◽  
Design Education ◽  
Social Climate ◽  
Design Studio ◽  
First Year ◽  
Learning Material ◽  
Academic Satisfaction ◽  
Academic Climate ◽  
The Individual

The social climate created in the classroom has been recognized to have important implications for learning. This study was motivated by the explore how design students in the design studio compared to other other architectural courses view their social-academic climate. Despite the role played by social climate in classroom, some have argued that classroom climate has been largely ignored in studies of higher education and most studies on classroom climate explore the perceptions of teachers rather than views of students themselves. The present study focuses on social-academic climate and its significance in architectural studies and its effect on academic satisfaction. A survey was conducted of students of architecture, following an approach developed by Moos (1970), who claimed that behavior is largely affected by environmental and situational factors. The model he constructs presents social climate as a product of bilateral pressure systems - environmental pressures that affect the individual, and pressure that the individual exerts on his or her environment. This study evaluates social-academic climate and academic satisfaction in an academic architectural program, focusing on a comparison of perceptions of students in the design studio and traditional classes, based on the eight dimensions proposed by Moss (1979). Findings shed light on the importance that students attribute to the measures of social-academic climate. These factors (specifically, students' involvement, competence, innovation, and teacher support) were rated higher in the design studio than in the courses. Social-academic climate measures such as involvement, order and organization, teacher's control, and orientation of the learning material were higher in the first year than in more advanced years. Academic satisfaction was higher in the first year design studio. Ratings of order, organization, and teacher support were the major predictors of students' academic satisfaction with the architectural program. Key words: academic satisfaction, architecture, classroom, design studio, learning environment, social-academic climate.

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.

THE POTENTIAL OF REASONING METHODS AS A TEACHING STRATEGY SUPPORTING STUDENTS’ CREATIVE THINKING IN ARCHITECTURAL DESIGN

2016 ◽  
Vol 10 (3) ◽  
pp. 6 ◽  
Author(s):  
Han Hee Choi ◽  
Mi Jeong Kim
Keyword(s):  
Design Education ◽  
Creative Thinking ◽  
Architectural Design ◽  
Analogical Reasoning ◽  
Design Thinking ◽  
Teaching Strategy ◽  
Learning By Doing ◽  
Design Studio ◽  
Critical Issues ◽  
Reflection In Action

Much research has emphasized the importance of ‘learning by doing’ in design education. Reasoning methods would be an effective strategy to support students’ reflection-in-action in designing. ‘Knowing how’ is associated with ‘design thinking’, and further, with ‘creativity’, which is essential for design outcomes. This research explores the potential of reasoning methods, specifically analogical reasoning and metaphorical reasoning, in design education for encouraging students to produce creative thinking in a design studio. For one semester, students were educated to adopt analogies and metaphors in designing and how students approached given design problems to produce design ideas was observed. The results showed that adopting reasoning methods as a teaching strategy in a design studio encouraged the development of the students’ design thinking by reorienting their approach to design, which eventually led to enhanced creativity in designing. Based on the results, this research presents critical issues to be considered for encouraging students to utilize analogical and metaphorical reasoning in designing.

scholarly journals A Design Studio Workshop Proposal for Comparable Evaluation of the First Year Architecture and Interior Design Students

2020 ◽  
pp. 183-187
Author(s):  
Atlihan Onat Karacali
Keyword(s):  
Interior Design ◽  
Physical Modeling ◽  
Design Education ◽  
Design Studio ◽  
Individual Student ◽  
First Year ◽  
First Year Students ◽  
Technical Drawing ◽  
Computer Aided ◽  
The Individual

Design studios are the key features of design education. These studios are carried on uniquely and distinctly. Both the progress and grade phases are very special. For architecture and interior design disciplines, the design studio consists of an architectural or interior project design. Design studios are now accepted as the main courses of the semester, and other courses serve as the supportive ones. The traditional architectural presentation techniques used in the design studio were technical drawing and physical modeling. In the last three decades, computer-aided methods joined this list. These three main methods are the base of architectural expression and are taught generally in the first year of education. The following workshop proposal aims to figure out whether the order of these methods is effective in the understanding of first-year students. The workshop is going to choose students from both high and low grades of related supportive courses and divide them into equally distributed groups. A sample structural project is going to be given and each group will follow a different permutation of technical drawing, physical modeling, and computer-aided modeling. All works will be graded at both group and individual levels. Finally, there is going to be comparable data in hand to decide both the more correct permutation and the individual student effort independent from the group.

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