scholarly journals DESIGNING WITH NATURE- LATERAL THINKING AS A DESIGN STRATEGY FOR FOUNDATION YEAR STUDIO IN BACHELOR OF ARCHITECTURE

2019 ◽  
Vol 27 (2) ◽  
pp. 48-54
Author(s):  
Muhammad Waqas
Keyword(s):  
Design Process ◽  
Design Problem ◽  
Architectural Design ◽  
Design Thinking ◽  
Impulsive System ◽  
Natural Phenomenon ◽  
Teaching Methodology ◽  
Natural Phenomena ◽  
Architecture Education ◽  
Lateral Thinking

The role of educationists is to help students develop quality thinking through self-reflection and discovering. Nature is on top of the index of discovery. This study contains measures for enhancing sensitivity towards nature, with the basic assumption that nature is the primary guide that generates diverse empirical and creative design processes in architecture education. Understanding the importance of nature and environment at beginner level is more effective, as working with nature will become intrinsic part of students’ design thinking. Foundation studio at the Department of Architecture at COMSATS University, Islamabad, serves as junction of art, architecture and nature, which works towards developing the critical thinking process. In order to bring students closer to the goal of inclusion of nature in the core design thinking “Impulsive” teaching methodology was adopted. Lateral thinking, one of the tools of impulsive system of teaching, was carried through in three stages: observation of nature, recording observations in variety of media and correlating observed natural phenomena to solve a given design problem. In this case the design problem was a piece of furniture, using a very thin sheet of steel that had a thickness of sixteen to twenty gauge. The study highlights a studio model by describing one of the experimental processes that was designed to augment originality in architectural design thinking. A specific natural phenomenon that is wind, was focused upon as a natural parameter of this study. The objective of the studio model was to offer students an organic tool for exploring new design possibilities. This helped students to visit and revisit the central idea for multiple interpretations, in order to relate it with architectural design process at any stage of design development. Keywords: Architecture Education, Design Process, Natural Phenomena, Wind, Impulsive System

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>

Geometric Reasoning for Evaluation Criteria in Intelligent Tutoring System for Introductory Figural Space Design

2002 ◽  
Author(s):  
Jin Seung Lim ◽  
Yong Se Kim ◽  
Eric Wang ◽  
James Dicker
Keyword(s):  
Design Problem ◽  
Architectural Design ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Evaluation Criteria ◽  
Geometric Reasoning ◽  
Tutoring System ◽  
Architecture Education ◽  
Professional Activities ◽  
Space Design

The ability of an engineer and an architect to visualize and reason about geometric aspects of physical objects and processes is crucial to the success of their professional activities. This visual reasoning capability forms the essential foundation for engineering and architecture education. This paper describes the Figural Space Design problem in the architectural design module of the Visual Reasoning Tutor (VRT) system. Specifically, geometric reasoning methods developed to provide evaluation of the student solution in an introductory figural space design problem using four sticks are described in this paper together with the pedagogy of the problem.

EMULATION TO THE NATURE IN BASIC DESIGN EDUCATION OF LANDSCAPE ARCHITECTURE

2021 ◽  
Vol 0 (22) ◽  
pp. 0-0
Author(s):  
Banu BEKCİ ◽  
Çiğdem BOGENÇ
Keyword(s):  
Design Process ◽  
Design Problem ◽  
Design Education ◽  
Spatial Organization ◽  
Common Ground ◽  
Rural Landscape ◽  
Basic Design ◽  
Architecture Education ◽  
Analogical Thinking ◽  
Design Elements

Aim: The main purpose of the study is to create a recreational spatial organization with basic design elements and principles by emulating nature in increasing visual literacy. With this study, it was aimed to stimulate students' imagination and make them design spatial organization by emulating geological rock sections in sustainable design approaches of rural landscape areas. Method: The process of producing solutions to the design problem given was carried out by using (i) 14-week basic design training, (ii) taking thin samples from geological rocks for petrographical studies, and (iii) the analogical thinking method which was the inspiration of Goldschmidt and Smallov (2006) and Cardoso and Badke-Schavub (2011) for the transformation of their ideas into forms. Findings: By analyzing the concepts related to the given problem, the solution of the design problem began, and the designers’ abstract ideas were concretized and handled within the framework of the concept. Students, who received the subject of study during the design process, completed the product they prepared in line with the basic design education they received in order to obtain a product from the concept whichthey created in their mind by emulating geological rock sections. The process was successfully completed by adding something to the obtained product, removing something from the obtained product, and combining something with the obtained product in this process. Result: The ability to have a versatile perspective in design education, which finds common ground forart and architecture education, is vital. This study showed that in architectural education, the design process can collaborate with different disciplines and that the products may be unique and sensitive to ecosystem services.

scholarly journals Productive Anachronism: Paper Quilling and the Craft of Architectural Representation

2019 ◽  
Author(s):  
Elizabeth M. Keslacy ◽  
Keyword(s):  
Design Process ◽  
Design Problem ◽  
Architectural Design ◽  
Comic Book ◽  
Digital Age ◽  
Fundamental Difference ◽  
Architectural Representation ◽  
Mona Lisa

The materials and techniques that we use to create architectural representations undoubtedly affect how we apprehend the work of architecture being depicted. By analogy, if we consider Leonardo da Vinci’s oil-on-poplar depiction of Lisa Gherardini next to a pencil sketch, a comic-book style half-tone, and a graffiti-based interpretation of the Mona Lisa, it’s clear that each medium maintains its own set of associations, while, at the same time, clearly communicates its content and reference. The medium is not perhaps the whole message, but it is an important component of our experience of images and drawings.It is also true that the choice of a particular mode of drawing during the design process can profoundly shape the object being designed. Any student of architecture can rattle off the implications of choosing Rhino, Sketch-Up, Maya, AutoCad, or Revit to work through an architectural design problem, particularly in terms of the forms and details that each software facilitates easily or with difficulty. Robin Evans’ insights about drawing’s fundamental difference from its content, and yet the agency it maintains in the shaping of that content, turns out to be just as true in the digital age as it was in the era of hand drawing.1 Unfortunately, the professional trend toward hyperreal image-making has meant concealing the drawing’s own construction processes and neutering its space-generating potential. The speculative and uncertain nature of hand-production is sublimated in favor of the glossy render that makes the proposed appear as already-real. The pendulum is already swinging away from this tendency in some academic and professional circles, largely under the banner of the post-digital.2 Despite a return to orthography, collage, and an “illustrated” rather than “rendered” sensibility, the so-called post-digital largely remains stubbornly digital. How, in a world saturated with Instagram-worthy architectural images, can we teach our students to reinvest in a drawing-based design process that is experimental and open-ended? How can drawing itself be reinvigorated both in terms of its representational agency and its abilities to produce new kinds of form and space?

scholarly journals THE ROLE OF INFORMAL STRUCTURES IN ARCHITECTURAL DESIGN EDUCATION

2020 ◽  
Vol 4 (3) ◽  
pp. 11-29
Author(s):  
Huseyin Ozdemir ◽  
Gokce Ketizmen Onal ◽  
Aysen Celen Ozturk
Keyword(s):  
Conceptual Framework ◽  
Design Education ◽  
Informal Education ◽  
Architectural Design ◽  
Design Thinking ◽  
Thinking Skills ◽  
Architecture Education ◽  
Survey Results ◽  
Design Skills

Informal education contributes to the development of the student's design skills and the performance of architecture education by addressing subjects that do not fall directly into the curriculum. This study is mainly about the development of students' design thinking skills in informal education. In order to make an assessment, a case study was conducted on the Bademlik Design Festival (BTF), which can be described as an important example in the field of informal education. By adhering to the method, surveys were applied to the instructors and students participating in the BTF. The concepts obtained according to the survey results are based on a detailed conceptual framework. Then, by interpreting this conceptual framework, students' learning outcomes are revealed. As a result, it is observed that the students in the workshops conducted at the BTF gain design thinking skills such as “interaction, free and original thinking, innovation, communication and dialogue”.

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 Diseño Arquitectónico de una Edificación Conectada con la Naturaleza: Un Proyecto Innovador de Educación y Aprendizaje = Architectural Design of a Building Connected with Nature: An Innovative Project of Education and Learning

2021 ◽  
Vol 5 (1) ◽  
pp. 39
Author(s):  
Carmen García Sánchez
Keyword(s):  
Flipped Classroom ◽  
Architectural Design ◽  
Design Thinking ◽  
Fine Arts ◽  
Good Practice ◽  
Educational Innovation ◽  
Architecture Education ◽  
Problem Solving Skills ◽  
Conflict Problem ◽  
Innovación Educativa

Este artículo analiza y revela las claves de una propuesta de proyecto de innovación educativa, ideada y planeada por mí para ser desarrollada, como profesora e investigadora postdoctoral, en la Escuela de Arquitectura integrada en la Royal Danish Academy of Fine Arts de Copenhague (KADK), en el Instituto de Arquitectura y Diseño (IAD). El proyecto, donde el aula se concibe como un laboratorio de arquitectura lugar de encuentro entre las asignaturas de Diseño Arquitectónico y Construcción de Edificios, integra una variedad de metodologías educativas innovadoras: Gamificación, Aula Invertida (Flipped Classroom), Aprendizaje Basado en Retos, Pensamiento de Diseño (Design Thinking), Inteligencia Colectiva, etc… A través de él, los estudiantes de arquitectura son capaces de mejorar su creatividad y adquirir diversos conocimientos, fortalezas y habilidades complementarias, entre ellas: La creación de un espacio privado, la reflexión sobre la idea de habitar; la exploración del diseño arquitectónico conectado con la naturaleza; nociones acerca de diseño sostenible y reciclaje; la progresión de su pensamiento crítico y creativo; el desarrollo de sus habilidades de comunicación gráfica, escrita y oral; la activación de su pensamiento independiente y original; y la mejora de sus habilidades de liderazgo y organización, co-diseño, gestión del tiempo, habilidades de resolución de conflictos/problemas y toma de decisiones. El artículo ofrece recursos para la buena práctica e implementación de la innovación educativa, y, por lo tanto, para facilitar la innovación a nivel del aula. Facilita herramientas para superar los desafíos que enfrentan los modelos de aprendizaje innovadores en la educación de Arquitectura. Pero sobre todo tiene como objetivo fomentar la innovación en la educación del diseño arquitectónico al empoderar e inspirar a los profesores y otros miembros del personal educativo para que utilicen métodos de enseñanza innovadora, mientras comparten su mejor praxis y experiencia con sus colegas.AbstractThis article analyzes and reveals the keys to an educational innovation project proposal, conceived and planned by me to be developed, as a professor and postdoctoral researcher, at the Integrated School of Architecture at the Royal Danish Academy of Fine Arts in Copenhagen (KADK) , at the Institute of Architecture and Design (IAD). The project, where the classroom is conceived as an architecture laboratory, a meeting place between the subjects of Architectural Design and Building Construction, integrates a variety of innovative educational methodologies: Gamification, Flipped Classroom, Challenge-Based Learning, Thinking of Design (Design Thinking), Collective Intelligence, etc ... Through it, architecture students are able to improve their creativity and acquire various knowledge, strengths and complementary skills, including: The creation of a private space, reflection on the idea of inhabiting; the exploration of architectural design connected with nature; notions about sustainable design and recycling; the progression of your critical and creative thinking; the development of your graphic, written and oral communication skills; the activation of your independent and original thinking; and improving your leadership and organization skills, co-design, time management, conflict / problem solving skills, and decision making. The article offers resources for good practice and implementation of educational innovation, and therefore to facilitate innovation at the classroom level. It provides tools to overcome the challenges faced by innovative learning models in Architecture education. But above all it aims to foster innovation in architectural design education by empowering and inspiring teachers and other educational staff to use innovative teaching methods, while sharing their best practice and experience with their colleagues

scholarly journals DESIGN THINKING DONE BY BUDI PRADONO IN THE HOTEL U JANEVALLA DESIGN PROCESS

2020 ◽  
Vol 4 (1) ◽  
pp. 15-32
Author(s):  
Nadia Rahmalia Putri ; Jonathan Hans Yoas S.
Keyword(s):  
Problem Solving ◽  
Design Process ◽  
Architectural Design ◽  
Design Thinking ◽  
Planning Process ◽  
Test Procedures ◽  
Design Decisions ◽  
Overall Design ◽  
Direct Observations ◽  
Problem Solving Process

Abstract- Design thinking is the process by which architects carry out problem-solving approaches to address problems in the design process. The process of problem-solving is the process of finding the most appropriate solution from all solutions that are created. Solutions, which are taken and become design decisions, are the forming factors of the overall design of the building and its process is influenced by the normative positions of the architect. One of the architects in Indonesia who has a strong character that always produces an attractive architectural design is Budi Pradono. His architectural firm named Budi Pradono Architects or often abbreviated as BPA. One of the interesting buildings of BPA is the U Janevalla Hotel in Bandung. Seeing the appearance of the building which is attractive at a glance, reflected the complexity in the planning process because its formation is unusual and very iconic. The purpose of this study was to find out how was design thinking carried out by Budi Pradono in the design process of Hotel U Janevalla Bandung. The methods which were used in this study were a qualitative method, data that were obtained from literature studies, direct observations to the object, working drawings, and from interviews with the main architect and architect who were in-charge to the project U Janevalla Hotel. It was concluded that Budi Pradono's design thinking in the problem-solving process from the concept stage to the periodical inspection was clearly influenced by his normative positions and that became a reflection of the Hotel U Janevalla's design attractiveness. In Budi Pradono's design thinking, proper architecture with architect's normative position is an architecture that has innovation itself, because it is derived from the results of mapping the latest phenomena based on research and prioritizing experiments by questioning the production of conventional buildings. The problem that arose in Budi Pradono's design thinking was how he could make the design of the attractive hotel and fulfill the proper architecture which matches his normative position. Budi Pradono's aim of creating a hotel with attractive designs added sub-problems in his design. This issue made the problem-solving process became complex but could create a more innovative and potential solution. Besides that, the increase of sub-problems was also caused by unexpected things that appeared in the process and required design decisions. The problem-solving procedure which was used in Budi Pradono's design thinking was the whole procedure but it was dominated by the use of generate-and-test procedures. Rules which were used in several problems solving cases were an analogy of dancing rules, building and environment's relationship rules, operator’s rules, 4 star's hotel standard rules, and industrial design rules. The type of problem-solving that was carried out most often was the problem-solving that continued to develop with adjustments or rules and finally found an appropriate solution decision. Key Words: Design thinking, design process, hotel, Aceh Bandung

The application of topological geometry to the architectural concept design process in the flow of digitalization

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nguyen Thi Minh Thuy ◽  
Nguyen Dinh Thi
Keyword(s):  
Design Process ◽  
Digital Technology ◽  
Design Theory ◽  
Architectural Design ◽  
Design Thinking ◽  
Concept Design ◽  
Content Type ◽  
Topological Design ◽  
Architectural Design Theory ◽  
Topological Geometry

PurposeThe paper aims to research the applications of topological geometry to the architectural concept design process and their combination with the modern digital technology to find novel architectural spaces and forms which are dynamic, easily adaptable to the context and surroundings.Design/methodology/approachThe article uses the method of studying the existing literature on topological geometry and architectural design theory including design thinking, architectural design methods and architectural compositions to analyze and compare them with architectural practices and suggest new topological design tools and methods. Moreover, the paper tests the proposals with a number of preliminary design research experiments. In addition, graphic design software, parametric design, building information modeling (BIM) and digital development trends in architecture were explored and experienced to reveal the application potential of topological design thinking and methods in the trend of architectural digitization.FindingsThe paper has analyzed, synthesized and systematized the basic theories of topological geometry in order to clarify their applications in the architectural concept design process. On that basis, the paper proposes a novel topological design thinking and method for finding rich diversified architectural ideas and forms based on original invariant design constraints. Finally, the paper clarifies the combination as well as the mutual, motivating relationship between topological geometry and modern digital technologies when applied to architectural design.Originality/valueThe research contributes a novel design thinking and method based on topological geometry combined with modern digital technology to the architectural design theory. It will be a valuable tool capable of suggesting architects how to think and innovate in architecture in the era of industrial revolution 4.0.

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