scholarly journals A Digital Design Curriculum Model in Architectural Design Studio

2011 ◽  
Vol 12 (11) ◽  
pp. 5314-5320 ◽  
Author(s):  
Myung-Sun Kim ◽  
Soon-Yong Choi
Author(s):  
Christiane M. Herr

This chapter presents a digitally supported approach to creative thinking through diagrammatic visuals. Diagrammatic visuals can support designing by evoking thoughts and by raising open questions in conversational exchanges with designers. It focuses on the educational context of the architectural design studio, and introduces a software tool, named Algogram, which allows designers to employ diagrams in challenging conventional assumptions and for generating new ideas. Results from testing the tool and the way of approaching conceptual designing encouraged by it within an undergraduate design studio suggest a potential for refocusing of attention in digital design support development towards diagrams. In addition to the conventional emphasis on the variety of tool features and the ability of the tool to assist representational modeling of form, this chapter shows how a diagram-based approach can acknowledge and harness the creative potential of designers’ constructive seeing.


2018 ◽  
Vol 41 ◽  
pp. 05005
Author(s):  
Luhur Sapto Pamungkas ◽  
Cinthyaningtyas Meytasari ◽  
Hendro Trieddiantoro

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.


2018 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Ilya Fadjar Maharika

<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>


2006 ◽  
Vol 31 (3) ◽  
pp. 77-84
Author(s):  
Rabee M. Reffat

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.


2014 ◽  
Vol 8 (1) ◽  
Author(s):  
B. Hassanpour ◽  
A. I. Che-Ani ◽  
I. M. S. Usman ◽  
S. Johar ◽  
N. M. Tawil

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402092740
Author(s):  
Serap Durmus Ozturk

Design as a critical action can be defined as a concrete-utilitarian construction process and a state-related symbolic ritual. The process of design is defined by the abstraction area, which is accompanied by abstract forms of representation for the physical environment in a built environment and the response to problems. Black Box is defined as tool, system, or object that in art and science is evaluated by inputs and outputs and does not include any internal information. The Black Box problem, which is part of the architectural design process, has been reconstructed as a critical stance to the closed and implicit architectural production process, supporting open thought to the end but formally designing houses that remain faithful to this black box. Hence, this article is an example of a physical and semantic representation production with an emphasis on design as a critical action and metaphor. This article, which presents the black box problem through a theoretical perspective and architectural design studio examples, focuses on the semantic and formal representation of all conditions of a cube. This aspect aims to provide a creative cross section from the potential of infinite design.


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