Dissertations / Theses on the topic 'Design Studio - Architecture'
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1
Jenek, Waldemar. "Designing Media Architecture with virtual reality in Architecture Studio Education." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235153/1/Waldemar%2BJenek%2BThesis%281%29.pdf.
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Virtual reality can refine the methods and tools of existing design processes of Media Architecture. Architecture does not have to be static anymore. Architecture designs can be interactive and temporary and capable of shifting in a short time to address different problems or needs by incorporating media into architectural structures. Media Architecture can be understood objects with dynamic properties, such as interactive light sources or moving elements, which embody the physical space on an urban scale. Traditionally, architecture is designed with static design tools such as sketches, drawings and physical models. There is little research about how to employ design tools to capture interaction media design in an architectural context. Besides, in higher education, virtual reality design tools, such as real-time visualisation software, can refine traditional teaching approaches while discovering new ways of design thinking and creating design solutions in architecture schools
2
Crudden, Jane M. (Jane Marie). "Learning to collaborate : lessons from the design studio." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/65462.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1997.Includes bibliographical references (p. 103-105).
This thesis examines the dynamics of collaboration within the architectural design studio by focusing on the basic elements of group interaction (Commitment, Conflict, Communication, the Collaborative Process and the Role of the Critic), as they apply to both the process and products of collaborative design. The theoretical discussion is supported with data collected from observations of two 'collaborative' studios organized by the School of Architecture and Planning at MIT. Effective collaborative skills are considered to be an important issue for practicing architects, yet these skills are often overlooked in the studio. This thesis proposes an educational pedagogy that balances the teaching of collaborative skills with the teaching of traditional design skills.
by Jane M. Crudden.
M.S.
3
Echols, Stuart Patton. "Teaching design : a qualitative study of design studio instruction /." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-12042009-020304/.
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4
Papanicolaou, Stiliani Sofia. "Exploring walking and mapping in an architecture design studio." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13713.
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Includes bibliography.The aim of the research was to develop and explore a practice in architecture that would respond to the shifting nature of everyday contemporary life. The practice of design is examined and ideas about space from philosophy are used to broaden the scope of architecture without moving away from its disciplinary intentions and obligations. A theoretical framework is used to underpin the method proposed for student-collaborators to test. The testing by students took place over a number of iterations, each iteration being used to improve the proposal. This dissertation captures the proposal in a moment of its unfolding.The proposal requires a few more iterations before its conclusion.
5
Sachs, Avigail. "Why are you stuck? : inquiries in the design studio." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/69744.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1997.Includes bibliographical references (leaves 94-100).
This thesis investigates the architecture design studio by focusing on particular instances in the studio: Situations in which students "get stuck." This study first discusses what these situations involve: When do students consider themselves stuck, how can such situations be recognized in the studio and what are their possible causes. In this description "stuckness" is seen as a reaction to a breakdown in the relation between the student's actions and the requirements of his environment. In the second part of the thesis the notion of inquiry (as described by John Dewey) is applied as a research method and used to determine the cause of a specific situation. The structure and content of such inquiries is discussed through a detailed example. Although the thesis does not intend to devise solutions to "being stuck," the practical uses of the research method in the design studio are considered as well: Inquiries are also seen as a tool to illuminate student's problems and to provide opportunities to discuss issues that are crucial to the student's learning. The theoretical background of this study is drawn from work in several fields, including that of Kurt Lewin, John Dewey and Clifford Geertz. This thesis also relies on information gathered in informal interviews with architecture students and faculty and inquiries conducted within two design studios.
by Avigail Sachs.
M.S.
6
Walton, Jessica. "Boomerang Studio: Community Design for Action." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4244.
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An arts education space, focusing on concepts of design thinking aimed at providing low income middle and high school teens of color the opportunity to learn about interior design, architecture and crafts. Ultimately, Boomerang Studio hopes to engage students in the world of design as a means of creating greater diversity within these disciplines.
7
McClean, David. "Embedding learner independence in architecture education : reconsidering design studio pedagogy." Thesis, Robert Gordon University, 2009. http://hdl.handle.net/10059/1253.
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The landscape of UK Higher Education has witnessed significant change in recent years, characterised by rapidly increasing numbers, widening participation, and a diminished per capita resource base. Developmental and enhancement agenda have placed greater emphasis on skills for lifelong learning, and the independent learner has thus become a prominent theme. In architecture education these factors are imposing pressures on the traditional studio-based teaching model, one that forms a universal cornerstone of architecture schools. Coincidentally, the same period has seen this model, endorsed by Schon in the 1980s, increasingly challenged. It is argued that the confluence of these factors, presents an opportunity to develop studio-based pedagogy around the notion of the independent learner, renewing studio's relevance and currency. The aim of this thesis was developed from a literature review that was divided into four sections. The first summarised developments within UK higher education, including research into the First Year Experience, and placed architecture education within this context. The second examined the origins of contemporary studio-based teaching, whilst the third discussed the theoretical roots of its pedagogy. The final chapter critiqued teaching and learning practices through comparison with the theoretical intent, revealing a number of contradictory and counter-productive aspects. From this, the position that the development of the truly independent learner in the discipline of architecture requires the formulation of new inclusive pedagogic strategies that explicitly accommodate the individual in the studio-based learning process, and address identified shortcomings in existing studio-based teaching practices, was developed. The methodology adopted an ethnographic approach that gathered data through a longitudinal study of student perceptions, together with interviews with selected academics. Analysis of the findings, whilst replicating many phenomena raised by the literature, also revealed in detail a range of perceptions of learning, and wider student life, giving insight into key challenges. In considering these against the agendum of creating the independent learner, the importance of the peer group as a vehicle for studio-based learning and pastoral support, emerged strongly. A number of recommendations were thus made aimed at reconstructing the role of the tutor in the development of future strategies, as well as harnessing the unrealised potential of the peer group as an agent in embedding independent learning in design studio. The originality of this thesis resides in the fact that it constitutes a holistic study of teaching and learning practices in first year design studio. This is viewed against the background of rapid change in UK Higher Education. Pivotal to the study was the undertaking of a longitudinal survey of student perceptions, presenting a vitally different perspective from, say, that of Schon. From a holistic standpoint, the study creates the theoretical and evidential basis for the future development of key pedagogic strategies relating to design studio. This lays the foundation for the development of learning practices that foster learner independence within the context of design studio.
8
Smith, Casey Wayne 1977. "Material design for a robotic arts studio." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/62367.
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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2002.Includes bibliographical references (p. 59).
A growing number of artists are using new electronic and computational technologies for the creation of interactive, kinetic, and behavior-based art. However, users without technical backgrounds often find that there is no simple way to begin creating with these new materials without first learning a wide range of programming and electronic skills. This thesis discusses a set of technologies and activities designed for an introductory robotic art course that enable art students with little technical background to experiment with computation as a medium. The thesis presents case studies to highlight how students engaged with these technologies and discusses how the ideas represented in the course make possible a new model for artist/engineer collaboration.
by Casey Wayne Smith.
S.M.
9
Rrumbullaku, Desantila. "An Assessment On Housing Design Exercises In Architecture Design Studio At Middle East Technical University,1957-2010." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612711/index.pdf.
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Housing projects assigned in architecture design studio are considered as an exercise having several pedagogical objectives which constitute a suitable ground of maturation for students after completing their first and second year design studio. The aim of the research is to make an overview of the way housing design projects are conducted in the third year architectural design studio at the Middle East Technical University Department of Architecture, focusing on the last five years in particular. But in the first place, the background of housing assignments is reviewed in order to understand how teaching methods and problem definitions have evolved in the past. The objectives and the learning outcomes expected from these studio exercises, the approaches and tendencies that determine the way the project exercises are examined and lastly the teaching methods, strategies and tools are studied depending on the written and visual documents related to the studio works and interviews with the studio critics.
10
Lueth, Patience Lamunu Opiyo. "The architectural design studio as a learning environment a qualitative exploration of architecture design student learning experiences in design studios from first- through fourth-year/." [Ames, Iowa : Iowa State University], 2008.
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11
Martinez, Ricardo A. "Situating environmental design in the studio : an ecological learning approach." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12368/.
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This work explores the problem of implementation of environmental design in architectural training. This problem has been identified as a disconnection between the delivery of information by lecturing, and the application of that information in the studio. The essential nature of students in that view is passive, and their task is to correctly apply information developed by others. This work pursues the idea that 'environmental knowledge' can be grown from within the conversational nature of the design process based on the active nature of the student. The main contribution is the proposal of an ecological approach to learning, in which the whole person of the learner is deeply engaged with his learning environment. The present understanding has been informed mainly by the ecological approach to perception of James Gibson, and the conception of design of Donald Schon. Through the view of Donald Schon, environmental design comes forth as a particular instance of 'conversations' with environmental situations, involving the modeling of actual phenomena, as a central element of the learning process. Seen from an ecological approach to learning, the implementation of those 'conversations' appears as part of a larger orchestration of affordances of the learning environment, involving tangible and intangible resources. This proposal is intended to illuminate other implementation strategies of environmental design in other schools.
12
Powers, Matthew N. "A Study of Self-Regulated Learning in Landscape Architecture Design Studios." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29015.
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Design is a multidimensional activity involving a variety of skills and thought processes, including analytic reasoning, intuition, and creative expression. Learning how to design can be a frustrating and confusing process that some students find difficult to understand. Professors employ a range of strategies when teaching design. These strategies are often based on how their professors taught them with little or no theoretical basis in how students learn. For students, the failure to grasp the process of designing can challenge their willingness to stay motivated and actively engaged in the studio project. The result is less than optimal learning and students that do not achieve their full potential. One important factor that influences design learning is the process of self-regulated learning. Self-regulated learning (SRL) refers to a student's self-generated thoughts, strategies, and goal-directed behaviors. This study examined SRL in landscape architecture design studios in order to find out how students self-regulate their learning and performance on studio projects. Interviews with landscape architecture students were used to answer the research questions. Study findings suggest that landscape architecture students self-regulate their learning on studio projects through a process of engaging in design, then using SRL to address issues that arise during design, then generating more design issues that require additional SRL, and so on. The findings indicate that a student's ability to engage in SRL is based on their understanding of design as a complex set of behaviors and activities. Since students in each year have a different understanding of what designing entails, they use and engage in SRL differently. The findings suggest that high achievement in a design studio is a result of advanced knowledge that comes from the freedom to pursue additional issues beyond the basic requirements of the project. The freedom comes when a student attains the expertise to shift cognitive resources away from learning how to design and redirects them towards risk-taking, personal interests, and learning new information. The study sheds light on how students learn, engage, and self-regulate their learning in design studios and provides design educators with a basis for effective design teaching strategies.Ph. D.
13
Shaffer, David Williamson. "Escher's World : learning mathematics and design in a digital studio." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/29110.
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Koutsoumpos, Leonidas. "Inhabiting ethics : educational praxis in the design studio, the music class and the Dojo." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/3294.
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‘Ethics cannot be taught,’ asserted Plato in one of the first steps of Western philosophy, an argument that was reconfirmed also by Wittgenstein in the twentieth century. Against this background, this thesis argues for the prospect of acquiring Ethics in architectural design education. In doing so, it utilises two intertwined tactics of inquiry: a practice-led study and a philosophical exploration. The practice-led study examines three educational case studies: an architectural design studio, a music class and a dojo (the place of education in the traditional Japanese martial arts – here Aikido). Through the tactics of ethnomethodology the thesis investigates the way that participants in each practice produce situations of Ethics in each of the three cases. Simultaneously, the philosophical analysis divides the wider discourse of Ethics into two sub-themes: morality and ethics. Morality is characterised by normative evaluations, based on the application of external rules and rational reflection exercised by humans seen as ‘rational animals;’ while ethics is characterised by practical judgements, based on internal customs, habits and dispositions that reveal a notion of ‘human animality.’ The thesis argues against the privileging of the popular, and hegemonic sub-theme of morality, in support of the need to inhabit the largely neglected and underestimated area of ethics. The concept of ‘inhabitation’ deriving from habit, repetition and the every-day, proposes a dwelling in the inherently ineffable discourse of ethics, which can be acquired through habituation. In demonstrating this distinction between morality and ethics in the three educational case studies, human conduct (discussed as the trinity of theory, poesis, praxis by Aristotle) is analysed, and praxis is found to be the fundamental activity that inhabits ethics. There, in the mere doing of the most mundane and everyday educational activities, where means and ends conflate, ethics thrive. Furthermore, two complex terms are employed to analyse the production of morality and ethics in the case studies: reflective disruption as a generative mechanism of morality; and repetitive mimesis as a generator of ethics. The thesis concludes that the currently dominant quest for constant innovative reflection, needs to replaced by a focus on the repetition of mimetic actions; arguing that students are educated in ethics by inhabiting this largely unknown, but uncannily familiar area of Ethics.
15
Akis, Tonguc. "Teaching / Forming / Framing A Scientifically Oriented Architecture In Turkey Between 1956 - 1982." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609478/index.pdf.
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This study examines the movement of creating the scientifically oriented architecture that
influenced architectural scholarship especially in 1960s and 1970s and discusses various
theoretical frameworks this movement rests on. Architectural studies of the said period
display rationalistic approaches motivated towards the routinisation, institutionalization and
socialization in architecture, and thus an attempt to shift the discipline to scientific grounds.
These studies not only develop plurality in academic realm of architecture, but also pave the
way for a spectrum of more autonomous and novel areas of research and knowledge. The
movement in Turkey, however parallel to its international popularity, is coincidentally strong
between the years 1956 and 1982 befitting the social agenda of the country.
The thesis is limited in scope to the definitions and relationships between five dominant
approaches in the movement. These approaches are identified as, Design Methods,
Environmental Psychology, Building Technology, Social and Cultural Factors and
Vernacular Architecture. General Systems Theory emerges as a key reference in this scope. The study initially emphasises the positions of approaches in Turkey with relation to the
international context and thus defines a ground for the discussions in the dissertation.
The main discussion of the thesis is with regards to the notions of space and environment
within the movement. Architectural studies with these notions extend the focus of design and
research in terms social and cultural perspectives. The notions, not only define the plurality
in the architectural sciences due to the multiplicity of dimensions they entail, but also
constitute a bridge between the architectural studies and the social sciences. Moreover, the
conceptions and examination methods for the terms of space and environment changes the
traditional role of the scholar as designer into facilitator and researcher.
The thesis examines the attempts of teaching, forming and framing the scientific architecture
in two different venues, namely inside the studio and outside the studio. Inside the studio,
design activity introduces systematic approaches for understanding the design process.
Outside the studio, architectural research introduces methodological approaches that extend
the boundary of the studio.
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Ozten, Anay Meltem. "Problem Structuring With User In Mind: User Concept In The Architectural Design Studio." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611718/index.pdf.
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Dealing with the problem between user related knowledge and design, the present thesis underlines the guiding role of designer&rsquos user concept as a concept in problem structuring, by framing his/her understanding about user and influencing knowledge use and solution generation. Considering limitations of prevailing user concept in the architectural design studio, underlying problems are detected with reference to knowledge and design contexts, which have critical influence on the formation of user concept, particularly on its capacity to cover qualities of user and its relation with design. Defined narrow content of knowledge context and the detachment between design and knowledge contexts constitute the problematic basis of limited user concept and indicate a need for a shift in student&rsquo
s user understanding. The thesis aims to provide a conceptual framework to define required change referring underlined contexts. The broadening of knowledge context is defined addressing unifying perspective of Universal Design, with its emphasis on diversity, user experience, and knowing user by experience. With reference to the notion of designerly ways of knowing, required constructive relation between knowledge and design contexts is reconceptualized as designerly way of knowing user and defined as user related knowledge generation as part of problem structuring and design concept generation through this knowledge base. The potentials of proposed framework are exemplified by an architectural design studio experience. The analysis shows that when student&rsquo
s user learning is organized within student&rsquo
s actual user investigation as part of problem structuring, it is possible for students to acquire needs and expectations of diverse users and translate them to solutions from user perspective generating user related design concepts. Therefore, proposed conceptual base promises to improve user concept of student not only to involve experiences of diverse users, but also to be designerly.
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Silberberg, Ross Allen. "The architectural design studio as a method of inquiry : a pedagogical model for the development of architectural knowledge." Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/14010.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1990.Includes bibliographical references (leaves 106-108).
This thesis is concerned with the systematic investigation and application of knowledge within the architectural design studio. The thesis takes, as a point of departure in the development of architectural epistemology, a model of knowledge developed by Yehuda Elkana, in A Programmatic At tempt at an Anthropology of Knowledge, Science and Cultures. Sociology of the Sciences, Everett Mendelson and Yehuda Elkana (eds.) (D. Reidel Publishing Co., 1981). It is generally accepted that the design process can be characterized in a variety of ways with respect to the development and implementation of architectural knowledge. However, it is my contention that the design process, particularly [but not exclusively] within an academic setting, is best characterized as a form of critical inquiry about architecture, leading to the development of a form of architectural knowledge-contextually dependant and conventional in nature--which can be examined, tested and modified. Therefore, the goal of the design studio is two-fold. It is to help students develop a body of architectural knowledge that they can take with them beyond the individual studio. Additionally, it is to help students develop a working method to examine new material, as well as re-examine old . If we assume this position about the design studio, namely that of a method of inquiry, is correct, then it should hold true for the instructor as well. With this position in mind, the design studio becomes an investigation into such questions as "what is architectural knowledge?" and "how should it be taught?"; which can be examined, tested, and modified in the design studio process.
by Ross Allen Silberberg.
M.S.
18
Lindh, Ann-Charlotte. "Nya Slottsholmen." Thesis, KTH, Arkitektur, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-31106.
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Azizi, Hemayatullah. "Using pattern language for a single family house: teaching a beginning architecture design studio at Kabul University, Faculty of Engineering, Department of Architecture." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8858.
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Master of ScienceDepartment of Architecture
Donald J. Watts
This thesis assesses concepts of architectural education both globally and regionally but ultimately presents a pedagogy aimed at the special needs of Afghan architectural education that will serve the needs of Afghan society. It is the author’s hope that this thesis may aptly establish the first steps for a renewed architectural education at Kabul University, Kabul, Afghanistan. The essence of this thesis presents a carefully reasoned and detailed educational strategy for teaching beginning architectural design. The new curriculum in the Department of Architecture at Kabul University requires new syllabi to achieve higher academic standards. The new design course syllabus should address the existing problems of Afghan society. This thesis begins by understanding the context and the current problems confronting the Kabul University Department of Architecture. It is by understanding these problems that I can begin to identify a solution. Understanding the Kabul Municipality rules and regulations, familiarity with beginning design terminology, a carefully stated and sequenced course description promoting gradual student improvement, understanding interrelationships between the interior spaces, environmental sustainable design, and finally introducing a new generation of conscientious architects to Afghan society are some of the main objectives for designing this course. Identifying the best strategy for teaching this course was a primary research question. Christopher Alexander’s great work, A Pattern Language inspired me to select it as the best methodology for my research. My early research focused upon the creation of a new syllabus for the first semester of architectural design at Kabul University. This new syllabus was launched during the first semester of 2009 in Kabul where I taught the new course alongside a junior Afghan faculty member. Establishing the new course materials for the first semester set the stage for my primary focus of this thesis. That is the creation of the second semester architectural design course using pattern language as my pedagogical framework. This pedagogy is fundamental for establishing architectural studies focused upon meaningful new academic criteria. The ultimate aim of my thesis is to lay the foundation stone for the reincarnation of Afghan architectural identity.
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Casey, Erin E. "The Richmond Maker Museum: The Evolution of Process." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3839.
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The Richmond Maker Museum is a working museum design, offering an inside look at past achievements, juxtaposed with the unlimited future possibilities of an evolving, active maker culture. It is a dynamic place designed to allow makers to showcase skills, take risks, engage the public, and grow their craft in real time. The museum displays finished pieces, introduces makers, demonstrates the processes they employ in their work, and invites the community to meet the artisans who, through skill, ingenuity, and hard work, make the artifacts on display. This type of educational museum experience does not currently exist on this scale in Richmond. While other local museums invite visiting artists and offer lectures, the Richmond Maker Museum takes interaction to a new level, introducing visitors to the routines and procedures of each artisan’s daily practice.
Maker culture is a tightly woven network of craftsmen—woodworkers, metalworkers, glassblowers, etc. It celebrates traditional fabrication techniques, while also introducing modern technologies such as laser cutting and three-dimensional printing. The social and educational aspects of the maker movement have created a revolution, revitalizing public appreciation for the role of the maker and the importance of craftsmanship.
21
Al-Ali, Amal. "Framework for the implementation of an enhanced virtual design studio in the architecture education curriculum of the United Arab Emirates : the virtual creative and collaborative studio." Thesis, University of South Wales, 2010. https://pure.southwales.ac.uk/en/studentthesis/framework-for-the-implementation-of-an-enhanced-virtual-design-studio-in-the-architecture-education-curriculum-of-the-united-arab-emirates(01a14a23-0d8e-431e-97dd-ba2a2046be2d).html.
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Being a rapidly developing country the United Arab Emirates (UAE) has realised the need for highly qualified and properly skilled manpower to cope with the country‟s ambitious development plans. This has resulted in high investments in education and training in the UAE. The government facilitated high technological tools for education. These tools suffered from underutilisation and a failure to be properly integrated in the curricula. The literature review indicates that today‟s knowledge-driven economy demands a workforce equipped with complex skills such as creativity and collaboration. Universities must not only teach the necessary technical skills and knowledge, but also the culture of creativity and teamwork. The learning theories emphasise the importance of learning by doing and collaboration processes to achieve effective learning. Learning theories also emphasise the importance of teaching creative skills to the students. These approaches are congruent with use of technologies, such as visual design studio (VDS), for the purpose of architecture education in design courses, but such use is lacking in the UAE. The present research focuses on implementing and evaluating technologies such as the VDS in architecture education in an attempt to formulate a framework for implementing technologies combined by creative and collaborative skills in the UAE. Since implementing a new technology into education practice is complex task, this work will formulate a framework that will help in shifting from the traditional learning to learning with technology. This work will take into consideration factors such as pedagogical issues, collaboration creative work and architecture practice and industrial needs in the UAE. The aim of the current research is to formulate a framework for implementing VDS at the conceptual end of the architecture design education in the UAE. This research will apply an action research method framework. The action research will be generated into three phases. Each phase will consist of three stages, the descriptive stage which will analyse the need and criteria of the method, the constructive stage which will include the process involved in constructing the framework and the evaluative stage which will include the testing and evaluation. The resulting framework should satisfy the UAE‟s needof advanced technological tools for enhancing design education taking in consideration the socio-cultural dimension of the UAE. As technology is changing rapidly; future research should concentrate on adding further technological tools such as mobile learning. Also as this work provided a framework for integrating technology in architecture design education, yet it is not limited to this discipline only. Other disciplines could benefit from this emerging model and further research could be conducted.
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Bilek-Golias, Beth A. "AN ETHNOGRAPHIC INQUIRY INTO A CURRICULUM CULTURE: STUDYING HOW A LIBERAL ARTS APPROACH AND LEADERSHIP STUDIES MAY BE EMBODIED AND ENACTED IN THE DESIGN STUDIO WITHIN AN ARCHITECTURAL PROFESSIONAL EDUCATION." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1351611716.
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Kuyumcu, Basak. "Unfolding Diagrams As Generative Design Tools In Architectural Design Process:united Network (un) Studio-mobius House / Arnhem Central Station / Mercedes Benz Museum." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612601/index.pdf.
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The aim of this thesis is to explore the role of the diagrams as generative design tools in architectural design process. Identifying the utilization of the diagrams as infrastructural and organizational elements in the design process, it aims to be concentrate on their potency for generating novel design concepts. The search has been for the possibilities of design processes developed and manipulated not through analytical use of diagrams that represents the already established relationships but through their generative use that is responsible for the proliferation of ideas for novel design concepts. The alteration in the definition of diagrams, their active role in the generation of design ideas, and their progression during the design process, as well as the ways in which they contribute to the delay of formal concerns through the practice are scrutinized.
In order to explore the generative and mediating roles of diagrams in architectural design practice, this thesis examines the utilization of diagrams by exemplifying the strategies of UN Studio. Through exploration of their pioneering projects, the Möbius House, the Arnhem Central Station and the Mercedes Benz Museum, it aims to unfold their design methods regarding diagrams. Diagrams are examined in terms of the way they are utilized and operated from conceptualization to building. While standing at a critical distance, it argues for an architectural design process where design ideas are formed and evolved by utilization of diagrams as generative tools from the initial phases of the design to the actualization of the building.
24
Vidigal, Emerson José. "Ensino de projeto arquitetônico: um estudo sobre as práticas didáticas no curso de arquitetura e urbanismo da Universidade Federal do Paraná." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/16/16138/tde-18012011-111136/.
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O objeto de estudo desse trabalho é o ensino de projeto de arquitetura abordado a partir dos procedimentos didáticos adotados na disciplina de ateliê. A intenção é trabalhar a disciplina de projeto investigando-a de dentro para fora, focando essencialmente as práticas adotadas no cotidiano da sala de aula de ateliê. Entende-se assim que o enfoque não parta do ponto de vista de uma retrospectiva histórica e, tampouco, procure abordar os problemas desse ensino somente a partir da estrutura curricular do curso de arquitetura. Um dos objetivos centrais é propor novos caminhos para a atividade didática de projeto levando em conta a reflexão sobre a teoria pertinente ao campo. Entende-se que o ateliê deve tornar-se um espaço aberto de discussão entre os indivíduos, ao mesmo tempo em que se procura recuperar o ateliê universitário de arquitetura como espaço de produção e amadurecimento do projeto. Utilizando a escola de arquitetura da UFPR como objeto de estudo, o trabalho se desenvolve através de pesquisas de campo qualitativas envolvendo estudantes e professores. Ao final, sugerem-se alternativas aos modelos de ensino-aprendizado mais praticados no contexto atual, nacional e estrangeiro, de modo a incrementar a qualidade e organizar o espaço didático do ateliê de projetos arquitetônicos.The object of this work is to study the architectural design education approached from the teaching procedures adopted in the discipline workshop. The intention is to work design studio investigating it from the inside out, focusing essentially on the practices daily adopted in classroom studio. It is understood so that the focus will not depart from the standpoint of a historical retrospective, and even will not to seek to the problems of teaching only from the curricular structure of the architecture course. A central objective is to propose new ways for the design studio teaching activity taking into account the reflection on the theory relevant to the field. It is understood that the workshop should become a place in which happen an open discussion between individuals, while it seeks to recover the studio college of architecture as space for production and maturation of the project. Using the architecture school at UFPR as research object, the work evolves through qualitative field research involving students and teachers. Finally, we suggest alternatives to models of teaching and learning more practiced in the current context, in order to increase the quality and organize the space of teaching- learning in architectural design studio.
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Milovanovic, Julie. "Exploration de la pédagogie du studio de projet d’architecture : Effet de l’écosystème de représentations du projet sur la situation de la session critique." Electronic Thesis or Diss., Ecole centrale de Nantes, 2019. http://www.theses.fr/2019ECDN0029.
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La thèse porte sur à la pédagogie en studio de projet dans les écoles d’architecture. Le studio de projet est le lieu d’apprentissage de la conception architecturale et il est au cœur de la formation en architecture. Les sessions critiques hebdomadaires sont un moment d’échange entre enseignants et étudiants, où ces derniers ont l’occasion d’avoir un retour d’expert sur l’avancement de leur projet d’architecture. L’activité de conception est à la fois l’objet d’apprentissage et la manière d’apprendre lors des sessions critiques. Nous définissons cette activité comme pratique réflexive mentorée. Le support de cette pratique réflexive mentorée est l’ensemble des représentations de projet apportées par l’étudiant lors de la critique que nous appelons écosystème de représentations. La recherche étudie l’effet d’une modification de l’écosystème de représentations sur la pratique réflexive mentorée. Nous avons analysé quatre écosystèmes de représentations différents : traditionnel sur table comprenant des plans, coupes et maquettes d’étude ; maquette grande échelle ; Hyve-3D et Studio Collaboratif Distant. Nous avons utilisé la méthode d’analyse de protocoles vidéo pour étudier l’engagement des participants pendant la critique, leurs collaborations, et leurs manipulations des représentations du projet en fonction de l’écosystème de représentations utilisé. En nous basant sur ces résultats, nous proposons le développement d’un scénario pédagogique intégrant CORAULIS, la nouvelle plateforme immersive de l’Ensa NantesThe thesis focuses on design studio pedagogy in schools of architecture. In the design studios, students learn how to design and think architecturally. The studio is the cornerstone of architectural education. The weekly critiques are moments where tutors and students can discuss design issues. During the critiques, students have the opportunity to get an expert’s feedback on their design. Designing is both the learning objective and the way to learn in design critiques. We coined this activity a mentored reflective practice. Design representations brought by students support the mentored reflective practice during the critique. Those design representations are named representational ecosystem. This research work focus on the effect of a change in the representational ecosystem on the mentored reflective practice. We analyzed four different representational’ ecosystems : traditional desk critiques composed of plans, sections and mock-ups; large-scale mock-up; Hyve-3D and Digital Collaborative Studio. We exploited the video protocol analysis methodology to study participants' engagement during the critique, their collaboration, and how they interact with design representations depending on the representational ecosystem used. Based on these results, we develop a pedagogic scenario integrating CORAULIS, Ensa Nantes' new immersive platform
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Ozel, Derya. "La promesse du durable : situations de conception architecturale en Inde." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100014.
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Ce travail porte sur la conception du « durable » dans le milieu de l'architecture en Inde. Il s'appuie, notamment, sur deux séjours effectués en 2011 et en 2012, dans une agence d'architecture dans la ville d'Ahmedabad (dans l’État du Gujarat) et dans un bureau d'études dans la ville de Bombay (dans l’État du Maharashtra). L'arrivée des labels sur le marché de l'immobilier et de la construction permet de mettre au goût du jour l'idée de « durabilité » dans la conception architecturale et de raviver un débat typiquement local. La polémique concerne, plus précisément, la mise en œuvre des labels « LEED » d'origine nord-américaine. Ce « durable » « occidental » et procédural, qui sert des logiques économique et de marketing, ne représente pas, selon les architectes, l'« authentique ». Or, l'Inde est le pays, par excellence, du « durable » : il suffit de regarder autour de soi les modes de vie, la culture indienne, ou évidemment, l'architecture « traditionnelle » et « vernaculaire ». Au delà de cette rhétorique entre tradition et modernité, en suivant dans les petits détails des projets d'architecture en train de se faire, l'enquête ethnographique montre les similarités entre ces deux lieux de conception. Le devenir du « durable » est lié, d'une manière ou d'une autre, à l'idée d'engagement et de conviction. L'idéal de « durabilité » ne repose pas tant sur une certitude (qui demeure pour le reste toujours plus ou moins relative selon les acteurs), mais sur le quotidien et les pratiques qui tendent à le faire vivre et à lui donner corps le plus possibleThis work explores the making of sustainability in the field of architecture in India. It is based on two ethnographical studies made in 2011 and 2012, in an architectural studio in the city of Ahmedabad (in the State of Gujarat) and in an consultancy firm in the city of Bombay (in the State of Maharashtra). The arrival of labels on the real estate and construction markets makes it possible to date the idea of sustainability in architectural design and rekindle a typical local debate. The controversy more specifically concerns the implementation of LEED certifications of American origin. This “Western” and procedural sustainability, which serves economic and marketing logics, does not represent, according to the architects, the “authentic” one. But then, India is said to be, par excellence, the country of sustainability: just look the lifestyles, Indian culture, or of course, the “traditional” and “vernacular” architecture. Beyond the rhetoric between tradition and modernity, the ethnographic investigation follows the small details of architectural projects in the making and shows the similarities between the studio and the consultancy firm. The fate of sustainability is related, in one way or another, to ideas of commitment and conviction. The ideal of sustainability is not lying so much on a certainty (which still more or less depends on the actors), but on the daily life and on the practices that tend to give it life and the most substance possible
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Vidigal, Emerson José. "Um estudo sobre o ensino de projeto de arquitetura em Curitiba." Universidade de São Paulo, 2004. http://www.teses.usp.br/teses/disponiveis/16/16131/tde-03052005-165841/.
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O presente trabalho discute o Ensino de Projeto de Arquitetura em Curitiba. O conteúdo apresenta uma visão sobre os conceitos de arquitetura, projeto e ensino. Esta pesquisa envolve também teorias e métodos para o ensino e aprendizagem de arquitetura, mostrando alternativas que podem servir de orientação a educadores e instituições de ensino na elaboração dos procedimentos didáticos aplicados à aula de ateliê de projeto. A peculiaridade da arquitetura como campo do conhecimento provoca maneiras distintas de pensar o seu ensino. Além de se ensinar o saber, ensina-se o saber fazer. Essa investigação não procura esgotar o assunto e sim colaborar para o seu debate teórico e para a epistemologia da sua prática.Para chegar ao contexto que envolve o objeto é feita uma breve abordagem histórica do ensino de projeto de arquitetura em Curitiba e de suas escolas. Por fim, a realização de uma pesquisa de campo junto aos educadores fornece subsídios para uma análise das questões atuais com relação a esse tipo de ensino e aprendizagem.This paper aims to analyse the Teaching of Architecture (Project) in Curitiba. The content presents the concepts about architecture, project and teaching. This research also involves theories and methods for architecture teaching and learning, offering alternatives that can serve as orientation to teachers and teaching institutions on the elaboration of didactic procedures applied to design studio classes. The peculiarity of architecture as a field of knowledge stimulates different ways of thinking its teaching. Besides teaching students to 'know', one has to teach to 'know how to do'. This investigation does not intend to conclude discussions on the topic, but to collaborate on its theoretical debate and on its 'practice epistemology'. To build the context that involves the object, a brief historical approach was drawn on the teaching of architecture project in Curitiba and of its schools. Finally, the accomplishment of a field research with the educators supply subsidies for an analysis of the current subjects regarding that teaching and learning approach.
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Lotufo, Tomaz Amaral. "Um novo ensino para outra prática: Rural Studio e Canteiro Experimental, contribuições para o ensino de arquitetura no Brasil." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/16/16137/tde-29052014-153721/.
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Esta dissertação trata de questões relativas à experimentação prática no processo de ensino-aprendizagem nos cursos de arquitetura e urbanismo. Com a perspectiva de contribuir com o ensino de arquitetura no Brasil, foram escolhidas para análise duas realidades: a Universidade de São Paulo, no Brasil, com foco nas disciplinas da FAUUSP em que há o desenvolvimento do espaço pedagógico do Canteiro Experimental; e nos Estados Unidos, em comunidades pobres do Alabama, com base no método de trabalho do Rural Studio, da Universidade de Auburn. O Canteiro Experimental da FAUUSP é um equipamento pedagógico e uma proposta metodológica de ensino desenvolvido nos últimos quinze anos, dentro das atividades curriculares práticas construtivas com os alunos. O Rural Studio é um projeto pedagógico formado por estudantes e professores, com metodologia de trabalho de um laboratório de ensino e extensão, que desenvolve com a comunidade beneficiada projetos e depois construções de casas e espaços coletivos para assentamentos pobres do sul dos Estados Unidos. O trabalho analisa a influência desses processos educativos na formação de um arquiteto com prática profissional direcionada à população atualmente desatendida, considerando a importância fundamental da educação na promoção de transformações sociais. Para isso, a pesquisa abordará em um primeiro momento a relação da evolução dos movimentos de moradia, das políticas públicas habitacionais no Brasil e as teorias do grupo \"Arquitetura Nova\" com as iniciativas decorrentes nas Escolas de Arquitetura como os Laboratórios de Habitação e Canteiros Experimentais. Em seguida, analisará o Canteiro Experimental da FAUUSP, procurando entender como este espaço de práticas construtivas pode ser estendido a atividades dentro de comunidades. Para, enfim, fazer uma análise do grupo americano e compreender as possíveis contribuições que podem ser incorporadas à realidade brasileira. Ao resgatar experiências inovadoras, o presente projeto visa ainda contribuir para uma necessária renovação do ensino de arquitetura no Brasil, aproximando a teoria da prática construtiva e a Universidade da comunidade.This dissertation deals with issues of practical experimentation in the process of teaching-learning courses in architecture and urbanism. With the prospect of contributing to the teaching of architecture in Brazil, two realities were selected for analysis: the University of São Paulo, in Brazil , focusing on the disciplines of FAUUSP where the is the development of the pedagogical space at the Experimental Job Site; and the United States, in poor communities in Alabama, based on the method of work of the Rural Studio, of the Auburn University. Experimental Job Site of FAU is a teaching equipment and methodology developed in the last fifteen years within the construction practices curricular activities of students. The Rural Studio is a pedagogical project formed by students and teachers, with methodology of a laboratory for teaching and extension, which develops with the benefiting community projects and then constructs houses and collective spaces for poor settlements of the southern United States. The paper analyzes the influence of these educational processes in the formation of an architect with professional practice directed to the currently underserved population, considering the fundamental importance of education in promoting social change. Therefore, the research will focus at first on the relationship of the development of housing movements, of public housing policies in Brazil and the theories of the group \"New Architecture\" with initiatives arising in the Schools of Architecture as the Housing Laboratories and Experimental Job Site. Then examines the Experimental Job Site of FAU, trying to understand how this space of construction practices can be extended to activities within communities. To finally make an analysis of the American group and understand the possible contributions that can be incorporated to the Brazilian reality. By rescuing innovative experiences, this project aims to contribute to a necessary renewal of architectural education in Brazil, bringing the theory of constructive practice and the University of the community.
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Fored, Simon. "Västberga Artistkollektiv." Thesis, KTH, Arkitektur, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-276854.
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Västberga Artistkolletiv (VAK), as a project, is an investigation into the self-image of my home town, Stockholm. It is a mapping of both the experienced and factual cultural scene in order to understand how and where an addition would be suitable. The end goal has been a physical building, a platform that strategically helps raising the creative potential of this city. The idea is to design a place dedicated to creating the best possible environment for recording live concerts, in regard to both audio and video. Hence, an acoustically perfected live venue for broadcasting and recording artists of various levels. The purpose is to provide a platform where they can grow, as well as spread their music and art. Furthermore, it is a meeting point for people, so experiencing a concert on site should not be regarded as less of a priority than the recorded material. On the larger scale the investigation aims to establish the link between the architecture - the venue, and the self-image of the city and its citizens, to see how they are nurturing each other. This is also a residential building, and a gathering spot for anyone that feels like they want to be a part of a creative environment, living inside a concert venue, while working on their own music or collaborating with the platform and radio station.
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Wik, Louise. "Ett färgfläckat golv : Bildpedagogers tankar om rumslighetens betydelse i konstnärlig utbildning." Thesis, Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7866.
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Syftet med den här studien var att få en större förståelse för hur den fysiska miljön i bildsalar och ateljéer i konstnärlig utbildning påverkar de som brukar lokalerna. Jag har samlat bildpedagogers tankar om och erfarenheter av undervisning i gymnasiets bildklassrum och ateljéer på folkhögskolor och förberedande konstskolor. Detta för att undersöka vad som karaktäriserar de olika rummen, vad en ateljé eller en kreativ plats är enligt dem; och vad olika rum kan tillföra lärandet. Den metod som har använts är kvalitativa intervjuer och tolkande fenomenologisk analys med stöd i kroppslig fenomenologi, platsfenomenologi, arkitekturteori och synen på konstnären i utbildning och samhälle. Resultat som framkom i undersökningen visar att bildpedagogerna lägger stor vikt vid platsens historia och spår av tidigare verksamheter. De flesta talar om tryggheten i att vila i en konst- och hantverkstradition, och om lokalers ändamålsenlighet. Spår av processer används medvetet för att locka fram självförtroende och inspiration. Flera av dem talar om att autentiska miljöer och verktyg får oss att känna oss tagna på allvar. De har också lyft vikten av att börja i sin egen kropp, att förankra den konstnärliga processen i taktilt arbete och därmed i sig själv. Det verkar som att de intervjuade bildpedagogerna ser ett högt värde i de unika platser som många konstskolor är.
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Cheng, Kwai-wai. "A collaborative design tool for virtual design studios /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20971497.
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Popoutsis, Nickolas D. "Amenable Building: Designing for Change in the Musical Process." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242749951.
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鄭桂懷 and Kwai-wai Cheng. "A collaborative design tool for virtual design studios." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31220526.
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Ineichen, Julien. "Le Workshop d'Architecture et d'Urbanisme (W-AU) comme dispositif pédagogique pour la formation à la conception collaborative." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3022.
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Le niveau de complexité des défis auxquelles font face les sociétés contemporaines exige le développement de solutions basées sur la combinaison de compétences de multiples acteurs. Cette intelligence collective émerge de la capacité des acteurs de réaliser des projets dans lesquelles leurs actions sont hautement interdépendantes. Le système pédagogique traditionnel fait face à des limitations structurelles pour former les étudiants à cette pratique que nous caractérisons de conception collaborative. Malgré le fait que le modèle de l’apprentissage basé sur l’atelier est avant tout utilisé dans une approche individuelle d’auteur, ce système singulier qui distingue les études d’architectures depuis 300 ans s’avère être un processus d’apprentissage hautement collectif. Nous soutenons que le W-AU est une évolution de ce modèle qui, en reconfigurant certains de ses paramètres, est devenu une approche efficace pour la formation à la conception collaborative. Grâce à un ancrage historique du W-AU, une typologie de ses pratiques contemporaines, et une recherche-action menée dans 3 cas spécifiques, cette recherche identifie les forces et les limites de ce modèle. Ce travail met en lumière, entre autres, les rôles de certains acteurs clés et les gouvernances propres à servir de médiation au processus de collaboration. Par ailleurs, l'appropriabilité, l'exotisme et l'interaction collective des structures du système se révèlent être des caractéristiques clés pour catalyser le processus collaboratif. Enfin, cette thèse souligne que, malgré une pratique répandue, les spécificités du W-AU doivent être mieux comprises et maîtrisées pour soutenir efficacement la conception collaborativeThe complexity level of challenges that face contemporary societies requires the development of solutions based on combinations of skills from multiple actors. This collective intelligence emerges from the capacity of actors to carry out projects in which their actions are highly interdependent. The traditional pedagogical system faces structural limitations in training students in this interdependent practice that we characterize as collaborative design. Despite the fact that studio-based learning model is mostly used in an individual authoring approach, this singular system which typify the architecture studies for the last 300 years, reveal a highly collective learning process. In this thesis, we argue that the Design Charrette is an evolution of this model which, by reconfiguring some of its parameters, has become a proper approach for collaborative design. Through a historical and theoretical anchor of the Design Charrette, a typology of its contemporary practices, and through action research conducted within 3 specific cases, this research identifies the potential strengths and limitations of the Design Charrette as a model for training students in collaborative design. Among the findings, this work highlights some key actors roles and governance configurations proper to mediate the collaborative process. It draws attention that appropriability, exoticism and collective interaction of the system structures, are key factors to catalyse collaborative design process. Finally, this work point to the fact that, despite the widespread practice of the Design Charrette, its specifics settings need to be better known to support effectively collaborative design process
A complexidade dos desafios que as sociedades contemporâneas enfrentam requer a concepção de soluções baseadas na mobilização das habilidades de múltiplos atores. Esta inteligência coletiva emerge da capacidade desses atores conduzirem projetos nos quais suas ações são altamente interdependentes. No entanto, o sistema tradicional de ensino, que está baseado em uma lógica disciplinar de avaliação individual, encontra dificuldades para formar estudantes a este tipo de práticas de concepção colaborativa. Na paisagem da educação de nível superior, o ensino da Arquitetura distingue-se da abordagem disciplinar unversitária por utilizar o dispositivo do Atelier, que visa a aprendizagem de competências através de uma abordagem integrativa dos conhecimentos num processo de projeto. Este processo de aprendizagem por meio do projeto é também realizado em um ambiente particular, caracterizado por padrões espaciais, temporais, físicos e sociais singulares. Embora o sistema de avaliação seja feito da mesma forma que o modelo umiversitário tradicional, que é estruturado em função de um trabalho individual, este dispositivo pedagógico se difere em primeiro lugar, pela postura de autor que o aluno deve demonstrar, e em segundo lugar, pela dinâmica coletiva de aprendizagem que é implementado neste ambiente particular de fornação. A partir dessas constatações, defendemos a tese de que o Atelier de Arquitetura é um dispositivo pedagógico capaz de formar à concepção colaborativa, desde que alguns dos seus parâmetros sejam reconfigurados. Nesta perspectiva, nós identificamos o atelier intensivo de curta duração como uma evolução contemporânea do dispositivo do Atelier que, graças a uma concentração de alguns dos seus parâmetros (espaciais, temporais, físicos e sociais), tornou-se um lugar de experimentação concreta da prática e da aprendizagem da concepçãocolaborativa. Nessa pesquisa, nós usamos o acrônimo "W-AU" (Workshop de Arquitetura e Urbanismo) para falar do atelier intensivo de curta duração, a fim de distingui-lo de sua versão longa. Para defender esta tese, em primeiro lugar, nós definimos o atelier tradicional através de uma perspectiva histórica, além de analisarmos sua estrutura e seu funcionamento para então identificar como este dispositivo dialoga com a noção de concepção colaborativa. Em seguida, nós realizamos uma tipologia do W-AU, em função de suas diferentes práticas contemporâneas, para situar três estudos de caso a partir dos quais, nós descrevemos diferentes implementações da concepção colaborativa. Esta análise nos permite trazer à luz o papel-chave dos diferentes atores, da configuração da governança e da configuração dos parâmetros do ambiente, visando promover o processo de concepção colaborativa. Esta pesquisa consiste portanto em identificar as potencialidades e limitações oferecidos pelo W-AU para a formação à concepção colaborativa nos estudos de Arquitetura. Dada a diversidade das variáveis que estão em jogo na implementação deste ambiente colaborativo, a ambição desta contribuição não é propor um procedimento-padrão para a realização deste gênero de dispositivo, mas sim identificar e divulgar algumas ferramentas e estratégias sucetíveis de serem mobilizadas pelos atores da concepção colaborativa, visando facilitar e otimizar a sua abordagem
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Dogan, Fehmi. "The role of conceptual diagrams in the architectural design process case studies of the First Unitarian Church by Louis Kahn, the staatsgalerie by Stirling & Wilford Associates, and the Jewish Museum by Daniel Libeskind /." Diss., Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/5398.
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Pomajambo, Shane. "A Complex For Computer Technologies." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/35590.
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The building which manifests itself is a direct reaction to the desires of the site and more importantly to the functions it houses. The purpose of this thesis though is to make an addition to the desires and to solve a desire which is not so evident to the naked eye. This desire is to eliminate the product which will manifest itself in the near future if nothing is done to change its clear and certain direction. The product I speak of is decentralized society where human interaction is almost elimininated. The thesis manifests a new building type one which is labeled "a complex for computer technologies" this complex looks at the relationship between architecture and the computer image in three different levels but always promoting human interaction.Master of Architecture
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Birk, Klaus. "Building experiences : a reflective design process for media architecture." Thesis, University of the Arts London, 2017. http://ualresearchonline.arts.ac.uk/12392/.
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Media Architecture design, although visually prominent and involving interdisciplinary collaboration, rarely succeeds in creating urban situations of contextual relevance beyond temporary effects. This research understands Media Architecture as a communication medium and proposes the need to engage with its multi-stakeholder audience from early on in the conceptual design stage. This practice-led design research presents a broad critical investigation into the emerging field of Media Architecture (Jaschko & Sauter 2006; Foth 2008; Haeusler 2009) spanning conceptions of media space, experience, participation and design as discourse (Scollon & Scollon 2003; Fatah gen. Schieck 2006). Its findings contribute a new perspective on Media Architecture as experiential visual design process, based on an analysis of design methods, principles of participatory design and reflection, as well as an overview and classification of Media Architecture practice. Following a related literature review, the thesis identified experiential learning and the notion of troublesome knowledge (Meyer & Land 2003; Perkins 1999) as a distinguishable new perspective on design for Media Architecture. By connecting exploratory and generative design research tools (i.e., interviews, collaborative expert workshops, visual prototyping) with theoretical constructs of learning theory (Schön 1983; Kolb 1983), experience (McCarthy & Wright 2004) and ownership in urban design (McDonnell 2009; Townsend 2013; Lange & Waal 2013), this thesis developed an experimental design methodology for stakeholder involvement in Media Architecture. An iterative review and reflection process led to methods evolving from initial research tools for analysis to self-reflective design process outcomes. The findings of this study were used to create the Media Architecture Archive (MAA), a digital participatory database using a comprehensive classification system of Media Architecture practice. It is complemented by an experiential method framework based on visual design for contextual research, envisioning and prototyping in Media Architecture. Thus, the research contributes a novel approach to visual communication in Media Architecture, by applying visual design to encourage stakeholder involvement, discourse and reflection at early stages in the design process. The self-reflective structure of the study contributes to our knowledge of how practice-led learning processes applied through visual communication can serve as an extension of the Media Architecture experience as both process and outcome.
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Teixeira, Müge Belek Fialho. "Collaboration in Design Studios/ Tasarım Stüdyolarında İşbirliği." Thesis, Fen Bilimleri Enstitüsü, 2005. https://eprints.qut.edu.au/121515/1/Collaboration%20in%20design.pdf.
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In this study, considering the changes and the needs of the architectural medium in today’s conditions, the development and the change of the formation of education in the design studios is studied. Through the current debates in the architectural world, the profession, the product and the educational frame of architecture are examined. The basic principles of an architectural education are classified. With this vision, the history of architectural education, the importance and the contents of postgraduate education in the formation of an architect are exposed. The members that form the architectural design studios are defined and depending on the students’ way of dealing with projects, the design studio structures are classified into “individual” and “collaboration” based design studio structures. With the use of the interrelations of the members that form the design studios, these two postgraduate studio structures are explained. The medium that these two structures create are dealt with comparisons through the mediums, the design product and the process. In the conclusion / discussions section, supported by the questionnaire, the positive and the negative contributions of collaboration based design studio structures to the design process are examined. The necessity of these studio structures that use diagrammatic design process as a tool for research based design in today’s requirements are put forward.
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George, Abey M. "Remote collaboration in the design studio." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/2191.
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Information technology offers many tools for promoting collaboration and communication in architectural design. A growing number of companies and individuals are adopting computer-based techniques to facilitate remote collaboration between geographically distributed teams. Thus, it is important to investigate the use of technology in developing collaborative tools for architects, especially as required training in architectural education. This research explores the feasibility of augmenting communication in the design studio using a web-based collaboration tool. A prototype was developed for an integrated system that allows for streaming media, real-time collaboration, and multi-way video, audio and text messaging, tailored specifically to the needs of a distributed architectural design studio. The Collaborative Online Architectural Design Studio (COADS) is based on a three-tier client-server structure consisting of an interface tier, an application-logic tier and a data tier. COADS allows role-based participation for students and teachers, facilitating collaboration over design sketches and presentations using personal computers equipped with a microphone and a web-cam. The system was developed and subjected to usability testing in a design studio consisting of graduate-level students of architecture. The participants were required to use COADS for conducting peer evaluations of designs for their class project and subsequently, to answer a questionnaire assessing the usability of the system. The analysis showed that COADS has definite advantages as a tool to augment communication in the design studio. The biggest advantage was that participants could get immediate feedback about their designs from their peers, irrespective of their location. COADS was also relatively easy to set up on end-user machines and provided an integrated point for accessing relevant studio resources from a single location. The disadvantages were mostly due to the limitations of the hardware on end-user machines such as small screen sizes, low quality microphones and web-cams. Further, the collaborative whiteboard within COADS lacked essential tools, such as pan/zoom and erase/undo tools, which reduced its usability. In conclusion, systems such as COADS can effectively augment communication within the architectural design studio. However, they need to be integrated closely with the course structure, right from the introductory stage of the project to the final presentation stage.
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Iftikhar, Naima. "A model for contemporary learning of architectural design in Australia." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/180912/1/Naima_Iftikhar_Thesis.pdf.
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This research identifies essential knowledge for effective learning and teaching of subject-situated architectural design in Australia. It has resulted in a learning and teaching model called the 'Model for contemporary learning of architectural design in Australia' that illustrates the contemporary shift in the signature studio pedagogy. The model informs the basis on how students, tutors and unit coordinators perceive their roles to interact with each other in face to face design lectures and design studio tutorials for effective design learning by students. This model is applicable in the four studio pedagogy models prevalent in Australasian schools of architecture.
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Gu, Daqing. "Introductory education in architectural design : the design studio : its formation and pedagogy /." [S.l.] : [s.n.], 1994. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=10306.
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Verbanic, Ashley. "Perceiving Architecture: An Experiential Design Approach." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1797.
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Perception of the physical environment is largely dependent on a range of criteria which are not always readily identifiable. Such a difficulty to identify how a person perceives an environment creates a situation in which architects and designers can easily neglect this idea of the individual user and their experience.
Through the design of a preschool, this thesis focuses largely on understanding how children and other users perceive and interact with their environments. The design process employed synthesizes user based research and analysis of environmental cues such as light, sound, and smells and their effect on how we interpret a setting.
Investigations into learning environments, educational theories, and sensorial design strategies become tools from which to explore a design methodology. The project itself seeks to understand a process necessary for a meaningful, humanistic design approach for an architecture that benefits and enriches the everyday lives of individuals.
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Belek, Fialho Teixeira Müge, and Uraz Turkan Ulusu. "Collaboration in Design Studios." Thesis, Istanbul Technical University, 2005. https://eprints.qut.edu.au/199902/1/Collaboration_in_design.pdf.
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In this study, considering the changes and the needs of the architectural medium in today’s conditions, the development and the change of the formation of education in the design studios is studied. Through the current debates in the architectural world, the profession, the product and the educational frame of architecture are examined. The basic principles of an architectural education are classified. With this vision, the history of architectural education, the importance and the contents of postgraduate education in the formation of an architect are exposed. The members that form the architectural design studios are defined and depending on the students’ way of dealing with projects, the design studio structures are classified into “individual” and “collaboration” based design studio structures. With the use of the interrelations of the members that form the design studios, these two postgraduate studio structures are explained. The medium that these two structures create are dealt with comparisons through the mediums, the design product and the process. In the conclusion / discussions section, supported by the questionnaire, the positive and the negative contributions of collaboration based design studio structures to the design process are examined. The necessity of these studio structures that use diagrammatic design process as a tool for research based design in today’s requirements are put forward.
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McGill, David Paul. "An Appalachian Architecture, an Appalachian Architect." Thesis, This resource online, 1985. http://scholar.lib.vt.edu/theses/available/etd-11072008-063240/.
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Larson-Hughes, Robert. "Projective design studies toward a new waterfront hotel." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/68258.
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Ashworth, Brad. "Architecture Lucida : photography and design--a center for photographic studies." Thesis, Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/23780.
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Aguilera-Mayorga, David. "Campus Design: Locating a new center of international studies." FIU Digital Commons, 1999. http://digitalcommons.fiu.edu/etd/1254.
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FIU's campus master plan should portray an overall concept of the University's vision. Its design should represent a distinctive sense of institutional purpose. Its architecture should support the campus design in the realization of an ideal academic environment. The present master plan of Florida International University (FIU) offers neither a clear typology of architectural elements nor adequate relationships and connections between buildings. FIU needs to enhance its master plan with an architectural and urban vocabulary that creates a better environment.
This thesis will examine FIU's present master plan, explaining the history of its development. Further, it will critically examine the quality of the campus, highlighting the success and failure of its various parts. The unrealized potential of the campus' original vision will be juxtaposed to the built reality. In addition, FlU's planning strategies will be parallel with the planning of several master plans of American universities. Finally, this thesis will propose a set of criteria for the inclusion of a new building in the campus master plan. The Center of International Study will be the catalyst that would bring into focus the university's vision. As a means to prove the validity of these criteria, a new location for the center of international studies will be selected, and a schematic architectural proposal will be made.
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Bennetts, Helen. "Environmental issues and house design in Australia : images from theory and practice /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phb472.pdf.
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Albarello, Nicolas. "Model-based trade studies in systems architectures design phases." Thesis, Châtenay-Malabry, Ecole centrale de Paris, 2012. http://www.theses.fr/2012ECAP0052/document.
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La conception d'architectures de systèmes est une tâche complexe qui implique des enjeux majeurs. Au cours de cette activité, les concepteurs du système doivent créer des alternatives de conception et doivent les comparer entre elles afin de sélectionner l'architecture la plus appropriée suivant un ensemble de critères. Dans le but d'étudier différentes alternatives, les concepteurs doivent généralement limiter leur étude comparative à une petite partie de l'espace de conception qui peut être composé d'un nombre immense de solutions. Traditionnellement, le processus de conception d'architecture est principalement dirigé par le jugement et l'expérience des concepteurs, et les alternatives sélectionnées sont des versions adaptées de solutions connues. Le risque est donc de sélectionner une solution pertinente mais sous-optimale. Pour gagner en confiance sur l'optimalité de la solution retenue, la couverture de l'espace de conception doit être augmentée. L'utilisation de méthodes de synthèse calculatoire d'architecture a prouvé qu'elle était un moyen efficace pour supporter les concepteurs dans la conception d'artefacts d'ingénierie (structures, circuits électriques...). Pour assister les concepteurs de systèmes durant le processus de conception d'architecture, une méthode calculatoire pour les systèmes complexes est définie. Cette méthode emploie une approche évolutionnaire (algorithmes génétiques) pour guider le processus d'exploration de l'espace de conception vers les zones optimales. La population initiale de l'algorithme génétique est créée grâce à une technique de synthèse calculatoire d'architecture qui permet de créer différentes architectures physiques et tables d'allocations pour une architecture fonctionnelle donnée. La méthode permet d'obtenir les solutions optimales du problème de conception posé. Ces solutions peuvent être ensuite utilisées par les concepteurs pour des études comparatives plus détaillées ou pour des négociations avec les fournisseurs de systèmesThe design of system architectures is a complex task which involves major stakes. During this activity, system designers must create design alternatives and compare them in order to select the most relevant system architecture given a set of criteria. In order to investigate different alternatives, designers must generally limit their trade studies to a small portion of the design-space which can be composed of a huge amount of solutions. Traditionally, the architecture design process is mainly driven by engineering judgment and designers' experiences and the selected alternatives are often adapted versions of known solutions. The risk is then to select a pertinent but yet under optimal solution. In order to increase the confidence in the optimality of the selected solution, the coverage of the design-space must be increased. The use of computational design synthesis methods proved to be an efficient way to support designers in the design of engineering artifacts (structures, electrical circuits...). In order to assist system designers during the architecture design process, a computational method for complex systems is defined. This method uses an evolutionary approach (genetic algorithms) to guide the design-space exploration process toward optimal zones. The initial population of the genetic algorithm is created thanks to a computational design synthesis technique which permits to create different physical architectures and allocation mappings for a given functional architecture. The method permits to obtain the optimal solutions of the stated design problem. These solutions can be then used by designers for more detailed trade studies or for technical negotiations with system suppliers
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Kim, Young-No. "A web-based timesheet tool for the design studio." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2521.
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This research is related to time management and the use of timesheets in
architectural design education. It focuses on the role of Web-based timesheets in the
architectural design studio. The main purpose of the research is to explore whether
Web technology is helpful in increasing compliance with time documentation and can
determine which student behaviors and habits can be observed with Web-based
timesheets in architectural design education.
In time management, using timesheets is a common method to analyze time
usage. However, a traditional timesheet is usually focused on the investigator's (teacher
or employer) perspective. Therefore active participation is hardly expected and data
analysis is not easily offered to participants as useful information in real time. To
overcome the identified problems, Web technology may be useful.
For this research, a pilot software tool was developed and tested in design
studios at several grade levels. Research was focused on empirical observation to
determine which student work patterns and behaviors can be observed with a Webbased
timesheet tool.
The Web-based timesheet tool was successfully fielded in the design studio and the utility of the Web-based timesheet tool was observed. By analyzing the collected
data from the experiments with this Web-based timesheet tool, it was possible to
observe various work patterns and behaviors and to develop insights in the students'
design process. Analysis of log data gave interesting insights into students' work
patterns and design behaviors. Web technology was helpful in increasing the value of
the timesheet in architectural design education.