Dissertations / Theses on the topic 'Design Studio - Architecture'
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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.
Full textCrudden, 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.
Full textIncludes 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.
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/.
Full textPapanicolaou, 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.
Full textThe 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.
Sachs, Avigail. "Why are you stuck? : inquiries in the design studio." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/69744.
Full textIncludes 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.
Walton, Jessica. "Boomerang Studio: Community Design for Action." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4244.
Full textMcClean, David. "Embedding learner independence in architecture education : reconsidering design studio pedagogy." Thesis, Robert Gordon University, 2009. http://hdl.handle.net/10059/1253.
Full textSmith, Casey Wayne 1977. "Material design for a robotic arts studio." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/62367.
Full textIncludes 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.
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.
Full textLueth, 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.
Find full textMartinez, Ricardo A. "Situating environmental design in the studio : an ecological learning approach." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12368/.
Full textPowers, Matthew N. "A Study of Self-Regulated Learning in Landscape Architecture Design Studios." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29015.
Full textPh. D.
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.
Full textKoutsoumpos, 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.
Full textAkis, 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.
Full textOzten, 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.
Full texts 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.
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.
Full textIncludes 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.
Lindh, Ann-Charlotte. "Nya Slottsholmen." Thesis, KTH, Arkitektur, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-31106.
Full textAzizi, 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.
Full textDepartment 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.
Casey, Erin E. "The Richmond Maker Museum: The Evolution of Process." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3839.
Full textAl-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.
Full textBilek-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.
Full textKuyumcu, 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.
Full textbius 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.
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/.
Full textThe 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.
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.
Full textThe 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
Ozel, Derya. "La promesse du durable : situations de conception architecturale en Inde." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100014.
Full textThis 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
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/.
Full textThis 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.
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/.
Full textThis 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.
Fored, Simon. "Västberga Artistkollektiv." Thesis, KTH, Arkitektur, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-276854.
Full textWik, 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.
Full textCheng, 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.
Full textPopoutsis, 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.
Full text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.
Full textIneichen, 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.
Full textThe 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
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.
Full textPomajambo, Shane. "A Complex For Computer Technologies." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/35590.
Full textMaster of Architecture
Birk, Klaus. "Building experiences : a reflective design process for media architecture." Thesis, University of the Arts London, 2017. http://ualresearchonline.arts.ac.uk/12392/.
Full textTeixeira, 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.
Full textGeorge, Abey M. "Remote collaboration in the design studio." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/2191.
Full textIftikhar, 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.
Full textGu, 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.
Full textVerbanic, Ashley. "Perceiving Architecture: An Experiential Design Approach." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1797.
Full textBelek, 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.
Full textMcGill, David Paul. "An Appalachian Architecture, an Appalachian Architect." Thesis, This resource online, 1985. http://scholar.lib.vt.edu/theses/available/etd-11072008-063240/.
Full textLarson-Hughes, Robert. "Projective design studies toward a new waterfront hotel." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/68258.
Full textAshworth, Brad. "Architecture Lucida : photography and design--a center for photographic studies." Thesis, Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/23780.
Full textAguilera-Mayorga, David. "Campus Design: Locating a new center of international studies." FIU Digital Commons, 1999. http://digitalcommons.fiu.edu/etd/1254.
Full textBennetts, 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.
Full textAlbarello, Nicolas. "Model-based trade studies in systems architectures design phases." Thesis, Châtenay-Malabry, Ecole centrale de Paris, 2012. http://www.theses.fr/2012ECAP0052/document.
Full textThe 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
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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