Journal articles on the topic 'Design Studio - Architecture'
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1
Atakan, Gokçe. "A comparative analysis of methods for triggering “creative thinking†in design studios." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 344–50. http://dx.doi.org/10.18844/prosoc.v2i1.317.
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“Design Studio†is acknowledged as the core course for “spatial design†in both architecture and interior architecture education. The main idea of the design studio is based on uniting all the gathered information from other classes in a context of an architectural project. The key expectation from the studio is to teach ‘how to think creatively’. This paper, particularly concentrates on interior architecture education. Design studios in Turkey, mostly use what is referred as the “contextual model†which starts with a given problem/ situation and proceeds from that given context. During the process of this approach, the instructor guides the student, discusses space generation and corrects technical mistakes. Taking “creative thinking†into consideration, it is important to constitute another model, which is referred as the “conceptual modelâ€. This process starts with student’s thoughts triggered by chosen materials, and the instructor communicates through abstract and intellectual thinking, discusses idea generation and, corrects technical mistakes. In this paper, the method of comparative analysis is used to examine the advantages and disadvantages of each above mentioned design studio model. The comparison of models is done by criteria derived from Salama’s (1995) survey about the current situation in design studios. As a result of the study it is observed that, both models have some advantages and disadvantages regarding seven excogitated design studio criteria.Keywords: design education, design studio, creative thinking, ınterior architecture.
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Harry, Sachin, and Ambuj Kumar. "Transformation of the Design Studio in New Learning Spaces: Virtual Design Studio in Architecture Pedagogy." ECS Transactions 107, no. 1 (April 24, 2022): 6251–60. http://dx.doi.org/10.1149/10701.6251ecst.
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Architectural education has come a long way since the first formal school of architecture, École des Beaux-Arts, was started at Paris, France in 1816. 21st century architecture is constantly evolving through changes in technology, and now in 2020-’21, COVID-19 pandemic has brought the concept of architectural education going online. Due to the forced disruption to the traditional pedagogical environment, a new pedagogical paradigm has been established through online theory and studio classes. This has brought about a challenging design pedagogy where teachers and students are reaping the benefits of technological advancement but without any prior training. This in turn has raised the question, how can architecture be taught effectively through virtual means? In response, this paper conducts literature review and a questionnaire survey amongst students and teachers of Chandigarh region on experiences of virtual teaching in the field of architecture and seeks to address the issues concerning virtual architectural pedagogy.
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Srirangam, Sucharita, and Veronica Ng. "The New Normal for Architecture Design Studio: Conceptualizing a Design Implementation Model." Journal of Design and Built Environment 22, no. 2 (August 31, 2022): 37–47. http://dx.doi.org/10.22452/jdbe.vol22no2.3.
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Architectural design studios are the crux and core of architecture education. The closure of face-to-face Design studios due to the COVID-19 pandemic during the years 2020 and 2021 has indeed posed a set of challenges to architectural education. Through a rigorous set of research methods, the paper investigates the various possibilities and perspectives of making the challenges into opportunities to rethink, innovate and move on. The paper aims to develop a model for implementing studio-based learning innovative, appropriate, and conducive to covid and post-covid environments. The first objective dealt with in this paper is to find the consensus on the directives to solve and respond to the contemporary challenges of the pandemic for the SBL. The second is to arrive at a toolkit or a model that strategically summarizes the processes for the directives. The School of Architecture, Building, and Design from Taylor’s University Malaysia has been the case study of the investigation. The research methods involved conducting focus group meetings with various stakeholders, such as the Students, Tutors, Studio Coordinators, Program Directors, and the Head of the School. The findings firstly offered a set of shifts in paradigms of SBL and secondly, a toolkit that we named as Design Implementation Model (DIM) for a hybrid studio pedagogy that we envisage and envision to be the future of architectural education.
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Hengrasmee, Sirimas, and Sant Chansomsak. "Environmentally Friendly Architectural Design Studio: A Studio Based Case Study." Journal of Architectural/Planning Research and Studies (JARS) 8, no. 1 (September 3, 2018): 97–108. http://dx.doi.org/10.56261/jars.v8i1.168670.
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The introduction of environmental design strategies into an architectural design studio is not alwaysan easy task. An experimental design studio at the Faculty of Architecture, Naresuan University, Phitsanulokencouraged a group of 18 students to design a relatively environmentally friendly office building. The experimentalstudio reported here was one of studios in the Special Topics in Architectural Design Studio course,which allowed students to choose a subject of their interest. The studio’s learning strategies focused on the useof simple but tangible environmental evaluation activities, such as discussions and workshops, to gauge thepossible health and environmental effects of each design, including its estimated rainwater run-off and solarefficiency. Through these strategies, the students were able to evaluate the impacts of their design to thenatural environment. The process of measuring and acknowledging these impacts served as a tool for thestudents to better themselves by developing lower impact designs in the next draft. As a result, these strategieswere demonstrated to encourage design improvement and served as a useful learning strategy for the teachingof environmentally friendly design in an architectural studio.
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Al-Qawasmi, Jamal. "Transformations in Design Education: The Paperless Studio and the Virtual Design Studio." Open House International 31, no. 3 (September 1, 2006): 95–102. http://dx.doi.org/10.1108/ohi-03-2006-b0012.
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Traditional architectural curricula have been based on the design studio model, which emphasizes learning by doing. Under this model, a typical architectural curriculum offers a sequence of design studios in which students learn to design by actually engaging in designing. Until very recently the design studio culture remained largely unchanged. The introduction of the virtual design studio and the paperless studio in early 1990s has resulted in fundamental changes in design studio pedagogy. The paper examines the impact of computers and information technology, as applied in the paperless studio and the virtual design studio, on design studio education. Based on literature reviews on paperless studio and virtual design studio and examination of architectural studio instruction, including several experiences in conducting paperless studios, the author considers the pedagogical shift occurring in design studio instruction as a result of integrating digital media in the design studio. The paper considers two types of transformations in studio instruction: pedagogical transformations related to using digital media as a design tool and pedagogical transformations related to distributing the design studio with some or all participants in remote locations.
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Bishore, D. S., P. Ashika, M. Ramachandran, Ramu Kurinjimalar, and Sriram Soniya. "Exploring Architecture Modeling and Design Studio." Sustainable Architecture and Building Materials 1, no. 1 (April 1, 2022): 14–20. http://dx.doi.org/10.46632/sabm/1/1/3.
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Architects are generally highly respected in the community and architecture is an important career opportunity if you want to be seen as a respected person in the community. Because of their creativity and attention to detail, they are considered a blend of art and ingenuity. Architecture, which encompasses a variety of disciplines including art, science, history, geography and philosophy, is more difficult than many degrees to think creatively and technically. Architecture is an incredibly time consuming subject, with an average workload of 36.7 hours per week. Mathematics is difficult in architecture In general, the mathematics required for architecture is not so difficult. You have to do addition and multiplication, create and solve equations; you do not have to pass an advanced calculus exam to work in the industry. The beauty of Architecture is about the performance and behavior of architectural structures and facade elements. The structural form should have an aesthetic appeal, while being driven by engineering ideas. They must have a variety of qualities, most of which must be well understood. Architects must have a strong understanding of all building fields, including architecture, electrical and mechanical engineering. Wisdom is needed. Being smart does not make you a better architect, it gives you a better foundation. A good architect wants to know anything and everything about a given project. They constantly ask questions, talk to superiors, seek feedback and stay in touch overall to make sure they are getting the project right.
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Saifudin Mutaqi, Ahmad. "Architecture Studio Learning: Strategy to Achieve Architects Competence." SHS Web of Conferences 41 (2018): 04004. http://dx.doi.org/10.1051/shsconf/20184104004.
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In most Schools of Architecture, Architecture Studio is at the core of the architectural learning process. In the process, students are trained to have the skills of architectonic spaces design based on the study of the site, its function, and its aesthetics. Students are also trained to have awareness and understanding about the impact of their design on the surrounding environment, both physically and socially. Also, students are trained to present their designs in various forms such as visual graphics, verbal narratives, and three dimensional model animations. Indonesian Association of School of Architecture (APTARI Asosiasi Perguruan Tinggi Arsitektur Indonesia) and Indonesian Institute of Architects (IAI - Ikatan Arsitek Indonesia) has formulated an education Standards, Curriculum, and Achievements of Architect Professional Program to be referred by Ministry of Research, Technology, and Higher Education (KEMENRISTEKDIKTI – Kementerian Riset, Teknologi, danPerguruanTinggi) as the guidance for the implementation of Architect Professional Program (PPA - Pendidikan Profesi Arsitek) in Indonesia. One of the eight recommendations is the PPA Content Standard which contains the learning for the achievement of IAI Architect Competencies through the recommended study materials. However, the recommended study materials did not indicate the activity of the Architecture Studio learning model (Final Report of APTARI Part II and IAI). Will architect’s competence be achieved if the learning process withoutarchitectural studio learning model? The formulation of the curriculum that is developed independently by the IAI recommends the learning of Architectural Studio as Professional Studio. The size of the SKS is large enough to enable someone who follows the lesson to intensively gain experience in designing the building as a real architectural work. This Architecture Studio learning model is interpreted by PPAr organizer universities with various forms, among others: (1) apprenticeship of architects; (2) supervised studios; And (3) project simulation studio. From various models of Architecture learning model mentioned above, all aim to achieve 13 Architect Competence as formulated by IAI. Which model is effective in learning the Architectural Studio mentioned above? This exploratory study would like to compare the three forms of Architecture Studio learning model to see how much the achievement of the targeted competencies by measuring the success of Competency Test activities still use the standards implemented by LPJK by involving assessors from IAI. The results of the comparison will show the compatibility of the implementation of the Architecture Studio learningmodel what is considered effective. These findings will certainly benefit the development of future PPAr implementation, especially if the Architecture Studio model can be commensurate with the studios developed by the School of Architecture in various countries, at least in the region of 21 member countries ARCASIA.
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Bozkurt, Eray. "Exploration of Climate Change in Architectural Design Studio." SHS Web of Conferences 48 (2018): 01039. http://dx.doi.org/10.1051/shsconf/20184801039.
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Many researches reveal that climate change is a significant public issue. With the rising awareness of climate change impacts by both national and international bodies, building climate resilience has become a major goal for many institutions. This influence began to find path in architectural design education. Architectural design education is mostly given in the design studios. Each semester, the studio instructors prepare design briefs that need to be completed in a required period of time with given constraints. This is an opportunity for the design studios to adapt new theories and approaches like climate change into the design study. This article describes the experiences of the studio team after the design work proposed for climate. The study explains the transition from research to design stage. The studio tutors collected data after close observations on 42 students from Yasar University, School of Architecture third year studio.
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Alakavuk, Ebru. "Threshold Approaches to Architectural Design Studio." SHS Web of Conferences 48 (2018): 01046. http://dx.doi.org/10.1051/shsconf/20184801046.
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Threshold is a popular design theory in architecture that can be defined in many ways. One definition is “a barrier space that is located for separating the volumes”. This is “dictionary definition” of the threshold, but in fact this term can has various meanings according to the different perspectives. The threshold can be physical, psychological, emotional, social, economic, etc. definitions. There are many ways of expressing threshold in to architectural design considering the terms mentioned above. In this paper different ways of expressing “threshold” term in to the architectural design is discussed. For this purpose third year architecture design studio is taken as a case study. The student projects by the ways of defining and expressing the threshold term in to design is taken in consideration. The aim of this paper to put forward the integration of various meanings of threshold in to the architectural design by the case studies that are obtained from the architectural design studio.
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Ibrahim, Nik Lukman Nik, and Nangkula Utaberta. "Learning in Architecture Design Studio." Procedia - Social and Behavioral Sciences 60 (October 2012): 30–35. http://dx.doi.org/10.1016/j.sbspro.2012.09.342.
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Acar, Yiğit. "Discussion Upon the Constructed Limits of Design Studios." Open House International 40, no. 2 (June 1, 2015): 5–11. http://dx.doi.org/10.1108/ohi-02-2015-b0002.
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We can define architectural design studios as environments of simulation. Within this simulation limitations of real life architectural problems are constructed, yet the constructed reality is far from the reality of existing practice. In Architecture: Story of Practice, Dana Cuff, makes a sociological study of the architectural design practice and in the volume she discusses design studios as limited versions of the actual design practice. As compared to the actual practice in the studio the students are alone, there isn’t a multiplicity of actors involved in the process, and the design problems are clearly defined. Cuff points out to these shortcomings and provides guidelines to overcome them. One of the shortcomings mentioned in Cuff’s study is that: design studios do not represent the variety of actors that are present in a real life situation. Cuff suggests to include representatives of different actors in the studio practice to overcome this. If the studio fails to support itself with a variety of actors, to compensate the short coming of actors, the instructors start taking the role of many possible participants of a design process. The instructors simulate: the user, the owner, the engineer, the contractor and so on so forth. This type of an approach in the design studios leads to a certain result: the ideological construct of the instructors becomes the foundation of the constructed reality of the studio. This study explores the ideological construction of the design studio through active involvements with undergraduate students. Through the findings of two discussion sessions, students’ own ideological positions, their relationship with the external realities and limits imposed on such relations by the studio instructor’s own ideological stances are explored.
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Karsli, Umut Tuğlu. "Performance Evaluation of Open and Cell Type Design Studios." Open House International 41, no. 1 (March 1, 2016): 27–34. http://dx.doi.org/10.1108/ohi-01-2016-b0004.
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Design studio courses take place at the core of education disciplinary design such as architecture and interior architecture. Studios in which design studio courses are conducted can also be used for other practical courses as well. Another important feature of these studios is that they are extensively used by students for individual or group work other than during class hours. Since the students, either on their own or with the project coordinator, experience design process in these studios, their spatial characteristics are highly significant to conduct this process effectively. Within this scope, the aim of the research is to evaluate open and cell type studios commonly used in traditional architecture education through Post-occupancy evaluation (POE) approach, to discuss to what extent these studios meet the spatial requirements of today’s instructional methods and to develop a suggestion for design studio spatial use by taking the strengths and weaknesses of these studios. Accordingly, technical, physical and behavioral variables determining the performance of design studios within the context of spatial requirements have been identified through reviewing the related literature. In framework of a case study, a survey formed with the aforementioned variables was administered to architecture and interior architecture students studying in open and cell type design studios in order to measure their spatial performance. Followingly, in the final part of the study, referring to survey results and evaluation of spatial requirements of today’s instructional methods and tools, a combi design studio space organization has been suggested.
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Pretty, Annabel C., and Peter McPherson. "Design dialogues. Ambiguity of “Design” within Architectural Studio." Journal of Public Space 2, no. 3 (December 9, 2017): 53. http://dx.doi.org/10.5204/jps.v2i3.113.
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<p>The ambiguous nature of the word “design” offers up a complex dialectic dialogue for the architectural studio lecturers to impart to their students. Discussing the “design”, more commonly referred to as the programme or scheme, is quite a different beast to the process or design methodologies the students use to create an architectural proposition or “design”. Clarity around this notion of design as both the process, in being design-led, and also as the end result, becomes a necessary task for studio lecturers to inculcate into the student body.<br />This paper aims to navigate through the mire/path of the design methodologies as adopted within architecture studio teaching at second year level within the Bachelor of Architectural Studies, Unitec Department of Architecture – by way of using the tried and tested notions of First Insight / Empathy, Preparation, Incubation, Illumination, Verification, with the anticipation that these are the essential tools with which to interface teaching and practice, within the context of a “live build project”.<br />Three years’ worth of case studies of large scale Interdisciplinary and collaborative “live build projects” in Christchurch in conjunction with the Festival of Transitional Architecture (FESTA) are used to demonstrate and investigate the heuristic design processes that are an integral part of a prospective architect’s arsenal of skills. These case studies offered a complex window of tasks, not least that the students were designing in Auckland 1000 km away from the Christchurch sites, and each year posed a different set of problems and clients-related issues. Luxcity 2012 / Canterbury Tales 2013 / CityUps 2014 were the students’ responses to FESTA’s call to rejuvenate the city centre after the earthquakes of 2010 and 2011, and all of which were assembled only for a 24-hour period over Labour Day Weekend.</p>
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Agha Shah, Ayesha. "APPLYING ACTION RESEARCH TO STRUCTURE INTERACTIVE AND ENGAGING DESIGN STUDIOS IN ARCHITECTURE SCHOOLS: A CASE STUDY OF UNIVERSITY OF BAHRAIN." Journal of Research in Architecture and Planning 32, no. 1 (June 30, 2022): 10–22. http://dx.doi.org/10.53700/jrap3212022_2.
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Architecture design studio is a social environment where interactions among students and a teachers serve as a pedagogical tool to enhance the students’ imaginative and creative thinking. However, keeping students motivated for long hour studios is a challenging task. This Action Research (AR) is conducted to evaluate the effects of “structuring” the teaching sessions that take place in the architecture design studios to observe their effects on the motivational level of the students while working for prolonged length of time in a studio. The study examines two types of structured studios: semi-structured studios and fully-structured studios through a meticulous review of the planning, implementation and the cycle of activities. The findings reveal that a higher level of motivation is observed in students when the studio structure is designed to encourage collaborative learning amongst the students, and when the teacher acts as an active facilitator in the studio instead of being a mere observer. Keywords: Action Research, Architecture Design Studio, Higher Education, Motivation, Studio Teaching, Design Pedagogy
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Bozkurt, Eray. "Adaptation of the proposed unit system for third year architectural design studio." SHS Web of Conferences 48 (2018): 01040. http://dx.doi.org/10.1051/shsconf/20184801040.
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Architectural design studios aim to teach students the fundamental design thinking. Well-structured studio may help the students to explore the global responses and develop projects focused on the current conditions of the society. This study focuses on the adaptation of the proposed unit system for third year architectural design studio. The adaptation process of the proposed unit system analyzed with the description of the previous system. This study discusses the positive outcomes of the new proposed unit teaching method at School of Architecture, Yasar University.
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Takkanon, Pattaranan. "Post-COVID-19 Sustainable Architecture Design Studio." SMART: Seminar on Architecture Research and Technology 5, no. 1 (July 26, 2021): 59–68. http://dx.doi.org/10.21460/smart.v5i1.147.
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COVID-19 outbreak has set the beginning of new normal in many parts of the world. The impact of COVID-19 was recognized in all sectors, including higher education. Many new ways of teaching and learning are taking place. Despite lockdowns and social distancing that transformed on-site classrooms to online classrooms, architecture design studio programs should also adapt and respond to the COVID-19 pandemic as well as contribute to society by taking the real-world projects. The architectural program of the Department of Building Innovation, Faculty of Architecture, Kasetsart University in Bangkok took the initiative in designing studio project programs to acknowledge the new normal. The programs were assigned to 2nd-year Sustainable Architecture Design Studio during the 1st semester (July-November) of the academic year 2020. Physical distancing, passive design, especially ventilation strategies, were the focus. Means to prove design performance include calculation and Computational Fluid Dynamics (CFD) methods. The paper shows results of the post-COVID-19 eco canteen and 50-bed hospital design programs.
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Mohamed, Kamal Eldin. "Sustainable Architectural Design Education: An Improved Experimental Method in a 3rd Year Design Studio." Academic Research Community publication 4, no. 1 (February 24, 2020): 64. http://dx.doi.org/10.21625/archive.v4i1.700.
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The design studio is a unique class format within the architectural curriculum education, in which learning is based on student-instructor interaction and learning by experiences while architectural design is the collective of knowledge and skills to accomplish a unique expectation of a product. Sustainable design has been incorporated into many architecture curriculum education programs but there has been lack of merging in design studio project. This study introduces an improved method of the first experimental Sustainable Architectural Design Studio (SADS) with restructured teaching tools for integrating sustainability principles in design studio along with the studio outcome. In additional, it presents the evaluation and the assessment of the improved method as well as the finding along with the recommendations for the future experimental.
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Megayanti, Trias, Tutin Aryanti, and NItih Indra Komala Dewi. "PEER GROUP JUDGING: THE IMPLEMENTATION OF GROUP PIN-UP IN ARCHITECTURE DESIGN STUDIO." Journal of Architectural Research and Education 1, no. 1 (April 11, 2019): 68. http://dx.doi.org/10.17509/jare.v1i1.15808.
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The architecture design studio is a core course in architectural learning that trains students' abilities in the architectural design process. Unfortunately, students often fail to meet scheduled task targets, even though the time alloted is sufficient. This article examines the application of the group pin-up as a teaching method and its effectiveness in helping students meet deadlines for completing tasks in the Architecture Design III course, a studio attended by second year students. This study uses documents analysis (reviewing student design drawings to measure student achievement), and interviews (investigating changes in attitudes and perceptions of the students in pin-up group applications). We found that using the group pin-up strategy to impose an in-between deadline leads to improved discipline, better teamwork, and higher motivation due to competition in the group. This method is recommended in architectural design studios as a simulation practice for students before they move up and begin to work in the architecture profession.
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Qureshi, Hira. "Collaborative architectural design studio environment." Archnet-IJAR: International Journal of Architectural Research 14, no. 2 (September 20, 2019): 303–24. http://dx.doi.org/10.1108/arch-12-2018-0049.
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Purpose The purpose of this paper is to test a studio pedagogy that originates from an experiment of a collaborative design studio held between two departments of Architecture, as a useful way for students to learn mutually. Meanwhile, it aims to capture the effectiveness, efficiency and impacts of this collaboration. Design/methodology/approach This paper presents a qualitative research study to observe the role of collaborative design studio in the pedagogical structure of architectural education. It combines the conventional studio with live projects as a unique pedagogy within the studio of Architectural Design-I (AD-I). Primary data collected using open-ended questionnaires from students and focal studio tutors at both architecture departments generated results. Findings Built on the analyses of the questionnaires, this paper answers the research questions based on the collaborative studio pedagogy for the course of AD-I and reports on lessons learnt from this collaborative experience. It proves that students can successfully work collaboratively and build confidence in their own abilities to solve a challenge and achieve a common goal through practical experience as well. Research limitations/implications This research used a qualitative approach to evaluate the perspectives of 81 students and 6 tutors within a specific pedagogical approach. Given the small sample size and delimitation of the one-course approach, findings from this study are not generalizable to a broader population. Furthermore, a longer duration is needed to address collaborative learning challenges. Nevertheless, it provides valuable data for future studies and also offers pedagogical options for other schools to consider implementing and studying. Originality/value The collaborative pedagogical approach experimented in this study was the first initiative of its kind in Karachi, between a younger institution, AED-SSUET and a more established one which was DAP-NED. A four-week collaborative design studio exercise of AD-I engaging third-semester students of AED-SSUET[1] and DAP-NED[2] was a hybrid approach that combined conventional design studio with live project to promote a novel and effective collaborative learning method. In the process, students were encouraged to interact competitively with peers, facilitated by rigorous engagement of focal design tutors from both Architecture departments. It also influenced the active participation of experts from the industry and Architecture community and was exclusively designed to eliminate the pairing up of a single tutor with one student each. The students at AED-SSUET were also able to build a 1:1 scale project with an allocated budget and time-frame constraints.
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Lukman, Aldyfra Luhulima, and Sahid Sahid. "How Well Can Architecture Students Comprehend the Site as Design Context without Performing On-site Observation?" International Journal of Built Environment and Scientific Research 5, no. 2 (December 30, 2021): 63. http://dx.doi.org/10.24853/ijbesr.5.2.63-74.
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The Covid-19 pandemic has forced daily activities, including educational activities, to prevent or minimize the transmission or spread of the disease caused by a coronavirus. Online architecture education demands significant adjustments in the embedded learning methods, especially those that entail architecture design studio. An architecture design studio that commonly involves direct interaction in physical spaces should be performed through online media and computer screens. Architecture students' comprehension of site or design contexts is usually formed by collecting information through on-site observation. In an online architecture design studio, an on-site survey is replaced by observing visual representation of the site. This study aims to identify how well architecture students in architecture design studios can comprehend the site when they have to rely on data acquired from virtual observation and/or on secondary data and how beneficial the comprehension to their design process is. Students' understanding of the site was measured with thirteen attributes of the site. It can be concluded that when architecture students depend on mere audio and/or visual data collected from the internet and/or other people, without visiting the site, they tend to have partial comprehension regarding the site as context. Contextual and responsive design demands a comprehensive understanding of all attributes of the site. The architecture design studio should incorporate on-site observation concerning the site according to the health protocol, so that the architecture students involved in the studio can have a better understanding of the site and create more contextual and responsive designs
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Paramita, Kristanti Dewi, and Yandi Andri Yatmo. "CONTEXT LEARNING TRANSFORMATION IN ARCHITECTURAL DESIGN STUDIO." MODUL 20, no. 2 (December 15, 2020): 157–66. http://dx.doi.org/10.14710/mdl.20.2.2020.157-166.
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This paper reflects the shifting understanding of context in a data-based architectural studio. With the school closure in the beginning of the COVID pandemic, the overall learning process is largely conducted online. Big Data becomes an important discourse that provides some benefits and opportunities which transform the design and learning process in an architectural studio, particularly on how students may explore and understand their context. Exploring the works of third-year architectural students in Department of Architecture, Faculty of Engineering Universitas Indonesia, this paper highlights the ways students capture and organise urban information and construct their intervention contexts. The study points out that time, flow and narrative are key in transforming understanding of context. Based on such three aspects, the data reveals the unseen urban patterns, emerging in the imbalance relationship between user and the environment, the disconnection of urban services, and the hidden variety of urban experience. The study reflects how these urban patterns informs the ways students define and situate themselves in the context, shifting existing ideas of context and its corresponding methodologies in the architectural education.
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Özdemir, Elvan Elif, and Fulya Pelin Cengizoglu. "The Metaphoric Perceptions of Architectural Design Students On The Concept Of Jury System In Architectural Design Education." Global Journal of Arts Education 7, no. 2 (June 12, 2017): 35–39. http://dx.doi.org/10.18844/gjae.v7i2.957.
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The core of the architectural curriculum is based on the design studio which focuses on learning by doing. The learning process in the design studio is takes place in critic sessions. These sessions are kind of communication of ideas and transmitting of knowledge from instructor to student. In contrast to other disciplines, in the architectural design education the evaluation and the assessment are the important part of the learning and teaching process. The Jury system is a traditional architectural learning assessment tool. In this system the student present his/her work in the front of the jury and get feedback or criticism. According to Webster (2006), Jury is the most performative stage of education where the student and agency (the discipline of architecture-as represented by the critics) actually interact. (Webster, 2006). The aim of this study was to reveal the perceptions of architectural design students’ about the ‘Jury system’ as an grading system in architectural design studios. The participants for this study included second, third and fourth grade architectural design students enrolled in the Department of Architecture at the Faculty of Architecture of Mersin University during the 2014-2015 school year. To collect data, each participant was asked to complete the prompt “A jury is like . . . …because . . . …..” . Phenomenological design was used in the study. The content analysis technique was used to analyze and interpret the study data. The detailed discussion will be presented in full paper.
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Kendall, Stephen. "Warming-Up Exercises in Support of Open Building Education." Open House International 31, no. 2 (June 1, 2006): 42–54. http://dx.doi.org/10.1108/ohi-02-2006-b0006.
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Teaching students of architecture an open building way of designing in a studio setting can be fruitful. To be even more fruitful, however, “warming - up” exercises are useful, but take time to do properly and are not an easy fit in the studio setting. This paper offers some examples of both open building studio projects and “warming-up” exercises given in the studio setting. It also offers comments on lessons learned over the years in teaching in such a way in architectural studios and argues for the development of courses specifically focused on “warming-up” design exercises, not only in support of open building but more generally. These may be most helpful if offered outside but supportive of the design studio. But such opportunities are rare, because “design skill” courses do not exist in architectural curricula.
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Lee, Jeehwan, and Myoungju Lee. "EDUCATIONAL EFFECTIVENESS OF A VIRTUAL DESIGN STUDIO ON ZERO-ENERGY BUILDING DESIGNS: THE CASE OF THE U.S. SOLAR DECATHLON DESIGN CHALLENGE." Journal of Green Building 16, no. 4 (September 1, 2021): 249–61. http://dx.doi.org/10.3992/jgb.16.4.249.
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ABSTRACT Ongoing global architectural agendas span climate change, energy, a carbon-neutral society, human comfort, COVID-19, social justice, and sustainability. An architecture studio allows architecture students to learn how to solve complicated environmental issues through integrated thinking and a design process. The U.S. Department of Energy’s Solar Decathlon Design Challenge enables them to broaden their analytic perspectives on numerous subjects and strengthen their integrated thinking of environmental impacts, resilience, sustainability, and well-being. However, the unprecedented impact of the global COVID-19 pandemic transformed the physical studio-based design education system into an online-based learning environment. Mandatory social distancing by the global COVID-19 pandemic restricted interactive discussions and face-to-face collaborations for the integrated zero-energy building design process, which requires features of architecture, engineering, market analysis, durability and resilience, embodied environmental quality, integrated performance, occupant experience, comfort and environmental quality, energy performance, and presentation. This study emphasizes the educational effectiveness of virtual design studios as a part of the discourse on architectural pedagogy of zero-energy building (ZEB) design through integrated designs, technological theories, and analytic skills. The survey results of ten contests show educational achievement with over 90% of the highest positive tendency in the categories of embodied environmental quality and comfort and environmental quality, whereas the positive tendency of educational achievement in the categories of integrated performance, energy performance, and presentation were lower than 70%. The reason for the low percentage of simulation utilization and integrated performance was the lack of a proper understanding of and experience with ZEB simulations and evaluations for undergraduate students. Although VDS is not an ideal pedagogical system for the iterative design critique process, it can support the learning of the value of architectural education, including integrative design thinking, problem-solving skills, numerical simulation techniques, and communicable identities through online discussions and feedback during the COVID-19 pandemic.
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Maharika, Ilya Fadjar. "INTEGRATION OF REVEALED KNOWLEDGE INTO DESIGN THINKING: AN URBAN DESIGN STUDIO EXPERIMENT." Journal of Islamic Architecture 5, no. 1 (June 21, 2018): 36. http://dx.doi.org/10.18860/jia.v5i1.4202.
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<p class="Keywords">Integration of human knowledge principle has been widespread in the world of Islamic education, including in Indonesia. Partially seen as an attempt to build a school of thought of architecture education, the principle opens the discussion on the discursive level of design thinking. This paper reveals an explorative effort to translate the idea into a class experiment in an architectural design studio. This class experimental research uses a content analysis of students’ reflective writing who involve the design process that deliberately begins with the introduction of revealed knowledge (Arabic: <em>wahy</em>) in Architectural Design Studio 7 at the Department of Architecture, Universitas Islam Indonesia. In conclusion, it has formulated a dynamic and multi-dimensional construction of design thinking based on the integration of knowledge</p>
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Parry, Eric. "Design thinking: the studio as a laboratory of architectural design research." Architectural Research Quarterly 1, no. 2 (1995): 16–21. http://dx.doi.org/10.1017/s1359135500002712.
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This paper looks at the case for studio design work taught in a unit system at Diploma/RIBA Part II level to be considered as a fundamental tool of research with a direct contribution to contemporary architectural practice. A case study of unit proposals for one year at the Architectural Association School of Architecture in London and its subsequent adoption by practitioners is used to illustrate the discussion.
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Brown, Francisco. "Innovative research units in architecture studios in New York." Architectural Research Quarterly 21, no. 4 (December 2017): 393–96. http://dx.doi.org/10.1017/s1359135518000040.
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Various New York architecture studios have research entities, or labs, which are each unique in their scope, funding and their stakeholders. They do not offer alternative or tangential ways to practice architecture. Instead, these units live and work in the studio context and adhere to the protocols and cultures of architecture offices. They follow similar design-think/problem-solve paradigms but operate with different frameworks and business models, providing different services. They challenge the binary division of client and architect, and are located in a different position in the decision-making process.Research units like this are growing in number, with architecture studios diversifying their work portfolio in an attempt to amplify their popularity and influence. As a result, architects’ creative and political interests have produced new exploratory platforms with stable financial performance within their business models. Thornton Tomasetti's CORE Studio has collaborated with Autodesk on cutting-edge design software almost since its inception. Snøhetta's brand design unit was commissioned to design Norwegian banknotes, and Prada/AMO, as a design-powerhouse duo, has had significant influence. The field of architectural design, often relegated to intellectual isolation or wrongly commodified, is thus finding innovative ways to detach product and process, and capitalising it in novel and sophisticated ways. Such initiatives seem to have launched the studios concerned into new markets and disciplines, harnessing the transdisciplinary nature of the profession while expanding the scope of their curiosity.In 2014, I interviewed leading protagonists from successful in-house research units in New York. We discussed their methods and how they manage their financial and human resources. I explored with them what prompted their bold exploration into new, creative territories. This paper presents excerpts from four interviews with: Shogei Shigematsu, OMA/AMO; Richard Olcott, ennead/Lab; Jonatan Schumacher, Thorton Tomasetti/CORE Studio and; Michael Sorkin, Terreform.
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Komarzyńska-Świeściak, Elżbieta, Britt Adams, and Laura Thomas. "Transition from Physical Design Studio to Emergency Virtual Design Studio. Available Teaching and Learning Methods and Tools—A Case Study." Buildings 11, no. 7 (July 20, 2021): 312. http://dx.doi.org/10.3390/buildings11070312.
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At the core of architecture education are the design studio classes, where students test ideas, build physical models, and propose design projects in a shared creative environment. The COVID-19 pandemic in 2020 created a large disruption of this status quo and required a major shift in the whole experience of teaching and learning at design studios. Using a case study approach, the present paper describes the systematic process of translating Physical Design Studio into emergency Virtual Design Studio and how it has been perceived by students enrolled in the investigated courses. The focus was primarily on those tools and methods that were intended to compensate for traditional workshop methods (for example the tactile exercise of physical model making and pin-up board presentations). To meet this objective, available tools for performing Virtual Design Studio were assessed using experiences of Design Studio instructors on the one hand and students’ surveys on the other hand. The study’s results can be used as recommendations on how to optimally implement a transition from a Physical Design Studio environment to teaching a digital remote design studio. Furthermore, the results also add to creating design guidelines for setting up blended architecture education post-COVID-19.
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Wahid, Arif Rahman, and Paramita Atmodiwirjo. "Re-narrated Stories: A Reflection on Narrative Learning in a First Year Design Studio." ARTEKS : Jurnal Teknik Arsitektur 6, no. 2 (August 1, 2021): 285–94. http://dx.doi.org/10.30822/arteks.v6i2.748.
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This paper explores the implementation of narrative learning in first-year architectural design studios and how it can amplify the making, communicating and reflecting aspects of the study. In particular, this paper examines the estrangement technique, which enables an objective view of a story and its telling. The technique allows the students to detach an existing narrative from its context to be analysed, and then recontextualise it. We focus on the main studio project for the first-semester architecture and interior architecture students in Universitas Indonesia as the context of this study. This paper analyses their process, final outputs, and feedback to see the lesson learned from their perspective. The study suggests that learning narrative framework in architectural design studio supports the students to think systematically. In the end, estrangement technique provides the students with a way to retain some aspects of a narrative while playing with others, producing a fresh view on telling stories through enhancing their ambiguity and interaction between design author and their audience.
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Tanrıöver, Sezin, Zeynep Ceylanlı, and Pınar Sunar. "The Analysis of A Hybrid Educational Approach in Interior Architecture Design Studio: The Case of Bahçeşehir University." Open House International 40, no. 2 (June 1, 2015): 80–87. http://dx.doi.org/10.1108/ohi-02-2015-b0011.
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Architecture as a discipline has gone through a serious change since the post-war period and became a recognized profession focusing on human needs in the physical environments. The issue of educating new practitioners for the transforming field has turned out to be the subject of a lively debate for the last 10-20 years. The current position and approach in design studios of Department of Interior Architecture and Environmental Design of Bahçeşehir University, were thought to be worth putting forth and sharing with the design community to initiate a discussion for the future of the discipline in general. Consequently, this study was structured to present a paradigm in Interior Architecture Education by focusing on the case of Bahçeşehir University (BAU) Interior Architecture and Environmental Design Department design studio education. The four-year program consisting of eight academic semesters, is addressing the combination of two methods; namely, horizontally organized design studios (HODS), and vertically organized studio groups (VODS). Currently, this approach is subject to many discussions within the department due to many aspects. This approach was tested, evaluated and criticized through student and instructor comments collected via questionnaires. Results were collected and interpreted through three main issues of learning, teaching and assessment. Study moving from general design studio education to the case of Department of Interior Architecture and Environmental Design of Bahçeşehir University, concludes with general comments, mentioning the lack of literature on design studio education, and the significance of sharing different approaches and applications. Lastly and specifically, the revisions following the completion of the experiment in the department was put forth. With reference to the case of BAU, initiating a discussion regarding current design studio education was intended.
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Farivarsadri, Guita, and Üstün Alsaç. "Let's Play Design." Open House International 31, no. 3 (September 1, 2006): 43–50. http://dx.doi.org/10.1108/ohi-03-2006-b0006.
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Teaching design through learning by doing is still the dominant form of architectural education as it is believed that the skills, the language and the approach to problems of design can be learned more effectively through direct experience rather than through other means. That is why architecture students have to repeat design studio courses until they reach a certain level of experience. Design, especially the work done in design studios, has many similarities with play. Generally the subjects are imaginary. The designs are presented using models trying to simulate real-life situations. And it has some fixed rules. Actually there is very little difference between a girl playing with a doll, a boy with toy trucks and an architecture student working on a design project. All of them deal with simulations, role-playing, preparing themselves for real-life situations. We have observed that students learn more about design when they approach it in a playful manner. When they do this they also enjoy what they do. But this kind of education needs planning and preparation if it is going to yield good results. This article attempts to discuss about the benefits of planning a design studio as a kind of play activity by giving some examples from our experiments and observations we have been conducting at our university.
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Wake, Warren K., and Sally L. Levine. "Complementary Virtual Architecture and the Design Studio." Journal of Architectural Education 56, no. 2 (November 2002): 18–22. http://dx.doi.org/10.1162/10464880260472530.
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Harahap, Mochammad Mirza Yusuf, and Paramita Atmodiwirjo. "VIRTUAL LEARNING PLATFORM IN ARCHITECTURE DESIGN STUDIO FOR MAINTAINING AUTONOMY AND AUTHORITY." MODUL 21, no. 1 (May 19, 2021): 37–42. http://dx.doi.org/10.14710/mdl.21.1.2021.37-42.
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This paper highlights a strategy for design studio learning due to the restriction during the COVID-19 pandemic that requires an immediate change from physical, face-to-face learning to virtual, online learning. The study examines how creative design and knowledge construction could be monitored throughout the learning process in the virtual studio. The study reflects upon the autonomy and authority of students and tutors, respectively, as they utilise a particular platform for virtual learning. The virtual communication platform becomes the media to accommodate reflection, peer learning, benchmarking and constructive feedback as essential parts of design learning. The study argues that it is essential to establish a strategy to balance the tutor’s space in maintaining their authority and the students’ space in building their autonomy as a design learner in the virtual studio environment.
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Mandala, A. "Lighting Quality In The Architectural Design Studio (Case Study: Architecture Design Studio at Universitas Katolik Parahyangan, Bandung, Indonesia)." IOP Conference Series: Earth and Environmental Science 238 (March 4, 2019): 012032. http://dx.doi.org/10.1088/1755-1315/238/1/012032.
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Ceylan, Salih, and Murat Deniz Soygeniş. "A design studio experience: impacts of social sustainability." Archnet-IJAR: International Journal of Architectural Research 13, no. 2 (July 15, 2019): 368–85. http://dx.doi.org/10.1108/arch-02-2019-0034.
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Purpose Sustainability, especially in terms of development and growth, has been in the agenda of the world community for several decades. However, apparently not all the aspects of sustainability are given equal importance. Ecologic and economic components of sustainability have been in the focal point of many theoretical and practical works, as the social aspect has been mostly left out of emphasis. The purpose of this paper is to examine the social aspects of sustainability and its relation to architecture, with respect to the strong connection between the society and the built environment. Design/methodology/approach The core of the paper consists of a case study conducted at a design studio course for third-year architecture students whereas the outcomes of the student works on the design problem are evaluated as examples for design approaches to reflect the effects of the built environment on social sustainability. The case study is supported with a literature review and examination of existing approaches to similar subjects regarding social sustainability. Findings The findings resulted in a better understanding of social sustainability in architectural education which is reflected on the built environment through several architectural strategies. Originality/value This paper contributes to the literature by providing a holistic understanding of sustainability including its social aspects and creating an awareness for the importance of social sustainability in architectural education.
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Sedrez, Maycon, Jing Xie, and Ali Cheshmehzangi. "Integrating Water Sensitive Design in the Architectural Design Studio in China: Challenges and Outcomes." Sustainability 13, no. 9 (April 26, 2021): 4853. http://dx.doi.org/10.3390/su13094853.
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Urban areas around the world are increasingly facing environmental challenges such as water scarcity, water pollution, and water-related disasters, which demands sustainable design solutions for cities. Efforts to introduce sustainable methods in architectural education are noteworthy since the early 1990s. However, Water Sensitive Design (WSD) has not been fully integrated to architectural education. WSD is an interdisciplinary approach that considers the water cycle as the primary element of design strategies, integrating the site’s ecological and social aspects to structure water management. The main objective of this study is to identify cases introducing WSD in an architecture design studio revealing its pedagogical approaches, comparing and discussing with a WSD-focused design studio. This study adapts on an exploratory and descriptive research, analyzing the literature on the topic of WSD in architectural education and documenting a graduate-level architectural design studio that proposes the development of water-oriented masterplan. The results suggest that WSD, as interdisciplinary method, can be incorporated into the design studio as the topic due to its tangible tools and strategies towards water. It also fits the proposal of a design studio to integrate knowledge from diverse disciplines. This unique study presents a comprehensive WSD introduction in an architectural design case and indicative pedagogical methods, contributing to the development of an approach for future related works.
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Masdéu, Marta, and Josep Fuses. "RECONCEPTUALIZING THE DESIGN STUDIO IN ARCHITECTURAL EDUCATION: DISTANCE LEARNING AND BLENDED LEARNING AS TRANSFORMATION FACTORS." International Journal of Architectural Research: ArchNet-IJAR 11, no. 2 (July 18, 2017): 6. http://dx.doi.org/10.26687/archnet-ijar.v11i2.1156.
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Nowadays, the professional practice is undergoing changes that are affecting the work of architects. Architectural studios and engineering consultancies are reinventing themselves to adapt to social, technological and productive needs. However, despite the professional changes, the training of architects in schools continues to focus on educational models that have grown more and more distant from the professional demands. In view of this, schools of architecture have been forced to revise their programmes to develop teaching methods that enable them to adapt to the current situation. Thus, the Design Studio -considered as the core of education in architecture- needs a reconceptualization in order to change the way architects should learn. Pedagogical approaches such as distance learning and blended learning can help update the concept of the Design Studio and transform it into a new participatory and delocalized learning space.
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Pilat, Stephanie Z., and Angela Person. "Inclusive Design Studios." Enquiry The ARCC Journal for Architectural Research 19, no. 1 (September 5, 2022): 62–75. http://dx.doi.org/10.17831/enqarcc.v19i1.1127.
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The culture of the architectural design studio continues, in large part, to be based on centuries old traditions. Research on teaching, learning and bias suggest, however, that a rethinking of these traditions is long overdue if we aim to create inclusive learning environments and diversify our profession. Drawing on recent research on the cultivation of expertise, student motivation and stereotype threat, this essay considers how we might rethink design studio instruction. Studies on the development of expertise suggest a critical re-imagining of the instructor’s role in design studios. Research on student motivation suggests that many of the traditional practices of architectural education inevitably leave students unmotivated and need to be reconsidered. Finally, research on the ways in which stereotypes impact academic performance illuminate some of the roadblocks to diversifying our classrooms and profession. This essay shares evidence-based strategies to address these roadblocks and traditions to develop a more inclusive and effective design studio culture.
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Tafahomi, Rahman. "Insight into Research Dilemma in Design Studios and Relationships with the Architecture Curriculum." Journal of Design Studio 4, no. 1 (July 10, 2022): 93–112. http://dx.doi.org/10.46474/jds.1102633.
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Design studios play a significant role to train the students in architecture programs. Studios call as core modules in programs that are supposed to apply the knowledge, skills, and abilities of the students for the design’s topic, process, and project. However, the design process follows a tradition in studios based on project design than research activities. The research applied the qualitative content analysis method to analyze the design studio modules' descriptions. The finding of the research identifies that the content of the modules' descriptions does less adapt to research activities. Despite the inductive content explanations, the analysis activities are far from a comprehensive research approach due to the missing aspects in the content of the modules descriptions in the curriculum. In conclusion, research activity is an essential segment of architecture education that has been missing in the curriculum due to the time and location. However, complexity, uncertainty, and variety in the design context remind the necessity of integrating design studio with real-world studio activities through research orientation.
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Çınar, Hatice, and Mine Sungur. "Metaphorical Approach in Interior Architecture Education." Turkish Journal of Agriculture - Food Science and Technology 10, sp2 (December 30, 2022): 3070–75. http://dx.doi.org/10.24925/turjaf.v10isp2.3070-3075.5777.
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In this study, the project studio, which is the foundation of interior design education, has been designed using the metaphor method, one of the intellectual methods applied in education. The metaphor method is a technique used to make difficult-to-understand abstract concepts concrete and helps design students develop their critical thinking and creative skills. In this case, design, which is the verbalized form of abstract thought, is limited to an object and the responsibilities brought by this object. From this point of view, an experimental study of metaphorical methods for establishing spatial relations of objects was carried out in a 14-week design studio with the 2nd year students of the Department of Interior Architecture, Faculty of Architecture and Design, Selcuk University. The purpose of the studio work is to draw the boundaries of interior architecture students in their search for solutions to design problems, and to enable them to come up with creative designs while making functional and formal decisions. In this context, a metaphorical approach was used in the context of object-space relations to guide students’ formal decisions in the functional solutions of the problems that arise in the interior design process. After working in the studio, the students have developed a working doctrine that will guide their interior design studio projects using the designed method, allow them to create unique forms and shapes, enable them to translate abstract ideas into concrete space and make it possible for them to design at various scales, from equipment to space design. The method is at a level that will set an example for students, designers and academicians working in the design discipline.
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Agirachman, Fauzan Alfi, Michihiko Shinozaki, Mochamad Donny Koerniawan, and Aswin Indraprastha. "Implementing Affordance-Based Design Review Method Using Virtual Reality in Architectural Design Studio." Buildings 12, no. 9 (August 24, 2022): 1296. http://dx.doi.org/10.3390/buildings12091296.
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In recent years, researchers in the architecture field have explored VR technology for various purposes in the architectural design process. Current efforts have supported the growing knowledge of VR utilization, specifically for the architectural design review process. In this study, we adapt the affordance concept from the ecological psychology study to add further evidence on VR utilization for the design review process. This study aims to develop an affordance-based design review method in architectural design by utilizing immersive VR technology. It sits at the crossroads of architecture design, virtual reality, and affordance research. This project aimed to create an affordance-based review method framework, a VR system to support the method, test both the method and the VR system, and assess the VR system’s effectiveness as a companion system for the affordance-based design method process. The study was conducted in the scope of architectural education settings only. It used a third-year architectural design studio course as a case. This study confirms that the affordance-based design review method using virtual reality helps students improve their design work. The method reveals the presence of positive and negative affordances in their work. It also shows the differences between a student and supervisor in perceiving the affordances for reviewing design works.
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Sapto Pamungkas, Luhur, Cinthyaningtyas Meytasari, and Hendro Trieddiantoro. "Virtual Reality As A Spatial Experience For Architecture Design: A Study of Effectiveness for Architecture Students." SHS Web of Conferences 41 (2018): 05005. http://dx.doi.org/10.1051/shsconf/20184105005.
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Studios. This ability gained through visual design thinking. The spatial experience honed by three dimensional thinking from the medium diversity. The spatial experience learned through a room layout, proportion, and composition. This research used an experimental method and the primary data obtained by a “Likert” scale questionnaire. The Respondents are 50 students of the Architectural Design Studio. Moreover, the analysis focuses on the VR for spatial experience. The result was a descriptive explanation of the effectiveness of Virtual Reality for a spatial experience of architecture students at Technology University of Yogyakarta.
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Ulucay, Nilay Ozsavas. "An interior design studio: Colour." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 6 (September 14, 2018): 18–23. http://dx.doi.org/10.18844/prosoc.v5i6.3691.
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A workshop conducted with students about colour in interior design and methods of colour selection emphasises the importance of colour knowledge and its place in education. This paper contains studio practice and the evaluation of the works that are organised with the interior architecture students in a studio in Turkey. The studio aims to inform and practice the students about colour knowledge and methods of colour selection that has a significant role in the interior architecture profession. The workshop methodology consists of three phases: a pre-study, a presentation of this topic and finally, the same practice done again by students using the methods in presentations. Space is the same in the first and the last studies in which the students made colour selections, thus students can compare and interpret these two works. It is observed that the workshop made a significant difference in colour perception of the students.Keywords: Interior design, colour selection, workshop, education, method.
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Saginatari, Diandra Pandu, and Paramita Atmodiwirjo. "REFLECTION ON ECOLOGICAL LEARNING THROUGH ARCHITECTURAL DESIGN STUDIO." DIMENSI (Journal of Architecture and Built Environment) 45, no. 1 (July 31, 2018): 73. http://dx.doi.org/10.9744/dimensi.45.1.73-84.
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Architecture, both in the practice and the education, is moving toward a higher environmental awareness. It is shown from the inclusion of ecology as one of the core subject in the curriculum. But, ecology is dominantly viewed and learned through a scientific and qualitative approach rather than a creative design methodology. This paper argues that ecology always has a potential to become the basis of creative design process. There are three key aspects in learning ecology in architecture: learning ecology as reading complexity, as understanding dynamicity, and as building up awareness of our position as designers. These key learning aspects are enabled by the nature of architectural design studio as educational environment. This paper examines the key aspects of ecological learning within one of the design studio in Universitas Indonesia. The study concludes that there is a relationship between the learning stages of the design project and the ecological understanding of the students.
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Ceylan, Salih. "Adapting sustainability and energy efficiency principles to architectural education: A conceptual model proposal for the design studio sequence." E3S Web of Conferences 329 (2021): 01070. http://dx.doi.org/10.1051/e3sconf/202132901070.
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Architectural education is the first step into the professional career of an architect. It has strong connections with the profession itself regarding the technological trends and the needs of the society. Therefore, emerging challenges and developments in the world of architecture like environmental problems and sustainability issues need to be addressed by the educational programs of architecture. In addition to this, sustainable Development Goals (SDG) Program of United Nations puts an important responsibility on the shoulders of architectural educators. SDG includes both architectural and educational goals such as quality education, affordable and clean energy, sustainable cities and communities, and climate action. Accordingly, architectural education needs to be formed in a way to respond to the requirements of the contemporary global society. Design studio is the heart and core of architectural education. It is the place where all the theoretical and technical knowledge and skills gained in other courses become useful for the students to come up with design ideas and products. Additionally, design studios are not isolated environments. They form a series of courses by the consecutive repetition throughout the continuum of architectural education. Thus, they need to be treated as a developing sequence. Therefore, it is very important and valuable that the structure of the design studio sequence is improved and updated with suitable revisions towards emerging needs of the profession and society like the adaptation of sustainability principles, to reflect the dynamic character of architectural education itself. This paper presents a conceptual model proposal for the design studio sequence for the adaptation of sustainability principles to architectural education.
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Ramaraj, Arulmalar. "Art of Facilitating ‘Problem-Driven Outcomes’ in an Architectural Design Studio." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 11 (December 28, 2017): 93–106. http://dx.doi.org/10.18844/prosoc.v4i11.2863.
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Studies reveal that subjective knowledge and irrational creativity dominate architectural design studios in the current scenario. With an intention to facilitate ‘problem-driven outcomes’ in a design studio, we framed a series of tasks specific to the framed design problem planned. The tasks were introduced sequentially at the beginning of design studio. For this purpose, a design problem with a time frame of 12 weeks of focusing on ‘multifunctional spaces’ was introduced to two groups of students pursuing second-year architecture To examine the effectiveness of the strategy, 39 students participated voluntarily in framed tasks like ‘story boards’, ‘reels to reality’, ‘collage’ and ‘dialogue between known and unknown context’ to construct appropriate knowledge. Triangulation of qualitative and quantitative analysis of the emergent outcomes processes from three different perspectives was investigated. The performances of the two groups display a stark difference in problem structuring, design processes and the outcomes. Keywords: Art, facilitate, effectiveness, design studio, problem-driven outcome.
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Yaseen, Aneela, Muhammad Waqas, and Arshia Mukhtar. "Precedent Study: An Approach to Learning about Design Challenges in Architectural Studio Pedagogy." Global Educational Studies Review VII, no. I (March 30, 2022): 395–403. http://dx.doi.org/10.31703/gesr.2022(vii-i).38.
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The Application of precedents in the Instruction of Architecture Studio is an essential but frequently miscalculated component of the architecture curriculum. The Architectural Design process is an ever-evolving phenomenon. Concrete examples help to establish this evolution that includes the detailed study of Precedents. It is found that there is a connection between architectural design studio pedagogy and precedent study by thoroughly analyzing previously published literature. Since the precedents serve as the basis for further research, appropriate solutions are sought to increase relevance and performance. Therefore, Precedent-based instruction is the most effective teaching method in an Architectural design studio. This study has identified a few frequent errors when performing precedent studies, i.e., romanticizing decisions in Precedent Studies, neglecting Context, and shallow appreciation without a systematic way. This study offers potential for further research to devise an appropriate tool to conduct an analytical study of precedents to avoid falsification and non-contextual solutions.
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Uzun, Türkan, and Hülya Soydaş Çakır. "BIM as a Learning Tool in Design Studio." International Journal of Digital Innovation in the Built Environment 11, no. 1 (January 1, 2022): 1–14. http://dx.doi.org/10.4018/ijdibe.306239.
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Building Information Modelling (BIM) can be considered as a design thinking tool in architecture besides its technical aspects. Many of the companies and countries commonly prefer using BIM in projects. The development of BIM in the AEC industry points out its adoption in education. BIM in architectural design education has to be searched for the current state. This research investigates the determination of benefits and awareness of BIM in design courses and architectural education. The effects of associating BIM education with the design studio are observed through a case study. The development of design processes by using BIM tools is observed. The study helps to investigate the use and adoption of BIM in design education.
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Rodríguez, Pedro Serrano, and Luis Felipe González Böhme. "Exploring Outdoor Education and Research in Architecture." Open House International 34, no. 1 (March 1, 2009): 94–103. http://dx.doi.org/10.1108/ohi-01-2009-b0011.
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As is well known, architectural design pedagogy persistently demands to look outside the classroom for real-world problems to deal with, and exemplary solutions to learn from. Studio-based learning alternately takes place between indoor and outdoor environments as well as built and natural environments. Especially the use of outdoor workspaces where students may generate and test their design proposals strengthens the case for a better understanding of human habitability and environmental sustainability. Nonetheless, outdoor activities are traditionally confined to on-site information gathering, whereas design and evaluation processes are carried out indoors simply as a desk-bound activity. In these cases, the empirical evidence to back up the problem modeling and the design decisions made inside the studio classroom is missing. In mainstream architecture education, indoor and outdoor learning experiences are operationally dissociated. The intent to create real outdoor studio classrooms not only opens a new research field in learning space design, but new challenges to the studio-based learning culture. We expose a few exemplary cases from an ongoing series of trials, started in 1999 by the Department of Architecture at the Universidad Técnica Federico Santa María, to assess the effective integration of outdoor learning environments with our local studio-based learning culture.
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Ray, Nicholas. "Studio Teaching For A Social Purpose." Open House International 33, no. 2 (June 1, 2008): 18–25. http://dx.doi.org/10.1108/ohi-02-2008-b0003.
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An EU Asia-Link grant offered the opportunity to examine the appropriate sequence of teaching and learning for architecture students working in developing countries. That process is more or less taken for granted wherever architecture is taught as a discipline, yet its premises are seldom examined in any detail. Following a suggestion by A. N. Whitehead, a sequence of learning is described, which gives a proper place to design. The thinking of the American philosopher Donald Schön is re-examined to see if it throws light on the practice of architecture and the principles to be adopted in teaching it. I argue that, properly constituted, a studio-based programme of architectural education remains an appropriate methodology for the teaching of design in the context of developing countries, even as it acts as a critique of the conventional pedagogic methodologies of parent institutions in both west and east.