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Journal articles on the topic 'Design studios'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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1

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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Cordan, Özge. "Research-based Design: IMIAD Design Studios." International Journal of Design Education 11, no. 3 (2017): 15–27. http://dx.doi.org/10.18848/2325-128x/cgp/v11i03/15-27.

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3

Garner, S. "Understanding Virtual Design Studios." Design Studies 22, no. 1 (January 2001): 103–4. http://dx.doi.org/10.1016/s0142-694x(00)00032-6.

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4

Pont, Ulrich, Sigrun Swoboda, Andreas Jonas, Kamyar Tavoussi, and Ardeshir Mahdavi. "Effort and Effectiveness Considerations in Architectural Design: Two Case Studies of Architectural Design Studios." Applied Mechanics and Materials 824 (January 2016): 836–44. http://dx.doi.org/10.4028/www.scientific.net/amm.824.836.

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Contemporary architectural design processes show a high degree of complexity: While planners try to fulfill their client’s expectations, they are confronted with a set of constraints and requirements. These include legal constraints such as different building codes, minimum requirements of thermal, acoustical and energy-related indicators as well as structural integrity. In many planning processes, however, the minimum requirements are even less stringent than self-defined expectations. These could - for instance - include a small environmental footprint of the suggested building materials, near zero heating demand, etc. Furthermore, the majority of architectural design processes face a high level of time and cost pressure. Little is known about the time and effort distribution to different processes within such planning processes. These could include consultation with administrative bodies or specific technical planners, performing computational analyses, sketching conceptional options or layouting final designs. In this context, the present contribution explores the time and effort distribution regarding different tasks within the design process in the framework of two design studios. These were conducted with graduate architectural students of the TU Vienna in 2014 and 2015. The concept of these design studios focused on a realistic emulation of real-world project development processes: Participating students were confronted with different (and evolving) visions of their clients, were asked to perform consultation visits with legal bodies of the Viennese building regulation department, and to monitor their time effort for different tasks. These tasks were defined prior to the design studios and allowed for rather detailed classification of different design steps. The two design studios included a roof top extension of a classical 19th century building in Vienna, and the retrofit and extension of a detached house from the 1930ies. This contribution focuses on the time and effort distribution of the different tasks and explores if a general pattern can be identified and derived from the experiences within these design studios.
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Chinnadurai, S., B. R. Benisha, M. Ramachandran, Saravanan Vimala, and Prasanth Vidhya. "Case Studies of Architecture and Interior Design Studios." Sustainable Architecture and Building Materials 1, no. 1 (April 1, 2022): 8–13. http://dx.doi.org/10.46632/sabm/1/1/2.

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In architecture the summary is at Presents from beginning to end and the final product. Abstract is used as a method of gaining environmental knowledge to develop conceptual stages of the design process. Summary Vehicle functions or ATM functions are excellent examples of contractions in the real world. n Electrical switchboard is one of the real world examples of abstraction. A switchboard gives us an easy way to turn electrical devices on or off, hiding all the details of the electrical circuit. Description: The summary applies to both. Control contraction is the use of subroutines to control the contraction of the flow. Data summary involves manipulating data in meaningful ways. Security Summary allows companies to immediately identify the purpose of each event and use the best security particles with relevant capabilities to deal with the threat. If you want to define the method for public classes, the summary will be useful. For example, if there are multiple classes, they use the same method. In this case, you can use the compression method. Can be achieved through the protocol in the Swift interface. Quick summary can be achieved without parenting in the protocol-extension class. Minimize the problem and increase performance. Architects are generally highly respected in the community and if you want to be seen as a respected person in the community, architecture is a great career opportunity! Because of their creativity and attention to detail, they are considered a blend of art and ingenuity.
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SEHGAL, VANDANA. "Formative Studios in Architecture Design: Pedagogy Based on the Syntax." Creative Space 3, no. 1 (July 2, 2015): 83–101. http://dx.doi.org/10.15415/cs.2015.31007.

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Costa e Mattos, Erica Azevedo, Diego Fagundes Silva, and José Ripper Kós. "Design studios associated with hackerspaces." Brazilian Journal of Development 5, no. 11 (2019): 23805–17. http://dx.doi.org/10.34117/bjdv5n11-081.

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8

Geyer, Florian, and Harald Reiterer. "Toward mixed-media design studios." Interactions 19, no. 2 (March 2012): 54–59. http://dx.doi.org/10.1145/2090150.2090164.

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9

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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Ozmehmet, Ecehan, and Ebru Alakavuk. "Integration process of theoretical courses with design studios in undergraduate education: Case studies of architecture and interior design studios." SHS Web of Conferences 26 (2016): 01112. http://dx.doi.org/10.1051/shsconf/20162601112.

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Ramaraj, Arulmalar, and Catherine Selvaraj. "A puzzle based open ended approach in an architectural design studio: A critique." Global Journal of Arts Education 11, no. 1 (February 27, 2021): 24–37. http://dx.doi.org/10.18844/gjae.v11i1.5457.

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Wang (2010) posited that with respect to design pedagogy in general, there is a need for radical changes to occur in design studios. Focusing on architectural design education, studies reveal that subjective knowledge and irrational creativity are dominating in architectural design studios. This is observed to be one amongst the various other outcomes as teaching methodologies without a holistic knowledge are adopted (Salama, 2016). Critical, creative and pragmatic thinking are the primary criteria in architectural design studios (Ibrahim and Utaberta, 2011). Crowther (2013) reported that design studios must facilitate learning about design, learning to design and learning to become an architect. In addition to traditional one to one studio, introduction of different models with alternate instructors through single, double and collaborative critiques at the desk, outside of studio paves new directions to pedagogy (Gamble, Dagenhar & Jarrett, 2002). Amongst the various directives like transformative design pedagogy (Hadjiyanni, 2008; Fay and Kim, 2017); signature pedagogy (Schulman, 2005; Crowther, 2013); constructivist approach (Kurt, 2011); puzzle based learning (Akin, 2008; Vijayalxmi, 2009; Ramaraj and Nagammal, 2016) which revolve around architectural education, this paper investigates an ‘open ended puzzle based approach’ adopted in an architectural design studio.
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Kamalipour, Hesam, and Nastaran Peimani. "Learning and Teaching Urban Design through Design Studio Pedagogy: A Blended Studio on Transit Urbanism." Education Sciences 12, no. 10 (October 17, 2022): 712. http://dx.doi.org/10.3390/educsci12100712.

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Studio-based pedagogy has been central to urban design programmes as it can enable future urban designers to more effectively acquire an understanding of how cities work and critically engage with the role of design intervention. This paper aims to explore the capacities and challenges of learning and teaching urban design through studio pedagogy by drawing on empirical research from a blended urban design studio experiment during the COVID-19 pandemic in the UK. This is part of a broader exploratory project using a case study research design and mixed methods approach. This paper explains the process of designing and delivering two constructively aligned postgraduate urban design studios as part of the MA Urban Design programme at Cardiff University in the 2021–2022 academic year. It further discusses the findings of an online survey on the perceptions and experiences of students regarding blended design studio pedagogy. Designing two consecutive and constructively aligned design studios is argued to work better in comparison with designing two entirely separate stand-alone design studios engaging with different topics and sites. The paper highlights the importance of learning from cities as real urban design laboratories rather than merely analysing abstract secondary datasets. The value of policy review, small group reading discussions, and formative feedback opportunities is also highlighted as integral parts of the urban design studio pedagogy. The paper concludes by discussing a range of key issues concerning field site visit, policy review, community engagement, precedent review, student diversity, design studio topic, reading discussion, group size, formative feedback, engagement, educational background, and English language skills. The outcomes of this paper can inform future practices of developing pedagogical frameworks for blended urban design studios.
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13

Baytin, Cigdem, Aziz Kiran, and Mehmet Tunbis. "Colour Preferences in Architectural Design Studios." Architectural Science Review 48, no. 4 (December 2005): 317–28. http://dx.doi.org/10.3763/asre.2005.4839.

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14

Shih, Naai-Jung. "RP-aided Design in Architectural Studios." Computer-Aided Design and Applications 3, no. 1-4 (January 2006): 31–40. http://dx.doi.org/10.1080/16864360.2006.10738439.

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15

Kvan, Thomas. "The pedagogy of virtual design studios." Automation in Construction 10, no. 3 (March 2001): 345–53. http://dx.doi.org/10.1016/s0926-5805(00)00051-0.

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16

Shanthi Priya, R., P. Shabitha, and S. Radhakrishnan. "Collaborative and participatory design approach in architectural design studios." Social Sciences & Humanities Open 2, no. 1 (2020): 100033. http://dx.doi.org/10.1016/j.ssaho.2020.100033.

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17

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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18

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/gjhss.v2i1.317.

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19

Qingmei, Yang, Wang Lihui, and Zhang Yansong. "Innovative design based on intelligent mobile folding studio." E3S Web of Conferences 179 (2020): 02059. http://dx.doi.org/10.1051/e3sconf/202017902059.

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This article introduces the interactive and operable working principle, basic composition and overall performance of intelligent mobile folding studios, and briefly reviews the development overview of mobile folding studios at home and abroad, and makes prospects and innovative designs for its future development requirements and market requirements. Designed an intelligent mobile folding studio suitable for the public and multi-regions, which can be used to meet the needs of office workers, workers and amateurs such as modern urban white-collar workers, and has also broken the limitations of long-term fixed regionalization. Comprehensive use of key technologies such as manufacturing and manipulation control, programming, intelligence, and 3D Max modeling software for 3D structural design, and based on this analysis of the application prospects and development trends of mobile folding studios.
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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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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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Rahman, Sabrina. "Design Guidelines for Daylight Distribution in Design Studios in Dhaka: An Experiment on Wall Color and Light Shelf." ECS Transactions 107, no. 1 (April 24, 2022): 4233–40. http://dx.doi.org/10.1149/10701.4233ecst.

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Light is a significant factor to accelerate creative productivity specially in architectural design studios, where students have to stay for a long period every day. Being a densely populated urban city, buildings in Dhaka experience insufficient daylight and architectural design studios also face the same. Artificial lighting can be an alternate solution to satisfy visual needs of the users, however it may be tiresome after long intervals and can create pressure on the overall energy demand. Since daylighting has psychological, physiological, and aesthetic benefits, the architectural features may also be explored by ensuring adequate daylight in design studios during various learning sessions. The objective of this study is to identify design guidelines for architectural design studios, located in Dhaka, by experimenting on two parameters, wall color and light shelf, which has not been investigated before.
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Macedo, Joseli. "Studios Abroad: A Challenge in Innovative Pedagogy." Frontiers: The Interdisciplinary Journal of Study Abroad 29, no. 2 (November 16, 2017): 63–78. http://dx.doi.org/10.36366/frontiers.v29i2.393.

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Study abroad programs offer a unique opportunity to evaluate pedagogic models. The role of studios in design and planning pedagogy has been examined; however, how the general framework of a studio supports other pedagogic models has not been widely discussed. This article assesses a series of urban planning and design studios conducted abroad to illustrate how studios can be enabling environments for urban planning and design students to develop fundamental skills. The article also discusses how interdisciplinary studios expose urban planning students to diverse thinking processes and approaches. The studio environment gives students the opportunity to consider creative alternatives outside of their general planning paradigm. An analysis of learning outcomes supports the conclusion that studios offer a fertile ground for students to experiment and develop ideas; they are essential to urban planning education and allow students to develop a deeper perspective on their profession.
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Davis, Dylan. "What happens when the design process meets community engagement?" Journal of Design, Business & Society 6, no. 1 (March 1, 2020): 21–42. http://dx.doi.org/10.1386/dbs_00003_1.

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Community-engaged design is often framed as a binary opposite to commercial design. Whereas commercial design is usually characterized as a market-led paradigm focused on profits, community-engaged design is seen as a socially useful design paradigm that is concerned with addressing societal needs. This study uses qualitative data from four design project case studies to explore whether this understanding is in fact consistent with current design practices within commercial design studios. The findings of this study demonstrate that both commercial and community-engaged design practices are more similar than different. In addition, it is also suggested that it is not only the clients’ instructions and the commissions that determine the designers’ processes and practices, but the design studios’ intent, practice and values. This study has a number of practical implications for designers and design studios in how they address commercial and community-engaged design work.
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Gawad, Iman O. "Ecolodge Design and Architectural Education: A New approach for Design Studios." International Journal of Engineering Research and Technology 13, no. 11 (November 30, 2020): 3877. http://dx.doi.org/10.37624/ijert/13.11.2020.3877-3892.

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Knowlton, Dave S. "Design Studios in Instructional Design and Technology: What Are the Possibilities?" TechTrends 60, no. 4 (April 25, 2016): 350–58. http://dx.doi.org/10.1007/s11528-016-0073-0.

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Shelden, Dennis, Seraj Bharwani, William Mitchell, and John Williams. "Requirements for Virtual Design Review." Architectural Research Quarterly 1, no. 2 (1995): 80–89. http://dx.doi.org/10.1017/s1359135500002785.

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The students and faculty affiliated with the Design Studios at MIT have conducted several experiments in geographically distributed design activities as part of the Design Studio of the Future research and education initiatives. Some of these experiments have involved collaboration among the studios within the institute while others have involved faculty and students in academic institutions from as far East as Singapore, Australia and Hong Kong. The goal of this paper is to describe our experiences to date with synchronous distributed collaborative design over the Internet, the World Wide Web, and other commercially available communication systems. In particular, we will outline technical and social requirements for successfully conducting remote design reviews. Such reviews require a shift in design content from physical to electronic media which brings with it associated changes in roles, responsibilities, tools, and feature set. These changes are identified in this paper. Finally, we provide helpful suggestions for others who want to try the virtual review format in their organisations.
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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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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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Didier, Madeline. "Podcast recording room design considerations and best practices." Journal of the Acoustical Society of America 152, no. 4 (October 2022): A21. http://dx.doi.org/10.1121/10.0015406.

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Podcast recording and listening has seen significant growth over recent years and continues to expand. The spaces used to record podcasts include everything from small closets to more sophisticated recording studios. There are not presently any known acoustic standards aimed specifically at the design of podcast studios. This paper discusses the question of what is required acoustically for a room to function successfully as a space for podcast recording. This is accomplished by examining an assortment of Jaffe Holden podcast studio projects, as well as existing standards for similar room types. Design considerations include background noise targets, sound isolation systems and performance targets, and room finishes and reverberation time targets. This paper also includes a discussion of how podcast studio acoustic design targets should be selected to optimize the functionality without overdesigning a space.
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Campays, Philippe, Bruno Marques, and Jacqueline McIntosh. "Creative design studios: converting vulnerability into creative intensity." International Journal of Innovation in Education 7, no. 2 (2021): 102. http://dx.doi.org/10.1504/ijiie.2021.10041596.

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Marques, Bruno, Jacqueline McIntosh, and Philippe Campays. "Creative design studios: converting vulnerability into creative intensity." International Journal of Innovation in Education 7, no. 2 (2021): 102. http://dx.doi.org/10.1504/ijiie.2021.118037.

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Strojan, Tadeja Zupancic, and Michael Mullins. "The Identity of Place in Virtual Design Studios." Journal of Architectural Education 56, no. 1 (September 2002): 15–21. http://dx.doi.org/10.1162/104648802321019137.

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Hoover, K. Anthony. "Sound isolation of recording studios." Journal of the Acoustical Society of America 152, no. 4 (October 2022): A104. http://dx.doi.org/10.1121/10.0015693.

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Sound isolation to and from quality recording studios is critical to their success. Proper design based on informed understanding of both airborne and structureborne transmission is essential, because retrofitting isolation can be challenging or even prohibitive, and because one-size-fits-all recommendations may be unsatisfactory. This presentation will review some issues and evaluation methods that help to guide successful, cost-effective designs. Also discussed will be examples including a world-class studio with remarkable history that was encroached by an expanded loud facility, floated constructions that were not actually floated, and an approach that has helped to convince clients of the level of required isolation.
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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 model”. 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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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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Gray, Colin M., Paul Parsons, Austin L. Toombs, Nancy Rasche, and Mihaela Vorvoreanu. "Designing an Aesthetic Learner Experience." International Journal of Designs for Learning 11, no. 1 (December 9, 2019): 41–58. http://dx.doi.org/10.14434/ijdl.v11i1.26065.

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In this design case, we describe a multi-year process during which a team of faculty designed a four-year undergraduate major in user experience (UX) design at a large research-intensive institution. We document the program- and course-level design experiences of five faculty members. This multi-year process has culminated in a dual-strand, integrated studio learning environment. Two types of studios—“learning” and “experience” studios—form the core of the program, with learning studios allowing cohort-specific skills development and practice, and experience studios providing cross-cohort opportunities to work on industry projects. We detail our process of developing this course sequence and the program-level connecting points among the courses, identifying institutional supports and barriers, the unique and varied skillsets of the involved faculty, and the growing agency and competence of our students in the program.
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Lim, Chor-Kheng. "How to incorporate CAD/CAM fabrication into a basic design studio? A preliminary framework for the “e-basic design studio”." PARC Pesquisa em Arquitetura e Construção 4, no. 2 (December 31, 2013): 10. http://dx.doi.org/10.20396/parc.v4i2.8634547.

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The objective of this study is to apply the teachings of CAD/CAM fabrication to basic design studios for 1st and 2nd year undergraduate students. Consequently, the study concludes with an “e-basic design studio” framework based on literature analysis and design studio observations, which includes new tectonics thinking and the operation of traditional 2D/3D design tools and CAD/CAM digital tools.
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Corluluoglu, Gizem, and Ahmet Fatih Karakaya. "On the Interaction Between Shared Design Studios and Interior Architecture Students: A New Spatial Experience with Extended Reality for Supporting Place Attachment." Journal of Design Studio 4, spi2 (October 3, 2022): 75–86. http://dx.doi.org/10.46474/jds.1149634.

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Place attachment is one of the basic psychological needs in the human-space relationship. It is known that the characteristics of the shared design studios have a direct effect on the space adaptation of the user. Place attachment occurs simultaneously with the space adaptation process of the students, therefore these two concepts have a direct relationship with each other. Open and flexible activities in shared design studios reduces the adaptation and working efficiency of the students. It can be said that this situation will cause problems in the sense of belonging to that kind of learning environments. It is known that the user of the shared workspace tends to personalize the studios as a result of the need for belonging in the place adaptation status. The process of the study is trifold; first the concept of shared design studios was examined and researches on the concepts of personalization and belonging were conveyed through literature reviews in order to reveal the interior design students and shared design studio relationship. Then using literature data, a spatial belonging scale was presented to interior design students to determine their place attachment status and augmented reality was used to test the tendency to customize shared studio spaces accordingly. Lastly their affiliation in the hybrid environment and their tendency to personalize the space were analyzed.
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Çağatay, Kubulay, Kemal Yıldırım, İpek Yıldırım, and Kenan Başoğlu. "Impacts of light direction and window properties on students’ perceptual evaluations in design studios." Indoor and Built Environment 31, no. 4 (December 23, 2021): 1079–90. http://dx.doi.org/10.1177/1420326x211054974.

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This study aimed to determine how light direction, window proximity and window dimensions could affect students' perceptual evaluations in design studios. The design studios of the Nuh Naci Yazgan University in Kayseri were selected as the research setting. The ‘semantic differential scale’ composed of 10 adjective pairs was used for determining subjects’ perceptual evaluations of design studios having two different window dimensions. According to the results obtained, when making drawings, right-handed students who received light from a window on the left side were determined to perceive the physical environmental factors of design studios more positively compared to students who received light from a window on the right side. In addition, students sitting near a window in design studios were observed to generally perceive the physical environmental factors more positively than those sitting in the middle close to the window, in the middle away from the window and inside. Furthermore, students who sat in an area with floor to ceiling window were determined to perceive the place more positively compared to those who sat in an area with parapet to ceiling window. These results generally confirmed that light direction, window proximity and window dimensions in design studios are effective on students’ perceptual evaluations.
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Van Schyndel, A. J. "Digital Voice Indexing for Professional Studios." Journal of Visual Impairment & Blindness 84, no. 10 (December 1990): 516–17. http://dx.doi.org/10.1177/0145482x9008401007.

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A self-contained voice-indexing system using digital recording techniques was developed in 1981 to provide high-quality voice indexing in a studio environment. One goal was to design a simple operating procedure that would not require a technician. A major revision has resulted in a prototype second-generation digital voice indexer. The original design concepts are described, as well as improvements in the new prototype.
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Jiwane, Dr Anamika, and Arch Fariel Khan. "Design Studios: Approach to Achieve Smart Learning Environment (SLE)." International Journal of Engineering and Management Research 10, no. 4 (August 8, 2020): 35–42. http://dx.doi.org/10.31033/ijemr.10.4.6.

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43

Saglam, Hakan. "Thinking manifesto on basic design studios in architectural education." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 6 (September 14, 2018): 96–100. http://dx.doi.org/10.18844/prosoc.v5i6.3844.

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Design education delivery is reconsidered every semester from the first basic design course through to the final project class, and while there are diverse approaches to architectural theory worldwide, the problem of teaching architectural design is a continual question to educators, especially for design educators. Over different periods of time, very different approaches to design education have been pursued. These differing theories form the basis for architectural design education. Throughout this process, the history of design education has been shaped and it is important to be able to use the accumulation of knowledge from different fields within the context of ‘architectural education’. When we consider the transformation of design education historically and the differing approaches today, such as the effects of changing theories, scientific-culturalsub-structures, transformed super structures and the ever-changing theories on architectural education, the design studio educators should incorporate the benefits of this diverse learned knowledge into the design studio education.Keywords: Basic design, architectural education, design studios.
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Düzenli, Tuğba, Elif Merve Alpak, Abdullah Çiğdem, and Emine Tarakçı Eren. "The Effect of Studios on Learning in Design Education." Journal of History Culture and Art Research 7, no. 2 (July 2, 2018): 191. http://dx.doi.org/10.7596/taksad.v7i2.1392.

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Bouarfa, Hafida, and Nesrine Toubaline. "Proposition of a collaborative platform for virtual design studios." International Journal of Virtual Technology and Multimedia 1, no. 2 (2010): 95. http://dx.doi.org/10.1504/ijvtm.2010.032055.

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Gorgul, Emine, Bahadır Numan, and Ayla Atasoy. "International Education Practices: Initial Outcomes of IMIAD Design Studios." Procedia - Social and Behavioral Sciences 51 (2012): 745–51. http://dx.doi.org/10.1016/j.sbspro.2012.08.234.

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Bouratoglou, Jill, and Lia Dikigoropoulou. "Global Interaction into the Traditional Design Studios through Blogs." ATHENS JOURNAL OF ARCHITECTURE 1, no. 2 (March 31, 2015): 137–60. http://dx.doi.org/10.30958/aja.1-2-4.

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Jutraz, Anja, and Tadeja Zupancic. "The Role of Architect in Interdisciplinary Collaborative Design Studios." Igra ustvarjalnosti - Creativity Game 2014 (2014): 034–42. http://dx.doi.org/10.15292/iu-cg.2014.02.034-042.

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Guess, Michael M. "Design Considerations for Digital Television Studios: The Transition Phase." SMPTE Journal 100, no. 12 (December 1991): 955–60. http://dx.doi.org/10.5594/j02379.

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Storyk, John. "Advances in room acoustics design for educational audio studios." Journal of the Acoustical Society of America 141, no. 5 (May 2017): 3601. http://dx.doi.org/10.1121/1.4987702.

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