The paper discusses the importance of computer as a supporting approach in architecture. This approach is expected to foster the students＇ design skills in design studios. The approach is an educational tool for tuto...The paper discusses the importance of computer as a supporting approach in architecture. This approach is expected to foster the students＇ design skills in design studios. The approach is an educational tool for tutors that could guide the students and increase their creativity in their design. It considers the concepts and the practice of digital architectural design that influence architectural education. The approach is a catalyst for creativity, experimentation, critical thinking and the sustained growth of creative communities. The core of design studio is the notions, methods and skills of digital architectural design. The instruments used for this research was an investigation that made for the work of the fourth year students designs at the architectural department at University of Jordan, by testing design process and product of students＇ work： first using manual skills, and then using computer-aided programs. The results revealed that the computer-based design approach was able to foster students＇ design skills as well as to develop their creativity in design. Ninety-one percent of 44 students were found improved in design process using computer-based approach that depends on computer programs. This was done in design studio by improving students＇ way of thinking, developing their abilities to direct their own learning and pushing them for new definitions in developing their future work.展开更多
Design is a structured process or a tactical guideline to accomplish a unique expectation of a product, while a design studio is the environment where students are taught the skills to design the product, which may be...Design is a structured process or a tactical guideline to accomplish a unique expectation of a product, while a design studio is the environment where students are taught the skills to design the product, which may be a building. Hence, the design studio course is the most important component of the architectural education curriculum;it is where the students get an opportunity to apply the theoretical knowledge gained through lecture-based courses. Yet most theory is not put into practice;consequently, the principles of sustainable design solutions are developed. There is an urgent need to teach future architects how to integrate sustainable design principles into their projects in order to prevent or mitigate environmental degradation due to the negative impacts of building projects. This experimental study initiated a new design studio pedagogy and a novel teaching structure for integrating sustainability principles into the architectural design projects of 3rd year students. It also evolved a testing method to assess the success of the new pedagogy and the students’ final design projects. This paper presents the results of the experimental design studio and delivers recommendations for subsequent sustainable design studio courses.展开更多
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 sol...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.展开更多
The concept of sustainability in design is meant to ensure that the product of the design is in harmony with humans and nature by taking into consideration the three aspects of sustainability:environmental,social and ...The concept of sustainability in design is meant to ensure that the product of the design is in harmony with humans and nature by taking into consideration the three aspects of sustainability:environmental,social and economic.The objective of this experiment was to integrate the three aspects of sustainability principles into the architectural design studio to train future architects to be able to design sustainable buildings.The study aimed to create an integration method that could be validated through the junior students’work in the innovative Sustainable Architecture Design Studio(SADS)at Izmir Institute of Technology.The impact of the pedagogy on the students’ability to integrate sustainable design principles into their projects was measured through the evaluation tools formulated for this purpose by the instructor.Further,the students’feedback through course evaluation,questionnaire,and col-loquium at the end of the term was used to assess the method.The findings of this research demonstrated that the innovative studio pedagogy and teaching method were successful in integrating the sustainable design elements into design studio projects,while the level of sustainable elements integration was 68%.展开更多
The design studio is the core of the architecture curriculum. Interpersonat interactions have a key rote during the processes of design and critique. The influence of emotional intelligence （EQ） on interpersonal com...The design studio is the core of the architecture curriculum. Interpersonat interactions have a key rote during the processes of design and critique. The influence of emotional intelligence （EQ） on interpersonal communication skirts has been widely proven. This study examines the correlation between EQ and architecturat design competence, To achieve this, 78 architecture students were setected via a simple random sampling method and tested using an EO. test questionnaire developed by Bradbury and Greaves （2006）. The scores of five architectural design studio courses （ADS-1, ADS-2, ADS-3, ADS-4, and ADS-5） were used as indicators of the progress in design of the students. Descriptive and inferential statistics methods were both employed to anatyze the research data. The methods inctuded corretation analysis, mean comparison t-test for independent samptes, and single sample t-test. Findings showed no significant relationship between EQ and any of the indicators.展开更多
The national qualification framework of a country requires a certain level of knowledge and complexity of skills for an academic degree to be recognized. For architectural programs, student workload is heavy on design...The national qualification framework of a country requires a certain level of knowledge and complexity of skills for an academic degree to be recognized. For architectural programs, student workload is heavy on design courses. Therefore, each course must be carefully developed to ensure that students are not overloaded. Teaching and learning strategies have different implications for courses, which occasionally result in overloading the students. This research aims to study the three main pillars of teaching and [earning strategies for each design phase in pedagogic design studios. The most appropriate model for each teaching and [earning strategy, including a set of the three main pillars, is then identified for each design phase. A practical strategy for managing design studios is also determined. The aforementioned three pillars are as follows： teaching and learning methods, assigned tasks or study aspects, and design communication techniques. Two research methods, namely, a literature review and a survey among design educators, are adopted. The literature review examines aspects that contribute to the design process and its phases, teaching methods, design skills, communication methods, and studio management strategies. On the basis of the literature review, the background of developments and practices in the design education process are used as constructive tools to develop the survey for design educators. Through the survey, the pillars of teaching and [earning strategies that are frequently practiced in design studios are evaluated. Results of this study are classified into three ranks using the nature break classification method for numerical values. Subsequently, three priority models that correspond to teaching and learning strategies, as welt as to the required skills and capabilities, are established. A group-based strategy with an interdisciplinary approach is also determined to be the most suitable technique for managing the pedagogy of architectural design studios to achieve holistic designs.展开更多
The new architecture may provide unusual opportunities for the abandoned areas involved by former industrial processes, both in the city centers and in the landscape. In fact, it may create new centralities and give n...The new architecture may provide unusual opportunities for the abandoned areas involved by former industrial processes, both in the city centers and in the landscape. In fact, it may create new centralities and give new collective function for deprived areas. The case study of the architectural and educational project for a new museum park devoted to the technique and the science in the Apennine＇ s landscape near Parma （Italy） may give an interesting point of view about the role of the teaching and the research of the architecture in the former industrial heritage, and to avoid the abandonment and the pauperization of the territory around.展开更多
Since the 18th century, the irritating but also fascinating scenes of urbanity--a complex phenomenon with cultural, social, political, economic, temporal, spatial, functional, and formal dimensions--have been describe...Since the 18th century, the irritating but also fascinating scenes of urbanity--a complex phenomenon with cultural, social, political, economic, temporal, spatial, functional, and formal dimensions--have been described in literary works. Many seemingly opposite facts, such as individuality/society, freedom/loneliness/socialization, anonymity/strangeness/identity/belonging, diversity/chaos/segregation, indifferent city-dweller/initiative citizenship, have been revealed through literary works, travel and utopian writing, urban theories, scientific studies, manifestos, and newspaper articles. On the one hand, there are those who advocate a life outside the city because they consider the problems produced by the city and the phenomenon of density which they perceive merely in quantitative terms, as unsolvable problems. On the other hand, there are those who see the production of loose urban fabric as a solution or those who accept the （seemingly） opposite facts of urbanity as positive values and therefore support city life. All of these ideas are still as actual today as they were in the past. We are often unable to use our citizen rights to the city, to encounter different classes （social/etlmic/religious）, to experience heterogeneity as an aspect inherent in city life and in the route of our daily life--following the orders of the capitalist system mainly organized around work--and we are often drawn into the same districts on the same paths. Our perception of our urban environments may get monotonous and shallow, but the irritating yet fascinating features of the first big cities still exist and may be grasped and brought into consciousness. Throughout their architectural education, especially in urban design studios, students can be encouraged to investigate the rhythm of their daily life, the conditions of their urban environments, and discovering the city as an intellectual and sensual programme, so that the phenomenon of urbanity can be grasped not just on formal, but on various other dimensions as well. This study focuses on the process and outcomes of two urban studios located in Taksim Square and along the shores of the Golden Horn in Istanhul. Taking the multidimensional content of urbanity into account, acquired theoretically through literary works and studies on urban planning and its history, the main aim of these studios has been the phenomenological understanding of the dynamic content of urbanity by the students. Through creative analysis of permanent/temporary spaces engendered by the diversity of user profiles and actions discovered on phenomenological excursions, students examine the qualitative values of density and global and local dynamics. We believe that designing spaces as ＂prototypes＂ helps highlight the multidimensional content of urbanity. The present study aims not only to highlight the multidimensional content of urbanity, but also to encourage its discussion in architectural design education and to emphasize the positive contribution of theoretical readings and phenomenological studies to urban design studios. The present study also aims to emphasize the beneficial correlation of global and local dynamics as the two faces of urbanity; important more than ever for the big cities of the 21 st century if we advocate for a vivid and resilient city life and citizens.展开更多
文摘The paper discusses the importance of computer as a supporting approach in architecture. This approach is expected to foster the students＇ design skills in design studios. The approach is an educational tool for tutors that could guide the students and increase their creativity in their design. It considers the concepts and the practice of digital architectural design that influence architectural education. The approach is a catalyst for creativity, experimentation, critical thinking and the sustained growth of creative communities. The core of design studio is the notions, methods and skills of digital architectural design. The instruments used for this research was an investigation that made for the work of the fourth year students designs at the architectural department at University of Jordan, by testing design process and product of students＇ work： first using manual skills, and then using computer-aided programs. The results revealed that the computer-based design approach was able to foster students＇ design skills as well as to develop their creativity in design. Ninety-one percent of 44 students were found improved in design process using computer-based approach that depends on computer programs. This was done in design studio by improving students＇ way of thinking, developing their abilities to direct their own learning and pushing them for new definitions in developing their future work.
文摘Design is a structured process or a tactical guideline to accomplish a unique expectation of a product, while a design studio is the environment where students are taught the skills to design the product, which may be a building. Hence, the design studio course is the most important component of the architectural education curriculum;it is where the students get an opportunity to apply the theoretical knowledge gained through lecture-based courses. Yet most theory is not put into practice;consequently, the principles of sustainable design solutions are developed. There is an urgent need to teach future architects how to integrate sustainable design principles into their projects in order to prevent or mitigate environmental degradation due to the negative impacts of building projects. This experimental study initiated a new design studio pedagogy and a novel teaching structure for integrating sustainability principles into the architectural design projects of 3rd year students. It also evolved a testing method to assess the success of the new pedagogy and the students’ final design projects. This paper presents the results of the experimental design studio and delivers recommendations for subsequent sustainable design studio courses.
文摘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.
文摘The concept of sustainability in design is meant to ensure that the product of the design is in harmony with humans and nature by taking into consideration the three aspects of sustainability:environmental,social and economic.The objective of this experiment was to integrate the three aspects of sustainability principles into the architectural design studio to train future architects to be able to design sustainable buildings.The study aimed to create an integration method that could be validated through the junior students’work in the innovative Sustainable Architecture Design Studio(SADS)at Izmir Institute of Technology.The impact of the pedagogy on the students’ability to integrate sustainable design principles into their projects was measured through the evaluation tools formulated for this purpose by the instructor.Further,the students’feedback through course evaluation,questionnaire,and col-loquium at the end of the term was used to assess the method.The findings of this research demonstrated that the innovative studio pedagogy and teaching method were successful in integrating the sustainable design elements into design studio projects,while the level of sustainable elements integration was 68%.
文摘The design studio is the core of the architecture curriculum. Interpersonat interactions have a key rote during the processes of design and critique. The influence of emotional intelligence （EQ） on interpersonal communication skirts has been widely proven. This study examines the correlation between EQ and architecturat design competence, To achieve this, 78 architecture students were setected via a simple random sampling method and tested using an EO. test questionnaire developed by Bradbury and Greaves （2006）. The scores of five architectural design studio courses （ADS-1, ADS-2, ADS-3, ADS-4, and ADS-5） were used as indicators of the progress in design of the students. Descriptive and inferential statistics methods were both employed to anatyze the research data. The methods inctuded corretation analysis, mean comparison t-test for independent samptes, and single sample t-test. Findings showed no significant relationship between EQ and any of the indicators.
文摘The national qualification framework of a country requires a certain level of knowledge and complexity of skills for an academic degree to be recognized. For architectural programs, student workload is heavy on design courses. Therefore, each course must be carefully developed to ensure that students are not overloaded. Teaching and learning strategies have different implications for courses, which occasionally result in overloading the students. This research aims to study the three main pillars of teaching and [earning strategies for each design phase in pedagogic design studios. The most appropriate model for each teaching and [earning strategy, including a set of the three main pillars, is then identified for each design phase. A practical strategy for managing design studios is also determined. The aforementioned three pillars are as follows： teaching and learning methods, assigned tasks or study aspects, and design communication techniques. Two research methods, namely, a literature review and a survey among design educators, are adopted. The literature review examines aspects that contribute to the design process and its phases, teaching methods, design skills, communication methods, and studio management strategies. On the basis of the literature review, the background of developments and practices in the design education process are used as constructive tools to develop the survey for design educators. Through the survey, the pillars of teaching and [earning strategies that are frequently practiced in design studios are evaluated. Results of this study are classified into three ranks using the nature break classification method for numerical values. Subsequently, three priority models that correspond to teaching and learning strategies, as welt as to the required skills and capabilities, are established. A group-based strategy with an interdisciplinary approach is also determined to be the most suitable technique for managing the pedagogy of architectural design studios to achieve holistic designs.
文摘The new architecture may provide unusual opportunities for the abandoned areas involved by former industrial processes, both in the city centers and in the landscape. In fact, it may create new centralities and give new collective function for deprived areas. The case study of the architectural and educational project for a new museum park devoted to the technique and the science in the Apennine＇ s landscape near Parma （Italy） may give an interesting point of view about the role of the teaching and the research of the architecture in the former industrial heritage, and to avoid the abandonment and the pauperization of the territory around.
文摘Since the 18th century, the irritating but also fascinating scenes of urbanity--a complex phenomenon with cultural, social, political, economic, temporal, spatial, functional, and formal dimensions--have been described in literary works. Many seemingly opposite facts, such as individuality/society, freedom/loneliness/socialization, anonymity/strangeness/identity/belonging, diversity/chaos/segregation, indifferent city-dweller/initiative citizenship, have been revealed through literary works, travel and utopian writing, urban theories, scientific studies, manifestos, and newspaper articles. On the one hand, there are those who advocate a life outside the city because they consider the problems produced by the city and the phenomenon of density which they perceive merely in quantitative terms, as unsolvable problems. On the other hand, there are those who see the production of loose urban fabric as a solution or those who accept the （seemingly） opposite facts of urbanity as positive values and therefore support city life. All of these ideas are still as actual today as they were in the past. We are often unable to use our citizen rights to the city, to encounter different classes （social/etlmic/religious）, to experience heterogeneity as an aspect inherent in city life and in the route of our daily life--following the orders of the capitalist system mainly organized around work--and we are often drawn into the same districts on the same paths. Our perception of our urban environments may get monotonous and shallow, but the irritating yet fascinating features of the first big cities still exist and may be grasped and brought into consciousness. Throughout their architectural education, especially in urban design studios, students can be encouraged to investigate the rhythm of their daily life, the conditions of their urban environments, and discovering the city as an intellectual and sensual programme, so that the phenomenon of urbanity can be grasped not just on formal, but on various other dimensions as well. This study focuses on the process and outcomes of two urban studios located in Taksim Square and along the shores of the Golden Horn in Istanhul. Taking the multidimensional content of urbanity into account, acquired theoretically through literary works and studies on urban planning and its history, the main aim of these studios has been the phenomenological understanding of the dynamic content of urbanity by the students. Through creative analysis of permanent/temporary spaces engendered by the diversity of user profiles and actions discovered on phenomenological excursions, students examine the qualitative values of density and global and local dynamics. We believe that designing spaces as ＂prototypes＂ helps highlight the multidimensional content of urbanity. The present study aims not only to highlight the multidimensional content of urbanity, but also to encourage its discussion in architectural design education and to emphasize the positive contribution of theoretical readings and phenomenological studies to urban design studios. The present study also aims to emphasize the beneficial correlation of global and local dynamics as the two faces of urbanity; important more than ever for the big cities of the 21 st century if we advocate for a vivid and resilient city life and citizens.
