THE DESIGN PROCESS – MAKING IT RELEVANT FOR STUDENTS

Keith McAllister

DOI: http://dx.doi.org/10.26687/archnet-ijar.v4i2/3.98

Abstract

Within the ever-changing arenas of architectural design and education, the core element of architectural education remains – that of the design process. The consideration of ‘how’ to design in addition to ‘what’ to design presents architectural educators with that most constant and demanding challenge of “how do we best teach the design process?” This challenge is arguably most acute at a student’s early stages of their architectural education. In their first years in architecture, students will commonly concentrate on the end product rather than the process. This is, in many ways, understandable. A great deal of time, money and effort go into their final presentations. They believe that it is “what is on the wall” that is going to be assessed. In an era of increasing speed, immediacy of information and powerful advertising, it is not surprising that students want to race quickly to presenting an end-product.

Recognizing that trend, new teaching methods and models were introduced into the Stage 02 undergraduate studio over the past two years at Queen’s University Belfast, aimed at promoting student self-reflection and making the design process more relevant to the students. This paper will first generate a critical discussion on the difficulties associated with the design process before outlining some of the methods employed to help promote the following; an understanding of concept, adding realism and value to the design process and finally, getting the students to play to their strengths in illustrating their design process like an element of product and promoting personalization of the design process for each individual student. Frameworks, examples, outcomes and student feedback will all be presented to help illustrate the effectiveness of the new strategies employed in making the design process firstly, more relevant and therefore secondly, of greater value, to the architecture student.


Keywords

Architectural education; design process; design Studio; student experience

Full Text:

PDF

References

Barnett, R (2007). A Will To Learn – Being A student In An Age of Uncertainty. Maidenhead: Open University Press.

Biggs, J. (1999). Teaching for quality learning at university. Bury St.Edmunds: St Edmundsbury Press Ltd.

Brown, G. (2001). Assessment – A Guide For Lecturers. LTSN Generic Assessment Centre York: Learning & Teaching Support Network.

Chipperfield, D. (2009) Form Matters. Cologne: Verlag der Bunchandlung Walter Konig.

Dewey, J. (1938) Experience In Education. New York: Macmillan.

Frampton, K. (1992). Modern Architecture A Critical History.(3rd ed). London: Thames and Hudson.

Lawson, B. (1994). Design In Mind. Oxford: Butterworth Architecture.

Lawson, B. (2006). How Designers Think. Oxford: Architectural Press.

O’Cathain , C.(1982). Why Design is Logically Impossible. Design Studies. Vol 3 No.3 pp123-125.

O’Cathain, C. & Howrie, A. (1994). Architects Use of Information. Proceedings ENITD ’94 Conference.

Pallasmaa,J. (1996). The Eyes of The Skin: Architecture and the Senses. (2nd ed). Chichester: John Wiley & Sons.

Race, P. (2001a). The Lecturer’s Toolkit. London: Kogan Page.

Race, P. (2001b). A briefing on self, peer and group assessment. LTSN Generic Assessment Centre York: Learning & Teaching Support Network.

Robbin, E. (1994). Why Architects Draw. Cambridge Mass: MIT Press.

Salama, A. M. (2005). A process orientated design pedagogy.CEBE Transactions, Vol 2, Issue 2, Sept 2005, pp 16-31. Cardiff: Center for Education in the Built Environment.

Wade, J. (1977). Architecture, Problems & Purposes. New York: John Wiley & Sons Inc.

Wilson, P. (2006). The Diagram. The Architectural Review Issue 1302, January 2006, 44-45.


Refbacks

  • There are currently no refbacks.




Copyright (c) 2015 International Journal of Architectural Research: ArchNet-IJAR



ABOUT US


- ISSN (Online) #1938 7806 - ArchNet-IJAR is covered by ArchNet@ MIT Libraries, Avery Index to Architectural Periodicals, EBSCO, CNKI, Pro-Quest, Scopus-Elsevier, Web of Science.

- Published work in ArchNet-IJAR is licensed under Creative Commons: CC-BY--NC-ND license, see http://creativecommons.org/licenses/by-nc-nd/3.0/

Copyrights © Archnet-IJAR 2007-2018

 
 

Hit Counter
Visitor Hits Since 15 Jan 2014