Search

This article explores the application of procedural design methods in urban morphology, drawing inspiration from the innovative work of the Architectural Workshop of Miskolc in Hungary during the late 20th century. This study presents a generative approach termed "Simulated Morphogenesis" (or the "Miskolc Method"), which models organic city growth by analysing historical urban tissues and applying recursive algorithms to simulate natural urban development. The method leverages advanced generative tools, such as Rhinoceros 3D and Grasshopper, to model the step-by-step growth of Central European cities, with a particular focus on Miskolc. By incorporating controlled randomness into the algorithmic processes, the method captures the complexity of organic urban growth while maintaining structured development. The Miskolc Method emphasizes the importance of continuity and context, allowing for the "healing" of urban fabric discontinuities or the generation of new urban structures. This article demonstrates how this approach, while rooted in geometrical analysis, offers a valuable foundation for preliminary urban planning. The findings are relevant for understanding the morphogenesis of cities and provide a flexible framework applicable to various urban contexts globally. [ABSTRACT FROM AUTHOR]

Purpose: The Sustainable Development Goals (SDGs) were established by the UN in 2015 as an international call to action to end poverty, protect the environment, and ensure that everyone will live in peace and prosperity by the year 2030. (UNDP, 2015). Out of the 17 Goals, Goal 4 talks about "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all." The SDGs are essential to architectural education since buildings account for 40% of extracted materials used in construction and 39% of global energy-related carbon emissions. (Hendawy, 2023) To accomplish these objectives, the architecture curriculum must be up-to-date and efficient. It specifically takes into account the field of architecture. The purpose of this paper is to propose a framework for curriculum guidelines of B.Arch. design studios, focusing on the parameter designing for inclusivity (UIA2023CPH, 2020) of SDGs. Design/methodology/approach: Models, approaches and theories of curriculum development are studied. An evaluation matrix is made to evaluate different curriculum framework for government colleges on their incorporation of SDGs. A survey/questionnaire and interviews with academicians from architecture are conducted to analyze the incorporation of SDGs in design studios and find recommended solutions for its incorporation. Findings: Finally, this research paper proposes a set of Architecture curriculum guidelines based on the evaluation framework for B.Arch. and an exemplary curriculum design model for the Architecture design studio which is evaluated through the desk critique stage for analyzing its functionality and applicability. Originality/value: Despite the emphasis on SDGs in the present scenario, the "Council Of Architecture (Minimum Standards of Architecture Education in India) Regulations, 2020" does not include or mention SDGs as a key aspect (Architecture, 2020). [ABSTRACT FROM AUTHOR]

This study offers a comprehensive literature review of the evolution of design studio education, focusing on the integration of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) technologies. The research explores current and future design studio models by examining the development of architectural design studio education and the importance of its physical spaces within a timeline framework. The literature review identifies key insights, analyzes patterns, and integrates findings to present a narrative of architectural education's historical evolution and prospects. The study highlights significant shifts in design studio education, moving from the traditional master-apprentice relationship to contemporary design studio spaces within architecture schools. It emphasizes the impact of social, economic, and technological developments on these models, particularly the shift to remote education necessitated by COVID-19. This transition highlighted the need for alternatives to physical studio spaces, directing attention to VR, AR, and MR technologies as potential solutions. Through a meticulous review process, this study examines how these emerging technologies can provide immersive and interactive learning experiences, enhancing flexibility and accessibility in design education. It discusses the benefits and challenges of integrating these technologies, considering their potential to function without needing a specific physical studio. Ultimately, this study contributes to the field by offering theoretical insights and practical guidelines for educators. It explores alternative models to enhance adaptability and addresses the implications of technological adaptation and crisis management. The findings enrich the academic literature and foster future research and discussion on the evolution of design studio education in the digital era. [ABSTRACT FROM AUTHOR]

This paper joins the conversation around care and maintenance through an account of affects of care in architecture. Affect and its binding power allows us to trace how care releases bodies, including the architectural body, into performative potentials – affect produced, exchanged and accumulated in care work. We present an empirical study across two universities (architecture studios) that provide insights into the complexities of caring and facilitating care by listening in to the multiple care-taking voices and care-engagements, within the context of COVID-19. We draw out the intimacies or bindings that are generated by and through such care acts in three interrelated ways: affective-material tinkering, stuttering temporalities and promise of care and its loss. In conclusion, we suggest how caring for a building is far from uniform and offer some future direction as to how an affects of care account can be helpful in studying diverse modes of (being in) the world of care in/through the built environment. [ABSTRACT FROM AUTHOR]

The architectural studio and architectural design teaching constitute the basic structure of architectural education. In architectural education, however, the process of "building" or "making" is an essential component of the learning process. Learning by doing is the learning and reinforcement of acquired knowledge and skills by transforming them into practice. This approach is an experience learning strategy that replaces textbooks and classroom lessons, where learning occurs passively, with active participation from the student to maximize effectiveness. As an educational theory, "learning by doing" has important potentials for architectural education. Experimental structures/pavilion designs produced by adopting this approach have recently become increasingly common in the field of architectural education. With experimental structures, students gain different learning experiences including design, structural theory, structure and construction. In this study, an analysis of experimental structures, which are small-scale pavilion applications designed and built by students, is conducted. In the study, 12 experimental structure/pavilion practices conducted by different architecture schools between 2010 and 2022 are analyzed and their place in architectural education is discussed. The results obtained reveal that learning by doing/experiencing by building 1:1 scale structures supports learning in architectural education and should be emphasized in the architectural education learning process. [ABSTRACT FROM AUTHOR]

Copyright of GRID - Architecture, Planning & Design Journal is the property of GRID - Architecture, Planning & Design Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the integration of cloud-based systems in architectural design education, with a particular focus on the "Introduction to Architectural Design" course in the context of online learning. Utilizing real-world examples, student surveys, and a comprehensive literature review, the research identifies a specific gap concerning the use of cloud drive systems in architectural design studio education. The methodology includes the unique context of an earthquake, after which all universities were directed to transition to online learning by the central government, and the Coordinator's prior experience with online architectural education at the Covid-19 era. Findings reveal positive trends and minor technical concerns in the application of cloud computing in architectural design instruction. The discussion and conclusion emphasize the profound effect of cloud drive systems on architectural design teaching, revealing an exciting frontier with both opportunities and challenges. The study contributes valuable insights for future implementations and research, aligning with broader educational trends and underscoring the need for collaboration among various stakeholders. [ABSTRACT FROM AUTHOR]

Copyright of AugenBlick is the property of Schueren Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This study aims to determine, examine and rank the factors/subfactors that may influence the students' productivity through different design phases inside the architectural design studio. In addition, it examines the relationships/interrelationships between these factors and students' educational level. Design/methodology/approach: This research used different research methods: literature review, semi-structured interview and questionnaire (n = 420), and different statistical analysis methods: descriptive, comparative and Pearson r correlation analysis. Findings: This research found that physical and administration factors significantly influence students' productivity, followed by social and psychological, design and operational, personal and natural environmental factors. Additionally, thermal comfort was the subfactor most affecting the students' productivity through all design phases. This research found that there were significant strong/very strong positive linear relationships/interrelationships between the student's education level and all the factors that may increase the students' productivity (r > 0.647), and between all the factors that may increase the students' productivity (r ranged between 0.521 and 0.873). The factors affecting students' productivity in the architectural design studio must be considered as a pool when designing architectural spaces. Practical implications: The research findings provide the stakeholders, researchers, architects and facilities managers in architectural education with information on improving students' productivity and enhancing the learning experience that positively affects their confidence and well-being in the design studio. In addition, this research provides information to develop guidelines for evaluating, designing and/or improving design studio environments that facilitate students' productivity. Originality/value: This research provides valuable insights into the students' productivity during design study and how to prepare students for future professional roles, increase their involvement in their design development process and improve the quality of design education. The productivity of the architectural design students during the design studio hours plays a significant role in improving the architectural learning process. Enhancing students' productivity during design studio hours promotes their design skills and future abilities of a problem-solving approach, which enhances the profession, provides an effective and comfortable student work environment, reduces the students' stress inside the design studio and meets the students' physical and emotional needs. [ABSTRACT FROM AUTHOR]

The article discusses the exhibition "Emerging Ecologies: Architecture and the Rise of Environmentalism" at the Museum of Modern Art in New York. The exhibition explores the intersection of architecture and the environment, presenting works that engage with social, environmental, and scientific concerns. It challenges the traditional understanding of architecture as purely aesthetic and highlights the broader forces that shape architectural thought and production. While the exhibition celebrates technological innovation, it also raises questions about the political and economic frameworks underlying some of the works. Overall, the exhibition offers a new perspective on architecture's relationship to the environment and calls for a shift in architectural theory and practice to address the current climate crisis. [Extracted from the article]

The study aims to demonstrate the importance of typomorphological knowledge as a method of contextual analysis in architectural design education. The Architectural Design Studio is a place for students to experience design tools, methods, and practice, and focuses on developing the ability to design and teach. Design, with its phases of analysis, synthesis, and evaluation phases, is a dynamic process that consists of adapting and transforming the information obtained from past experiences and making it suitable for the creation of new designs. The analysis phase is one of the most crucial stages in the architectural design process, as it involves the study of the context. The context typically includes tangible data such as topography, the built environment, functional relationships, the history of the area, and its current significance. The typomorphological approach is a method for studying context and is crucial to introduce into design education. The study intends to reveal the contribution of supporting imaginative education with theoretical knowledge to the design process and how typomorphological knowledge can be taught, in architectural design education. The paper analyzes the significance and role of context in architectural design education and process, provides knowledge on typomorphological approaches, and explores through examples the contributions of researchers using these approaches to design education in this field and how they produce solutions. The conclusion discusses the concepts, issues, and analytical techniques addressed by four different researchers in their architectural/urban design courses integrating typomorphology and the contributions of this knowledge to the architectural design process and the education of students. [ABSTRACT FROM AUTHOR]

Copyright of Association of Arab Universities Journal of Engineering Sciences (JAARU) is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In architectural education, the integration of Extended Reality (XR) technologies—including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR)—promises to revolutionise design studio teaching by offering immersive and interactive learning experiences. However, the broad adoption of XR in architectural education faces significant obstacles. These problems include a skills gap between students and educators, the challenge of establishing suitable simulation and experimental environments for specific educational needs, and the complexities of integrating these technologies into traditional curricula. This research aims to advance the pedagogical understanding of the value XR tools and techniques offer within an architectural design education context that engages students, teachers, and faculty members in a collective exploration of XR technologies. The study specifically focuses on integrating XR into the design studio's final review stage to enhance reviewer engagement and ensuing student learning outcomes, thereby transforming architectural design studio education. Utilising a Participatory Action Research (PAR) methodology, the study established an XR learning environment and created a collaborative review framework within a Master of Architecture programme. A mixed-methods strategy was employed for data collection to assess the impact of XR applications on design processes, review experiences, and learning outcomes. This strategy included creating digital prototypes of XR applications, followed by user testing to gather both qualitative feedback and quantitative performance data. In the practical implementation section, this article provides information on the applications that were developed for specific educational needs to create simulated and experimental environments. The focus is not only on the design of these applications but also on their ability to allow students to communicate with reviewers and audiences about their design projects. The findings indicate that XR technologies have the potential to enhance students' engagement by improving visualisation capabilities and bridging the gap between theoretical and practical aspects of architectural design. This study underscores the potential of XR technologies to transform architectural education, suggesting a framework for their integration into design studios. It contributes to the pedagogical discourse by providing insights into effective XR-based teaching methodologies and setting a foundation for future innovations and technology integration into architectural learning. [ABSTRACT FROM AUTHOR]

Scientifically explaining the design process in architecture and identifying the external and internal factors involved have been long-standing research topics. Within this uncertainty, accepted beliefs suggest that perception, logic, personal life experience, abilities, and creative power are all involved in the design process in various forms. Architectural design studio is one of the richest courses in architectural education where the nature of the act of design can be questioned. Studio courses host a creative process in which the course leader and students interact and share information. This article includes an exploration of the current state of architectural design education. In this direction, it is aimed to reveal the experiences of studio actors through literature research on architectural education and architectural design studios. In the article, a systematic literature review (SLR) and field study on the current situation of architectural design studios are carried out in order to test the theoretical knowledge about architectural design studios in the Turkish sample. Publications related to "architectural education" and "architectural design studio" were searched in the Web of Science (WoS) database and analyzed using the VOSviewer program. Additionally, the field study aimed to identify problems in studio education through surveys with 176 faculty members from 176 architectural faculties in Turkey and 188 architecture students from Yildiz Technical University and Karabuk University. The findings from the literature review and input from the instructors emphasize the importance of critical thinking and highlight the challenges faced. Student perspectives reveal a focus on guidance and effective communication within the studio environment. [ABSTRACT FROM AUTHOR]

Architectural design studio refers to both the physical space and the mode of instruction used in architectural training. This study aimed to qualify the selected cases of architectural learning environments in Kenya as architectural design studios using indicators of architectural studios developed from a critical review of selected literature. The study conducted a comparative survey of the status of architectural design studios of three selected cases against set indicators. Using the indicators, this study failed to qualify any of the three cases as architectural studios. While the literature suggests that mode of instruction should qualify a space as architectural design studios, this study revealed that pedagogy alone does not qualify studios. The literature and data from this study suggest that effective studio learning is a function of the space where learning occurs and the pedagogical approaches used. The study recommends that institutions offering architecture programs adhere to recommended accreditation standards, adopt the indicators developed by this study to qualify architectural design studios, embrace periodic behavioral and spatial evaluation of fitness of purpose of the physical environment to architectural learning, and develop standards to guide design, maintenance, and expansion of spaces for active learning. [ABSTRACT FROM AUTHOR]

Behavioral research investigates the link between human behavior and the natural and the built environment where the behaviors occur. In the ensuing interactions between human behavior and the environment, individuals change their environment, and, in turn, their behaviors are changed by their environment. This article addresses the problem that formal design processes have resulted in gaps between what users want and what professionals design for, and hence the need for spatial analysis. Traces in the physical environment that were consequences of user behaviors were documented. Case studies of the architectural design studios in three universities in Kenya were used. Observation of physical traces was used as a research technique. The study noted that the observed traces were indicators of use of the environment for prescribed activities, significant bad design, alteration of space, space abandonment, space abuse, and afforded appropriate and inappropriate activities and behaviors. The article discusses how the foregoing indicators can be used to improve the built environment. [ABSTRACT FROM AUTHOR]

n the Interior Architecture Design Studio, students often struggle with thinking and decision- making affecting the quality of their design outcomes. This compels the quest of understanding ‘collage’ as a tool for critical thinking, during conceptualising in the design process. There is limited literature related to this connection and a gap is felt in comparing the ‘collaging’ with the ‘critical thinking skills’. This research investigates ‘collage’ by reviewing the literature to understand its connection with architecture. Architect Tatiana Bilbao’s case studies, who uses collages over renderings provide a new perspective towards collaging. A study conducted at the 3rd year Interior Architecture Design Studio at a University in Ahmedabad, India, investigates collage’s effectiveness in decision-making when students use collage. The study is limited to collaging and model-making and does not explore other tools. It establishes collage’s effectiveness by contributing an approach that focuses on critical thinking for decision-making to achieve better quality designs in architecture and interior academia and practice. [ABSTRACT FROM AUTHOR]

Architectural discourse has often been described as predicated on the lone architect genius backed by a studio of supplicant architectural assistants. In recent years there has been a swing to the idea of crediting the numerous creative collaborations in the development of the arts – buildings or not. Guest‐editor of this 2 Matias del Campo uses AI to further question the independent, original‐thinking concept of authorship before reaching the ultimate conclusion. [ABSTRACT FROM AUTHOR]

This paper presents the design and evaluation of a prototype thermally active student desk (TASD) for personalized cooling retrofits using computational fluid dynamics (CFD) and field experiments. The study first developed an initial conceptual design for a TASD prototype made to esthetically match the desks in an architecture studio in a historic building that is frequently subject to comfort complaints. CFD simulations were used to validate the conceptual design and determine some component and system features. Four functional prototype TASDs for cooling were constructed and tested in the studio space with university students while the rest of the building was maintained at an extended temperature set point. CFD simulations predicted that the percent people of dissatisfied (PPD) would be ≤6% under all simulated scenarios. Surveys of 11 occupants who used the TASD revealed PPD of 9% (1/11), while PPD was 14% (17/120) among participants seated elsewhere in the building. The mean level of satisfaction (LOS) was similar among the two groups and thermal sensation vote (TSV) was slightly lower for the TASD users. This study demonstrates how a personalized conditioning system could be designed and integrated into the existing esthetics of buildings to provide cooling retrofits and potentially save energy. [ABSTRACT FROM AUTHOR]

Developing, experimenting, and sharing critical pedagogical approaches is becoming increasingly important in architectural education, which supposedly superposes theory and practice. In this article, the authors reveal and reflect on an enriching pedagogical approach to the traditional architectural design studio. It is acknowledged that students develop comprehensive examination and internalization abilities by developing reflective thinking and self-evaluation abilities that complement each other. Based on the pioneer educational theory of John Dewey, the researchers' selected instructional interventions. Using the action research method, four additional modes conceptualized towards disciplinary literacy -reading, mapping, discussion, and peer assessment-were injected into the traditional studio process during a semester of architectural design course. The pedagogical approach is built on questioning the two basic creativity-based abilities of learners: reflective thinking and self-assessment. The fundamental questions are: How can a reading-discussion setup designed to nurture disciplinary literacy in the design studio be a factor in developing reflective thinking ability? How can the systematic peer assessment exercise be a factor in the students' self-assessment and reflective thinking skills as a learning outcome? The results argue for the effects on students' intangible skills. The model studio setup exhibited two remarkable findings, showing that (i) the reading-discussion mode is more effective in generating reflective thinking and (ii) the systematic peer review exercise is more effective in gaining self-assessment ability. The aim is to contribute to the theory of education by making the model application in the field of architectural design studio accessible and reflective for other educators. [ABSTRACT FROM AUTHOR]

Copyright of Architectus is the property of Oficyna Wydawnicza Politechniki Wroclawskiej and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to evaluate the effectiveness and implementation of Bloom's Taxonomy specifically in the architectural institutions of Pakistan with design studios taken as a specific case. The Bachelor of Architecture degree program is designed to give architectural education to participants; focusing on developing skills related to building planning and construction. These skills can be achieved by incorporating the outcomebased education (OBE) system in the curriculum focusing on skill and knowledge building. Bloom's Taxonomy is a powerful tool for promoting OBE in education. A qualitative analysis based on a questionnaire survey was conducted among faculty members of recognized institutions offering Bachelor in Architecture programs, using a convenience sampling technique. The results show that incorporating Bloom's Taxonomy in architectural design studios can improve student learning outcomes and critical thinking ability. It is recommended to integrate the Outcome-Based Education system into the curriculum of architecture to enhance graduate learning milestones and guarantee successful completion of the degree program. [ABSTRACT FROM AUTHOR]

Chromakey has historically served as a promiscuous interlocutor between the real and virtual in which color anticipates a thing yet to exist. In this sense, chromakey performs as a placeholder that denies fidelity to either physical or virtual arenas; instead conjuring new spaces of contradiction superimposed with multiplicitous agencies. This essay examines the genealogy of chromakey while conceptualizing placeholders as spaces that leave room for something that might change, transform, and transverse. The popular usage of chromakey is tracked alongside artists whose work subverts the technology to inform an architectural design studio that critically examines the techniques, visual regimes, and cultural manifestations of contemporary digital spaces. [ABSTRACT FROM AUTHOR]

Copyright of DEPARCH Journal of Design Planning & Aesthetics Research is the property of DEPARCH Journal of Design Planning & Aesthetics Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An architectural design studio is a place for learning, experimentation, and exploration. Design of a built environment has constantly remained a collective activity where the architect, client, structural engineer, surveyor, service contractor, mason, and many others work together for a common goal. In the traditional design studio model, a student is expected to follow a set of design procedures like ideation, conceptualization iteration, and finalization to arrive at the outcome. He is supposed to design a built form based on context, climate, socio-economic parameters, and function using appropriate materials and technology. Often the process becomes a drool if the student is allowed to follow the sequence all alone. He or she may get stuck and lack motivation. But if the studio pedagogy involves discussion and an endeavor to explore rational thinking by adopting learning by doing together which may involve peer group discussion and continuous inputs from faculties, the process becomes much more interesting. A pupil studying architecture needs to cooperate and engage in design studios with his or her classmates and faculty. In addition, the students need to confederate, to achieve the objective of learning in a way that prepares them for the extremely synergistic phenomena of the architectural profession. (Crosbie, 1995; Daniels, 2002). This research aims to understand the effectiveness of design studios that can work in collaboration to refine every partaker's contribution to the design methodology. The research was supervised as a semester-long exercise that integrated forty-six students from the first-year Architectural Design program, at KLE Technological University, India. The author explored quantitative analysis in the form of rubrics along with qualitative parameters like peer assessment, faculty feedback, and student response in the design process. [ABSTRACT FROM AUTHOR]