The impact of research and representation of site analysis for creative design approach in architectural design studio.

• This study discusses the impact of site analysis in an architecture design studio. • This study aims to explore strategies that link site analysis and design application to bridge the gap between research and representation as a framework for applying architectural design education. • This study describes how research shapes site analysis and explains how representation can contribute to understanding the research. In the context of architectural education, design studio projects generally begin with the research of design themes and contexts; however, few attempts have been made to appreciate site analysis as reliable architectural design research. This study aims to explore strategies that link site analysis and design application to bridge the gap between research and representation as a framework for applying architectural design education. To bridge this knowledge gap, this study describes four phases of site analysis—(1) site selection, (2) site survey, (3) problem identification, and (4) suggestion for the design approach —in which visual expression of the representation technique was explored to develop a creative design approach through observation and analysis of students' work. A curriculum that adopts the four phases of site analysis was developed based on the SPC and expanded for second-year architecture students in the university. The results showed that there are differences between architecture students in schematizing specific ideas and analysis methods, and that a substantial change in the process occurs when including visual expression in site analysis. In addition, the combination of group-based work and site analysis led to problem-solving that showed co-evolution. Finally, the study describes how research shapes site analysis and explains how representation can contribute to understanding the research. Site analysis consists of an initial attempt to explore research related to creative approaches, and may benefit both architecture educators and students. [ABSTRACT FROM AUTHOR]