Date

2015-11-24

Author

Elias Özkan, Soofia Tahira

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Contrary to the conventional design approach, which starts with analytical studies at the beginning and then moves on to the actual design process (2D sketching and diagrams to work on plans), the methodology used in this paper mainly depend on designing directly using three-dimensional methods (3D digital software Or Handmade techniques). This is to let the student in architectural schools (or designer) deal and think in solving the design issues (matter) in three-dimensional manner without relying on the traditional methods of design that is based on conventional analytical studies (two dimensions). The employment of the proposed methodology is based on five stages, each stage must be completed within the specified timetable. Each of these stages adorned and ends up with an evaluation criteria for the students' proposals and work. Many tutors who are already supervising other design studios groups are invited to perform the evaluation of the students' work. Additionally, tutors are left free to independently suggest the proper factors for evaluating every stage provided that the suggested factors must be set clear and fit into obvious numerical scale. By finalizing the evaluation of the essential five stages proposed in this methodology it can be said that the adaptation of many suggested factors can be dealt with as an evaluation model (criteria) for any design projects in academic and learning domain. Accordingly, these proposed factors would essentially play a significant role to measure the value-added by the use of models to the design in the one hand, and assessing how the students (designers) perform during the design process in the other hand. Determining these assessment parameters will also refine the controversial that the assessment of students' projects (design) is usually based on the subjective (instructors) evaluation and opinions or even attitudes that may vary from person to another. Therefore, the purpose of conducting such a studio methodology in various architecture schools is to find out the possibility of having standard evaluation criteria in determining the common assessment factors and measuring value in design studio. Determining the students' performance and the value of peer learning in the model-making environment are among the major concerns of this study. Hence, all the above mentioned issues should be able to clarify whether model making has any significant impact on architectural education and physical practice. Therefore, this methodology has been proposed as a method of learning for the schools of architecture in which the educational process is mainly practical-based (design studio). OBJECTIVES This paper is dedicated to employ new design studio method based on design directly with (3D) models. This is to investigate the following objectives:  To reinforce the practice of learning by doing.  To strengthen tangibility in order to develop perception through tactile senses by relying on their hands when making objects.  Increase flexibility in design concepts (through observation of models within the context of the site)  To promote freedom in design thought.  To increase and develop the students' perception in design by interacting and manipulating their design compositions (mass) physically.  To increase the issue of creativity in design (for the students)  Creating a collaborative learning environment among students to strengthen learning outcomes.  To confirm that the evaluation process for any architectural project (design) cannot be subject to individual evaluation and estimation, but should be governed by clear statistical considerations. The above mentioned objectives have been proved by conducting the method of "learning-by-doing" which based on handmade model-making in many national and international schools of Architecture such as: University of Benghazi and Elmergib University.

URI

https://hdl.handle.net/11511/74924

Collections

Department of Architecture, Conference / Seminar