Bridging the gap between research and schematic design phases in teaching architectural graduation projects

key words:

Predesign bridging

phase;

Graduation project;

Problem solving;

Mind mapping;

Student selfcriticism;

Peer criticism

Abstract:

architectural design studio:

Graduation projects in architectural programs:

backbone

research

project phases

research problem

students finish writing the research thesis

face difficulty in:

translating the collected data into actions

to engage the initial idea of the project.

aims

highlight the transitional stage between:

research

schematic design

predesign bridging phase=transitional stage between

The goal

propose a practical strategy for:

bridging the gap between:

research

schematic design

to facilitate derivation of
the design concept from:

different output variables to enable the creation of a *suitable architectural morphological language.*

research methods

pedagogical framework applying it to the architectural graduation design studio

survey=> evaluate the efficiency of the proposed framework in helping them bridge the gap between the research and schematic design phases.

Descriptive and inferentialstatistics analysis

used to analyze the research data

Introduction

graduation project course is :

special type of project based learning course.

main component of the architectural education:

design studio

as the heart of the education process

continuous development

design problem are major challenges for architecture students

This condition indicates the importance of the predesign bridging phase in teaching the graduation design studio.

students work on the inspiration of concepts

to reach suitable language morphology for the project

In the
stage of schematic design:

conventional evaluation

interim critiques

improve the students’ work

so we need:new transitional phase between :

schematic design

reaserch

Literature review

1- Design creation proces

2-Teaching pedagogy for architectural
graduation project

3- Architectural graduation project phases

4- Critical thinking in the predesign bridging
phase

5- Problem-solving strategies in the predesign
bridging phase

6- Freehand sketching strategy in the
architectural design studio

7- Critique strategies during the predesign
bridging phase

8-Student self-assessment

9- Student peer assessment

Research method

1- Nature of and scenarios in the graduation
design studio

2- Applying the conceptual framework in the
predesign bridging phase

1- Information visualization phase

2- Student self-critique phase

3- Student peer critique phase

Reflection on applying the conceptual
framework to student

1- Research hypotheses

2- Methodology

3- Statistical analysis method

4- Findings

Teaching method

Assessment strategies

Post evaluation

5- Testing the main hypotheses

Challenges

6- Discussion

Conclusion

work aims to

highlight the predesign bridging phase as the transitional stage between research and schematic design phases

creation of a suitable architectural morphological language.

framework:

questionnaire survey

during the predesign
bridging phase and measured

level of their
final products after the final assessment

The correlation analysis showed

the direct positive
correlation between the selected and applied teaching method

in
this initial critical phase

and the students’ satisfaction toward the final results of the projects and their performance in the final critique

designer should focus on a small group of object

a group of related concepts rather than a single idea, which she defined as the “primary generator” that generates a solution

architectural programs offer two courses for a graduation project

research phase

design course

provide an effective solution to a hypothetical design problem

4 primary stages

research

design development

schematic design

construction documentation

The conceptual design process consists of:

creativity

cognitive and social process

cultural background

healthy studio culture

respect

optimism

innovation

sharing

engagement

design problem Solving

analysise synthesise evaluatione decision

Synthesis can be described as finding solutions to generate a reaction to certain problems

Synthesis is the essential proficiency architects need

core strategy for design communication:

sketching

helps students understand the relationships among forms and create functional solutions in the synthesis phase

most popular assessment tools are the desk and summative critiques

Students assess themselves for various reason

evaluate understanding of the content

self-assessment

Students assess themselves for:

evaluate their understanding of the content and demonstrate the achievement of objectives and outcomes

Peer assessment contributes the formative assessment, in which students comment on and judge their colleagues’ work

peer assessment approach affect the involvement and responsibility stance of the students

promote learning

enhance the provision of feedback

4 main architectural design studio phases

schematic design

design development

construction documentation

final presentation

framework highlights that 2main aspects

1- mind-mapping strategy, freehand sketching, and physical modeling.

2- student selfcritique and peer critique strategies.

graphical representation

information visualization phase

engaging students in 3 main consequence strategies

1- mind-mapping

2- freehand
sketching

3- physical modeling

allowed them to judge their work

helped determine initial proposal

highlight the positive points, aspects of their projects and determine weaknesses

The peer criticism:

help develop students’ skills

collaboration among students in the design studio

allow students to receive feedback

correlation
between reflection of the new applied framework the predesign bridging

measuring the students’ satisfaction level toward their final products after the final assessment

survey consisted effective quantitative method

The methods used to analyze data were descriptive and
inferential statistics

data analysis

demographic were initially studied

Frequency tables

as descriptive statistical tools

Correlation analysis

used as inferential statistical techniques

relationship between predesign bridging phase’s strategies and
students’ achievements, final results

selfcriticism helped to enhance their initial concept