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