Abstract

In practice, the design process often starts with the development of a concept; however, architecture and interior design students frequently misunderstand the identification and application of a concept in the design studio. Elusive in nature for the beginning designer since it can only be “seen” under the scrutiny of analysis, typically in an introductory history of architecture course, students struggle to effectively employ a concept to advance the design of a studio project. Even when it is applied in a more advanced scenario, it is somewhat difficult for students to understand not only why concepts are used, but also how to recognize them in an existing context. The development of a concept must weave throughout the curriculum from the foundation studio to the final capstone/thesis studio, with supporting courses that enhance conceptual development and provide meaningful connections between all levels of studio. Engaging the student in a visual, creative way that provides cognizance about the ideas and concepts of architecture and interior design is a three-pronged approach that, when integrated, helps them to develop a strong foundation in history, basic design vocabulary, and drawing. Studio courses act as a sort of laboratory to implement and explore concepts and ideas discovered in the supporting courses. This paper describes and illustrates a methodology, the HoLDS Method (History, Language, Drawing, and Synthesis), for professors to adapt in their curricula to introduce these concepts to students throughout their design education. From this synthesis, the students’ knowledge and use of a successful concept evolves. By threading the various elements together (history, language, drawing) throughout the curriculum, students can then see, draw, describe, and engage concepts in their studio projects. To illustrate this methodology, the Interior Architecture Program at The George Washington University (GWU) will be used as a case study.