Thirteenth International Conference on Design Principles & Practices

Abstract

History has determined how people have exploited three profoundly human capabilities: the ability to create, identify, and define knowledge. At the root of architecture design education lies the development of skills to recognize and resolve challenges. In response, students at under-graduation need to have a knowledge of, and a competence to address, the questions of the physical world that surrounds them. Architecture design education also seeks to develop skills of investigation, idea generation, communication, and evaluation. The ability to explore situations, define and analyze challenges to suggest creative ways to address them and harness technology are all valuable skills that architecture students should possess. The broad structure to conduct studio assignments could be orientation, consolidation, induction, exploration, application, experimentation and expression respectively. This is further regulated by efficient studio management highlighting assignment objectives and pursuing faculty to mentor students with above-mentioned design structure. This design structure aims to address the ways in which knowledge can be integrated, and the possibility through which it could meet the capability of the human mind, in terms of conveyance and assimilation. This presentation shall speak to the methodology and results of applying an innovative method to conduct architectural design studio. It details a method of maximizing the capacity of studio faculty to communicate the desired knowledge base, and also build up the capacity of students to integrate their creative and technical abilities.