In this article some methods have been listed as methods that "Methods that may stimulate creativity and their use in architectural design education"
Do you have experience about using any of these methods or other systematic methods in your architectural design education? and If yes , what do you think about these methods benefits or challenges for architecture design education?
http://link.springer.com/article/10.1007/s10798-009-9102-z
Yes, I applied systematic design methods to generally first year students in 1970's. I cant remember the details now. It was quite successful. Later I applied to product design students and I publish some articles about it. In academia.edu you can find my articles.
This would have been a relevant question between 1970 and 1980. Really this filed has moved from prescribing methods to understanding how Designers really work and why. I would not recommend using instructed so called systematic methods at a time when students are struggling to find their own way of designing. It could be rather damaging.
Have you had a look at your these recent papers applying system thinking & human-centred design processes?
Sorry - RG doesn't seem to let me share the link. http://systemic -design.net/sdrn/
http://systemic-design.net/sdrn/
This link may be of interest to you. Primalriy a description of the analytic design consulting approach within the firm of Gensler...
http://www.gensler.com/expertise/consulting
Douglas
http://www.gensler.com/expertise/consulting
Hi, I've tried with little (or no) sucess both in education and professional work. There are too many variables and the fact that you personnaly weight them differently already compromises the result. It can have some result as a straight jacket when you are working alone but when in the project you envolve others that all flyes of the window. my next move will be to apply decision methos in BIM.
I am taking architecture studio of the different level for last 13 years.
Initially, I used to follow the modernist approach of dragging students into the prescribed system.
What teacher says is the most appropriate thing. Later I have changed my way of conducting studies. I do lot experiment based on students perception and interest.
Start with two-dimensional composition and gradually start doing three-dimensional projects.
In our studios, we also use external help
We conduct total 13 studios, and my University operates Three Semester curriculum.
Studio one- We take help from an Artist for Sketch
Studio two We engage a Sculptor (3-dimensional effort)
Studio three- We hire a Photographer for visualisation. This studio focuses mainly ergonomics.
the book universal methods of design, 1oo ways to research complex problems, develop innovative ideas and design effective solutions in my bookshelf as a layer of dust 3 mm thick. You could draw with your finger on it's cover.
I suppose that says something about method in design studio professional practice.
On the other hand, if you are talking about education then it's a different beast altogether.
1. The exercices are preplanned and simplified to the degree of almost syliness (the word exists?) so that the students can fulfill the task in the available academic slots.
2. There is a teacher. A figure of authority to comply to (do I need to go further?)
3. There are no clients, no interested parties, no unions, no money involved and no risk. It's all play and no pain (if we assume a bad grade it's not a real pain). You don't have to deal with different perspectives, objectives, egos, etc.
4. there is no competition. No one is going to steal your work, and you have no economical stakes.
this is probably why the only companies I've heard saying they use a method is only to impress their potential clients and to create artificial control points to invoice the client.
I'll look for the Asma suggestion with hope.
regards
and good luck with your research.
luis
Hi Sajjid, I agree to what Bryan and others have said about less prescriptive methods. In my dwisnf studios there is usually a theoretical proposition (e.g. climate change related urban heat island effect); a design technique/ strategy (which students have to find themselves) and tools which I propose to students to find a strategy. So students have a wholistic theoretic understanding and have some tools like mapping, overlays etc. To find a design strategy for themselves. I hope this helps.
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