Abstract

Forming designers in a fast-changing international scenario is a challenge for most schools and departments of architecture. It is in the design studio where students not only develop and apply analytical thinking skills, partly acquired in regular courses, but also abilities related to design synthesis and evaluation. However, a major question is how to effectively use knowledge and abilities in a manner that will lead to successful learning processes, and satisficing outcomes. To this aim, the Whole-to- Part-to-Whole Design is proposed in the architectural design studio as a catalysator of students’ capabilities, and as an approach for processing and integrating knowledge in a co-evolutionary way. A case study of a dwelling project is analysed to illustrate how the design approach is implemented. The paper discusses how the approach, can help to bridge the existing educational gap between analytical abilities and design skills. Pedagogical implications are presented.

Keywords:

design studio, architecture, co-evolution, knowledge integration

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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Jun 25th, 12:00 AM

Whole-to-Part-to-Whole: Co-Evolutionary and Integrative Design Approach

Forming designers in a fast-changing international scenario is a challenge for most schools and departments of architecture. It is in the design studio where students not only develop and apply analytical thinking skills, partly acquired in regular courses, but also abilities related to design synthesis and evaluation. However, a major question is how to effectively use knowledge and abilities in a manner that will lead to successful learning processes, and satisficing outcomes. To this aim, the Whole-to- Part-to-Whole Design is proposed in the architectural design studio as a catalysator of students’ capabilities, and as an approach for processing and integrating knowledge in a co-evolutionary way. A case study of a dwelling project is analysed to illustrate how the design approach is implemented. The paper discusses how the approach, can help to bridge the existing educational gap between analytical abilities and design skills. Pedagogical implications are presented.

 

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