A process oriented design pedagogy

KFUPM sophomore studio

Research output: Contribution to journalArticle

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Abstract

The design studio is the heart of architectural education where most schools of architecture devote 30% to 50% of their curriculum to design training and teaching. The design studio is the kiln where future architects are moulded and the main forum for creative exploration; interaction; and assimilation. However; theorists; academics; and researchers voiced the opinion that most design studio teaching continues to provide students with little understanding of the value of design as a technique; a process; or a set of purposive procedures. This paper argues for a process oriented design pedagogy by outlining an assessment of traditional teaching practices and by introducing a model that advocates the view that the process and the product are equally valuable components of studio teaching. Constituted in two major categories of process and teaching style; the model addresses students’ individual differences. The implementation of the model at KFUPM sophomore studio is reported together with examples of outcomes of students’ work.
Original languageEnglish
Pages (from-to)16-31
Number of pages17
JournalCentre for Education in the Built Environment Transactions
Volume2
Issue number2
DOIs
Publication statusPublished - Sep 2005

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teaching
Teaching
student
teaching style
architect
teaching practice
assimilation
curriculum
pedagogy
interaction
education
school
Values

Keywords

  • design studio
  • collaborative design
  • collaborative learning
  • cognition
  • problem based learning

Cite this

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title = "A process oriented design pedagogy: KFUPM sophomore studio",
abstract = "The design studio is the heart of architectural education where most schools of architecture devote 30{\%} to 50{\%} of their curriculum to design training and teaching. The design studio is the kiln where future architects are moulded and the main forum for creative exploration; interaction; and assimilation. However; theorists; academics; and researchers voiced the opinion that most design studio teaching continues to provide students with little understanding of the value of design as a technique; a process; or a set of purposive procedures. This paper argues for a process oriented design pedagogy by outlining an assessment of traditional teaching practices and by introducing a model that advocates the view that the process and the product are equally valuable components of studio teaching. Constituted in two major categories of process and teaching style; the model addresses students’ individual differences. The implementation of the model at KFUPM sophomore studio is reported together with examples of outcomes of students’ work.",
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author = "Salama, {Ashraf M}",
note = "Transactions CEBE, Higher Education Academy Journals, 2005. Available in the public domain - can be viewed and downloaded by the public without restrictions.",
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A process oriented design pedagogy : KFUPM sophomore studio. / Salama, Ashraf M.

In: Centre for Education in the Built Environment Transactions, Vol. 2, No. 2, 09.2005, p. 16-31.

Research output: Contribution to journalArticle

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