Insight into Research Dilemma in Design Studios and Relationships with the Architecture Curriculum

Abstract

Design studios play a significant role to train the students in architecture programs. Studios call as core modules in programs that are supposed to apply the knowledge, skills, and abilities of the students for the design’s topic, process, and project. However, the design process follows a tradition in studios based on project design than research activities. The research applied the qualitative content analysis method to analyze the design studio modules' descriptions. The finding of the research identifies that the content of the modules' descriptions does less adapt to research activities. Despite the inductive content explanations, the analysis activities are far from a comprehensive research approach due to the missing aspects in the content of the modules descriptions in the curriculum. In conclusion, research activity is an essential segment of architecture education that has been missing in the curriculum due to the time and location. However, complexity, uncertainty, and variety in the design context remind the necessity of integrating design studio with real-world studio activities through research orientation.

The student's evaluation of the delivery of the theoretical courses due to warning mask and social distance during the pandemic condition

“…The role of the teacher in the study was mentioned as one of the important factors to shape the training of the students in the education process (Morgan & Shackelford, 2018). Education in architecture has r ooted in the interaction between the students and instructors who is the leader of the design studio (Schon, 1987;Tafahomi, 2022). The relationships between the instructor and the students follow the interactions in the sessional meetings to discuss the design project through critics and comments that have emerged between the students, instructor, and the design project (Bold & Hutton, 2007;Franz, 1994;McClean & Hourigan, 2013;Tafahomi, 2021a).…”

Educational behavior of the students in the design studios during the pandemic time

“…Perhaps, for this reason, Schon defined an architecture design studio as a location for dialogue between the students and instructor to develop design ideas (Schon, 1984; through desk-crits that have a long history in architecture training and education (Proudfoot, 2000). The instructor of design studios normally arranges the desk-crits based on the individual, peer, and group in different stages of development of the design project (Tafahomi, 2022). This process is constructed based on interactions between the students and instructors regularly during the whole semester through discussion, drawing together, and revising the design ideas to develop the project (Tafahomi, 2021a).…”

“…It has a long history in terms of open design studios for art, architecture, and design in French education culture (Dizdar, 2015;Draper, 1977;Drexler, 1975;Tafahomi, 2021a). A design studio is a place where the students learn how to draw and design an architectural project under the supervision of the studio leader who is called the coordinator or instructor of the design studio (Tafahomi, 2022). The education and training of the students are constructed based on the social interaction between the students and instructors in daily activities including three times per week, ten hours, as the official time of studios and other times as some theoretical courses that the students should pass with other lecturers (DoA, 2012;FAED, 2009).…”

Developing a Design Framework to Methodize the Architecture Thesis Projects with Emphasis on Programming and Conceptualization Processes

“…In Bauhaus the traditional ateliers were replaced with workshops and studios such as clay, painting, sculpture, metal, and fabric to engage the mind of students with alternatives for design concepts, processes, and products. The applications of the different methods, approaches, and tools in the design process have a significant impact on the education process of the students (Tafahomi, 2022a). Some architecture schools still emphasize the circle of the redrawing of the great architectural projects by the elite architecture as a way of understanding architecture and getting inspiration for the concept of architectural projects based on an orthodox tradition of Beaux Art (Draper, 1977;Drexler, 1975;Garric, 2017;Littmann, 2000;Madanovic, 2018;Tafahomi, 2021a;2022a).…”

“…The applications of the different methods, approaches, and tools in the design process have a significant impact on the education process of the students (Tafahomi, 2022a). Some architecture schools still emphasize the circle of the redrawing of the great architectural projects by the elite architecture as a way of understanding architecture and getting inspiration for the concept of architectural projects based on an orthodox tradition of Beaux Art (Draper, 1977;Drexler, 1975;Garric, 2017;Littmann, 2000;Madanovic, 2018;Tafahomi, 2021a;2022a). This logic was constructed based on neoclassicism ideology in romanticism in the 17th century.…”