Pub Date : 2023-03-15DOI: 10.1108/arch-09-2022-0206
Emina Zejnilović, Erna Husukić, L. Pignatti, Javier Castellano
PurposeThe purpose of this paper is to test an architectural studio pedagogy that originates from an experiment of a Summer School collaborative design studio, with participation of students, academicians and practicing architects, from seven Universities and five European countries.Design/methodology/approachThis pedagogical method follows recommended education for sustainable development (ESD) model, by linking formal and informal learning, and targeting development of the key competences needed for promoting sustainable progress: participation and collaboration, along with inter- and trans-disciplinarity. Combining active participant observation method with descriptive survey research, the paper evaluates the perspective of a small sample size of 27 participating students, who worked with 15 professors alternately, during a two-week design studio course.FindingsThe results indicate that such a form of non-formal education has positive impact on acquisition of targeted competences, confirming the strategic role that non-formal education has in reaching quality education learning outcomes, and advocating for the adjustments of existing curricula towards a more collaborative educational approach in architectural design.Research limitations/implicationsThe modest sample size presents a limitation in reference to generalization of results, neverthless its data are valuable, particularly within the context of maximizing the development of sustainable development goals (SDGs).Originality/valueThis endeavour was a part of an on-going Erasmus + CBHE (Capacity Building in Higher Education) project entitled transforming architectural and civil engineering education towards a sustainable model (TACEESM). Organized non-formal educational model is seen as a testing laboratory that blends a conventional methodology of a design studio with a highly collaborative, international and multi-disciplinary approach.
{"title":"An experiment of collaborative, international, multi-disciplinary design studio – Erasmus+ CBHE TACEESM project Summer School","authors":"Emina Zejnilović, Erna Husukić, L. Pignatti, Javier Castellano","doi":"10.1108/arch-09-2022-0206","DOIUrl":"https://doi.org/10.1108/arch-09-2022-0206","url":null,"abstract":"PurposeThe purpose of this paper is to test an architectural studio pedagogy that originates from an experiment of a Summer School collaborative design studio, with participation of students, academicians and practicing architects, from seven Universities and five European countries.Design/methodology/approachThis pedagogical method follows recommended education for sustainable development (ESD) model, by linking formal and informal learning, and targeting development of the key competences needed for promoting sustainable progress: participation and collaboration, along with inter- and trans-disciplinarity. Combining active participant observation method with descriptive survey research, the paper evaluates the perspective of a small sample size of 27 participating students, who worked with 15 professors alternately, during a two-week design studio course.FindingsThe results indicate that such a form of non-formal education has positive impact on acquisition of targeted competences, confirming the strategic role that non-formal education has in reaching quality education learning outcomes, and advocating for the adjustments of existing curricula towards a more collaborative educational approach in architectural design.Research limitations/implicationsThe modest sample size presents a limitation in reference to generalization of results, neverthless its data are valuable, particularly within the context of maximizing the development of sustainable development goals (SDGs).Originality/valueThis endeavour was a part of an on-going Erasmus + CBHE (Capacity Building in Higher Education) project entitled transforming architectural and civil engineering education towards a sustainable model (TACEESM). Organized non-formal educational model is seen as a testing laboratory that blends a conventional methodology of a design studio with a highly collaborative, international and multi-disciplinary approach.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91311814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-14DOI: 10.1108/arch-11-2022-0251
Mohd Zairul, M. Azli, Aznida Azlan
PurposeThis study aims to provide insight into the patterns and trends in the literature on the direction of future studio education in architecture schools, and can be useful to architecture schools, researchers and boards of studies in making decisions on how to move forward post-COVID-19.Design/methodology/approachThis study conducted a thematic review (TR) from SCOPUS and WoS that discuss the direction of future architecture studio education in the post-COVID-19 era and their recommendations for how to move forward.FindingsThe final theme is feedback studies, innovation in studio teaching, and a new model for post-COVID-19 studio education.Research limitations/implicationsDue to the temporal constraints of the data investigated between 2020 and 2022 based on the post-COVID period, only 13 publications were assessed based on the search strings utilized in this study, considering the decision and efforts made after COVID-19 among the participating architectural schools.Practical implicationsThis study will prove helpful to architecture schools, studio education researchers and the architecture board of studies.Social implicationsThis study intends to promote blended learning and enables the student to access the materials from anywhere at any time while enjoying the benefits of face-to-face (F2F) support and instruction.Originality/valueThis is the first review paper for architecture studio education post-COVID-19, as well as the first to use a TR approach to analyze the available literature on the subject. The focus on the post-COVID-19 period and the use of TR allow for a comprehensive understanding of the trends and patterns in the literature on the direction of future studio education in architecture schools. Additionally, this research aligns with the United Nations Sustainable Development Goal 4 on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, as it seeks to address the challenges and opportunities presented by the pandemic to support the learning and development of architecture students.
{"title":"Defying tradition or maintaining the status quo? Moving towards a new hybrid architecture studio education to support blended learning post-COVID-19","authors":"Mohd Zairul, M. Azli, Aznida Azlan","doi":"10.1108/arch-11-2022-0251","DOIUrl":"https://doi.org/10.1108/arch-11-2022-0251","url":null,"abstract":"PurposeThis study aims to provide insight into the patterns and trends in the literature on the direction of future studio education in architecture schools, and can be useful to architecture schools, researchers and boards of studies in making decisions on how to move forward post-COVID-19.Design/methodology/approachThis study conducted a thematic review (TR) from SCOPUS and WoS that discuss the direction of future architecture studio education in the post-COVID-19 era and their recommendations for how to move forward.FindingsThe final theme is feedback studies, innovation in studio teaching, and a new model for post-COVID-19 studio education.Research limitations/implicationsDue to the temporal constraints of the data investigated between 2020 and 2022 based on the post-COVID period, only 13 publications were assessed based on the search strings utilized in this study, considering the decision and efforts made after COVID-19 among the participating architectural schools.Practical implicationsThis study will prove helpful to architecture schools, studio education researchers and the architecture board of studies.Social implicationsThis study intends to promote blended learning and enables the student to access the materials from anywhere at any time while enjoying the benefits of face-to-face (F2F) support and instruction.Originality/valueThis is the first review paper for architecture studio education post-COVID-19, as well as the first to use a TR approach to analyze the available literature on the subject. The focus on the post-COVID-19 period and the use of TR allow for a comprehensive understanding of the trends and patterns in the literature on the direction of future studio education in architecture schools. Additionally, this research aligns with the United Nations Sustainable Development Goal 4 on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, as it seeks to address the challenges and opportunities presented by the pandemic to support the learning and development of architecture students.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88236769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-03DOI: 10.1108/arch-12-2021-0355
S. Srirangam, S. Gunasagaran, T. Mari, V. Ng, C. Kusumo
PurposeThere is an urgent need to develop a systematic tool for urban design in the cities of the Klang Valley, Malaysia. Sustainable Development Goal 11 (SDG11) proposes ideas to make cities and human settlements inclusive, safe, resilient and sustainable. This paper approaches this goal through land use, integrated into an effective connectivity network. It offers a scientific and systematic approach. The research employs Space Syntax of the University College London as a tool for urban analysis and the principles of Sustainable Street Networks developed by the Congress of New Urbanism to respond to connectivity issues.Design/methodology/approachThe paper employs empirical research through case studies. A systematic literature review is conducted on the diversified applications of the Space Syntax correlations, which steered the fundamental analysis of the elements of deconstruction to structure and land use. Space Syntax and Sustainable Street Network characteristics were the essential research methods. It is important to note that these data a new finding on the Syntactic Maps of the two case study cities.FindingsThe paper summarises a set of results on (1) international comparison of spatial intelligence, (2) patterns from the Eastern cases and (3) theoretical guidelines for spatial intelligence through the Syntax by offering key characteristics of the New Urbanism principles, which could be considered, while revitalising the cities in the Klang Valley, Malaysia.Research limitations/implicationsThe findings are specific and applicable to the oriental contexts. However, such results have been further compared to the Western context.Practical implicationsThe study develops a toolkit for urban planners and designers and architects in Klang Valley, Malaysia.Social implicationsThe research has focused and will add value for SDG11: Sustainable Cities and Communities. Theoretically, the paper offers insights to urban design readers.Originality/valueIt is important to note that the data itself is a new finding on Syntactic Maps of the two case study cities. The investigated setting is unique, and the first attempt in generating a Space Syntax map to the cities of Klang Valley, and the findings, therefore, offer a new set of knowledge-base to the city planners, urban designers, researchers and architects.
{"title":"Spatial intelligence: integration of land use to connectivity in the context of eastern urbanism","authors":"S. Srirangam, S. Gunasagaran, T. Mari, V. Ng, C. Kusumo","doi":"10.1108/arch-12-2021-0355","DOIUrl":"https://doi.org/10.1108/arch-12-2021-0355","url":null,"abstract":"PurposeThere is an urgent need to develop a systematic tool for urban design in the cities of the Klang Valley, Malaysia. Sustainable Development Goal 11 (SDG11) proposes ideas to make cities and human settlements inclusive, safe, resilient and sustainable. This paper approaches this goal through land use, integrated into an effective connectivity network. It offers a scientific and systematic approach. The research employs Space Syntax of the University College London as a tool for urban analysis and the principles of Sustainable Street Networks developed by the Congress of New Urbanism to respond to connectivity issues.Design/methodology/approachThe paper employs empirical research through case studies. A systematic literature review is conducted on the diversified applications of the Space Syntax correlations, which steered the fundamental analysis of the elements of deconstruction to structure and land use. Space Syntax and Sustainable Street Network characteristics were the essential research methods. It is important to note that these data a new finding on the Syntactic Maps of the two case study cities.FindingsThe paper summarises a set of results on (1) international comparison of spatial intelligence, (2) patterns from the Eastern cases and (3) theoretical guidelines for spatial intelligence through the Syntax by offering key characteristics of the New Urbanism principles, which could be considered, while revitalising the cities in the Klang Valley, Malaysia.Research limitations/implicationsThe findings are specific and applicable to the oriental contexts. However, such results have been further compared to the Western context.Practical implicationsThe study develops a toolkit for urban planners and designers and architects in Klang Valley, Malaysia.Social implicationsThe research has focused and will add value for SDG11: Sustainable Cities and Communities. Theoretically, the paper offers insights to urban design readers.Originality/valueIt is important to note that the data itself is a new finding on Syntactic Maps of the two case study cities. The investigated setting is unique, and the first attempt in generating a Space Syntax map to the cities of Klang Valley, and the findings, therefore, offer a new set of knowledge-base to the city planners, urban designers, researchers and architects.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87733255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThis paper aims to present a data mapping analysis that can be used for aligning the studio course with the United Nations (UN) Sustainable Development Goals (SDGs) by teaching professionals.Design/methodology/approachThe UN 2030 Agenda for Sustainable Development Goals (SDGs), released in 2015, has received global attention from various disciplines and sectors. Professional organizations in architecture have accelerated the engagement between their members and SDGs. This paper analyzes the two volumes of the Architecture Guide to the UN 17 Sustainable Development Goals prepared by the efforts of professional organizations or consortiums and published by the UIA between 2018 and 2020. The buildings presented as best practices in these guidebooks were analyzed to demonstrate various ways of capturing the SDGs in the architectural studio when designing the course content, process and teaching materials.FindingsThe analysis presents the kinship among the SDGs and architectural concepts, which are retrieved from the sample buildings in the guidebooks. The findings also refer to the targets for each goal to generate an easily applicable pedagogical path in architectural education. The results are presented as a model approach for SDG-focused studio teaching.Originality/valueAn in-depth review of the literature reveals the need for research based on SDG-focused pedagogies and the UN Architecture Guide.
{"title":"A guide for a guide: using UIA publications for an SDG-focused studio","authors":"Yenal Akgun, Özlem - Erdoğdu Erkarslan, Pınar Neşeliler","doi":"10.1108/arch-11-2022-0245","DOIUrl":"https://doi.org/10.1108/arch-11-2022-0245","url":null,"abstract":"PurposeThis paper aims to present a data mapping analysis that can be used for aligning the studio course with the United Nations (UN) Sustainable Development Goals (SDGs) by teaching professionals.Design/methodology/approachThe UN 2030 Agenda for Sustainable Development Goals (SDGs), released in 2015, has received global attention from various disciplines and sectors. Professional organizations in architecture have accelerated the engagement between their members and SDGs. This paper analyzes the two volumes of the Architecture Guide to the UN 17 Sustainable Development Goals prepared by the efforts of professional organizations or consortiums and published by the UIA between 2018 and 2020. The buildings presented as best practices in these guidebooks were analyzed to demonstrate various ways of capturing the SDGs in the architectural studio when designing the course content, process and teaching materials.FindingsThe analysis presents the kinship among the SDGs and architectural concepts, which are retrieved from the sample buildings in the guidebooks. The findings also refer to the targets for each goal to generate an easily applicable pedagogical path in architectural education. The results are presented as a model approach for SDG-focused studio teaching.Originality/valueAn in-depth review of the literature reveals the need for research based on SDG-focused pedagogies and the UN Architecture Guide.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88802478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.1108/arch-07-2022-0156
A. O. El-Kholei, Ghada A. Yassein
PurposeSustainable development requires a mental shift that induces behavioral modification. Education is central to sustainable development as it alters an individual's worldview. Egypt is a signatory to Agenda 2030 and its 17 Sustainable Development Goals (SDGs). Many Egyptian educational institutions have adopted the universal trend of incorporating sustainability and SDGs into their curricula. A recent UN assessment reports that Egypt faces challenges in meeting most SDGs. Therefore, this article investigates how students' knowledge, attitude and practices reflect their awareness regarding sustainability? Has their education induced any behavioral changes? What is the instructors' role in mainstreaming sustainability?Design/methodology/approachThe article investigates the progression of environmental consciousness among Egyptian architectural students and its relationship to sustainability. There are two sources of data: (1) documents, including study plans and course descriptions, and (2) a questionnaire developed and distributed electronically among students from public, private and international schools. The authors used a variety of data analysis methods. They used SPSS for statistical analysis to determine similarities among the students and correlations between variables. They then used Atlas.ti to analyze curricula, study plans and student replies to open-ended questions.FindingsThe interrogated curricula equate sustainability with the environment, as some consider energy conservation equivalent to environmental conservation and protection. Others emphasized environmental control issues as measures of green architecture. The results suggest that students' knowledge and awareness are not conducive to practices expected to yield sustainable designs. The impact of architectural and planning education on altering their attitudes is minimal. Public schools treat students as passive objects, whereas international and some private schools attempt to adhere to the globally accepted architectural pedagogy ideals, transforming the student's mindset.Research limitations/implicationsEducation in architecture is crucial to achieving sustainable development because it prepares future professionals who can contribute to sustainability through their practice. The findings show that architectural and planning education has a negligible effect on students' knowledge and attitudes, which influence their practices. Reforming architectural and planning education is a requirement to accomplish the SDGs. The reform requires instructors to introduce students to the theory of knowledge and critical thinking, thus enabling graduates to be competitive in global labor markets. Reforming education will direct the research agenda of staff members and graduate students toward contemporary research problems.Originality/valueThe research method that mixes qualitative and quantitative methods of inquiry is the first aspect of the originality of the research. Linking te
{"title":"Embedding sustainability and SDGs in architectural and planning education: reflections from a KAP survey, Egypt","authors":"A. O. El-Kholei, Ghada A. Yassein","doi":"10.1108/arch-07-2022-0156","DOIUrl":"https://doi.org/10.1108/arch-07-2022-0156","url":null,"abstract":"PurposeSustainable development requires a mental shift that induces behavioral modification. Education is central to sustainable development as it alters an individual's worldview. Egypt is a signatory to Agenda 2030 and its 17 Sustainable Development Goals (SDGs). Many Egyptian educational institutions have adopted the universal trend of incorporating sustainability and SDGs into their curricula. A recent UN assessment reports that Egypt faces challenges in meeting most SDGs. Therefore, this article investigates how students' knowledge, attitude and practices reflect their awareness regarding sustainability? Has their education induced any behavioral changes? What is the instructors' role in mainstreaming sustainability?Design/methodology/approachThe article investigates the progression of environmental consciousness among Egyptian architectural students and its relationship to sustainability. There are two sources of data: (1) documents, including study plans and course descriptions, and (2) a questionnaire developed and distributed electronically among students from public, private and international schools. The authors used a variety of data analysis methods. They used SPSS for statistical analysis to determine similarities among the students and correlations between variables. They then used Atlas.ti to analyze curricula, study plans and student replies to open-ended questions.FindingsThe interrogated curricula equate sustainability with the environment, as some consider energy conservation equivalent to environmental conservation and protection. Others emphasized environmental control issues as measures of green architecture. The results suggest that students' knowledge and awareness are not conducive to practices expected to yield sustainable designs. The impact of architectural and planning education on altering their attitudes is minimal. Public schools treat students as passive objects, whereas international and some private schools attempt to adhere to the globally accepted architectural pedagogy ideals, transforming the student's mindset.Research limitations/implicationsEducation in architecture is crucial to achieving sustainable development because it prepares future professionals who can contribute to sustainability through their practice. The findings show that architectural and planning education has a negligible effect on students' knowledge and attitudes, which influence their practices. Reforming architectural and planning education is a requirement to accomplish the SDGs. The reform requires instructors to introduce students to the theory of knowledge and critical thinking, thus enabling graduates to be competitive in global labor markets. Reforming education will direct the research agenda of staff members and graduate students toward contemporary research problems.Originality/valueThe research method that mixes qualitative and quantitative methods of inquiry is the first aspect of the originality of the research. Linking te","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86859671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-17DOI: 10.1108/arch-10-2022-0228
Aparna Datey
PurposeThis paper describes the curriculum design of an architectural studio course aimed at making concepts of sustainability accessible, understandable and practicable to second-year undergraduate students. Architectural education and design pedagogy is shaped and interrogated in the Global North or Western Europe and North America and influences various pedagogical approaches in the Global South. By including exemplars, voices and practices from global, historical, vernacular and contemporary contexts, understanding of sustainability is enriched.Design/methodology/approachThe approach to course design included decolonising the curriculum and making it relevant for globally diverse future professionals. The studio theme of “memory and history” was framed as responsiveness to context and experiencing the site. Students were required to define place, and articulate form and space with sensitivity towards social, cultural, environmental and ecological aspects. The lectures, exercises and interactive activities emphasised design process, in-progress work, and experimentation through sketching, diagramming, drawing, and making study models which scaffolded student learning under the guidance of tutors.FindingsThe findings show that to make the process of learning to design in an environmentally responsive manner explicit for students, approaches to curriculum design must have a global and inclusive curriculum, engage students in experiential learning through doing/making to develop critical thinking skills, encourage students to synthesise and transfer learning to and from other settings and contexts, and interpret knowledge-power relationships and co-construction processes embedded in studio-based teaching and learning.Originality/valueThe original contribution of the course is that it creates an inclusive, experimental and decolonised space for co-construction of knowledge about designing sustainable environments.
{"title":"Decolonising the design curriculum: making “sustainability” accessible, understandable and practicable to second-year undergraduate architecture students","authors":"Aparna Datey","doi":"10.1108/arch-10-2022-0228","DOIUrl":"https://doi.org/10.1108/arch-10-2022-0228","url":null,"abstract":"PurposeThis paper describes the curriculum design of an architectural studio course aimed at making concepts of sustainability accessible, understandable and practicable to second-year undergraduate students. Architectural education and design pedagogy is shaped and interrogated in the Global North or Western Europe and North America and influences various pedagogical approaches in the Global South. By including exemplars, voices and practices from global, historical, vernacular and contemporary contexts, understanding of sustainability is enriched.Design/methodology/approachThe approach to course design included decolonising the curriculum and making it relevant for globally diverse future professionals. The studio theme of “memory and history” was framed as responsiveness to context and experiencing the site. Students were required to define place, and articulate form and space with sensitivity towards social, cultural, environmental and ecological aspects. The lectures, exercises and interactive activities emphasised design process, in-progress work, and experimentation through sketching, diagramming, drawing, and making study models which scaffolded student learning under the guidance of tutors.FindingsThe findings show that to make the process of learning to design in an environmentally responsive manner explicit for students, approaches to curriculum design must have a global and inclusive curriculum, engage students in experiential learning through doing/making to develop critical thinking skills, encourage students to synthesise and transfer learning to and from other settings and contexts, and interpret knowledge-power relationships and co-construction processes embedded in studio-based teaching and learning.Originality/valueThe original contribution of the course is that it creates an inclusive, experimental and decolonised space for co-construction of knowledge about designing sustainable environments.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80041760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1108/arch-05-2022-0114
R. Daher
PurposeThe purpose of this paper is to investigate the effect of different levels of place understanding (primarily typo-morphological analysis) on the nature of interventions within historic urban setting and buildings within the City of Amman.Design/methodology/approachThe research methodology depended on an extensive thematic survey and analysis. The typo-morphological analysis addressed several of Amman's residential hills and their connections with the downtown area. The thematic place survey tool included different units of analysis (e.g. buildings, public spaces, streets and sloped lands between streets) and addressed the values of these various buildings and spaces, their typology, typo-morphology and relation to the urban context, nature of change and transformations over time to mention a few. The extensive survey also included semi-structured interviews about these buildings addressing their emergence, historic context and values.FindingsThe paper presents an architectural typology for Amman's architecture and its relationship with the city's morphology stressing the specificity of Amman's historic core and residential hills. The paper also discusses the effect of this level of place understanding on the nature and levels of interventions within historic settings and buildings.Research limitations/implicationsThis level of place understanding (typo-morphological analysis) can have a positive impact on the practice of architectural and urban conservation by informing the nature of interventions within historic urban setting and buildings within the city. More specifically, this level of place understanding can, first, inform the development of urban and heritage guidelines within conservation areas in one of Amman's residential neighborhoods (Weibdeh) and, second, inform the nature of interventions to existing historic buildings based on respect of building typology.Originality/valueThis paper contributes to the disciplines of architectural and urban conservation illustrating how place understanding can inform practices of heritage conservation and future policies and strategies concerning new intervention within such heritage places.
{"title":"Effect of typo-morphological analysis and place understanding on the nature of intervention within historic settings: the case of Amman, Jordan","authors":"R. Daher","doi":"10.1108/arch-05-2022-0114","DOIUrl":"https://doi.org/10.1108/arch-05-2022-0114","url":null,"abstract":"PurposeThe purpose of this paper is to investigate the effect of different levels of place understanding (primarily typo-morphological analysis) on the nature of interventions within historic urban setting and buildings within the City of Amman.Design/methodology/approachThe research methodology depended on an extensive thematic survey and analysis. The typo-morphological analysis addressed several of Amman's residential hills and their connections with the downtown area. The thematic place survey tool included different units of analysis (e.g. buildings, public spaces, streets and sloped lands between streets) and addressed the values of these various buildings and spaces, their typology, typo-morphology and relation to the urban context, nature of change and transformations over time to mention a few. The extensive survey also included semi-structured interviews about these buildings addressing their emergence, historic context and values.FindingsThe paper presents an architectural typology for Amman's architecture and its relationship with the city's morphology stressing the specificity of Amman's historic core and residential hills. The paper also discusses the effect of this level of place understanding on the nature and levels of interventions within historic settings and buildings.Research limitations/implicationsThis level of place understanding (typo-morphological analysis) can have a positive impact on the practice of architectural and urban conservation by informing the nature of interventions within historic urban setting and buildings within the city. More specifically, this level of place understanding can, first, inform the development of urban and heritage guidelines within conservation areas in one of Amman's residential neighborhoods (Weibdeh) and, second, inform the nature of interventions to existing historic buildings based on respect of building typology.Originality/valueThis paper contributes to the disciplines of architectural and urban conservation illustrating how place understanding can inform practices of heritage conservation and future policies and strategies concerning new intervention within such heritage places.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87260878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.1108/arch-10-2022-0213
H. Sopher, L. Lescop
PurposeThis paper aims to describe the immersive atelier model (IAM), a pedagogical model for remote inter-university studios that promotes quality education. The IAM uses multi-user virtual environments (MUVEs) in two atelier types: A predefined MUVE and a student-shaped one. The study questions how the IAM, using MUVEs, meets the needs of remote inter-university studios. The research explores how MUVE types are used and experienced by students.Design/methodology/approachForty-six students that participated in a remote studio course involving three universities were monitored through observations and a post-course questionnaire, responded to by twenty-five students.FindingsFindings provide insights into the learners’ experience and a rich description of the teaching and learning acts that emerged while using the MUVEs types. Student-shaped MUVEs were found particularly supportive of acts associated with indirect learning and conceptualization. The study identifies subtypes of student-shaped MUVEs that support these desired educational acts.Research limitations/implicationsFindings provide encouraging insights for expanding the traditional atelier beyond its physical constraints and supporting sustainable quality education in remote inter-university studios.Practical implicationsThe IAM can assist tutors in designing future virtual design studios to achieve diverse knowledge and learning progress.Social implicationsThis paper fulfills an identified need to update the atelier pedagogical model to support sustainable quality education in remote inter-university studios. Based on the affordances of MUVEs, the IAM expands the traditional atelier with types of virtual ateliers to support the learners’ sense of belongingness and engagement.Originality/valueInnovatively, the IAM simultaneously uses MUVEs as educational and design spaces that enhance learning.
{"title":"Learning in metaverse: the immersive atelier model of the architecture studio","authors":"H. Sopher, L. Lescop","doi":"10.1108/arch-10-2022-0213","DOIUrl":"https://doi.org/10.1108/arch-10-2022-0213","url":null,"abstract":"PurposeThis paper aims to describe the immersive atelier model (IAM), a pedagogical model for remote inter-university studios that promotes quality education. The IAM uses multi-user virtual environments (MUVEs) in two atelier types: A predefined MUVE and a student-shaped one. The study questions how the IAM, using MUVEs, meets the needs of remote inter-university studios. The research explores how MUVE types are used and experienced by students.Design/methodology/approachForty-six students that participated in a remote studio course involving three universities were monitored through observations and a post-course questionnaire, responded to by twenty-five students.FindingsFindings provide insights into the learners’ experience and a rich description of the teaching and learning acts that emerged while using the MUVEs types. Student-shaped MUVEs were found particularly supportive of acts associated with indirect learning and conceptualization. The study identifies subtypes of student-shaped MUVEs that support these desired educational acts.Research limitations/implicationsFindings provide encouraging insights for expanding the traditional atelier beyond its physical constraints and supporting sustainable quality education in remote inter-university studios.Practical implicationsThe IAM can assist tutors in designing future virtual design studios to achieve diverse knowledge and learning progress.Social implicationsThis paper fulfills an identified need to update the atelier pedagogical model to support sustainable quality education in remote inter-university studios. Based on the affordances of MUVEs, the IAM expands the traditional atelier with types of virtual ateliers to support the learners’ sense of belongingness and engagement.Originality/valueInnovatively, the IAM simultaneously uses MUVEs as educational and design spaces that enhance learning.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86642754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-23DOI: 10.1108/arch-10-2022-0232
Cameron McEwan
PurposeThe aim of this article is to develop an architectural pedagogy for the Anthropocene. The author reflect on a project within a postgraduate architectural theory module to address the following questions: How can architectural pedagogy articulate critical modes of production that contribute to quality education in the time of the Anthropocene? What are the ideas, values and practices needed?Design/methodology/approachThe method employed is close reading of texts focussed on three areas: critical theory and pedagogy, political theory and the Anthropocene, and architectural theory and typological urbanism. These theoretical narratives are placed in dialogue with a reflection on a design research pedagogical project. The theoretical narratives and design research project seek to articulate the multidimensionality of critical education. The methodology enacted in the paper performs the pedagogy of the classroom.FindingsThe study yields compelling conclusions regarding the potential for rethinking the idea of typology under the pressure of the Anthropocene and of critical pedagogy combined with design research to take positions on urgent political and social matters. The author concludes with a toolkit of concepts, values and knowledge practices.Originality/valueAt a time when disciplines tend towards discrete specialisation, while the need for knowledge production is ever more transdisciplinary, this paper develops inventive techniques and conceptual frameworks for supporting approaches where different fields and ideas make contact as a collective task in the era of the Anthropocene. It updates theories of typology to address contemporary pressures.
{"title":"Architectural pedagogy for the Anthropocene: theory, critique and typological urbanism","authors":"Cameron McEwan","doi":"10.1108/arch-10-2022-0232","DOIUrl":"https://doi.org/10.1108/arch-10-2022-0232","url":null,"abstract":"PurposeThe aim of this article is to develop an architectural pedagogy for the Anthropocene. The author reflect on a project within a postgraduate architectural theory module to address the following questions: How can architectural pedagogy articulate critical modes of production that contribute to quality education in the time of the Anthropocene? What are the ideas, values and practices needed?Design/methodology/approachThe method employed is close reading of texts focussed on three areas: critical theory and pedagogy, political theory and the Anthropocene, and architectural theory and typological urbanism. These theoretical narratives are placed in dialogue with a reflection on a design research pedagogical project. The theoretical narratives and design research project seek to articulate the multidimensionality of critical education. The methodology enacted in the paper performs the pedagogy of the classroom.FindingsThe study yields compelling conclusions regarding the potential for rethinking the idea of typology under the pressure of the Anthropocene and of critical pedagogy combined with design research to take positions on urgent political and social matters. The author concludes with a toolkit of concepts, values and knowledge practices.Originality/valueAt a time when disciplines tend towards discrete specialisation, while the need for knowledge production is ever more transdisciplinary, this paper develops inventive techniques and conceptual frameworks for supporting approaches where different fields and ideas make contact as a collective task in the era of the Anthropocene. It updates theories of typology to address contemporary pressures.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86481801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-16DOI: 10.1108/arch-07-2022-0153
Pariya Sheykhmaleki, S. Yazdanfar, Sanaz Litkouhi
PurposeAlthough some architects have found spatial order and proportion strategy effective in designing the environment for autistic children, it is not clear what spatial ratios are preferred for autistic people. Therefore, this study aims to find the desired ratio among autistic and non-autistic children.Design/methodology/approachThe scale model questionnaire was chosen to determine the difference in the ratio preferences for autistic and non-autistic children, whereas two access types between the space zones are also considered. The questionnaire was administered to 50 autistic children, with a half-and-half distribution of moderate and mild autism groups, while males are twofold. It was also administered to 50 non-autistic children, approximately equal in terms of gender division. The scale model was designed in the form of a dollhouse to be played with a doll in 6 varied rooms categorized by 3 different ratios (1:1, golden ratio, 1.6:1 and 5:2) and 2 access types (linear and radial access) to measure how many times each room was selected by each group to run numerical analysis.FindingsIt was shown that, although the golden ratio has been previously considered in space design for autistic children, they appealed to the ratio of 2:5 with high frequency. While there is a significant difference between the spatial ratios preferred by autistic and non-autistic children choosing the golden ratio, the same type of space access system is preferred by both groups in their results.Originality/valueDespite the prevalent use of the golden ratio in design for autism design, this research shaped an empirical study for autistic users concluding a different perspective in design for autism.
{"title":"Comparing desired spatial ratios among autistic and non-autistic children","authors":"Pariya Sheykhmaleki, S. Yazdanfar, Sanaz Litkouhi","doi":"10.1108/arch-07-2022-0153","DOIUrl":"https://doi.org/10.1108/arch-07-2022-0153","url":null,"abstract":"PurposeAlthough some architects have found spatial order and proportion strategy effective in designing the environment for autistic children, it is not clear what spatial ratios are preferred for autistic people. Therefore, this study aims to find the desired ratio among autistic and non-autistic children.Design/methodology/approachThe scale model questionnaire was chosen to determine the difference in the ratio preferences for autistic and non-autistic children, whereas two access types between the space zones are also considered. The questionnaire was administered to 50 autistic children, with a half-and-half distribution of moderate and mild autism groups, while males are twofold. It was also administered to 50 non-autistic children, approximately equal in terms of gender division. The scale model was designed in the form of a dollhouse to be played with a doll in 6 varied rooms categorized by 3 different ratios (1:1, golden ratio, 1.6:1 and 5:2) and 2 access types (linear and radial access) to measure how many times each room was selected by each group to run numerical analysis.FindingsIt was shown that, although the golden ratio has been previously considered in space design for autistic children, they appealed to the ratio of 2:5 with high frequency. While there is a significant difference between the spatial ratios preferred by autistic and non-autistic children choosing the golden ratio, the same type of space access system is preferred by both groups in their results.Originality/valueDespite the prevalent use of the golden ratio in design for autism design, this research shaped an empirical study for autistic users concluding a different perspective in design for autism.","PeriodicalId":51801,"journal":{"name":"Archnet-IJAR International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83391498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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