Prototyping in the in - between. A Method for Spatial Design education

2016 ◽  
Author(s):  
Jennie Anderson-Schaeffer ◽  
◽  
Marianne Palmgren
Keyword(s):  
Design Education ◽  
Spatial Design

scholarly journals Visual Communication for Students’ Creative Thinking in the Design Studio: Translating Filmic Spaces into Spatial Design

Buildings ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 91
Author(s):  
Eun Joo Park ◽  
Mi Jeong Kim
Keyword(s):  
Visual Communication ◽  
Design Education ◽  
Creative Thinking ◽  
Architectural Design ◽  
Three Dimensional ◽  
Design Studio ◽  
Conceptual Tool ◽  
Visual Communication Design ◽  
Spatial Design ◽  
Architectural Design Studio

Representing visual experiences is an essential part of architectural design education for creativity. The representation of creative ideas relates to the ability to communicate spatial design concepts. This study examined whether filmic spaces could function as visual communication to enhance students’ creative thinking in architecture. It explored how creativity can be supported throughout an architectural design studio with a conceptual tool that translates filmic spaces into spatial design. To investigate the ways to translate filmic space into spatial design tools for creative thinking, we conducted a design studio with first-year university students. Focusing on using various elements of film, including movement, frame, montage, light, and color, and scene changes to represent architectural languages, a curriculum was developed and implemented in a Visual Communication Design Studio for one semester, stimulating students to engage in expressing their ideas in three-dimensional spaces. The overall results suggested that the design education method that used the filmic space as a stimulating tool for creative thinking, emphasizing the role of visual communication, could enhance students’ creative thinking, leading to improved creative design processes.

scholarly journals Architectural Travelers: The Role of Field Trips in Spatial Design Education

2021 ◽  
Author(s):  
Berk Kesim ◽  
Nilüfer Baturayoğlu Yöney
Keyword(s):  
Informal Learning ◽  
Cultural Context ◽  
Design Education ◽  
Architectural Design ◽  
Learning By Doing ◽  
Field Trips ◽  
Spatial Design ◽  
The Social ◽  
The Right

Architectural design and its education are physio- and socio-spatial activities. In other words, creating space is concerned with understanding the physical as well as the social/cultural context to produce meaning and values beyond determining and answering the right questions. Informal learning environments have always been an integral part of the profession even before its formal definition. Experiential learning or field trips play a significant role in architectural and spatial design education, yet procedural aspects of designing such a journey have not been discussed by educators regarding active and informal learning. This paper aims to understand the role of field trips and re-discover how they contribute to spatial design education at undergraduate level through the processes of learning by doing and research by design / design by research. The field trips, or the context, are discussed with a three-fold focus as an interdisciplinary design process: (1) Understanding the study field from macro to micro scale; (2) Experiencing and observing the society, culture and daily life; (3) Comparative studies through visits to buildings with similar programs. Case studies with local, national and international/foreign contexts from design studios of primary and secondary cycles are presented in order to illustrate this process.

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