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Living & Learning, Date: 2014/09/03 - 2014/09/05, Location: Sheffield

Publication date: 2014-09
Pages: 70 - 73
Publisher: aae

Living & Learning


Vandenhende, Karel


The sequence of a typical design process does not always work for architecture students. For them, not being able to foresee the contextual consequences of their first ideas, the result of their design process often turns out at the end as a choice of the less disturbing option. This lack of integration of the built environment or landscape in the design process, makes good architecture difficult, because earlier research proves that in good architecture, more satisfactory solutions encompass more topics of the stated problem at the same time. A literature review learns us that thematic assignments simplify the complexity of architectural problems and make it possible to learn to focus on certain aspects. Also, by working on scale 1/1, students can easily focus on the existing fabric, difficulties of rescaling and representation are both omitted out of the design process and they get direct feedback from context and users. And in efficient learning processes, the order in which steps are applied in practice, does not have to be the order in which they should be taught. These three strategies were applied in a thematic studio assignment, that started where the design process in practice often ends; with the realisation of an intervention in an environment.