Different teaching methods make students’ educational experience hard and even frustrating. This article
suggests a framework for architectural design courses that aims to provide a general road map according
to which information is addressed in pa
rallel with theoretical information gained from other courses. It is
based on the three main issues of architectural design as defined by Vitruvius; namely, function,
structure, and form. Two other issues are also addressed: the social and the environmental side. The
framework was applied for two semesters at the International University for Science and Technology in
Damascus; open juries were also used for the first time. Results obtained from questionnaires and
interviews indicate acceptance of the proposed framework and the idea of open juries by faculty and
students. However, the application of the framework requires longer time to be fully and seriously
accepted and then adopted by faculty. Students were enthusiastic about the open jury.
Most colleges of architecture in the Arab countries use the closed studio system where students of one level work separately with their instructor in one studio. Also known is the open studio where a
number of design levels share the same space. Stu
dents in such a studio benefit socially and academically where they can share and exchange information and ideas. With all its benefits, this type
of studio is not well known in the Arab countries. The International University for Science and Technology was moved to Damascus as a result of the current affairs, and the Architecture Department is now using the conference room of the Information Building in the Eastern Park.
A number of studios use this space at the same time; thus, the Department was forced to utilize the open studio system. This was an opportunity to evaluate this experience especially after a full year of
utilization. A questionnaire which was answered by 64 students and 4 faculty members shows that the subjects questioned believe that the open studio allowed more social interaction among students, better
social relationships with faculty, more academic cooperation among students, and better chances to benefit from faculty. A large majority of subjects asked wished that the official campus of the University would accommodate similar arrangement.
Based on this study, it was clear that social and human relations among students got better, and professional interaction increased. Therefore, the study recommends that programs of architecture
would adopt the idea of open studio at least in one studio during any student’s education. It also recommends the development of a studio culture document which guides the relationship among students themselves and among students and faculty. A main objective of such a statement would be to put into practice the concept of team work and professional cooperation.
Architectural design subject is the backbone of the architectural education
curriculum. Moreover, the outcome of architectural design subject of first year is the base
that will form the students’ architectural thinking and skills in the upper leve
ls.
In this research, the author is attempting to examine architectural design educators'
views (36 teachers) of the First Year on the subjects of design education and the design
process. Since students' views are very important in formulating an educational model of
the design process, the author will also collect some students' views (114 students) from
architecture faculty, where he is employed at the University of Damascus.
The Study reveals several suggestions for improving the design methodology for
architectural design education in general and in first year in specific.
