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Register a new userA General Framework for Design Courses: Experimentation towards a Comprehensive Architectural Curriculum
هيكل عام لمقررات التصميم تجربة على طريق تكامل المنهج الدراسي المعماري
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Damascus University ورقة بحثية
Publication date
2014
fields
Civil Engineering
and research's language is
العربية
Authors
رافع حقي( باحث )
Created by
Shamra Editor
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يسبب التباين في طرائق التعليم مشكلات عديدة تجعل من رحلة طالب العمارة الدراسية رحلة شاقة، و ربما محبطة. لذلك تقترح هذه المقالة هيكلاً تعليمياً لمقررات التصميم يسعى لوضع خارطة طريق تتتابع وفقها المعلومات و تبنى على أساسها القدرات التصميمية للطالب. يرتب الهيكل المعلومات المطروحة و يسلسلها بالتوافق مع تراكم الخبرات النظرية التي يكتسبها الطالب من فصل دراسي إلى آخر. يستند الهيكل إلى المناحي الرئيسة الثلاثة التي يتناولها أي تصميم وفقاً لفيتروفيوس و هي الوظيفة و الإنشاء و الشكل، يضاف إليها منحيان باتا عظيمي الأهمية هما المنحيان البيئي و الاجتماعي. طبق هذا الهيكل بشكل مبدئي مدة فصلين دراسيين في الجامعة الدولية للعلوم و التكنولوجيا بدمشق، و طبق معه أيضاً التحكيم العلني للمراسيم جميعها. تظهر النتائج الأولية من خلال استبيان و مقابلات تقبل الأساتذة و الطلاب لفكرتي الهيكل العام و التحكيم العلني. عملياً، أظهر الاستبيان أن تطبيق الهيكل لا يزال غير كامل و يحتاج إلى بعض الوقت كي يعتاد عليه الأساتذة و يتبنوه بشكل جدي، أما التحكيم العلني فقد كان حماس الطلاب له كبيراً.
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 parallel 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.
References used
Forsyth, G., et al. (2007). National Forum on Studio Teaching. Australia: University of New South Wales
Kuhn, S. (2001). Learning from the Architecture Studio: Implications for Project-Based Pedagogy. International Journal of Engineering Education, vol. 17, no. 4 -5, pp. 349-352
La Harpe, B., et al. (2009). Assessment Focus in Studio: What is Most Prominent in Architecture, Art, and Design? International Journal of Art & Design Education, Volume 28, Number 1, February 2009, pp. 37-51
Ostwald, M., et. al. (2008). Understanding Architectural Education in Australia, volume 2. Australia: Australian Learning and Teaching Council
Salama, A. (1995). New Trends in Architectural Education: Designing the Design Studio. Raleigh, NC: Tailored Text and Unlimited Potential Publishing
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