8th International PhD & DLA Symposium University of Pcs Pollack Mihly Faculty of Engineering and Information Technology

Design Studio methodology: Linking research, teaching and practice

(Touristic Resort in Tekija, Public places around future metro stations in Belgrade, Drogenanlaufstelle area complex reconstruction in Bern)

professor MSc Petar Arsid teaching assistant Ivica Nikolid, PhD student assistant professor Mirjana Devetakovid, PhD

I _DESIGN - Complexity of Design - Design as a defined process ?

II_Design Studio - Architectural education

III_Design Studio and Practice - possible results

DESIGN - Research as a priority

Power of good design is in ourselfes and in our ability to learn the world both emotionally and by reason.
Peter Zumthor

Architecture and urbanism are related to the needs of their surrounding community, to the many variable factors. Research in Design* as a only logical way of successful interpretation and a possibility of creation of new-future reality. Central question: How to include research in design and even how to use design in/for research?

There is a consensus in the acceptance and implementation of the general guidelines of the research, which includes "transparency of :problem description, methods and results , in order to enable others to confirm the value of knowledge and to understand and if necessary repeated research and experiments , leading to the acquisition of knowledge Akin (2008)

Central problem: Understand design nature and design ambiguity, in a way to: -establish possible common methods - structure content and finally - define process of work

I _DESIGN brief story

DESIGN NATURE - Old dillemas about design 1. In between nature - Intuitive and rational

RESEARCH Science ART

DESIGN
Knowledge Rational CREATIVITY Expression Intuitive

2. Complex nature Design encompass many different, even contradicted aspects with one goal to unify it in one whole solution (project,) 3. Uniqueness and particularity Each problem represent different situation 4. Uncertainty and Work in progress There is always many different possible solution Constant review, development and changes from the initial idea to the final solution 5. Design as an activity of prediction and of conceptualising the future The design process is constantly facing "forward" to what "could be"

In terms of specificity of design as a discipline, an important conclusion is that the design is not solely focused on empirical and pre-existing facts and prescriptive knowledge and skills, not only expressive, intuitive approach to the problem of the act, but is determined by the specificity of discipline - Designerly way of knowing and thinking
Designerly enquiry Breen (2005) a) Decomposition of the elements how its work b) Reference design study understanding idea instead of ideal idol c) Visualization and Communication presentation and representation d) Variations - scenario "could be" instead of "should" These attributes and specific design procedures are applicable and can be used as a didactic setting in the educational process.

II_DESIGN STUDIO Architectural education

Design Studio is the central subject of the architectural curriculum, where through direct communication between students and teachers ("teacher-student") are examined the spatial problems and tasks. Communication and discussions in the studio are partly formal (also common presenting papers - presentations and studio critic), while it is mostly informal communication "one-on-one" between teacher and student. During this process, the student is directed to move forward in the right direction, and practically student learns by doing. In line with this, the traditional setting, there are interpretations that accuse Studio teaching procedure as much more oriented to final solution, less to the process and methodology, and that students knowledge remains tacit and on a subjective level. (Salama, 1999) This kind of Studio methods prevents the externalization of relevant knowledge, verification and further use of such results.

Other possibility Studios defined process examination of the key elements, terms, processes, and learning through problem solving. - examination and problematization of the key elements, terms, processes, and learning through steping out

- significance and importance of complex inter-related levels: analytical understanding, critical thinking and creative procedure
- spatial synthesis Based on the structured content and the defined process (Salama, 2007), this model of teaching in Studio deviates from the exclusive study of forms and skills of handling with form, and explaining to students : what to design and how to design. In this way the design can be studied, tested, and knowledge can be transferred, because the students, through a series of mostly clearly specified and structured activities, are guided to the realization of idea, and final design and results.

The idea was, not only to integrate teaching process model into the Studio (bearing in mind the characteristics cited by Salama (2007), but also to facilitate the externalization of knowledge. Also emphasizing of research approache, structuring content and defining process of work in studio, could provide the potential use of the results achieved in studio for the spatial and functional-program studies in practice. (realized projects-subjects in Studio Belgrade metro, Tourist settlement in Tekija, Cultural district Bern)

Analitical understanding Task exploration

- Task presentation - Presentation and lectures - Defining preliminary
premises

Creative synthesis/ Spatial synthesis Interpretation

- Conceptualizing of idea - Conceptualizing of possible solutions variety of ideas

Design creation
- Developing of different solution
- Concepts selection - Final design

Info&Analyses
- Standards overview - Referential studies

Applied Design process in Studio, according to Salama (2007)

Studio Project 4 Synthesis, at 6th semester of Bachelor studies, school year 2011.

Studio subject: Touristic complex in Tekija, Serbia

1. Initial premises

integrated approach to the study and analysis of the natural and built environment and layered relationships between natural and constructed environments

2. REFERENTIAL STUDIES -Design research - studying examples from literature, familiar object and context, - Context research (identity research of context) - the treatment of certain typology of different concepts in a defined context - Typological research - research of defined building typologies in different contexts - Research design - refers to the critical approach, questioning the object and context, and involves the process of innovation and creating solutions outside the established principles.

Design research This included case studies, that are not simply gathering information and forming repertoire of "ideal" form and solutions, but selection based on values and implicitly linking values with the already set design issues and objectives.

Context research

-Introduction to the physical and morphological characteristics of location-area (topography of the terrain, compositional characteristics, physical capacity, etc.)
- Analysis of the characteristics of ambient Studio exercise - RE: POSITIONING

Typological studies and research the program settings - A critical review of program settings set by the Master Plan, - Testing spatial capacity and demands for specific program settings - Investigation of possible typologies and structural assemblies for the proposed program setting

Studio exercise - RE: PROGRAMMING

3. Spatial synthesis Spatial synthesis is the final act of the design process, and the entire design process involves different stages of the analytical understanding, critical thinking and creative decision-making and interpretation of all the information first to the schematic designconcept, and then to the final elaboration of the spatial forms and solutions.

The presented projects were selected because of their specific approach to the design process, and the final solutions that are characterized by: sensitive relation to place (site) and creative interpretation of the program. In these works mentioned characteristics were recorded at: - Relationship of designed physical structure to the quality of the location (geography, topography, figure / field relationships), - formal site characteristics expressed through the designed form - ambienthal and environmental characteristics of designed complex and objects - transformations and changes in the standard functional-spatial assemblies of touristic settlements and adaptation to defined idea, finally to modern conditions and user at all

Contextual algorithms

Group of student works metaphorically called "contextual algorithms" has a dynamic relationship between the natural and built, in terms of: - Landscape - mutual relations of topography-geometric structure of the natural terrain and geometric structure of urban settings and individual buildings - Creative interpretation and transposition of known and familiar systems of spatial-functional organization into new models-typologies
The focus of the concept is not traditional in the sense of creating "autonomous" spatial structures and facilities, as well as independent geometric code and the establishment of specially constructed logic and structure. On the contrary, the essence of this approach is a shift towards creative "action" of comprehensive design of place and territory.

Architectural apstraction of ground geometry TRIANGULATION

- adjusting - transformation

Final design Fishing museum

Natural system of space organization-assemblies INTERPRETATION

RE: COMPOSITION of natural system into VORONOI DIAGRAM - ADJUSTING

- INITIAL SPATIAL SYNTHESIS

- FINAL DESIGN

III_Design Studio and Practice - possible results

- Database and Knowledge n addition, these data are part of a wider network of information and have the potential to present a valid external database and knowledge for all stakeholders in the teaching, practice. / e-learning portal / - Improving students' knowledge and teaching practice this approach allows both students and teachers to have greater control over all decisions and procedures conducted during school hours in the studio, and directly in the design process - Knowledge transfer from university to practice Redefining the approach of two often opposing poles of knowledge, "academic" that occurs within the Academy-University and "practical" oriented directly addressing problems and tasks in practice.

- Continuous cooperation there is a need "to build a network of knowledge transfer by increasing the flow of knowledge from universities and public research centers to create appliance goods" (Gibbons et all, 1994) real test of project tasks through a variety of different solutions, proposals and possible spatial variations.

Research projects

Knowledge
flow

knowledge

Academy Practice
Knowledge
flow

Real projects

Thank s for Your attention