Dynamics to support the design process: the experience with “School Deck” in design teaching
Research on the architectural design process focuses improving the quality of the built environment. Recent studies advance our knowledge on cognition and the human brain function to understand and support the creative design process. New forms of support for the various phases of the architectural...
Gorde:
| Egile Nagusiak: | , , |
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| Formatua: | Online |
| Hizkuntza: | por |
| Argitaratua: |
Universidade de São Paulo. Instituto de Arquitetura e Urbanismo
2018
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| Sarrera elektronikoa: | https://www.revistas.usp.br/gestaodeprojetos/article/view/142721 |
| Etiketak: |
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| Gaia: | Research on the architectural design process focuses improving the quality of the built environment. Recent studies advance our knowledge on cognition and the human brain function to understand and support the creative design process. New forms of support for the various phases of the architectural design process have been investigated and tools have been devised. The main issues of research in this knowledge area are: cognition, creativity, collaboration, information organization, productivity and design process management. Investigations have a common goal to improve the quality of the final product, the design of places (urban space, buildings and their infrastructure and furnishings). This article presents a study on the importance of applying these new forms of support to the design process, and describing teaching dynamics able to improve design education. This study is part of a doctoral research by one of the authors. Such dynamics are found in the literature in various forms such as board or card games, focus groups, brainstorming, and electronic tools, among others. A critical analysis on the available tools found in the literature is presented. A specific game called Baralho da Escola- Desembaralhando a ArquiteturaEscolar” for school building design was selected and shown to be appropriate for the design studio-teaching environment. Tests with this specific tool were made in the third year of the architecture course in the University of Sao Paulo. The format of the game enables participants to concentrate on important concepts of school design and supported productive discussions and decision-making. The application of this game with architecture students showed that these grasped the essential concepts of architectural programming and facilitated their own development of a brief for a school design project. Thus, our study shows that games are important tools to improve the design process. They can effectively and in an engaging way support the development of products of value and for the teaching environment demonstrate to facilitate learning of student’s design process.
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