Dynamics to support the design process: the experience with “School Deck” in design teaching

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...

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Hoofdauteurs: Deliberador, Marcella Savioli, Kowaltowski, Doris Catharine Cornelie Knatz, Taralli, Cibele H.
Formaat: Online
Taal:por
Gepubliceerd in: Universidade de São Paulo. Instituto de Arquitetura e Urbanismo 2018
Online toegang:https://www.revistas.usp.br/gestaodeprojetos/article/view/142721
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institution Universidade de São Paulo
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author Deliberador, Marcella Savioli
Kowaltowski, Doris Catharine Cornelie Knatz
Taralli, Cibele H.
spellingShingle Deliberador, Marcella Savioli
Kowaltowski, Doris Catharine Cornelie Knatz
Taralli, Cibele H.
Dynamics to support the design process: the experience with “School Deck” in design teaching
author_facet Deliberador, Marcella Savioli
Kowaltowski, Doris Catharine Cornelie Knatz
Taralli, Cibele H.
author_sort Deliberador, Marcella Savioli
title Dynamics to support the design process: the experience with “School Deck” in design teaching
title_short Dynamics to support the design process: the experience with “School Deck” in design teaching
title_full Dynamics to support the design process: the experience with “School Deck” in design teaching
title_fullStr Dynamics to support the design process: the experience with “School Deck” in design teaching
title_full_unstemmed Dynamics to support the design process: the experience with “School Deck” in design teaching
title_sort dynamics to support the design process: the experience with “school deck” in design teaching
description 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.  
publisher Universidade de São Paulo. Instituto de Arquitetura e Urbanismo
publishDate 2018
url https://www.revistas.usp.br/gestaodeprojetos/article/view/142721
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spelling oai:revistas.usp.br:article-1427212020-07-01T20:39:50Z Dynamics to support the design process: the experience with “School Deck” in design teaching Dinâmicas de Apoio ao Processo de Projeto Arquitetônico: a experiência com o Baralho da Escola no ambiente de ensino de projeto. Deliberador, Marcella Savioli Kowaltowski, Doris Catharine Cornelie Knatz Taralli, Cibele H. design process support dynamics design teaching games design methodology processo de projeto dinâmicas de apoio ensino de projeto jogos metodologia de projeto. 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.   Os estudos sobre o processo de projeto em arquitetura permanecem como foco das pesquisas cujo enfoque é a melhoria da qualidade do edifício construído. Pesquisas recentes continuam avançando nos estudos sobre as questões cognitivas do cérebro humano e podem colaborar para o entendimento do processo criativo, inclusive na área de projeto arquitetônico. Diversas e novas formas de apoio às etapas do processo de projeto em arquitetura vem sendo estudadas, dando atenção às questões da cognição, da criatividade, da colaboração, da organização da informação e da produtividade e gestão das etapas, com o objetivo de melhorar a qualidade do produto final.  Este artigo apresenta um estudo desenvolvido como parte do doutorado de uma das autoras sobre a importância da utilização dessas novas formas de apoio ao processo de projeto, levantando dinâmicas capazes de colaborar com o ambiente de ensino de projeto. Tais dinâmicas mostram-se dispersas pela literatura e em formatos variados, como jogos de tabuleiro, de cartas, grupos focais, brainstormings, ferramentas eletrônicas, entre outras. Apresenta-se revisão bibliográfica sobre essas técnicas disponíveis e a experiência de uso do jogo Baralho da Escola- Desembaralhando a Arquitetura Escolar no ambiente de ensino foi selecionada como estudo de caso para esta pesquisa. Testes com essa ferramenta foram utilizados com alunos de terceiro ano de arquitetura e urbanismo, da Universidade de São Paulo e sua utilização mostrou-se muito favorável, facilitando o aprendizado de programa arquitetônico. O formato do jogo propiciou maior foco dos participantes, por meio de uma discussão ampla e bastante produtiva. A experiência com a ferramenta do Baralho da Escola demonstrou que dinâmicas desse tipo podem ser incluídas no ambiente de ensino, tornando mais efetivo o ensino de conceitos através de maneiras mais criativas e engajadoras, facilitam o aprendizado. Universidade de São Paulo. Instituto de Arquitetura e Urbanismo 2018-12-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado Por Pares texto Peer Reviewed Evaluado por Pares application/pdf https://www.revistas.usp.br/gestaodeprojetos/article/view/142721 10.11606/gtp.v13i3.142721 Gestão & Tecnologia de Projetos; v. 13 n. 3 (2018); 39-56 Gestão & Tecnologia de Projetos (Design Management and Technology); Vol. 13 No. 3 (2018); 39-56 Gestão & Tecnologia de Projetos (Gestión y tecnología de proyectos); Vol. 13 Núm. 3 (2018); 39-56 1981-1543 por https://www.revistas.usp.br/gestaodeprojetos/article/view/142721/149751 Copyright (c) 2018 Marcella Savioli Deliberador, Doris Catharine Cornelie Knatz Kowaltowski, Cibele H. Taralli

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