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Pedagogy in Architectural Design Teaching

By Prof K S Mukunda.Dean School of Architecture

DAYANAND SAGAR ACADEMY OF TECHNOLOGY & MANAGEMENT, Bangalore 560081

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Pedagogy is the science and art of education, instructional methods, Its aims range from the full development of the human being to skills acquisition (

social skills and cultural norms) The pedagogue's work also consists of supporting the student;s in their mental and social development.

• In the knowledge-age era – where students are engaged through technology-rich and collaborative learning, with teachers who are more accountable and engaged in continuous professional learning – team teaching points to future directions.

learning goals set by the student and teacherA framework for successful lesson delivery consists of six parts: • Gaining the students' attention and establishing expectations.• Reviewing relevant, previously-learned material.• Presenting the new information by linking it to previous learning.• Providing learning guidance or elaboration.• Providing time for practice and feedback.• Providing for spaced practice to enhance retention• Problem-Based Learning

Engage students in problem-solving activities by employing this strategy.• Team-Based Learning

A highly successful "flipped classroom" technique for engaging students and keeping them accountable for course content.

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Key findingsThe early career teachers felt that:• participating in the design of the CoRe with the experts and then using the CoRe to inform their teachinghad helped them establish the fundamental ideas of the topic they were teaching• being involved in the process of designing the CoRe with the experts was as important as the product of theCoRe itself• using the CoRe to inform their teaching helped them develop confidence in what they were teaching and totry new pedagogical approaches• using the CoRe to inform their teaching helped them develop their pedagogical content knowledge.

Major implicationsThe major implications of the study are that:• CoRes have potential for helping early career teachers gain access to content experts’ and expert teachers’knowledge and experience• consideration needs to be given to how all early career teachers can benefit from being involved in CoRedesign with experts across a variety of learning areas and topics• the nature of learning in science and technology is different, which has implications for the design of CoResin these areas.

The definition of design incorporates seven elements: agent, object, environment, goals, primitives, requirements and constraints. The design project conceptual model is based on the view that projects are temporal trajectories of work systems that include human agents who work to design systems for stakeholders, and use resources and tools to accomplish this task. 1) The definition of design can be used to classify design knowledge and2) The conceptual model can be used to classify design approaches. it seems obvious that any designer’s education ought to include providing a clear notion of what design is.

Furthermore, better understanding the meaning of design will inform what knowledge such education could include

Research has shown that one of the factors which enables teachers to be effective is their rich pedagogical content knowledge (PCK). Beginning teachers need support to develop this PCK a conceptual tool known as “content representations”, or CoRes, as a model for doing this.

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Modern architecture challenged traditional ideas about the types of structures suitable for architectural design. Only important civic buildings, aristocratic palaces, churches, and public institutions had long been the mainstay of architectural practices. But, modernist designers argued that architects should design everything that was necessary for society, even the most humble buildings. Architects began to plan low-cost housing, railroad stations, factories, warehouses, and commercial spaces. In the first half of the 20th century, modern architects produced furniture, textiles, and wallpaper – as well as designing houses – to create a totally designed domestic environment. The aesthetics used by modern architects celebrated function in all forms of design, from household furnishings to massive ocean liners and new flying machines.

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SOCIAL NETWORK ANALYSIS & CONSEPTUAL DESIGNING IN ARCHITECTURAL SPACE PLANNING

Conceptual Design is a phase where designers start developing ideas, proposing a scheme & developing several alternative schemes before proceeding further into design development. Designers progress interactively changing their spatial layouts in order to obtain the best results for their conceptual idea. Sketching & Conceptual designing are 2 inseparable acts for Architects because for most the designing progresses through them. Sketching is a learned process during architectural education where Architects learn to think with Drawings, develop their ideas and solve complex problems. Spatial diagramming helps Architects to place the required spaces in such an order that embraces the overall design concept while ensuring Technical & Functional arrangements of those spaces are met, maintaining the functional relativity of spaces based on Architectural rules & the Architects own ideas as the most important of Architectural Spatial Planning.

Social network analysis has been used extensively by sociologists for analyzing social structure of how people behave in those spaces between various actors on the created scenery (people to people interactions) it is possible to swap the role of actors into functional spaces and the societal relationships into spatial relationships Hence SNA ( social network analysis) as a space planning tool during conceptual building design in order to maintain functional relativity of spaces while evaluating various alternatives for an effective design solution. The SNA was very important in the designing of historical palace buildings in earlier years, now its adopted for designing all public spaces & Buildings.

In the design of a house we assign toilet & kitchen as “ Wet “areas & the front porch, living room and Dining rooms as “Public” areas and the Family room, children’s room & Master bed room as “Private” areas

The architectural Spatial diagramming is usually performed manually & this phase takes good amount of time for the designer while facing huge amount of Architectural relational database in complex buildings such as HOSPITAL.

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Conceptual Developments in Plan & Section for a Sports Club Design

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• Architectural Design ; . Introduction to architectural design, including precedent research, drawing conventions, model making, and diagramming. Studio projects focus on investigating the impact of specific site conditions on design, threshold conditions, and small-scale domestic space. Students will learn skills in problem solving, visualization, and written, oral, and graphic communication. Field trips to relevant architectural sites

• Continuation of fundamental architectural design exploration. Studio projects focus on the generation of ideas based on experience and an understanding of urban spaces. Emphasis on systematic analysis of urban culture, scale, materiality, and networks. Students work in groups a Investigations of various design media--including computer graphics and freehand drawing--and their applications to design,. Exercises to develop manual skill and perceptual sensitivity and individually Representational methods expand on architectural conventions through experimentation. Fieldtrips to relevant architectural sites

• Survey of architectural ideas and practices in their social, cultural, and representational contexts. Comparisons with global examples

• Design Communications Investigations of various design media--including computer graphics and freehand drawing--and their applications to design, Exercises to develop manual skill and perceptual sensitivity,

• Building Science and Technology Integrated architectural technology fundamentals in three modules: environmental, material, and structural technologies. Introductory topics include: sustainable considerations in environmental forces and systems, (solar orientation, climate, daylight, ventilation, human comfort & occupancy patterns), basic materials and assemblies (physical properties & building codes) and structural concepts (forces, equilibrium, and stability)

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Project Based Learning’s (PBL) time has come. The experience of thousands of teachers across all grade levels and subject areas, backed by research, confirms that PBL is an effective and enjoyable way to learn .

In PBL, students are active, not passive; a project engages their hearts and minds, and provides real-world relevance for learning. After completing a project, students remember what they learn and retain it longer than is often the case with traditional instruction. Because of this, students who gain content knowledge with PBL are better able to apply what they know and can do to new situations. In the 21st century workplace, success requires more than basic knowledge and skills. In PBL, students not only understand content more deeply but also learn how to take responsibility and build confidence, solve problems, work collaboratively, communicate ideas, and be creative innovators.

Modern technology – which students use so much in their lives – is a perfect fit with PBL. With technology, teachers and students can connect with experts, partners, and audiences around the world, and use tech tools to find resources and information, create products, and collaborate more effectively. (PBL allows teachers to work more closely with active, engaged students doing high-quality, meaningful work, and in many cases to rediscover the joy of learning alongside their students.)

students are engaged through technology-rich and collaborative learning, with teachers who are more accountable and engaged in continuous professional learning – team teaching points to future directions.

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TK, PK & CK

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• learning goals set by the student and teacher. A framework for successful lesson delivery consists of six parts: • Gaining the students' attention and establishing expectations.• Reviewing relevant, previously-learned material.• Presenting the new information by linking it to previous learning.• Providing learning guidance or elaboration.• Providing time for practice and feedback.• Providing for spaced practice to enhance retention • Problem-Based Learning

Engage students in problem-solving activities by employing this strategy.• Team-Based Learning

A highly successful "flipped classroom" technique for engaging students and keeping them accountable for course content.Intentionalities in the design process

•Non analytical forms of knowledge have been a precious asset for architectural designers. Many processes in environmental design occur sub-conciously based on powerful internal systems of logic that we do not understand. However many architects and academicians are not willing to openly accept that their rationale is not purely based on analytical modes of thinking and decision making.• Architectural education has traditionally operated within the domain of academia thus, there is a tacit consensus that analytical ways of thinking and decision making are not just better, but the right way to proceed. A large part of the edu process in academia involves teaching people to think analytically, in an objective manner which will lead to success-ful design solutions, •The activity of designing is a complex one. In 1962 in England’s conference on design methods ; It, incorporated syentific techniques & knowledge into design process to make rational decisions, to adopt to the prevailing values, FIRST to define a solution space and constraints, SECOND ; to Generate a solution, and THIRD io evaluate its effectiveness. •Design process is composedof two structures; A vertical one that involves a sequential phasing of activities= from the definition of Needs,feasibility study and preliminary design over detailed design and a horizantal one that involves in the form of an Analysis –synthesis-Evaluation –Communication cycle which is common to all phases before Reformulation & Documentation. In the documentation stage designers produce drawings intended to support the communication of their ideas to others.• Designing is not limited to the conventional thinking of designers bot to the expanded fields such as city planning, cognetive & information sciences to mathematics and philosophy.

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• We are Designers- we are dealing with design problems with end user involvement & participatory design with ethnographic & work place studies for understanding a technology- centric design with collaborative research & action research

• HEAR>>>>>>>>>>>CREATE>>>>>>>>>>DELIVER• During the hear phase your design team should collect stories & inspiration from

people you will prepare for & conduct field research. In the Create phase your team will work together in a workshop format to translate what you heard from people into frameworks, opportunities and solutions & prototypes. During this period you will move together from concrete to more abstract thinking in identifying themes and opportunities and back to the concrete with solutions and prototypes. The deliver phase will begin to realize your solutions through rapid revenue & cost modeling, capability assessment & implementation planning. This will help you to launch new solutions to the world.

• Architecture psychology;• Understanding People’s Behavior in working environments The behavior you are

seeing is the behavior you have designed for. We can change behavior by changing the environment. We cannot change the person but we can change the environment. We are crafting an environment through which all activities occur. This is a huge responsibility we are playing god.

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• Faculty TRAINING NEW TALENTS• The objective is simple: plan, invent and share your results. The Basic Course is taught following a single theme approach

with cycles of lessons on theory integrated with workshop exercises and subjects In this way students acquire the solid cultural, methodological and operative foundations necessary for following a course in building design

• Here is a brief description of the Sch of Arch faculties: professionals who pass on their experience and knowledge to stimulate your energy and ideas.

• The teachers are our most important asset. In Sch of arch every student is individually followed by a faculty made up of designers, university lecturers, important researchers

• Everyone has an unequalled opportunity: they work side by side with excellent professionals, engage in dialogue with a number of academic partners and swap experiences with young talents from all over the world

• methodology At Sch of arch, every student is followed individually by a faculty made up of designers, professionals from various fields and visiting tutors.

• Teaching is arranged into intensive workshops, studio classes, theoretical lectures, seminars and visits. Research work carried out in collaboration with leading companies

• There are many things still to be invented or simply devised in new ways. Design is what makes ideas possible and has the power to envision solutions for the future, from everyday objects to the most complex intangible systems.

• Throughout the year students are engaged in different projects - either intensive one-week workshops or studio experiences lasting the whole semester- allowing them to acquire a global vision of the job and round off sounder professional skills

• Courses generally begin in October and finish by December of the following year. Classes are held in English. Attendance is compulsory

• The programme’s demand full-time commitment including regular course work, individual and group study as well as the internship or the preparation of the final project.

• All projects follow a proper workflow encompassing the definition of the digital strategy and its relevant objectives, concept and information design up to front/back end programming. Extensive programmes guide students to tackle design practice through a number of projects of increasing complexity. students will steadily refine the critical skills required to face stimulating projects with a professionally conscious attitude Teaching Architecture, Engineering and Cons

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An actor, even while in the midst of the most dramatic scenes, even whilst getting excited or emotional or angry, knows he is not the part itself, the part is just temporary. He knows he is something more than that, and that when the play is over, the role will not exist anymore. So, even though I play my role, I don't cut off myself from the role and don't leave my responsibilities, I need to adopt the observer or spectator or detached consciousness of the player consciousness instead.

AESTHETICS OF UNSTABLE• The aesthetic styles of architecture in the 19th century and early 20th century ranged from Greek

Revival to Baroque Revival, to Egyptian Revival, to just about any other historical style you can imagine, however the spirit of the period could be traced back to a singular driving force. The present day structures share is a recklessness for the apparent limits of architecture, and an increasing emphasis on a imageability and form. The Dancing House is considered as one of the more real controversial buildings in Prague. We have such other Modern Buildings as shown below.

Form follows patterns of functions; buildings we inhabit are not mazes or fun houses Their layout are structured according to how we use them. These uses or functions are grouped according to recurrent patterns, they define which

combjnation of spaces are valid.

THANK YOU & God bless us all