it will lead to theoretical solutions and architecture that
people can’t use nor relate to.
Acknowledging Darke’s “primary generator” (Lawson
1980), an integral part of the design process is the sketching
and documenting of a Conceptual Statement of the design
idea (see Duerk 1993). The verbal description of the concept
of the project is of paramount importance, since that basic
verbal statement is the main method of communication with
future clients. The student must be able to vocalize the concept behind his project, the driving force of his design. Once
he can do that, all his other skills and efforts can be focused
on achieving that concept and vision. A compact summary of
the process must be written down in a clear and compact
statement. A sketch explaining the concept is essential for a
clear explanation of the idea. This written statement, sketch
and schematics become the driving force behind the design,
the main generating concept, an integral part that forces the
student to clarify his project and add detail. A simple sketch
outlining the idea with the main components of the design
and how they will fit together should suffice, together with
the verbal statement. Building on the conceptual statement,
the use of study models to explain the design concept
(physical or digitally generated 3D CAD models) becomes an
integral part of the proposed process. Simple physical models
of cardboard, Styrofoam, clay, modelling clay, or other
materials are usable, with the suitable medium used for the
suitable form or style (Mills 2005). 3D CAD software that
can be used for rapid generation of 3D masses is now standard, with packages like Sketchup, 3DMax, Autocad and
many others available and with a relatively short training
time can be used for generation of study models. Proficiency
in the use of such software is now a basic skill that most
students are forced to master.
Based on studies of patterns and precedents from the
history of architecture, the proposed process relies heavily
on the study of precedents of similar projects, or of precedents of details for the design and style. Since we can
consider architectural design as inventing form in response
to function and context, collecting and providing good
design and patterns can stimulate good design solutions
(Alexander 1964). The use of patterns and pattern types
through the collection of style of architecture in projects and
in details is a core requirement of this proposed design
process. This can only be achieved by looking at similar
precedents from the history of architecture and similar
examples of whole buildings, segments of buildings or different architectural details. Building on precedents and patterns, the integration of case studies like the problem being
designed is an integral part of the process. History of
Architecture is filled with ideas and parallels of similar
designs or design ideas that can be used or from which
inspiration can be drawn to help solve the design problem or
copy old solutions to new problems. Rather than reinvent the
wheel, case studies of similar designs and design solutions
are a prime generator of new design solutions and form an
integral part of the process. Many students do not
acknowledge this and attempt to consistently reinvent the
wheel with usually pathetic results. The simple and logical
fact is that rather than reinvent the wheel repeatedly, students
can learn from architectural history and develop new forms
or get inspiration from the creative work other architects
have built. This is a practice that both History of Architecture instructors and Architecture Design instructors should
clarify to their students. The importance of the History of
Architecture and accumulating a suitable vocabulary that can
be used in architectural design is of paramount importance
and should be conveyed to the students. Architectural
Design and Architectural History are quite interrelated and
complement one another, a fact that most architectural students tend to ignore.
For the final stages of the process, the conceptual model
is converted into a detailed zoning diagram to ascertain that
all functions work together, then inserted to scale in the
layout then converted to a single line diagram (plan with
single lines) which is then converted into a regular plan with
proper wall thickness and other graphic requirements. The
use of a 3D digital CAD model should be the outcome of
this suggested process. Currently and with the resources
available to the architectural student, it is no longer
acceptable not to generate an accurate 3D virtual digital
model of the design. As a further development of the design,
the creation of a BIM model should be encouraged. BIM
packages are now becoming standard, and from the BIM
model all required documentation can be produced. Once an
architect has created a 3D BIM model, then he has a
buildable design.
Although the process is offered as clear steps that appear
linear, yet the process is cyclical, with steps possibly skipped
then revisited. However, whenever parts of the problem are
not solved, going back to the linear process and retracing the
steps to discover what was missing offers a sure way to set
the student back on track in finding a solution to the parts of
the problem.
3.2 Description of the Process
The 10-step process suggested is as follows:
1. Program Overview, with case studies and design
standards.
2. Site Analysis and User/Social Aspects Analysis.
3. Program Development and Areas Checklist.
4. Functional Diagram.
4
T. G. Abdelhamid
people can’t use nor relate to.
Acknowledging Darke’s “primary generator” (Lawson
1980), an integral part of the design process is the sketching
and documenting of a Conceptual Statement of the design
idea (see Duerk 1993). The verbal description of the concept
of the project is of paramount importance, since that basic
verbal statement is the main method of communication with
future clients. The student must be able to vocalize the concept behind his project, the driving force of his design. Once
he can do that, all his other skills and efforts can be focused
on achieving that concept and vision. A compact summary of
the process must be written down in a clear and compact
statement. A sketch explaining the concept is essential for a
clear explanation of the idea. This written statement, sketch
and schematics become the driving force behind the design,
the main generating concept, an integral part that forces the
student to clarify his project and add detail. A simple sketch
outlining the idea with the main components of the design
and how they will fit together should suffice, together with
the verbal statement. Building on the conceptual statement,
the use of study models to explain the design concept
(physical or digitally generated 3D CAD models) becomes an
integral part of the proposed process. Simple physical models
of cardboard, Styrofoam, clay, modelling clay, or other
materials are usable, with the suitable medium used for the
suitable form or style (Mills 2005). 3D CAD software that
can be used for rapid generation of 3D masses is now standard, with packages like Sketchup, 3DMax, Autocad and
many others available and with a relatively short training
time can be used for generation of study models. Proficiency
in the use of such software is now a basic skill that most
students are forced to master.
Based on studies of patterns and precedents from the
history of architecture, the proposed process relies heavily
on the study of precedents of similar projects, or of precedents of details for the design and style. Since we can
consider architectural design as inventing form in response
to function and context, collecting and providing good
design and patterns can stimulate good design solutions
(Alexander 1964). The use of patterns and pattern types
through the collection of style of architecture in projects and
in details is a core requirement of this proposed design
process. This can only be achieved by looking at similar
precedents from the history of architecture and similar
examples of whole buildings, segments of buildings or different architectural details. Building on precedents and patterns, the integration of case studies like the problem being
designed is an integral part of the process. History of
Architecture is filled with ideas and parallels of similar
designs or design ideas that can be used or from which
inspiration can be drawn to help solve the design problem or
copy old solutions to new problems. Rather than reinvent the
wheel, case studies of similar designs and design solutions
are a prime generator of new design solutions and form an
integral part of the process. Many students do not
acknowledge this and attempt to consistently reinvent the
wheel with usually pathetic results. The simple and logical
fact is that rather than reinvent the wheel repeatedly, students
can learn from architectural history and develop new forms
or get inspiration from the creative work other architects
have built. This is a practice that both History of Architecture instructors and Architecture Design instructors should
clarify to their students. The importance of the History of
Architecture and accumulating a suitable vocabulary that can
be used in architectural design is of paramount importance
and should be conveyed to the students. Architectural
Design and Architectural History are quite interrelated and
complement one another, a fact that most architectural students tend to ignore.
For the final stages of the process, the conceptual model
is converted into a detailed zoning diagram to ascertain that
all functions work together, then inserted to scale in the
layout then converted to a single line diagram (plan with
single lines) which is then converted into a regular plan with
proper wall thickness and other graphic requirements. The
use of a 3D digital CAD model should be the outcome of
this suggested process. Currently and with the resources
available to the architectural student, it is no longer
acceptable not to generate an accurate 3D virtual digital
model of the design. As a further development of the design,
the creation of a BIM model should be encouraged. BIM
packages are now becoming standard, and from the BIM
model all required documentation can be produced. Once an
architect has created a 3D BIM model, then he has a
buildable design.
Although the process is offered as clear steps that appear
linear, yet the process is cyclical, with steps possibly skipped
then revisited. However, whenever parts of the problem are
not solved, going back to the linear process and retracing the
steps to discover what was missing offers a sure way to set
the student back on track in finding a solution to the parts of
the problem.
3.2 Description of the Process
The 10-step process suggested is as follows:
1. Program Overview, with case studies and design
standards.
2. Site Analysis and User/Social Aspects Analysis.
3. Program Development and Areas Checklist.
4. Functional Diagram.
4
T. G. Abdelhamid