massing/schematic step (step 5) and the zoning to scale step
(step 8) are perhaps the most critical; however, they cannot be
skipped to without following the other preceding steps, even
in a truncated and concise manner. The design checklist was
very helpful and important. Even if the process was not followed to the letter, or some steps truncated or merged, it was
found that the existence of a checklist with the process forces
the student to organize his thinking and leads to design
solutions at a faster rate than having no methodology at all or
relying on a trial and error process or expecting divine
inspiration for his design. Instructor experience and commitment to the process is a major part of the process, while
student responsiveness and capabilities are major factors for
the success of any methodology, with individual differences
taken into consideration.
It is my hope that with more focus on defining a clear
“Design Methodology” with a clear step-by-step “Design
Process” into the “studio culture”, the quality of designs
generated from the design studio would be better, dissipating
the “mystification” of architectural design. This will provide
a better learning experience for the soon to be architect,
allowing him to learn an orderly and systematic way to
approach architectural problems and eventually create better
architecture that addresses the socio-economic and aesthetic
needs of his clients and environment, while still satisfying
the best practices of his chosen profession.
References
Agha Khan. (1986). Architecture education in the Islamic World.
Singapore: The Aga Khan Award for Architecture, Concept Media
Pte. Ltd.
AIACC. (2007). Integrated project delivery: A guide. AIA, AIACC.
AIAS. (2002). The redesign of studio culture, a report of the AIAS
studio culture task force. The American Institute of Architects
Students (AIAS) 2002.
AIAS. (2008). Toward an evolution of studio culture, a report of the
second aias task force on studio culture. The American Institute of
Architects Students (AIAS) 2008; Studio Culture: Stories and
Interpretations, AIAS Advocacy Advisory Group 2015–2016.
Alexander, C. (1964). Notes on the synthesis of form. Harvard: Harvard
University Press.
Almagor, A. (2016). Mixed reality for the AEC industry extending
Trimble’s product capabilities with microsoft HoloLens Aviad Almagor,
Trimble White Paper. (http://buildings.trimble.com/sites/buildings.
trimble.com/files/white_papers/Trimble_White_Paper_Mixed_Reality_
for_The_AEC_Industry.pdf. Accessed October 25, 2018.
Al-Qawasmi, J., & de Velasco, G. V. (Eds.). (2006). Changing trends in
architectural design education. In The International Conference of
the Center for the Study of Architecture in the Arab Region (CSAAR
2006).
Angulo, A. (2015). Rediscovering virtual reality in the education of
architectural design: The immersive simulation of spatial experiences. Ambiances [En ligne], Experiential Simulation, mis en ligne
le 08 septembre 2015. http://ambiances.revues.org/594. Accessed
October 25, 2018.
Archer, B. (1965). Systematic method for designers. London: Council
for Industrial Design.
Architecture Education in the Islamic World. (1986). The Aga Khan
Award for architecture. Singapore: Concept Media Pte. Ltd.
Asfour, K. (2011). Developing Techniques in Problem Based Learning
for Design Studios, 1st International Congress: Architectural Design
Between Teaching and Research Proceeding, Claudio D’Amato
editor, First International Congress of Retevitruvio, Italian Interuniversity Network Of Architectural Design. (pp. 1495–1500).
Barrada, A. (1986). Architectural education in Egypt. Architecture
education in the Islamic World, The Aga Khan Award for
architecture (pp. 183–195). Singapore: Concept Media Pte. Ltd.
Bas Leurs. (2014). Design theory lecture. http://www.slideshare.net/
Leursism/design-theory-lecture-02, April 17, 2014, Accessed October 15, 2018.
Bashier, F. (2014). Reflections on architectural design education: The
return of rationalism in the studio. Frontiers of Architectural
Research, 3, 424–430. http://www.sciencedirect.com/science/
article/pii/S2095263514000491, Accessed October 30, 2018.
Bayazit, N. (2004). Investigating design: A review of forty years of
design research. Design Issues, 20(1), 16–30 (Winter 2004).
Brawne, M. (2003). Architectural thought: The design process and the
expectant eye (p. 83). Oxford: Architectural Press.
Broadbent, G. (1973a). Methodology in the service of delight.
Environmental Design Research, 2, 314–318.
Broadbent, G. (1973b). Design in architecture. London: Wiley.
Buchanan, R. (1992). Wicked problems in design thinking. Design
Issues, 8(2), 5–21 (Spring 1992).
Busby Perkins. (2007). Will Stantec consulting, roadmap for the
integrated design process. http://www.greenspacencr.org/events/
IDProadmap.pdf. Accessed October 22, 2018.
Chakradeo, U. (2010). Design pedagogy-a tested path. Archnet-IJAR, 4
(2–3), 107–115.
Christiaans, H. H. C. M. (2002). Creativity as a design criterion.
Creativity Research Journal, 14(1), 41–54.
Cornell University, Department of Architecture Studio Culture Policy.
(undated).
https://aap.cornell.edu/sites/default/files/arch-studioculture-policy-081513.pdf. Accessed October 30, 2018.
Cross, N. (1984). The study of the principles, practices and procedures
of design in a rather broad and general sense. In N. Cross (Ed.),
Developments in design methodology (p. vii). Chichester, United
Kingdom: Wiley.
Cross, N. (1993). A history of design methodology. In M. J. de Vries,
et al. (Eds.), Design methodology and relationships with science
(pp. 15–27). The Netherlands: Kluwer Academic Publishers.
Cross, N. (2006). Forty years of design research. Design Research
Quarterly, 1, 3–5.
De Graaff, E., & Banerjee, H. K. (1996). Problem-based learning in
architecture: Problems of integration of technical disciplines.
European Journal of Engineering Education, 21(2), 185–195.
de Vries, M. J., Cross, N., & Grant, D. P. (2013). Design methodology
and relationships with science (pp. 72–74). Springer Science &
Business Media.
Dorst, K., & Cross, N. (2001). Creativity in the design process:
Co-evolution of problem–solution. Design Studies, 22(5), 425–437.
http://www.sciencedirect.com/science/article/pii/
S0142694X01000096. Accessed October 23, 2018.
Draisma, E. (2012). The design process in twelve steps. http://www.
eibertdraisma.nl/data/Downloads_Files/Design_process_in_twelve_
steps.pdf. Accessed October 30, 2018.
Draper, J. (1977). The Ecole des Beax-Arts and the architectural
profession in the United States: The case of John Galen Howard.
In S. Kostof (Ed.), The architect, chapters in the history of the
profession (pp. 209–237). Oxford: Oxford University Press.
A 10-Step Design Process for Architectural Design Studios
9
(step 8) are perhaps the most critical; however, they cannot be
skipped to without following the other preceding steps, even
in a truncated and concise manner. The design checklist was
very helpful and important. Even if the process was not followed to the letter, or some steps truncated or merged, it was
found that the existence of a checklist with the process forces
the student to organize his thinking and leads to design
solutions at a faster rate than having no methodology at all or
relying on a trial and error process or expecting divine
inspiration for his design. Instructor experience and commitment to the process is a major part of the process, while
student responsiveness and capabilities are major factors for
the success of any methodology, with individual differences
taken into consideration.
It is my hope that with more focus on defining a clear
“Design Methodology” with a clear step-by-step “Design
Process” into the “studio culture”, the quality of designs
generated from the design studio would be better, dissipating
the “mystification” of architectural design. This will provide
a better learning experience for the soon to be architect,
allowing him to learn an orderly and systematic way to
approach architectural problems and eventually create better
architecture that addresses the socio-economic and aesthetic
needs of his clients and environment, while still satisfying
the best practices of his chosen profession.
References
Agha Khan. (1986). Architecture education in the Islamic World.
Singapore: The Aga Khan Award for Architecture, Concept Media
Pte. Ltd.
AIACC. (2007). Integrated project delivery: A guide. AIA, AIACC.
AIAS. (2002). The redesign of studio culture, a report of the AIAS
studio culture task force. The American Institute of Architects
Students (AIAS) 2002.
AIAS. (2008). Toward an evolution of studio culture, a report of the
second aias task force on studio culture. The American Institute of
Architects Students (AIAS) 2008; Studio Culture: Stories and
Interpretations, AIAS Advocacy Advisory Group 2015–2016.
Alexander, C. (1964). Notes on the synthesis of form. Harvard: Harvard
University Press.
Almagor, A. (2016). Mixed reality for the AEC industry extending
Trimble’s product capabilities with microsoft HoloLens Aviad Almagor,
Trimble White Paper. (http://buildings.trimble.com/sites/buildings.
trimble.com/files/white_papers/Trimble_White_Paper_Mixed_Reality_
for_The_AEC_Industry.pdf. Accessed October 25, 2018.
Al-Qawasmi, J., & de Velasco, G. V. (Eds.). (2006). Changing trends in
architectural design education. In The International Conference of
the Center for the Study of Architecture in the Arab Region (CSAAR
2006).
Angulo, A. (2015). Rediscovering virtual reality in the education of
architectural design: The immersive simulation of spatial experiences. Ambiances [En ligne], Experiential Simulation, mis en ligne
le 08 septembre 2015. http://ambiances.revues.org/594. Accessed
October 25, 2018.
Archer, B. (1965). Systematic method for designers. London: Council
for Industrial Design.
Architecture Education in the Islamic World. (1986). The Aga Khan
Award for architecture. Singapore: Concept Media Pte. Ltd.
Asfour, K. (2011). Developing Techniques in Problem Based Learning
for Design Studios, 1st International Congress: Architectural Design
Between Teaching and Research Proceeding, Claudio D’Amato
editor, First International Congress of Retevitruvio, Italian Interuniversity Network Of Architectural Design. (pp. 1495–1500).
Barrada, A. (1986). Architectural education in Egypt. Architecture
education in the Islamic World, The Aga Khan Award for
architecture (pp. 183–195). Singapore: Concept Media Pte. Ltd.
Bas Leurs. (2014). Design theory lecture. http://www.slideshare.net/
Leursism/design-theory-lecture-02, April 17, 2014, Accessed October 15, 2018.
Bashier, F. (2014). Reflections on architectural design education: The
return of rationalism in the studio. Frontiers of Architectural
Research, 3, 424–430. http://www.sciencedirect.com/science/
article/pii/S2095263514000491, Accessed October 30, 2018.
Bayazit, N. (2004). Investigating design: A review of forty years of
design research. Design Issues, 20(1), 16–30 (Winter 2004).
Brawne, M. (2003). Architectural thought: The design process and the
expectant eye (p. 83). Oxford: Architectural Press.
Broadbent, G. (1973a). Methodology in the service of delight.
Environmental Design Research, 2, 314–318.
Broadbent, G. (1973b). Design in architecture. London: Wiley.
Buchanan, R. (1992). Wicked problems in design thinking. Design
Issues, 8(2), 5–21 (Spring 1992).
Busby Perkins. (2007). Will Stantec consulting, roadmap for the
integrated design process. http://www.greenspacencr.org/events/
IDProadmap.pdf. Accessed October 22, 2018.
Chakradeo, U. (2010). Design pedagogy-a tested path. Archnet-IJAR, 4
(2–3), 107–115.
Christiaans, H. H. C. M. (2002). Creativity as a design criterion.
Creativity Research Journal, 14(1), 41–54.
Cornell University, Department of Architecture Studio Culture Policy.
(undated).
https://aap.cornell.edu/sites/default/files/arch-studioculture-policy-081513.pdf. Accessed October 30, 2018.
Cross, N. (1984). The study of the principles, practices and procedures
of design in a rather broad and general sense. In N. Cross (Ed.),
Developments in design methodology (p. vii). Chichester, United
Kingdom: Wiley.
Cross, N. (1993). A history of design methodology. In M. J. de Vries,
et al. (Eds.), Design methodology and relationships with science
(pp. 15–27). The Netherlands: Kluwer Academic Publishers.
Cross, N. (2006). Forty years of design research. Design Research
Quarterly, 1, 3–5.
De Graaff, E., & Banerjee, H. K. (1996). Problem-based learning in
architecture: Problems of integration of technical disciplines.
European Journal of Engineering Education, 21(2), 185–195.
de Vries, M. J., Cross, N., & Grant, D. P. (2013). Design methodology
and relationships with science (pp. 72–74). Springer Science &
Business Media.
Dorst, K., & Cross, N. (2001). Creativity in the design process:
Co-evolution of problem–solution. Design Studies, 22(5), 425–437.
http://www.sciencedirect.com/science/article/pii/
S0142694X01000096. Accessed October 23, 2018.
Draisma, E. (2012). The design process in twelve steps. http://www.
eibertdraisma.nl/data/Downloads_Files/Design_process_in_twelve_
steps.pdf. Accessed October 30, 2018.
Draper, J. (1977). The Ecole des Beax-Arts and the architectural
profession in the United States: The case of John Galen Howard.
In S. Kostof (Ed.), The architect, chapters in the history of the
profession (pp. 209–237). Oxford: Oxford University Press.
A 10-Step Design Process for Architectural Design Studios
9