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Design methods and theories
(Abstract formats)
DESIGN STUDIES ABSTRACTS 83040(Lit. R e v i e w )
BIBBBB/BBIIII L%I]Im experience of the process of low-energy building Lenart, M 'A topological examination of spatial order' Design Methods and Theories Vo116 No 4 design. (1982) pp 150-176
greater opportunity for increased learning and ultimately a better physical environment.
This work demonstrates first of all a mathematical model suitable for describing the topological characteristics of architectural plans. Using this model it is possible to examine the various ways of arranging the rooms in the plane taking into consideration the general design specifications. The method described is understood only as the foundation for the further restrictions on spatial arrangements. The aim of the constraints is to define a set of acceptable configurations for planning practice. The work also shows that the feasible configurations can be different from the mathematically 'beautiful' ones (which are popular themes in the literature of this subject). In order to set the boundaries of possible constructions, some criteria for the existence of these configurations are outlined.
Wetherill, E A 'A technological basis for design' Design Methods and Theories Vo116 No 1 (1982) pp 4-7
Burgess,H 'Curricula imperatives for architectural education in today's technological society: survey and critical assessment' Design Methods and Theories Vo116 No 2 (1982) pp 31-73 This investigation of archite~ural education calls for curricula imperatives to focus increased attention upon architectural sciences, construction management, and their integration into building design projects. Further imperatives include increased emphasis on research and additional coursework relating to the safety, health, and welfare of the public within buildings. Curricula from a total of 78 accredited architectural programmes were evaluated and categorized. The curricula model for this survey was developed using analyses of required professional course work as compared with a course work model developed from registration equivalency and professional examination subject examinations.
Cole, RJ 'Using prediction techniques in the teaching of low energy building design' Design Methods and Theories Vol 16 No 1 (1982) pp 38-44 An essential part of learning to design is the development of the capacity for selfcriticism. Implicit in the development of this skill is learning to evaluate the implications of one's design decisions. Traditional studio formats and specialized courses have inherent difficulties in addressing this issue satisfactorily. The paper describes experiences of using intensive workshop sessions in conjunction with a theoretical course to provide the student with a working
vol 4 no 2 april 1983
Preiser, W1FE'Behavioral science and the design studio--results of an experiment in sequencing post-occupancy evaluation, programming and design in a graduate level studio' Design Methods and Theories Vo116 No 1 (1982) pp 23-37 The purpose of this paper is to report on a course aimed at infusing concepts and information of behavioural science into graduate-level design studio teaching. An experiment in sequencing post-occupancy evaluation, programming and design was conducted. There was a real client whose building had been outgrown. The challenge was to assess all facility needs and then reprogram the existing building in concert with a program and schematic designs for the future building addition. Recommendations are made for an appropriate curricular structure which permits this type of input to become a basis for directing design activity as well as traditional approaches.
Martin, W M 'The act of design and its relationship to cognitive abilities and cognitive style' Design Methods and Theories Vo116 No 1 (1982) pp 8-22 The role of the science of design is reviewed from the perspective of how it interfaces with the individual aptitudes, abilities, attitudes, values and working style of the individual designer. The act of design is first placed in the context of a postindustrial society where there is a loss of focus of the designer's professional role. Within this context the act of design is defined as a judgmental process of making decisions on how the world 'ought to be'. From the only major work addressing the cognitive/ affective dimensions of the act of design a conceptual framework is delineated which expressed the premise that individual differences in the interpersonal and aptitudinal dispositions of the designer makes a difference in his/her performance level. An empirical and normative game of the act of design is presented to illustrate the necessary elements for the individual designers to reach a point of closure and personal understanding. Finally, a model is presented which explains how the inner and outer game skills and knowledge of design decisionmaking can be taught in an academic community. The model is constructed around the notion that each of us has a learning style. If this learning style is identified and made transparent, both to the teacher and to the learner, there is a
The complexity of contemporary buildings indicates the need for rigorous emphasis upon the technological determinants of any design. However, preoccupation with visual form actually encourages students to regard technological needs as 'non-architectural', an attitude that can persist into architectural practice. Increased understanding of and concern for technological needs must be attained without lessening the central emphasis on architectural design. Tang, SJY 'TANGUAGE and architecture' Design methods and Theories Vo116 No 3 (1982) pp 102-142 TANGUAGE is a language of learning and a way of knowing. It helps decision making by allowing one to obtain appropriate quantity and quality of information and establish one's own value system. TANGUAGE is also a design and decision-making methodology presenting a simply structured, direct and practical way to solve a problem. With the ever increasing complexity and changing scope in man's physical and behavioural environment, more demands are being placed upon the architectural education and design professions. In order to meet this challenge, architectural education must be so prepared that students are capable of making decisions that are objectively communicative and subjectively responsive to the dynamic changes concerning people and environment. The immediate and long range societal and ecological influence and impact must be addressed. Therefore one should learn one's own discipline and the interfaced relationships with other disciplines to recognize the need for an integrated design and planning in architecture. In order to achieve this aim, a general information and value system, an evaluation methodology and a decision-making process are comprehensively developed. A specific and detailed structural systems selection and planning are presented to further illustrate the process and to enable one to implement this methodology correctly in solving and integrating balanced design. Actual examples and case studies can be presented to demonstrate the total picture of the interdisciplinary relationships and their implications on design and planning. Through this, students can acquire their own value system and develop the ability to make decisions so that they can deal effectively with problems both now and in the future.
143
DESIGN STUDIES ABSTRACTS 83040(Lit. R e v i e w )
BIBBBB/BBIIII L%I]Im experience of the process of low-energy building Lenart, M 'A topological examination of spatial order' Design Methods and Theories Vo116 No 4 design. (1982) pp 150-176
greater opportunity for increased learning and ultimately a better physical environment.
This work demonstrates first of all a mathematical model suitable for describing the topological characteristics of architectural plans. Using this model it is possible to examine the various ways of arranging the rooms in the plane taking into consideration the general design specifications. The method described is understood only as the foundation for the further restrictions on spatial arrangements. The aim of the constraints is to define a set of acceptable configurations for planning practice. The work also shows that the feasible configurations can be different from the mathematically 'beautiful' ones (which are popular themes in the literature of this subject). In order to set the boundaries of possible constructions, some criteria for the existence of these configurations are outlined.
Wetherill, E A 'A technological basis for design' Design Methods and Theories Vo116 No 1 (1982) pp 4-7
Burgess,H 'Curricula imperatives for architectural education in today's technological society: survey and critical assessment' Design Methods and Theories Vo116 No 2 (1982) pp 31-73 This investigation of archite~ural education calls for curricula imperatives to focus increased attention upon architectural sciences, construction management, and their integration into building design projects. Further imperatives include increased emphasis on research and additional coursework relating to the safety, health, and welfare of the public within buildings. Curricula from a total of 78 accredited architectural programmes were evaluated and categorized. The curricula model for this survey was developed using analyses of required professional course work as compared with a course work model developed from registration equivalency and professional examination subject examinations.
Cole, RJ 'Using prediction techniques in the teaching of low energy building design' Design Methods and Theories Vol 16 No 1 (1982) pp 38-44 An essential part of learning to design is the development of the capacity for selfcriticism. Implicit in the development of this skill is learning to evaluate the implications of one's design decisions. Traditional studio formats and specialized courses have inherent difficulties in addressing this issue satisfactorily. The paper describes experiences of using intensive workshop sessions in conjunction with a theoretical course to provide the student with a working
vol 4 no 2 april 1983
Preiser, W1FE'Behavioral science and the design studio--results of an experiment in sequencing post-occupancy evaluation, programming and design in a graduate level studio' Design Methods and Theories Vo116 No 1 (1982) pp 23-37 The purpose of this paper is to report on a course aimed at infusing concepts and information of behavioural science into graduate-level design studio teaching. An experiment in sequencing post-occupancy evaluation, programming and design was conducted. There was a real client whose building had been outgrown. The challenge was to assess all facility needs and then reprogram the existing building in concert with a program and schematic designs for the future building addition. Recommendations are made for an appropriate curricular structure which permits this type of input to become a basis for directing design activity as well as traditional approaches.
Martin, W M 'The act of design and its relationship to cognitive abilities and cognitive style' Design Methods and Theories Vo116 No 1 (1982) pp 8-22 The role of the science of design is reviewed from the perspective of how it interfaces with the individual aptitudes, abilities, attitudes, values and working style of the individual designer. The act of design is first placed in the context of a postindustrial society where there is a loss of focus of the designer's professional role. Within this context the act of design is defined as a judgmental process of making decisions on how the world 'ought to be'. From the only major work addressing the cognitive/ affective dimensions of the act of design a conceptual framework is delineated which expressed the premise that individual differences in the interpersonal and aptitudinal dispositions of the designer makes a difference in his/her performance level. An empirical and normative game of the act of design is presented to illustrate the necessary elements for the individual designers to reach a point of closure and personal understanding. Finally, a model is presented which explains how the inner and outer game skills and knowledge of design decisionmaking can be taught in an academic community. The model is constructed around the notion that each of us has a learning style. If this learning style is identified and made transparent, both to the teacher and to the learner, there is a
The complexity of contemporary buildings indicates the need for rigorous emphasis upon the technological determinants of any design. However, preoccupation with visual form actually encourages students to regard technological needs as 'non-architectural', an attitude that can persist into architectural practice. Increased understanding of and concern for technological needs must be attained without lessening the central emphasis on architectural design. Tang, SJY 'TANGUAGE and architecture' Design methods and Theories Vo116 No 3 (1982) pp 102-142 TANGUAGE is a language of learning and a way of knowing. It helps decision making by allowing one to obtain appropriate quantity and quality of information and establish one's own value system. TANGUAGE is also a design and decision-making methodology presenting a simply structured, direct and practical way to solve a problem. With the ever increasing complexity and changing scope in man's physical and behavioural environment, more demands are being placed upon the architectural education and design professions. In order to meet this challenge, architectural education must be so prepared that students are capable of making decisions that are objectively communicative and subjectively responsive to the dynamic changes concerning people and environment. The immediate and long range societal and ecological influence and impact must be addressed. Therefore one should learn one's own discipline and the interfaced relationships with other disciplines to recognize the need for an integrated design and planning in architecture. In order to achieve this aim, a general information and value system, an evaluation methodology and a decision-making process are comprehensively developed. A specific and detailed structural systems selection and planning are presented to further illustrate the process and to enable one to implement this methodology correctly in solving and integrating balanced design. Actual examples and case studies can be presented to demonstrate the total picture of the interdisciplinary relationships and their implications on design and planning. Through this, students can acquire their own value system and develop the ability to make decisions so that they can deal effectively with problems both now and in the future.
143