A STUDY ON ARCHITECTURAL DESIGN EXERCISE AND LEARNING OUTCOMES IN DESIGN EDUCATION
－ Case of the primary architectural exercise －
2017 Volume 82 Issue 739 Pages 2461-2468
Details
2017 Volume 82 Issue 739 Pages 2461-2468
We conducted a survey of students in the early stages of architectural design education to analyze the following factors involved in the process of completing assignments: amount of time spent studying, presence or absence of studying, and space recognition. By examining the relationships between study content and the students' grades, we identified what study content elements achieved results for each assignment.
1) Students who observed buildings prior to beginning their formal architectural design education classes and reviewed many architectural data achieved better results.
2) For figure tracing assignments, there was a correlation between the time spent on the assignment and the results. For space conceptual design assignments involving 3D building conceptualization, there was a correlation between the amount of review sketches drawn and results.
3) In the design of houses, the number of collected books of related data was large in the first half of the exercise, people who draw a lot of sketches tend to have obtained the results, those who placed persons in the model in the second half and those who visited other houses were getting results.
4) In the design of the park, the number of volumes that gathered data in the first half of the task was large, and those with high self-recognition of space had been successful. Also, those who spend a lot of time in the second half and those who are making designs while producing models are getting results.
5) For residential and park design assignments, investigating a large amount and wide variety of relevant materials was effective for the former, while placing a person inside of the models correlated with improved results for the latter.
