جستجوی مقالات مرتبط با کلیدواژه « دروس پایه » در نشریات گروه « هنر و معماری »

According to the various prerequisite courses in architectural design education and the lack of coordination amongst studio tutors and improper choosing of exercises, many drawbacks will raise in the process of architectural education. This will result in losing the students’ motivations. The tradition of incessantly undergraduate and graduate education of architecture in Iran, has been changed and separated from each other in 1999. This caused some changes in curriculum especially in the courses related to basics of architectural design. Before separating system, the introductory courses to architectural design were run in one studio and under supervision of a single group of tutors. But after separating, the courses disintegrated into several units, such as applied geometry, construction, material workshop, sketching and visual perception of built environment. The present combination method is trying to depict the effect of studios teaching methods (Integration and disintegration), on architecture students motivation. For this purpose, the practice of drawing plan and section of Staircase in the course of Applied Geometry, by students in their first semester by two methods combination (At the same time teaching basic courses) and disintegration (Independent teaching basic courses) has been considered. The test has been carried out by two groups of 18 students of Azad University in Urmia and the Valrand students' academic motivation questionnaire is used. The results indicate that teaching basic courses such as Applied Geometry in architecture alongside other parallel course, increases intrinsic and extrinsic motivation in architecture students and as a result, the quality of education improves.

This written is going to express and analyze an educational experience during first-year of architecture which had been referenced to elements of nature as complete design patterns. The research method is descriptive-analytical and it is operational and based on case study which examined several semesters by different students and different natural elements. The case study, had been done in department of Architecture and Urban planning at Shahid Beheshti University. In case study, the research based on observation and understanding natural elements, study of architecture cases referenced to nature during visiting places and library studying.
In case of sunflower consequence exercise, the process starts from exact observation, deep discovering and complicated origins during hand drawing of the sunflower by first-year architecture students. They compared their finding as drawing by samples of geometry in architecture cases which referenced to sunflower. They have found that the geometry of sunflower has been simplified to some extent to be easy to be used in buildings. Also they said besides the geometry had been simplified, the cases reflected nature reference which was sunflower.
The process was being continued by how the rules and results of discovering could be used to design needs of students in studio.
The students realized that the geometry gained from sunflower has a center oriented property and it has symmetry so it should be used to build something which needs focus on center. The volumes which students have started to build was a hanging ceiling to corridor which ends to their studio. After that choosing material and way of making something by students would be followed. The chosen materials were balsa wood and woolen. The handmade ceiling was built by 11 students. Students studio had 3 ones which were different from each other but each of them refers to sunflower.
In result, it could be said that focus on nature as rich origin to be referenced by architecture students has advantages such as: encourage students to exact observation, approach to intellectual beauty, richness of analyzing, creating entrance to creation, attraction of doing in team-work, entrance to geometry and hand-made in real scale. In other hand, as feedbacks of the case exercise it must be said that such process are suitable to first-year of architecture education and they can cause to express the hidden affordances of students.
The challenges which teachers are encountered by are that guiding students in such process is different and hard to some extent Because the background of students is not adapted to team-work and operational exercise. In other word, the students are not prepared to do observation in exact way to understand nature. In other hand, doing these exercises is time consuming. Also different natural elements differ to each other to understand their hidden geometry.
Finally, it should be said that being in process to find origins of natural creations to create for design needs of first year architecture students is an old and responsive strategy. But, the limitation by such exercises is being surrounded by only form derived from it is not enough useful for architecture students.

The current study attempts to revise the curriculum and syllabus of the Basic Design studios in undergraduate program of Architecture. The current curriculum has been executed since 1999 in Iran. In this program lasting for eight to nine semesters, three semesters is dedicated to basic design education, which is workshop-base. Despite the proposed curriculum for these studios, the accurate and exact syllabus must be determined by the instructors in different schools of Architecture. This curriculum needs to be revised so that it could adjust to the general goals of architectural education in Iran and provides a commodious program according to the necessities of architecture today around the world. This research is done based on a comparative method, comparing the curriculum of Basic Design Studios in some creditable foreign schools of architecture and three major schools of architecture in Iran. Thus the research is accomplished in three major sections. In the first section, the curriculum of undergraduate programs of Architecture is studied in eleven foreign schools of Architecture. These schools are selected among the American, British, Australian and Turkish Schools of Architecture. This study focuses on the length of their basic design education, their goals and the syllabus of these programs. In these eleven schools, the length of the program varies from three to six years depending on the type of degree that they offer and accordingly the length of the Basic Design studios varies from one to four semesters. This study shows that twelve major topics for basic design education can be identified through different programs. In the second section, the current syllabus of Basic Design studios in three main Iranian schools is studied separately. Four separate workshops provide eleven major topics in these basic design syllabuses too. Finally, in the third section the similarities and differences in curriculum of foreign and Iranian schools are discussed. There are some main topics which are common in the curriculum of Iranian and foreign schools of architecture, thus they can be assumed as the fundamental topics which are essential in any type of architectural education. There are also some topics which are only offered in foreign schools of architecture, while there are some other topics which are mainly followed in curriculum of Iranian schools. Regarding to the main goals of undergraduate education in architecture which are either training professional architects or preparing students to continue their education in the fields of their choice, the essence of architectural education can be identified as ability-base, insight-base and knowledge-based education. Accordingly the curriculum of Basic Design studios should provide a convenient package of topics relevant to those mentioned goals. For achieving this purpose the essential topics are determined in three main groups covering basic abilities and potentials, intuitional and knowledge of students. As a result, the appropriate length, goals and detailed topics are proposed for the syllabus of Basic Design studios in undergraduate education. This result can be applied as a basis for designing exclusive syllabuses for Basic Design studios in different schools of Architecture.