Architectural design education: in varietate unitas

Elise Van Dooren; J.J.G. van Merrienboer; H.P.A. Boshuizen; Machiel Van Dorst; Thijs Asselbergs

doi:10.1007/s10798-017-9396-1

Architectural design education: in varietate unitas

Elise Van Dooren, J.J.G. van Merrienboer, H.P.A. Boshuizen, Machiel Van Dorst, Thijs Asselbergs

Research output: Contribution to journal › Article › Academic › peer-review

8 Citations (Web of Science)

Abstract

A fascinating and rich landscape of personal views and approaches can be seen in architectural design and in architectural design education. This variation may be confusing for students. This paper focuses on the question: is the framework of generic elements that we developed for explicating the design process helpful to compare the differences in architectural design approaches? The results of interviewing a variety of 15 architectural, urban and landscape designers show all kinds of personal approaches that have a set of five underlying generic elements in common. Therefore, the framework may be helpful for teachers and students to describe these personal approaches and may help students in understanding differences and similarities and in finding out what their own personal approach may be.

Original language	English
Pages (from-to)	431-449
Number of pages	19
Journal	International Journal of Technology and Design Education
Volume	28
Issue number	2
DOIs	https://doi.org/10.1007/s10798-017-9396-1
Publication status	Published - Jun 2018

Keywords

Design process
Design education
design strategy
design methods
architectural design
Design methods
Design strategy
Architectural design

Access to Document

10.1007/s10798-017-9396-1Licence: CC BY

Cite this

@article{b0081ce35f8c40e39f2ece6f8977542a,

title = "Architectural design education: in varietate unitas",

abstract = "A fascinating and rich landscape of personal views and approaches can be seen in architectural design and in architectural design education. This variation may be confusing for students. This paper focuses on the question: is the framework of generic elements that we developed for explicating the design process helpful to compare the differences in architectural design approaches? The results of interviewing a variety of 15 architectural, urban and landscape designers show all kinds of personal approaches that have a set of five underlying generic elements in common. Therefore, the framework may be helpful for teachers and students to describe these personal approaches and may help students in understanding differences and similarities and in finding out what their own personal approach may be.",

keywords = "Design process, Design education, design strategy, design methods, architectural design, Design methods, Design strategy, Architectural design",

author = "{Van Dooren}, Elise and {van Merrienboer}, J.J.G. and H.P.A. Boshuizen and {Van Dorst}, Machiel and Thijs Asselbergs",

year = "2018",

month = jun,

doi = "10.1007/s10798-017-9396-1",

language = "English",

volume = "28",

pages = "431--449",

journal = "International Journal of Technology and Design Education",

issn = "0957-7572",

publisher = "Springer Netherlands",

number = "2",

}

TY - JOUR

T1 - Architectural design education

T2 - in varietate unitas

AU - Van Dooren, Elise

AU - van Merrienboer, J.J.G.

AU - Boshuizen, H.P.A.

AU - Van Dorst, Machiel

AU - Asselbergs, Thijs

PY - 2018/6

Y1 - 2018/6

N2 - A fascinating and rich landscape of personal views and approaches can be seen in architectural design and in architectural design education. This variation may be confusing for students. This paper focuses on the question: is the framework of generic elements that we developed for explicating the design process helpful to compare the differences in architectural design approaches? The results of interviewing a variety of 15 architectural, urban and landscape designers show all kinds of personal approaches that have a set of five underlying generic elements in common. Therefore, the framework may be helpful for teachers and students to describe these personal approaches and may help students in understanding differences and similarities and in finding out what their own personal approach may be.

AB - A fascinating and rich landscape of personal views and approaches can be seen in architectural design and in architectural design education. This variation may be confusing for students. This paper focuses on the question: is the framework of generic elements that we developed for explicating the design process helpful to compare the differences in architectural design approaches? The results of interviewing a variety of 15 architectural, urban and landscape designers show all kinds of personal approaches that have a set of five underlying generic elements in common. Therefore, the framework may be helpful for teachers and students to describe these personal approaches and may help students in understanding differences and similarities and in finding out what their own personal approach may be.

KW - Design process

KW - Design education

KW - design strategy

KW - design methods

KW - architectural design

KW - Design methods

KW - Design strategy

KW - Architectural design

U2 - 10.1007/s10798-017-9396-1

DO - 10.1007/s10798-017-9396-1

M3 - Article

SN - 0957-7572

VL - 28

SP - 431

EP - 449

JO - International Journal of Technology and Design Education

JF - International Journal of Technology and Design Education

IS - 2

ER -

Architectural design education: in varietate unitas

Abstract

Keywords

Access to Document

Fingerprint

Cite this