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This document contains necessary information for the conduct
of design studios (DS) at the Department of Architecture,
Figure (1) The Organization of Knowledge in
Architecture Education
The long hours spent in the studio should be productive. The one-to-one
tutoring approach is very valuable and is not present in many other
disciplines. The project-based-approach, using a project to deliver educational
objectives, is being copied by many other disciplines as the state of the art
approach to education. The design studio has many inherited problems such as:
the subjective evaluation of the design projects, the integration of other
courses in the design studio, the efficient use of studio time, the exchange of
ideas and critic, the jury system, and other problems that will be mentioned
during the discussion of the following sections.
The goal of this document is to provide a base (a common ground) for the
conduct of design studios at the Department of Architecture at
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The studio enables the synthetic nature of the professional architectural process to be simulated in the school environment. From the very first project, students, as they probe the terms of the brief or form judgments on the propriety or feasibility of making a design intervention in a particular way, are exercising the skills of professional practice. The same is true when they test possibilities with their peers and tutors in debate, make proposals for how their projects may be made, and again when they commit their resources to drawing, modeling and presenting their schemes at the reviews and pin ups. Many of these professional practice aspects may be explored in an unselfconsciously conventional and unsystematic way, but as the scope of projects and the range of themes covered by critique at reviews both develop, students will be exposed to an increasingly explicit pattern of agendas on construction and process management that set a firm foundation for the course treatments of professional practice issues which follow.
The Design Studio
Architectural design tutoring is conducted on one-to-one basis. Each students require from 15 to 20 minuets of individual tutoring every design studio session to discuss and correct his or her design project solution regarding the design project problems. That involves understanding, intentions, concepts, solutions, presentation and communication. Projects evolve through several stages of design development. Each design stage requires formal revision and feedback from all studio instructors (FM and TAs) to agree upon and exchange ideas regarding each student's design solution. Every week or two an internal review involving all students and all studio instructors is conducted to provide each student with a comprehensive feedback regarding his or her design solution in order to share instructors and students views and comments regarding the design projects. This is an important stage because each student is developing his or her own ideas with the assistance of the design instructors. Students' design ideas do not necessarily conform with all their instructor's preferences. That's why design studio instructors need to know each other's views and assist all students in a coherent way. The role of the design studio instructor is to guide the students to achieve their desired goals in a coherent and professional way. The instructor should NOT DICTATE his views on the students. He should help the students understand the problem and reach correct solutions while bracketing his biases and preferences - which is a very challenging task.
Appendix 1. illustrates the progress of the "Design Problem Complexity and Size" forms the basic guidelines for selection of projects in each design studio. The goal is to expose the students to a variety of design problems during their education. It is impossible to cover all the building types and sizes during the studios . The student should learn how to tackle any design problem in a scientific and a professional way.
Appendix 2. illustrates
the "Design Courses: Themes - Focus - Objectives" identifies the
focus of each design studio as well as the basis for students' evaluation. The
weighing system is designed so that the emphasis is placed on one theme for
each course, without ignoring the other complementing themes. The grading of
design studio, which is an educational setting, should be different than a real
architectural office. The process of design is as important as the product.
Students should be aware of this fact and should focus their attention on the
process of design as well as the final product. The chart should be used as a
guide for formulating the design projects' briefs.
|
Course Name |
Themes |
Skills and Abilities |
Knowledge Components |
Project Level |
Presentation Techniques |
Working drawing |
|
Architecture Communication |
Graphics |
Basics of drafting |
Projection methods |
Basic drafting |
Pencil and ink drafting |
- |
|
Design Basics |
Elements |
3D Projection methods, Models, room design |
Form, space and order in Architecture |
Basic design and form manipulation exercises |
Model making techniques |
|
|
Architectural Design 1 |
Form |
Circulation and Function |
Spatial relationships |
Single function Simple structure |
Black and White presentation techniques |
Construction Materials |
|
Architectural Design 2 |
Function |
Site and Program analysis |
The Design Process |
Medium structure Horizontal circulation |
Color presentation techniques |
Construction methods |
|
Architectural Design 3 |
Structural systems |
Contextual analysis and environmental considerations |
Human needs and Programming |
Large span Vertical circulation |
Advanced presentation techniques |
Structural system details |
|
Architectural Design 4 ARCH 306 |
Environmental sustainability |
Team work approach |
Heritage and Identity |
Multiple systems Multiple functions |
Advanced presentation techniques |
Modular coordination & Design details |
|
Architectural Design 5 |
Socio-Cultural sustainability |
Data collection and analysis |
Design theory and strategy |
Multiple systems Complex functions |
Project Drawings and Report |
Urban design and landscape details |
|
Architectural Design 6 (CAAD) |
Working Drawings |
ACAD Presentation Techniques |
The Electronic Design Studio |
Multiple systems Complex functions |
Construction Drawings |
Working Drawing set |
|
Graduation Project 1 |
Creative thinking |
Site and program development |
|
Comprehensive project |
Preliminary Report |
- |
|
Graduation Project 2 |
|
|
|
|
Drawings and Report |
Structural details |
All design studios should adhere to course descriptions
stated at the University catalog in Appendix 3.attached with this document.
Attention should be given to the theoretical component of the design studio
courses.
A weekly lecture is required to introduce design theories and methods, discuss
reading material, students' research findings and group activities. Lectures on
design methods, design principles, presentation techniques, supplementary
reading materials, lectures and guest speakers are important activities
supporting the design studio. There are many announcements that need to be
conveyed to all students at the same time to insure that they receive the same
message regarding submission timing and presentation requirements.
There are many skills that the student should learn from the design studio. Among those skills is the ability to think and solve architectural design problems. At the same time, the students ability to communicate their design ideas and thinking process is essential to their future practice. Both verbal and written communication skills are essential.
The language of communication in the design studio is
English. It is obligatory that all instructions, conversations, presentations,
discussions, and any other activity to be conducted in English. There should
not be a tendency to simplify the studio instructions and translate them into
Arabic. Students are responsible for all text and graphics that appear in
their projects. Spelling mistakes should be penalized.
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Manual skills should be stressed during the first design courses and should continue to develop throughout the studio series. The use of computer is encouraged during the first design courses as a drafting tool but not as a design tool. Students should learn how to write and present their assignments using computer programs from day one in the department. They should learn how to use the computer for drafting parallel to learning their manual graphic skills. They should learn how to use the computer to aid their thinking skills. They should use only CAAD as a drafting and design tool in DS-6.
x 
It is important to select appropriate text books for the design studios. Appendix 4. contains text books required for each design studio. It is extremely important to cover the text book during the semester. Other material could be supplemented in the form of handouts. The textbook is an integral part of the design studio content. One text book is required for each design studio and should be directly related to the nature of the design studio theme.
The criteria to be used in grading will be explained in the
project brief. It is very important that students understand the nature of the
project, what is expected, and how to address the issues of each assignment
before spending time on the project.
All projects must be turned in complete and on time. Late projects will be
penalized. The exact penalty for incomplete work will depend on the discretion
of the studio instructor--students should ask about this if it is not made
clear.
Each letter grade carries a specific meaning:
A (10-15% of students) means outstanding work. The work shows innovation and a
significant depth of understanding of the project requirements. The project has
been fully developed and well communicated graphically. Generally there has
been an unusual or unique concept employed which enhances the solution. The
full potential of the problem has been demonstrated beyond expectation.
B (20-30%
of students) means good work. Project solutions have exceeded all requirements
of the project statement and show an above average depth of understanding. The
project demonstrates an above average clarity of idea, execution and
presentation.
C (30-40%
of students) means average work. The project solution adequately satisfies the
project statement but generally lacks some depth of understanding and
development. The overall project lacks innovation and craft is just adequate.
D (10-15%
of students) means poor work. The problem solution is extremely weak and lacks
depth, understanding and innovation. Craft is weak and inappropriate to the
class expectations.
F means
unacceptable work. The project does not resolve the problem statement. The work
shows a lack of understanding and demonstrates skill inappropriate to this
class.
To pass the course, the students must demonstrate competency in the semester's
main topics and issues.
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It is expected that all students will, throughout the
subject, have an understanding of the aims and objectives of the course and
develop strategies for the interpretation of project briefs. The following
content and skills assessment guidelines are suggested as a mechanism for
describing how students will be assessed. These guidelines should be reflected
in the course assessment feedback sheet.
Context and theory: How well has the student observed the brief, i.e. the aims
and objectives of the project, research, analysis of precedence.
Theme of project, identification, documentation and analysis of project aims. Broad research and translation of ideas.
Technology: Structural and construction system. Environmental
control systems.
Representation technique: Medium, scale, documentation of project. Well
executed, clearly annotated, appropriate representation for scale, drawings,
material etc. and innovative representation techniques.
Communication: Communication of intent, logic and precise information.
Each submission will be assessed using the following considerations:
|
Grade |
Min. % |
Max.% |
Degree |
|
A |
93.0 |
100.0 |
4.0 |
|
A- |
90.0 |
92.9 |
3.7 |
|
B+ |
87.0 |
89.9 |
3.3 |
|
B |
83.0 |
86.9 |
3.0 |
|
B- |
80.0 |
82.9 |
2.7 |
|
C+ |
77.0 |
79.9 |
2.3 |
|
C |
73.0 |
76.9 |
2.0 |
|
C- |
70.0 |
72.9 |
1.7 |
|
D+ |
67.0 |
69.9 |
1.3 |
|
D |
60.0 |
66.9 |
1.0 |
|
F |
0.0 |
59.9 |
0.0 |
Grading is the most difficult aspect of the design studio. A
unified grading system is to be used for all courses. It should be made
according to the following criteria:
|
Final Exam |
Term-work |
Mid-exam |
Description |
Courses |
|
50 |
20 |
30 |
History, Theory, ... |
Theoretical Courses |
|
40 |
40 |
20 |
Materials and Constructions, Computer Aided Design, ... |
Practical Courses |
|
40 |
40 |
20 |
Design Studios, Communication, Design Basics, … |
Design Courses |
|
50 |
50 |
|
Graduation Project 1 and 2 |
Graduation Project |
Evaluation of design projects is one of the most difficult tasks in design
education. Due to the nature of architectural design and the fact that there
are many good solutions that a single project can have, the judgement
is more "qualitative" than "quantitative" and each
architect can find advantages and disadvantages in any design solution- even
those solutions made by leading architects in the field! Also, qualitative
judgments change with time and what was considered acceptable and creative few
years ago is considered traditional and unacceptable today. There are many
"schools of thought" in architecture, and each "school of
thought" has its own values and priorities used for evaluation. Students
should know this fact and stop bargaining about their grades! Student's
attitude inside the studio is part of the grade.
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In his book "Architecture 101" Andy Pressman
wrote:
The environment of review is subject to variation and may be a function of the
specific jury makeup and other factors, but it is often charged with academic
and emotional intensity. This extreme is not usually the most conducive for reflective
learning. However, I do think reviews can be excellent exercises for improving
presentation of ... work in front of groups of people. This is, of course, a
very important part of the process. ... a few words on
"emotional trauma." As in any intense and sometimes emotionally
demanding experience, you will occasionally feel somewhat drained, beat-up,
even hurt in the wake of rough review. The best way to roll with the punches is
through talking, both to faculty members and to your peers. Ventilate and
express how you feel. You will surely be comforted by the relief that comes
from talking, and strengthened by the understanding and support of allies.
The jury is considered an educational setting where students learn how to
communicate their design ideas and defend their views professionally and
eloquently. They also practice the use of English language in communicating
their design ideas and projects. These are skills required for their
professional practice. It is a setting similar to what they expect to confront
in their daily professional practice experience. The juror should be able to
evaluate this educational aspect and not only the project drawings.
Architectural design is both a product and a process. And both aspects need to
be evaluated during design education.
There are two types of jury sessions; interim jury which is
conducted weekly or biweekly to discuss the students' progress in a public and
get feedback from instructors and other students, and final jury which is
conducted at the end of the design project to evaluate the final students'
work.
Because most design courses do not have "final examinations", the
jury is considered the final examination for design studios. The attendance of
the jurors is as important as the attendance of the students. It is a long and
exhausting process of reviewing tens of projects in a relatively short period
of time.
The following are some important considerations during the jury session:
Asking questions in jury sessions is different than reviewing projects during
studio hours.
Questions should be brief, clear, and short to allow the student to speak as
much as possible.
Fatal design mistakes should be pointed out and the good aspects of the design
should be stressed.
The jury should not be turned into a "monologue" wasting the time and
energy of other jury members and defying the purpose of the jury. The design
instructor should budget the time. He is the coordinator!
Despite its hectic and time-consuming process, jury reviews should be an
essential and respectable part of the design studio experience.
The verbal presentation of the project, the ability to defend one's idea and
communication skills gained during the jury session are important educational
objectives.
The evaluation conducted during the final jury is made according to the
educational objectives of the design studio and the course level.
The evaluation should be based on criteria set by the studio instructor
according to the nature of the project.
The evaluation should be conducted by experienced persons, from the department
or the professional field, who can judge the student's development and the design
project at the same time.
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In order to be able to finish the jury within a reasonable
period of time and effort for students and jury members, there are many formats
used in different universities for performing a design jury; a) the student
present his or her project to all jury members and receive their feedback and
comments (15-20 minuets/student), b) students are divided into two or more
groups and each group is reviewed by a different group of jurors, c) students
stand by their projects and jury members go around ask them questions and
evaluate their work, and d) the jury is conducted without the attendance of the
students with the purpose of evaluating the students work only. The course
instructor should decide beforehand which of these methods is going to be
applied.
The jury should follow the following procedure:
The course instructor should invite at least two (2) design instructors to
participate as official jurors who grade students
projects.
All department faculty members and guests are welcome to attend but grades are
given by the invited design instructors who should attend all presentations.
The grades should follow the format of the attached grading sheet. Appendix 5.
Retention of student work by the faculty is often necessary,
as you know, for displays, accreditation visits, instructor's own CV and other
needs of the department and the university. The department will make an effort
to provide access to retained work (if students need it for a portfolio or for
job interviews). All projects should be documented using a systematic and
reliable method. The documentation of the projects is essential for
accreditation by NAAB.
Hard copies of samples of best, average and just pass examples should be stored
at a safe location. All projects could be stored in a digital format using a
digital camera. Every semester, all digitally stored filescould
be copied on CD for permanent storage. The department should also develop an
internet site that displays the best examples and to be updated regularly.
Models are very difficult to keep in good condition for a long time. They
require space and storage facilities beyond the capacity of any department.
Models should be photographed and few samples should be displayed in the
department.
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The design studio is the spinal cord of the architectural
program. All the knowledge gained by the student in other courses should be
used in the design studio. There are many ways to achieve this goal:
use a co-teaching approach that allows more than one faculty member to teach
the same studio focusing on different aspects,
parallel courses that cover aspects of the design studio project, and
experimental design studios that allow the introduction of new ways of teaching
such as the paperless design studio, firm design studio, design-build studio,
research-based design studio, and more.
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There are many ways to assess the outcome of the design
studio education. Outcome means the students acquired knowledge and skills.
Assessment means a standardized method of evaluation of the program efficiency.
One way to assess the outcome of design studios is by using: (1) a qualifying
exam as part of the graduation project. The qualifying exam should be passed
before the students' graduation, (2) evaluation of students' portfolio of work
and projects,or (3)
preparation of a written report or paper.
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The ratio between students and assistants should not
increase than 12 to 1. This will provide the optimum individual
review time for student's work. The one-to-one student/staff
relation is essential in Design Studio teaching.
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The class should be divided equally among Assistants into
groups of students. The Assistants conduct their daily reviews and
progress assessment each class and report that to the FM. The FM is
responsible for setting the course perimeter, contents, and projects. FM is
also responsible for the theoretical course input based on the prescribed text
book(s) or any other references he might suggests on a reading list for
students, and must also oversee the students' progress occasionally and give
them some overall guidance. FM is responsible for the students final grading
and for the overall evaluation of their progress during the course.
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The design studio is the responsibility of the faculty
member, who should decide the project type, size, and educational objectives.
Students should be divided equally among TA's and architects who should be
responsible of tutoring the students towards the educational objectives of the
studio stated by the faculty member. TA's and architects should document the
progress of the student and write a profile about each student at the end of
the semester. The faculty member should focus on the theoretical part of the
studio, the time schedule and evaluate design studio progress. The TA should administer
the students' submissions and progress. The faculty member should administer
the juries and presentations. Grading is the responsibility of the faculty
member. Evaluation of students progress made by TA's
is very important in developing the final grade of the student, yet the final
responsibility towards the University is faculty member alone.
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Criticism is an essential part of design education. The
primary role of criticism in a design studio is that of supplying critical
evaluation of the students' design concepts and their development. Students may
be exposed to several systems of value held by the various studio critics and
outsiders. Based on these alternative value systems and on their own
background, students will build a system of values of their own, and thus habitually
criticize their own work. This development of self-criticism is an important
goal of the design studio. Criticism is also a teaching method. Its principal
subject matter is design methods, including the activities of defining and
understanding design problems; proposing and testing various solutions; and
carrying the best solution to a final goal. Studio instructors present to the
students a method or variety of methods for executing these activities. The
critic often takes on the role that is normally filled by the client. In this
role the critic is a sounding board for the student's ideas. The critic brings
questions and demands similar to those a client would have. The critic reacts
to the student's proposed designs and is the second party in the dialogue
necessary to the design process. Finally, the critic evaluates student
performance. This evaluation is not only concerned with the end product of any
particular design project, but also the student's interests, work habits,
attitudes, patience, communicative ability (verbal and graphic), rate and
quality of development, and promise as a future professional.
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Field trips and visits to completed or under construction
projects are very fruitful experiences to design students and should form an
integrated part of the design studio. Also visits to firms of practicing
architects and architectural firms should be encouraged. Guest speakers should
be invited to attend studio sessions and critic the students work during their
progress. Guest critics from the profession should be invited to the jury
sessions based on the judgement of the design studio
instructor.
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Barriers that have existed between the architectural
profession and its counterpart schools are being quietly broken through. The
Firm Studio approach is an interesting model to be followed. The Firm Design
Studio integrates theory and practice, students and professionals, schools and
practices. Students will have an opportunity to work with clients and
professionals from large architectural firms. Students will learn to understand
professional design practice and the way firms tackle projects. Participating
professionals, in turn, will benefit from the input and new ideas generated by
students. Renewed interest in their projects and the chance to teach will make this
opportunity worthwhile for the involved architects. It is highly recommended
that a professional architect be hired as part time in the design studio.
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Design Studio focusing on real life needs and situations are
encouraged. Several projects were designed for community institutions whether
public or private during the short life of the Department. This will develop
the student's understanding about the architectural design and design process
within a realistic context. It will also help the students to apply theory of
architecture in a site with particular constraints and its reaction to real
life situation. This trend should be encouraged and the surrounding community
should benefit from the Department of Architecture resources and capabilities.
Design projects should have a goal and purpose to help the society.
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Any form of dishonesty or unprofessional conduct during the
course will result in a failing grade for the project and/or course and
potential suspension respectively from the College and University. Plagiarism
and cheating are serious offenses and may be punished by failure on the exam,
paper or project, failure in the course and/or expulsion from the University.
Plagiarism and cheating incidents will be reported to the Department Chairman
and the College. Students should neither give nor receive unauthorized aid on
their academic work. In the design studio the issue of creativity and
originality is often raised by students. Some students become concerned that
ideas and forms did not spring spontaneously from their minds. In design, what
has come before (ideas and forms) is most often the material out of which the
designer will constitute his current proposals. This implies the study and use
of precedent. The fine line between plagiarism and original work can be found
where students fail to absorb and understand precedents in such a way that they
can be transformed and integrated into the particularities of new
circumstances.
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Attendance of design studio is a must according to
university regulations. Students should receive credit for attending the
course. They should also participate in the discussions and present their work
progress every time they attend the studio. Students should not be allowed to
attend the studio if they arrive 15 minuets later than the beginning time of
the studio, without a prior permission from the FM. If a student fails to
attend 3 sessions of the design studio he receives the 1st warning by the FM.
If the student fails to attend 3 more studio sessions receives the final
warning. If the student fails to attend one more class after that he receives
FA in this course.
Students are responsible for any announcements and submission dates announced
during the design studio that they did not attend. Studio classes usually meet
three times a week (Saturday, Monday and Wednesday) for three hours each session.
Students are expected to be in class on time, to be in class during the entire
period, to have the required equipment and supplies, and to be working on their
design projects. Class time will be used for design, drawing, model-building,
discussions, lectures, criticisms, reviews and other related activities. Daily
attendance will be taken. Students are required to attend class regularly
throughout the semester.
Attendance is required throughout assigned studio time, unless there is a
serious need for an excused absence. If such a need occurs the student should
let the instructors know before missing class. For medical excuses, the student
is responsible of following the University procedures. Students are responsible
for obtaining and learning material missed during an unexcused absence.
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All mobile phones and pagers, or any other communication
device, should be turned off during the studio hours. Listening to the radio,
tape or CD player or TV during class time is not allowed, simply in
consideration of everyone working in the studio. Outside of class time, it is
only allowed with headsets. Smoking is strictly prohibited in the studio and
all interior spaces.
Design studios offer opportunities to learn professional work habits through
the practice of scheduling, time management, and the keeping of orderly records
and work spaces.
Adherence with the ethic that one should leave the environment in better
condition than he or she found it is expected. You are passing through these
studios for a short time and need to keep them in good shape for those that
will follow you. Studios also provide a context for the development of self
criticism and the interchange of ideas among peers. Students should be reminded
by faculty members about this etiquette at the beginning of the semester.
As suggested by NAAB Accreditation System, criteria for
student performance are stated in terms of awareness, understanding, and
ability -- levels of ability that students should achieve during their studies.
See Appendix 6.for detailed objectives for each Design Course as suggested by
the department NAAB committee in 2001.
Awareness: familiarity with specific information, including facts, definitions,
concepts, rules, methods, processes, or settings. Students can correctly recall
information without necessarily being able to paraphrase or summarize it. (ex. Awareness of the basic principles that inform the design
of building service systems, including plumbing, electrical, vertical
transportation, communication, security, and fire protection systems.)
Understanding: assimilation and comprehension of information. Students can
correctly paraphrase or summarize information without necessarily being able to
relate it to other material or see its fullest implications. (ex. Understanding
of the principles of structural behavior in withstanding gravity and lateral
forces, and the evolution, range, and appropriate applications of contemporary
structural systems.)
Ability: skill in relating specific information to the accomplishment of tasks.
Students can correctly select the information that is appropriate to a
situation and apply it to the solution of specific problems. (
ex. Ability to respond to natural and built site characteristics in the
development of a program and design of a project.)
While students, for example, are encouraged to explore wide variety of media to
represent design ideas and concepts during the first two semesters, after the
first year they are expected to have developed: competency in the use of pencil
and ink on vellum, board, paper, trace; an understanding of various color
media, such as Prisma pencil; and an awareness of
reprographic techniques typically used by design professionals.
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Throughout each semester, new design principles and concepts
as well as a variety of skills, techniques will be introduced. Students are
expected to understand the new material, and to apply it not only in the
current exercise but also in subsequent studio work. Such cumulative
development fosters a deepening in the student's understanding of design
through the practice of repetition and reflection.
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Students are expected to keep their course syllabus and project statements in a -ring binder. Additional handouts and other material relevant to the studio should also be kept in this binder in an organized fashion. This is separate from the sketchbook that each student will be encouraged to keep. A portfolio will be required in which all work should be kept in chronological order. Students are required to maintain portfolios documenting all academic and design studio work. These portfolios are evaluated at the time the students apply to professional degree programs. They are also used to measure individual progress.
Studio activity during studio hours should be directly related to assigned projects. Students should not expect the teaching staff to respond to work until there is substantial worthy material to which they can respond. Team teaching means that instructors will share project introductions and critiques generally; but it does not mean that students will hear the same advice or comments from each instructor during the course of a project. It will be up to the student to think critically and creatively; to formulate, develop and defend his/her own ideas during a project - the work and the outcomes from it are the student's responsibility. Keeping the studio orderly and clean, with clear aisle-ways for easy and quick circulation, is important due to life-safety concerns and is the responsibility of the entire class. Students should respect the rights and needs of others in the studio with you.
Learning Resources are extremely valuable. They should be dealt with in an orderly manner and under the supervision of responsible persons. These include all audio-visual equipment, electronic and electrical devices, books and digital materials and drafting and coloring materials. The ALRC of the Department of Architecture should not be used by students without supervision.
All design studio work submitted for credit becomes the
property of the Department of Architecture. This material is required for
accreditation and review procedures. Students my obtain
a copy for their portfolio production. Only the Department can decide to
release some of this material to students. In case of competition submissions
and design addressing specific project in the community, credit should be given
to the Department of Architecture,
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The following academic policies, beyond the requirements of
the University, are suggested to be applicable to all students in the
Department of Architecture:
Students receiving a grade of "D" or below in two consecutive
semesters of the Design Studio sequence must not proceed to the following
design studio before improving their grade in the latest design course where a
grade "D" was obtained. These students should be advised to change
their major!
Any student receiving an "I " in a design studio must complete all
work necessary to receive a grade prior to the first day of the next studio in
the student's prescribed sequence in order to be eligible to enroll in that
studio.
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|
Course Name |
Themes |
Skills and Abilities |
Knowledge Components |
Project Level |
Presentation Techniques |
Working drawing |
|
Architecture Communication |
Graphics |
Basics of drafting |
Projection methods |
Basic drafting |
Pencil and ink drafting |
- |
|
Design Basics |
Elements |
3D Projection methods, Models, room design |
Form, space and order in Architecture |
Basic design and form manipulation exercises |
Model making techniques |
|
|
Architectural Design 1 |
Form |
Circulation and Function |
Spatial relationships |
Single function Simple structure |
Black and White presentation techniques |
Construction Materials |
|
Architectural Design 2 |
Function |
Site and Program analysis |
The Design Process |
Medium structure Horizontal circulation |
Color presentation techniques |
Construction methods |
|
Architectural Design 3 |
Structural systems |
Contextual analysis and environmental considerations |
Human needs and Programming |
Large span Vertical circulation |
Advanced presentation techniques |
Structural system details |
|
Architectural Design 4 |
Environmental sustainability |
Team work approach |
Heritage and Identity |
Multiple systems Multiple functions |
Advanced presentation techniques |
Modular coordination & Design details |
|
Architectural Design 5 |
Socio-Cultural sustainability |
Data collection and analysis Technical writing |
Design theory and strategy |
Multiple systems Complex functions |
Project Drawings and Report |
Urban design and landscape details |
|
Architectural Design 6 (CAAD) |
Working Drawings |
ACAD Presentation Techniques |
The Electronic Design Studio |
Multiple systems Complex functions |
Construction Drawings |
Working Drawing set |
|
Graduation Project 1 |
Creative thinking |
Site and program development |
|
Comprehensive project |
Preliminary Report |
- |
|
Graduation Project 2 |
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|
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|
Drawings and Report |
Structural details |
|
Design Course |
Graphics |
Elements |
Form |
Function |
Structural System |
Environment Sustainability |
Socio-Culture Sustainability |
Working Details |
|
Communication ARCH 111 |
70 |
20 |
10 |
|
|
|
|
|
|
Design Basics ARCH 105 |
20 |
40 |
20 |
10 |
10 |
|
|
|
|
Design 1 ARCH 205 |
10 |
10 |
40 |
20 |
10 |
5 |
5 |
|
|
Design 2 ARCH 206 |
10 |
10 |
10 |
40 |
10 |
10 |
10 |
|
|
Design 3 ARCH 305 |
5 |
5 |
10 |
20 |
40 |
10 |
5 |
5 |
|
Design 4 ARCH 306 |
5 |
5 |
10 |
10 |
15 |
40 |
10 |
5 |
|
Design 5 ARCH 405 |
5 |
5 |
5 |
5 |
15 |
15 |
40 |
10 |
|
Design 6 ARCH 406 |
5 |
5 |
5 |
5 |
10 |
10 |
20 |
40 |
|
Graduation Project
|
5 |
5 |
10 |
10 |
20 |
20 |
20 |
10 |
The objective of this courses is to familiarize students with architectural graphics and to introduce them to the principles and processes of sequencing of exercises emphasizing development of basic skills, ideas, and techniques used in the design of simplified architectural projects. Lecture, studio and field trips.
Visual communication techniques applicable to the design of the built environment, such as drawing, photography and modeling. Lecture, studio.
Issues and methods in designing
environments for human habitation and well-being. Reinforcement of graphic and verbal skills necessary to communicate
architectural design concepts. Projects addressing concepts such
as site, functional planning, spatial ordering, form generation. Theory and practice of architecture as art and science.
Interrelationship of function, structure, and form in
building design through analytical approach to problem identification and
problem solution. Exercises in identifying conflicts of various forces
normally associated with a variety of building types and the generation of a
range of design solutions. Prerequisite: ARCH 105.
Continuing issues and methods taught in ARCH205 in designing environments for human habitation and well-being. Reinforcement of graphic and verbal skills necessary to communicate architectural design concepts. Projects addressing concepts such as site, functional planning, spatial ordering, form generation. Theory and practice of architecture as art and science. Interrelationship of function, structure, and form in building design through analytical approach to problem identification and problem solution. Exercises in identifying conflicts of various forces normally associated with a variety of building types and the generation of a range of design solutions. Prerequisite: ARCH 205.
Visual communication techniques applicable to the design of the built environment using the computer. Computer applications include drawing, modeling, rendering, animation, and multimedia presentation. Lecture, studio. Prerequisite: ARCH 111.
These design studios deal with site and building design problems, and place emphasis on programmatic and environmental determinants and building in the natural and urban context. Lecture, studio and field trips. Prerequisite: ARCH 206
Continuing the with site and building design problems that
were investigated in ARCH 305, and place emphasis on programmatic and
environmental determinants and building in the natural and urban context.
Lecture, studio and field trips. Prerequisite:
ARCH 305.
This design studio deals with comprehensive projects requiring accountability for the full range of factors presented thus far in the curriculum. Lecture, studio and field trips. Prerequisite: ARCH 306.
This studio is intended to build upon and develop skills in architectural form-making and representation using the computer-aided architectural deign tools. The use of digital media as a tool for design, analysis, and final presentation. Prerequisite: ARCH 405.
Data collection on selected topic under the guidance of a faculty advisor. Formulation and preparation of space programme and design brief and requirements in the form of design report study and analysis of selected site constraints and environmental factors. Prerequisite: ARCH 406.
Formulation of schematic design as translation of the previously prepared design brief under the guidance of a faculty advisor. development of the schematic design into preliminary design drawings. modification of the design report toward the final design drawings. A thesis is required to be submitted. Prerequisite: ARCH 491.
|
Course # |
Course Name |
Themes |
Text Book |
|
ARCH 105 |
Design Basics in Architecture |
Graphics |
Francis D.K. Ching, Architecture: Form, Space, & Order (Second Edition), Wiley |
|
ARCH 111 |
Architecture Communication |
Elements |
Architecture Drawing: A visual Compendium of Types and Methods, Wiley |
|
ARCH 205 |
Architecture Design I |
Form |
Ernst Neufert, Neufert Architect's Data (3rd), Butterworth |
|
ARCH 206 |
Architecture Design II |
Function |
Pierre Von Meises, Elements of Architecture, Routledge |
|
ARCH 211 |
Computer Applications in Architecture |
CAAD |
George Omra, Mastering Autocad 2000 (1st), Sybex |
|
ARCH 305 |
Architecture Design III |
Structural systems |
|
|
ARCH 306 |
Architecture Design IV |
Environmental sustainability |
Charles Jenks, Theories and Manifestos of Contemporary Architecture, Wiley |
|
ARCH 405 |
Architecture Design V |
Socio-Cultural sustainability |
Catherine Slessor, Eco-Tech: Sustainable
Architecture and High Technology, Thames and |
|
ARCH 406 |
Architectural Design VI |
Working Drawings |
Ralph W Liebing, Architectural Working
Drawings, Wiley |
|
ARCH 491 |
Design Project I |
Creative thinking |
Stephen A Kliment, Writing for Design Professional, Norton Co |
|
ARCH 492 |
Design Project II |
|
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Student Name |
Student ID # |
ITEM #1 |
ITEM #2 |
ITEM #3 |
ITEM #4 |
Total |
Remarks |
|
10% |
40% |
30% |
20% |
100% |
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1 |
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2 |
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3 |
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4 |
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Please put all grades as percentage (%)
Juror's Name: _________________
Signature: _________________
|
Grade |
Min. % |
Max.% |
|
A |
93.0 |
100.0 |
|
A- |
90.0 |
92.9 |
|
B+ |
87.0 |
89.9 |
|
B |
83.0 |
86.9 |
|
B- |
80.0 |
82.9 |
|
C+ |
77.0 |
79.9 |
|
C |
73.0 |
76.9 |
|
C- |
70.0 |
72.9 |
|
D+ |
67.0 |
69.9 |
|
D |
60.0 |
66.9 |
|
F |
0.0 |
59.9 |
|
Course Name |
Level |
Warm-up Project |
Project 1 Examples |
Project 2 Examples |
|
Architecture Communication |
Projection methods |
Lines, Lettering, and Scale |
Shade, Shadow and perspective |
Survey and model of an existing structure |
|
Design Basics |
Basic design data |
Free hand sketching |
Nine Square Matrix |
Neighborhood poster |
|
Architectural Design 1 |
Single function Simple structure |
Non conventional projects
|
Bus stop |
House/villa |
|
Architectural Design 2 |
Medium structure Horizontal circulation |
Non conventional projects
|
mosque |
Clinic, nursery |
|
Architectural Design 3 |
Large span Vertical circulation |
Non conventional projects
|
Elementary school |
Office building |
|
Architectural Design 4 |
Multiple systems Multiple functions |
Non conventional projects
|
Library |
Exhibition pavilion |
|
Architectural Design 5 |
Multiple systems Complex functions |
Non conventional projects Choice of Instructor |
Shopping center |
Housing or Urban scale, Neighborhood |
|
Architectural Design 6 (CAAD) |
Multiple systems Complex functions |
Non conventional projects
|
Museum |
Hotel, Conference center |
|
Graduation Project 1 |
Comprehensive project |
Programming |
|
Concepts and First ideas |
|
Graduation Project 2 |
|
|
|
Final project and report |
|
Group Year |
|
Design Basics |
Design 1 (205) |
Design 2 (206) |
Design 3 (305) |
Design 4 (306) |
Design 5 (405) |
Design 6 (406) |
Graduation Project |
|
1 1997-1998
|
Instructor |
Dr. Omar Arch. Adnan,
Arch. Salah |
Dr. Abdullah&Omar Arch. Abdullah&Nabil |
Dr. Adil Arch. Nabil |
Dr. Yasser Arch. Tarek |
Dr. Bobakri Arch. Jamal |
Dr. Sayed Arch. Tarek |
Dr. Omar Arch Jamal Arch. Sridar |
Dr. Omar Dr. Sayed
Dr. Yasser |
|
Projects |
1.
House analysis 2.
Summer house 3.
Students' shed |
1.
Mosque 2.
Evolution 1.
Student room 2.
water in courtyard |
1.
Studio 2.
|
1.
Elementary School 2. Restaurant on the Gulf |
1.
Chalet 2.
Chalet service center 3.
Hawalli Library |
1.
2.
Office building |
1.
Oil fires memorial 2.
|
Individual
Projects |
|
|
2 1998-1999 |
Instructor |
Dr. Omar Arch. Salah |
Dr. Omar Arch. Salah |
Dr. Yasser Arch. Tarek |
Dr. Omar Arch. Jamal |
Dr. Sayed Arch. Tarek |
Dr. Abdullah Arch. Abdullah |
Dr. Omar Arch. Sridar |
Dr. Omar Dr. Sayed
Dr. Yasser |
|
Projects |
1.
House analysis 2.
House Design 3.
Students' shed |
1.
Atrium & stair 2.
Piece of furniture 3.
Small garden |
1.
2.
KSC employees residence |
1.
Sabeel 2.
Clinic |
1.
Oil fires memorial 2.
Kindergarten 3.
Universal space |
Historical
site development |
1.
Clinic 2.
W.D. |
Individual
Projects |
|
|
3 1999-2000
|
Instructor |
Dr. Omar Arch. Salah |
Dr. Yasser Arch. Tarek |
Dr. Bobakri Arch. Abdullah |
Dr. Sayed Arch. Tarek |
Dr.
Adil Arch. Abdullah Arch. Aseel |
Dr. Nazeer Arch. Ali |
Dr. Omar Arch. Sridar Arch. Basheer |
Dr. Omar Dr. Sayed Dr. Abdullah |
|
Projects |
1.
Cube transformation 2.
House analysis 3.
House design |
1.
Origami Architecture 2.
Gas station 3.Community
hall |
1.
natural lighting box 2.
Infill project 2.
|
1.
Library 2.
Sports Facility |
1.
Eco-Park 2.
Sustainability competition |
1. … 2.
Volunteer Organization Headquarter |
1.
Museum 2.
W.D. |
Individual
Projects |
|
|
4 2000-2001 |
Instructor |
Dr. Yasser Arch. Nabil Arch. Jawaher |
Dr.
Omar Dr.
Nabil Arch.
Saeed |
Dr. Syaed Arch. Tarek Arch. Jawaher |
Dr. Syaed Arch. Abdullah Arch. Amira |
Dr. Syaed Arch. Tarek Arch. Maysaa |
Dr. Yasser Arch. BT Arch. Basheer |
Dr. Omar Arch. Sridar Arch. Basheer |
Dr. Omar Dr. Sayed Dr. Abdullah |
|
Projects |
1.
Nine square matrix 2.
Generic room design 2.
Neighborhood poster |
1.
Atrium & stair 2.
House reconstruction 3.
House design for a Kuwaiti family |
1.
Al Badr
house 2.
Shuwaikh campus center 2.
Artists' Retreat |
1.
Nature to Architecture 2.
High School |
1.
2.
Restaurant |
1.
Sustainable Initiatives 2. |
1.
Museum 2.
W.D. |
Individual
Projects |
|
|
5 2001-2002
|
Instructor |
Dr. Abdullah Arch Al-Kassar/BT |
Dr. Omar Arch. Al-Kassar |
Dr. Nazeer |
Dr. Sayed Dr. Quinsan Arch. Maysaa |
Dr. Abdelmutalib Arch. Fareed
Abdal |
Dr. Quinsan Arch. Ali |
Dr. Yasser Arch. Sridar Arch. A. Nabil |
Dr. Yasser Dr. Sayed Dr. Abdullah |
|
Projects |
1.
Nine square matrix 2.
Generic room design |
1.
House in context 2.
Façade in context – 3.
Cube |
1.
Shop interior 2.
Housing motel |
1.
Kindergarten 2.
Car Showroom |
1.
Cabin 2.
Museum |
1.
Multi-use building 2.
Visitor center |
1.
Mosque design 2.
W.D. |
Individual
Projects |
|
|
6 2002-2003
|
Instructor |
Dr. Abdullah Arch Al-Kassar Arch BT |
Dr. Omar Arch Gawaher |
Dr. Quinsan Arch. Al-Khaled |
Dr. Yasser Arch Tarek |
Dr. Abdelmutalib Arch. Alawadi |
Dr. Quinsan Arch. Ali |
Dr. Omar Arch. A. Nabil |
Dr. Yasser Dr. Sayed Dr. Abdullah |
|
Projects |
1.
Nine square matrix 2.
Generic room design |
1.
House 2.
Space & Form 3.
Façade in context |
1.
Construction for movement 2.
|
1.
Restaurant 2.
Elementary school |
1.
Wall 2 concepts 2.
Border station |
1.
Central Bank |
1.
Bank branch design 2.
W.D. |
Individual
Projects |
|
|
7 2003-2004 |
Instructor |
Dr. Yasser Arch. Maysaa Arch. Basheer |
Dr. Abdelmutalib Arch. Ali |
Dr. Quinsan |
Dr. Abdelmutalib Arch. Alawadi |
Dr. Hussain Arch. Danah |
Dr. Quinsan Arch. Ali |
Dr. Omar Arch. A. Nabil |
Dr. Yasser Dr. Abdelmutalib + FM Advisors |
|
Projects |
1.
Nine square matrix 2.
Room design 2.
Neighborhood poster |
1.
Wall of light |
1.
Artist studio 2.
Stage |
1.
Chair 2.
Fahd Al Salem 3.
Structure infill |
1.
Hotel |
1.
Porch 2.
Housing development in |
1.
Sports club 2.
W.D. |
Individual
Projects |
|
|
8 2004-2005
|
Instructor |
Dr. Abdullah Dr. Hussain |
Dr. Omar Arch. A. Nabil Arch. Basheer |
Dr. Quinsan Arch. Anas Arch. Hanouf |
Dr. Abdelmutalib Arch. Aroub |
Dr. Sayed Arch. Maysaa,
Mona |
Dr.
Yasser Arch. Maysaa Arch.
A. Nabil |
Dr. Yasser Arch. Sridar Arch. A. Nabil |
Dr. Omar Dr. Quinsan |
|
Projects |
1.
Kitchen design 2.
9 Square 1.
Bird house 2.
Music house |
1.
Chair 2.
Staircase 3.
Facade |
1.
Artist studio 2.
Tea & Coffee pavilion |
1.
Spaceship 2.
Prefab house |
1.
Office building 2.
Restaurant by the Gulf |
1.
Warmup Projects 360 Hanging Art 2.
Voluntary Work Headquatrter, Sharq |
1.
MofDOfficers and Soldiers club 2.
W.D. |
Individual
Projects |
|
|
9 2005-2006
|
Instructor |
Dr. Abdelmutalib Arch. Ali |
Dr.
Omar Arch.
Dana, Tarek, Nabil |
Dr. Quinsan Arch. Aroob Arch. Afnan |
Dr. Abdullah Arch. Abdullah |
???? Arch. Abdullah |
Dr.
Yasser Arch. Maysaa |
|
|
|
Projects |
1.
Mech. Insect 2.
Cabin |
1.
Chair 2.
Garden 3.
Façade in context |
1.New
Arch studios 2.
Phone booth construction |
1.
2.
|
1.
2.
|
1-
Warm up project 2.
International Design Competition Transportation Hub |
|
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|
10 2006-2007
|
Instructor |
Dr. Abdelmutalib Arch. Ali |
Dr. Sayed Arch. Aroob |
???? ???? |
Dr. Thomas ???? |
|
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|
|
|
Projects |
1.
Animal parts 2.
Extension of |
1.
2.
|
1.
2. |
1.
2. |
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11 2007-2008
|
Instructor |
Dr. Quinsan Arch. Hessa |
Dr. Ballam
(B) Dr. Aseel
(G) Arch. Aliaa |
|
|
|
|
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|
Projects |
1. 2. |
1. 2. |
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12 2008-2009
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13 2009-2010
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14 2010-2011
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15 2011-2012
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