THE DESIGN PROCESS IN ARCHITECTURE PDF

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THE DESIGN PROCESS IN

ARCHITECTURE

A PEDAGOGIC APPROACH USING INTERACTIVE THINKING

AMIR SAEID M. MAHMOODI

B.Sc., B. Arch., M. Arch.

SUBMITTED IN ACCORDANCE WITH THE

REQUIREMENTS FOR THE

DEGREE

OF DOCTOR OF PHILOSOPHY (PhD)

THE UNIVERSITY OF LEEDS

SCHOOL OF CIVIL ENGINEERING

United Kingdom

September

2001
The candidate confinns that the work submitted is his own and that appropriate credit has been giyen where reference has been made to the work of others.

Acknowledgements

In the name of Allah, the Compassionate, the Merciful. I would like to express my indebtedness to my mother and late father who taught me to love and care. This work would not have been possible without the invaluable assistance of my supervisors, Professor Nigel Smith (the principal supervisor), Professor Peter Dale, and Professor Iraj Etessam. Also, I would like to thank one of my colleagues, Dr. Hamid N adimi from Iran, whose constructive criticisms assisted me to formulate the final research design and I found his Thesis very enlightening in the area of architectural education. Numerous individuals contributed to the research, which led up to this thesis, and they deserve special acknowledgements. Among them the following individuals were from academic organisations: Professor Geoffrey Broadbent (who was the External Examiner),

Professor

Peter Smith from Halam University in Sheffield, Dr. Jens Pohl from California Polytechnic State University in California, Dr. Mitchel Waterman from the Department of Psychology at the University of Leeds, Dr. Bob Felix from the Department of Architecture at Leeds Metropolitan University, Dr. Clive Beggs and Mr. Kris Moodley, from the

School

of Civil Engineering at the University of Leeds who participated as my examiners during my Transfer Report from provisional Ph.D. into full-Ph.D, and Mr. Abbass Ali lzadi from the University of Tehran. Presenting this thesis would not have been possible without the help of my nephew, Nima

Golijani Moghaddam - a British born,

Ph.D. Psychology student -who proof-read my

work and edited the text diligently. Many thanks go to Mrs. Dorothy A. Carr, the Postgraduate secretary at Leeds, whose friendly support was offered throughout my research. I should also thank my postgraduate officemates in Leeds, Mr. Wael Seif from Syria, Dr. Ahhmed Ghallab from Egypt, and Dr. Kostas Tsagarakis from Greece whose friendship and support will be remembered for the years to come. Finally, I would like to express my utmost gratitude to my daughter, Mona, my son, Amir Mohammad, and particularly to my wife, Nasrin, who was working on her

Ph.D. in

Architecture during this research and was a great mother, a superb wife, and a helping colleague throughout this research. I

I dedicate this work to:

My Homeland

Which provided this opportunity

and made this research possible.

Acknowledgements

Abstract

To present a discussion about architectural design, it is necessary to identify the theoretical perspectives behind architecture. The application of "positive" theories -which require a thorough understanding about the users, their behaviour in space, and their environment -has been selected for this purpose.

Such a theoretical

perspective calls for systematic research and understanding about man and his environment. The fields of Psychology -in general -and Educational Psychology -in particular -have a great deal to offer architectural educators and students in their search for training and becoming a better problem-solver and designer.

Understanding the human nature

of thinking and reasoning mechanisms, as the central issue of the design process, plays a major role in this research. The Iowa State University's "Complex Thinking Processes" model -which defines an interaction between "contentlbasic", "critical", and "creative" thinking -is integrated with a proposed model for design methodology -which introduces an interaction between three stages of 'understanding', 'idealising', and 'presenting'.

The use

of action research in this thesis facilitated the collection of data from British educators as well as educators from other countries, on the subjects of architectural design education and the design process. This thesis concludes with a case study in which the proposed "interactive" teaching strategy has been trilled with a group of Third-year students of architecture at the University of Tehran. III

Author's Profile

and Dissemination of Findings Amir Saeid M. Mahmoodi is an Architect, graduate of California Polytechnic State

University (Cal Poly) -San Luis

Obispo, in 1986. He is a faculty member of the

Department

of Architecture -School of Fine Arts, University of Tehran. Iran -where he received his scholarship to study for a Ph.D. in Architecture in 1997. The scholarship was based on an extramural scheme, spending half of the period of the research in the UK at the University of Leeds under the supervision of Professors Nigel Smith and Peter Dale. and the other half in Iran, at the University of Tehran under the supervision of Professor

Iraj Etessam.

The findings of his research were disseminated through various ways as described below. Throughout the past ten years, the Author has conducted many design studios at the

University

of Tehran, and in many other universities in Iran such as Imam Khomeini

International University

in Qazvin. Islamic Art University of Tabriz. and Azad University in Qazvin. The outcome of each educational experience throughout the years has contributed greatly to the formulation of his hypothesis in this research. During the research period, the Author had the opportunity to present his findings in the form of articles and delivering speeches as follows: • New Methods of Teaching Arts Seminar. School of Arts, University of AI Zahra,

Tehran, 25-26 May 1998.

• Mahmoodi, Amir Saeid, (1998), Art Education, Effective Use of Students Talents, Jelveh Honar, Journal of the School of Arts, University of Al Zahra, No.4, 5, 6, pp. 8-

15. (Original article in Farsi, extended abstract in English)

• Mahmoodi. Amir Saeid, (1999), The Design Process lD Architecture, An Educational Approach, Honarhaye Ziba, Journal of the School of Fine Arts,

Uni\'ersity

of Tehran, No.4. 5, pp. 73-81. (Original article in Farsi, extended abstract in English) IV

Acknowledgement

Abstract

III

Author's Profile and Dissemination of Findings

List of Figures

List of Tables

XIII

Chapter 1, Introduction

1.1. Background 1

1.2. Aims and Objectives of the Research 2

1.3. Scope of the Research 3

1.4. Methodology of the Research 4

1.4.1. Research Approach 6

1.4.2. Action Research 7

1.5. Organisation of the Thesis 9

Chapter 2, Background 0/ Architectural Education

2.1. Introduction 12

2.2. Pre Renaissance 13

2.3. The Renaissance 14

2.4. The French Ecole Des Beaux-Arts 15

2.5. The British Pupilage 17

2.6. The German Bauhaus 19

2.7. The American Schools of Architecture 21

2.8. The Iranian School of Fine Arts 23

Chapter 3, Issues Facing Architectural Education

3.1. Introduction 28

3.2. The Changing SociallProfessional Trends 29

3.3. Underestimating the Role of Research 32

3.4. Deficiencies with Design Pedagogy 34

3.5. Future Directions of Architectural Education 39

Tllble of Contents

Chapter 4, Investigating for an Architectural Theory

4.1. Introduction 42

4.2. Defining Architecture 42

4.2.1. Through History 45

4.2.2. Through Semiotics 47

4.2.3. Through Theory 49

4.2.3.1. Elements of Good Architecture 52

4.2.3.2. Causes and Virtues of Good Architecture 53

4.2.3.3. Principles of Good Architecture 53

4.3. Developing an Architectural Theory 56

4.3.1. Normative Theory 58

4.3.2. Positive Theory 59

4.3.2.1. Substantive Theory 59

4.3.2.2. Procedural Theory 60

Chapter 5, Reviewing Design Methodologies

5.1. Introduction 62

5.2. The Systematic Model 63

5.2.1. The Stage-Phase Approach 64

5.2.2. The Rational Approach 71

5.3. The Environmental Model 73

Chapter 6, An Alternative Design Methodology

6.1. Introduction 76

6.2. Developing an Alternative Model 76

6.3. Contextual Factors 81

6.4. The Interactive Model 83

Chapter 7, Thinking and Problem-solving

7.1. Introduction 88

7.2. Contribution of Psychology 89

7.2.1. Associationism 90

7.2.2. The Wurazburg School 90

7.2.3. The Gestalt Movement 91

7.2.4. Behaviourism 92

7.2.5. Cognitivism 94

7.3. Thinking and Creativity 96

7.3.1. Types of Thinking 98

7.3.1.1. Directed Thinking 99

7.3.1.2. Undirected Thinking 99

7.3.1.3. Creative Thinking 100

7.3.2. Styles of Thinking 102

7.3.2.1. Functions of Mental Self-government 103

7.3.2.2. The Forms of Mental Self-government 104

7.3.2.3. Levels, Scope, and Leaning of Mental Self-government 104

7.4. Modes of Thinking 108

7.4.1. Left Mode Contribution 112

7.4.2. Right Mode Contribution 113

Chapter 8, Design Thinking

8.1. Introduction

8.2. Design TyPes

8.2.1. Pragmatic Design

8.2.2.

Typologie Design

8.2.3. Analogic Design

8.2.4. Syntactic Design

8.3. Thinking and Designing

8.3.1. Cognitive

Styles of Thinking

8.3.1.1. Convergent Vs. Divergent

8.3.1.2. Implusive V s. Reflective

quotesdbs_dbs8.pdfusesText_14

[PDF] THE DESIGN PROCESS IN ARCHITECTURE

THE DESIGN PROCESS IN

ARCHITECTURE

A PEDAGOGIC APPROACH USING INTERACTIVE THINKING

AMIR SAEID M. MAHMOODI

B.Sc., B. Arch., M. Arch.

SUBMITTED IN ACCORDANCE WITH THE

REQUIREMENTS FOR THE

DEGREE

OF DOCTOR OF PHILOSOPHY (PhD)

THE UNIVERSITY OF LEEDS

SCHOOL OF CIVIL ENGINEERING

United Kingdom

September

Acknowledgements

Professor

School

Golijani Moghaddam - a British born,

Ph.D. Psychology student -who proof-read my

Ph.D. in

I dedicate this work to:

My Homeland

Which provided this opportunity

Acknowledgements

Abstract

Such a theoretical

Understanding the human nature

The use

Author's Profile

University (Cal Poly) -San Luis

Obispo, in 1986. He is a faculty member of the

Department

Iraj Etessam.

University

International University

Tehran, 25-26 May 1998.

15. (Original article in Farsi, extended abstract in English)

Uni\'ersity

Table of Contents

Acknowledgement

Abstract

Author's Profile and Dissemination of Findings

Table of Contents

List of Figures

List of Tables

Chapter 1, Introduction

1.1. Background 1

1.2. Aims and Objectives of the Research 2

1.3. Scope of the Research 3

1.4. Methodology of the Research 4

1.4.1. Research Approach 6

1.4.2. Action Research 7

1.5. Organisation of the Thesis 9

Chapter 2, Background 0/ Architectural Education

2.1. Introduction 12

2.2. Pre Renaissance 13

2.3. The Renaissance 14

2.4. The French Ecole Des Beaux-Arts 15

2.5. The British Pupilage 17

2.6. The German Bauhaus 19

2.7. The American Schools of Architecture 21

2.8. The Iranian School of Fine Arts 23

Chapter 3, Issues Facing Architectural Education

3.1. Introduction 28

3.2. The Changing SociallProfessional Trends 29

3.3. Underestimating the Role of Research 32

3.4. Deficiencies with Design Pedagogy 34

3.5. Future Directions of Architectural Education 39

Tllble of Contents

4.1. Introduction 42

4.2. Defining Architecture 42

4.2.1. Through History 45

4.2.2. Through Semiotics 47

4.2.3. Through Theory 49

4.2.3.1. Elements of Good Architecture 52

4.2.3.2. Causes and Virtues of Good Architecture 53

4.2.3.3. Principles of Good Architecture 53

4.3. Developing an Architectural Theory 56

4.3.1. Normative Theory 58

4.3.2. Positive Theory 59