Design-Build: An Effective Approach for Architecture Studio Education

Mohareb, Nabil; Maassarani, Sara

doi:10.26687/archnet-ijar.v12i2.1570

Cited by 6 publications

(7 citation statements)

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“…In the Schools of Architecture, the main pedagogic activity is carried out in the design studio (Maturana, 2014; Salama, 2017; Mohareb and Maassarani, 2018). In these courses, which are based on the active type of learning style, the student tries to apply the theories which he or she has learned to solve real problems.…”

Section: Introductionmentioning

confidence: 99%

Active learning for the promotion of students’ creativity and critical thinking

Sgambi

Kubiak

Basso³

et al. 2019

ARCH

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Purpose The purpose of this paper is two-fold: first, it highlights the importance of the presence of active teaching experiences in architecture courses. Such experiences can lead to an improvement in the teaching of technical disciplines, such as structural engineering. Second, it purports to demonstrate the relation and interaction between the active teaching strategy here presented and the learning outcomes required by the study programme. Design/methodology/approach The paper reports an active didactic experience (addressed to students of architecture and performed at Politecnico di Milano, Italy, and Université catholique de Louvain, Belgium), from its conception to its development in the classroom with the students. The experience is reported by discussing the three main steps of which an active didactic experience should be composed: the stimulus, the practice and the discussion. Findings The experience seeks to find innovative methods to stimulate the study of structural engineering by students of architecture. Through this experience, based on the study of a square silicon pot mat, students are able to learn concepts related to the mechanics of structures. In addition, students find in their experience direct connections with structures of considerable architectural importance, such as the structure of the New National Gallery by Mies van der Rohe. Originality/value This experience is original in two aspects. First of all, the introduction of an active didactic experience to improve courses that are generally structured in a passive way. Second, in an era where the importance of numerical technology is growing, this experience goes in a different direction by choosing a low-tech but no less interesting approach.

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Section: Introductionmentioning

confidence: 99%

Active learning for the promotion of students’ creativity and critical thinking

Sgambi

Kubiak

Basso³

et al. 2019

ARCH

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“…Recent literature demonstrates a history and renewed interest in the Live Project model (Harriss & Widder, 2014;Harriss & Froud, 2015;Salama, 2015a;Anderson, 2017;Brown, 2016), especially in the context of contemporary challenges such as the climate crisis (Farmer, 2013; university-community collaborations (Love, 2018;Salama, 2015a) and pedagogy, (Harriss & Froud, 2015) Publication from Australia (3%) were relatively low yet hint at a deeper tradition not represented in the metadata. Kotlarewski et al (2019) and Salama (2015b) 2019), Columbia (Rodriguez, 2018), India (Saxena et al, 2017), Lebanon (Mohareb & Maassarani, 2018), Cyprus (Latif Rauf & S Shareef, 2019) and beyond.…”

Section: Geographic Distributionmentioning

confidence: 99%

“…The geographic distributions of research, whilst centred in a western tradition (North America, Europe and Australia represent 78% of the publications), also demonstrate the ubiquity of the live project model throughout much of the world. There are examples of live projects in China (Jiao and Tang, 2019), Columbia (Rodriguez, 2018), India (Saxena et al, 2017), Lebanon (Mohareb and Maassarani, 2018), Cyprus (Latif Rauf and Shareef, 2019) and beyond.…”

Section: Geographic Distributionmentioning

confidence: 99%

“…Of the selected publications, 56% mentioned administrative or logistical barriers. Of most common concern was the time it took to undertake a Live project exploration of scholarship live project, both in terms of fitting it into an existing academic calendar and long-term collaboration (Tural, 2017;Theodoropoulos, 2014;Gaber, 2014;Zingoni, 2018;Chamel, 2016;Kansler and Doerfler, 2019;Kim, 2006;Amer, 2015;Karzel and Matcha, 2009;Warren, 2014;Mohareb and Maassarani, 2018;Salama, 2015b;Neuman, 2018;Ghandi, 2018;Cranz, 2018;Clayton et al, 2002;Charlesworth, 2018;Abdel-Kader and Ettouney, 2017;Harrison, 1998;Trevino Sherk and Cobreros Rodriguez, 2019;Pinel and Urie, 2017;Passarelli and Mouton, 2021;Johnson, 2018;May et al, 2019;Sayed Saleh et al, 2021;Foote, 2012;Busby and Harrison, 2018). These are significant barriers to the institutionalisation of live projects into higher education.…”

Section: Live Project Obstacles and Barriersmentioning

confidence: 99%

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Live projects: a mixed-methods exploration of existing scholarship

Smith

Dupré

Crough

2022

ARCH

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PurposeThis paper aims to investigate trends and themes within the literature pertaining to live projects, and in so doing, highlight possible areas of future exploration and research.Design/methodology/approachThis paper utilises a Systematic Quantitative Literature Review (SQLR) method, wherein keywords and phrases are entered into selected citation databases generating a reproducible list of literature. This is then refined using a specified list of criteria and read for relevance. The resulting literature forms the basis of qualitative and quantitative analyses and review.FindingsThe reviewed scholarship demonstrates a surge in publications since the early 2000s, with 75% of publications originating from the USA, Canada, or the UK Furthermore, themes related to live project definitions, outputs and rationales were examined, demonstrating that common factors such as “community”, “construction” and “pedagogy” are not mutually exclusive but tend to overlap, making the topic hard to define. These results also demonstrate a proclivity for projects with a built output. Barriers to live projects were also assessed, and it was found that administrative hurdles, such as time and budget constraints, were the biggest concern to live project practitioners. Finally, critical voices were examined and showed that live projects need to reflect on the nature of their engagement with the community.Research limitations/implicationsThis method, while capturing a substantial portion of the published scholarship, does not capture all live project literature due to limitations such as language and a strong focus on peer-reviewed publications. Furthermore, this research only captures literature that has been published. It does not reflect the variety and extent of live project activity occurring globally. For reasons such as unfamiliarity and inconsistencies with the use of live project terminologies, doubtless many unpublished live projects are conducted–yet not represented in these findings. This study may help live project execution by providing valuable examples of existing trends.Originality/valueThis paper captures the metadata from 110 live project publications, allowing for wide-ranging analysis, categorisation and discussion on the topic.

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“…Since the participating youths have designed the street furniture but did not have the necessary construction skills, as more time would have been needed to develop these skills, a joint venture project with third year BAU undergraduate students was organized, in order to construct the final benches within their execution design III course, based on the design and supervision of the youth (see Figure 9). This meant that the participating youth were also exposed to design and construction techniques, and this method is called design-build (Mohareb & Maassarani, 2018), which involves designing a product and building it with real scale and materials. The second stage was on-site, and involved preparing the open space with the minimum of beautification interventions to the surrounding buildings, as well as repairing some damaged flooring tiles.…”

Section: Implementation Phasementioning

confidence: 99%

A Child-Friendly City: A Youth Creative Vision of Reclaiming Interstitial Spaces in El Mina (Tripoli, Lebanon)

2019

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Although old Arab cities were designed bottom-up to follow the needs of their users, public spaces for use by children were not fully considered. This paper is an outcome of a funded project that hosted 30 youth (aged 13–17 years old) from different parts of El Mina city, located in the North of Lebanon, Tripoli. The project’s aim was not limited to capacity building or designing a framework for youth participation as a vision for a child-friendly city alone, as it also demonstrated community participation with the youth to realize a design vision in an unused interstitial space by the youth in the ancient city of El Mina. The funded project consisted of many different stages; this paper focuses on the site selection, design process and the final stage of implementation. The results highlight the lessons learned from the youth’s participation, the adaptive reuse of interstitial spaces, in addition to the various interests of the project’s stakeholders.

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Design-Build: An Effective Approach for Architecture Studio Education

Cited by 6 publications

References 0 publications

Active learning for the promotion of students’ creativity and critical thinking

Active learning for the promotion of students’ creativity and critical thinking

Live projects: a mixed-methods exploration of existing scholarship

A Child-Friendly City: A Youth Creative Vision of Reclaiming Interstitial Spaces in El Mina (Tripoli, Lebanon)

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