National Conference on Emerging Trends in Architecture, Technology & Allied Fields- 2016

MODEL OF TEACHING IN ARCHITECTURE EDUCATION

(IMPLENTING PARTICIPATORY MODEL IN ARCHITECTURE DESIGN STUDIO)
Author: 1Ar.Priyanka Sambare, 2Ar.Harpreet Kaur
Assistant Proffessor Smt.Manoramabai Mundle college of Architecture,Nagpur
Email: [email protected]

ABSTRACT
The architectural design studio is the backbone of the education of future architects. It occupies a central position in
architectural education. Thus design education in architecture like other kinds of education conserves and transmits the
values of the profession & society at large. In recent years, it is widely noted that architectural practice has changed
significantly and that several corresponding changes in the Design studio will be needed.
The current approach to teaching architectural design follows principles & rules developed in the past and not equipped to
confront the environmental needs of contemporary societies to a larger extent. It is suggested that future architects should
be socially and ethically responsive, and should be able to function within social contexts.

Keywords: Participatory Model, Understanding Participatory Model, Design Process, Evaluation Criteria

I.INTRODUCTION
The models combine individual work with group work.
During the past years, the architecture profession and
The models of Sanoff, Dutton & Davis explicitly state the
education has undergone significant change in response to
use of consensus reaching for design making. The
the change in the environmental needs of the society
educational practice should be an empowering process that
resulting from population growth, increased urbanization
allows different view points to be voiced and debated.
and technology.
Sanoff (1988) argues that consensus encourages all the
In traditional architectural practices, the end-user
view points to be expressed & provides the opportunity for
is typically not involved in the design process. In order for
people to learn from each other. Davis(1982) similarly
the end-users to feel as though they are a part of the
uses consensus to develop the students critical abilities.
building process and to help them adapt to change easier,
it is important to have their involvement, making students
The participatory model is based upon the interaction with
understand the importance of participation in design.
clients. Sanoff (1978) confirms the importance of the
Design Participation is about the interaction between
congruence of language with users & clients. Architects
designer and user
The method of this study is structured in several often talk in a language not easily comprehended by the
sequential procedures. Each one leads to the next, lay people. This promotes division between architect &
non-architects encouraging hierarchical relationships.
culminating in a comparative analysis. The procedures can
Thus, communication is considered to be an indispensable
be described as follows :
skill for developing design solutions through interactive
 Identifying the models
participation.
 Establishing a format for description :
 The conception of architectural It should to clear that none of the models can replace the
design. conventional methods of studio teaching. In that sense, a
 The design process suggestion can be made by introducing the features &
 The teaching style characteristics that can help expand the design studio
outcomes & enhance the capabilities of future architects to
 Summarizing the description.
be environmentally responsive & to be able to deal with
 Identifying the underlying issues for comparison. the realities of the professional world. A careful analysis
was conducted to provide insights toward the
II.CHARACTERISTICS OF THE TEACHING understanding of the models & to clarify their processes.
PROCESS
It is evident that the models have, explicitly been
established to be more process oriented than the traditional
studios. They encourage exchange among students as a
way of learning. This helps to promote the idea that is a
group work activity.
 National Conference on Emerging Trends in Architecture, Technology & Allied Fields- 2016

III.PARTICIPATION: V.UNDERSTANDING OF PARTICIPATORY

MODEL..
The act of sharing in the activities of a group or in • Developed by Henry sanoff in the late sixties.
common with (fellows or partners) is called participation. • It considers the design activity as non –
competitive activity, since student’s works in
 Takingpart, contribution, partnership, group in different projects and is engaged with
involvement, assistance, in joining, means having clients/uses in design making.
a part implying some level of collaboration & • Reflects idea that design experience should
shared ownership or responsibility. examine through direct involvement with the
 Thus participation may be seen as direct public client.
involvement in decision making process whereby • It views architecture design as community
people share in social decisions that determine the architecture which represents an approach to
quality & direction of their lives. shaping the environment through an
 Participation means different things to different understanding of people who inhabits those
people and even to the same people,depending environments.
on the issue,its timing and the political setting in The architect’s role in the participatory design process
which it takes place. is to be a facilitator.
Listen
 participation can be addressed effectively if the
Educate on the architectural process
task of participation is thought of in terms of what
Create an ambiance of group listening
is to be accomplished and when there is an
Include all voices
acknowledge need to involve citizens(people)
Balance conflicting points of view
Deal with potentially loud or disruptive voices
IV.UNDERSTANDING PARTICIPATION
VI.DESIGN PROCESS:
Four key conclusions which shape our understanding of This model has three main objectives
participation and form the foundations of our research: • To learn how to develop & apply techniques for
involving people in design making.
1. PEOPLE FIRST • To systemtically & consciously articulate
In order to understand participation we need to start from methods of transforming information in to
the point of view of the individuals experiencing architectural forms.
participation, rather than with the institutions that create • To directly experience the management of the
the spaces and processes for participation. Putting design project from inception through
individuals at the forefront of our thinking about programming, encountering uses and
participation forces us to question who is getting involved environmental constraints.
at different points in time and across different types of •
activities;where,how and why they have been VII.MODEL CONSISTS:
doing;where,how and why participation has been • Awareness
facilitated, and to what effect. • Perception
• Design making.
2. CONTEXT IS ALL IMPORTANT • Implementation.
• Students take role of facilitator.
Participation cannot be understood by looking at the • Students decide –Priority of community needs.
individual alone; we also need to look at participation in •
context. The literature provides some insight into VIII.THE TEACHING STYLE
participation as a practice situated in space and place,  Sanoff states that learning occurs best when the
however the emphasis tends to be on individual episodes process is clear, communicable, and open, and
of participation rather than on exploring how when it encourages debate in collaborative
participation ‘flows’ through and across these different design process.
spaces and places.  The model focuses on providing students with
direct experience. In this method of learning,
3. RELATIONSHIP MATTER POINTS there is a need for structure, particularly in the
group experience.
 Relationship between activities:
 Once participants have learned the concepts,
 Relationship between individual life experiences and
they can use them, to understand their own
participatory activities.
situation and make appropriate choices.
 Relationship between people.
 Relationship between people and state.
 National Conference on Emerging Trends in Architecture, Technology & Allied Fields- 2016

 The conceptual framework is provided to The creative exercise of Brainstorming has been
encourage initial independency of the developed by Alex Osborn in 1960
student/designer and the client/user.
According to this method of learning, particulars are T he Brainstorming was done by the designer group i.e thr
given maximum feasible choice at all decision points. 3rd yr so that they a list of activities with them.
The model encourages students to search for alternatives
together, as the workshops are planned events where a Selected three with maximum votes were taken futher &
high level of participant interaction occurs. Thus,
the users (1st yr) did the mind mapping activity for each
learning takes place primarily during the process of
exploring issues. selected.

IX.PROCESS OF MODEL XI.STUDIO WORK…. CANTEEN

AWARENESS - PERCEPTION Stage 1.: Interaction with the users (1st yr)
Stage 2: Listing of requirements
DECISION MAKING - IMPLEMENTATION
Stage 3Converting the needs into sketch form.
 The process of developing the students awareness
Stage 4. Concept Developed. Something Delicious!!!!
begins with identifying the project objectives,
Stage 5: Students Worked on Planning Level
conducting survey of community needs &
Stage 6: Elevation and View
developing data base.

 Designer enters a process of decision making

through generating alternativeThe previous steps
culminate in developing the design schematics

AIM: The aim of this studio is to generate creativity in

students and approach towards an decision making
solution through Participation.

 Students (designers) interact with Client/user’s in

workshops to explore the activities & the
community goals.

LEARNING OBJECTIVE:
To learn the process of Participatory Design.
• To work out the way it can be incorporated into
the design studio
• To execute the model in the studio & recording
the proceedings & output. IMAGES EXPLAINING STAGE I & STAGE
• to evaluate the output, and finally come to the II
conclusion.

PROJECT DETAIL: Time Problem

Duration : 6 Hrs.
Level : 3rd Year B.Arch
Title: “Designing a Canteen/Library/students
activity room with effective participation of
the users.(1st yr students)

Stage 1: Listing of activities for the Campus

X.CREATIVE EXERCISE

Creative exercise has been conducted, which is

BRAINSTORMING and this exercise is combined with
MIND MAPPING also.
 National Conference on Emerging Trends in Architecture, Technology & Allied Fields- 2016

 The participation between the users and designers

should be strong and atleast 3 times.

XIV.CONCLUSION

 This studio helped the students to search for

alternative together.
 The design process helps in progressive
development and refinement of design.
 Students learn and understand that every stage
leads to a design solution.
 Students learn to resolve multiple issues
simultaneously.
 It helps the student to understand the need of
knowledge and emphasis on progress and self
evaluation.
IMAGES EXPLAINING STAGE V &  This method of conducting a design studio is a
EVALUATION CRITERIA lateral approach which may come out with very
good solution.
 The creative exercise was a learning process for
all and the basics of composition was cleared.
 Plan form could have been worked out in detail
had time permitted

XV.REFERENCES

 Salama Ashraf, New Trends in Architecture

Education : Designing the Design Studio,

 Multiple view of Participation of Design-Hanry

Sanoff

 Ching Francis D.K., Second Edition,

‘Architecture: Form, Space and Order’

 Correa Charles, ‘Charles Correa’, The Perennial

XII.FEEDBACK FROM STUDENTS Press

 The students were very much interested in  Times Saver Standards

working as it was their first time working under
participation head.
 They took interest in participation with the users
 Some student said that every design project
should start with participation.
 Time for interaction was not sufficient.

XIII.IMPROVEMENTS

 Interpretation of model takes time so the working

should be carried out into different phases with
proper time management.
 The beforehand information should be given on
suitable timings so that students can build up their
proper understanding.