The design studio is the heart of architectural education where most schools of architecture devote 30% to 50% of their curriculum to design training and teaching. The design studio is the kiln where future architects are moulded and the main forum for creative exploration; interaction; and assimilation. However; theorists; academics; and researchers voiced the opinion that most design studio teaching continues to provide students with little understanding of the value of design as a technique; a process; or a set of purposive procedures. This paper argues for a process oriented design pedagogy by outlining an assessment of traditional teaching practices and by introducing a model that advocates the view that the process and the product are equally valuable components of studio teaching. Constituted in two major categories of process and teaching style; the model addresses students’ individual differences. The implementation of the model at KFUPM sophomore studio is reported together with examples of outcomes of students’ work.
No takes yet. Share an insight, caveat, or question.
Ashraf M. Salama (2005) studied this question.