Achievement to a New Pattern in Architectural Design Education Model: Case Study Isfahan Art University

By Farhang Mozaffar and Mehdi Khakzand.

Published by The Design Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Design education and the model of education have always been one of the most arguable objects in art and science educational centers all over the world. The fine point that is raised here is the difference among art and architectural fields and other scientific fields, especially basic science, which result in the education process and education model in these fields. In this article, education models in design and architecture studies (A normal attitude which often occurs.) has been analyzed by three main strategies: content analysis of the related texts, review of presented projects and models in 2 last decades and at last testing the hypothesis in an internal student trial in order to approaching a new model. Students in studios should be exposed to related knowledge which improve their works definitely or even in exceptional cases or in stages. This should be done through different ways and students should understand the hypothetical relation between used knowledge and the quality of discovered solution in design. We also believe that although creation education is proportional, but it can be identified, enriched and supported. In return science and proficiency are exactly transferable and may be designed for special problems and used for solution. Our purpose in this article is the analysis of this fact that how teachers understand their responsibility in relation to design education? And what models do they use in this way? Authors not only don’t advertise the professional education in architecture faculties (This is the fact that students, often want teachers to do.) but also don’t recommend presenting complicated problems to the students, and they believe that if master – disciple system is the basis of our work, university education of architecture will face special points of architecture. (That we don’t pay much attention to them at present.) On the other hand, it seems that education should be on the basis of internal behavior of teachers and people who are selected for education.

Keywords: Design Education Model, Architectural Design Process, Architectural Design Education, Design Evaluation, Architectural Design Process, Isfahan Art University

Design Principles and Practices: An International Journal, Volume 2, Issue 2, pp.141-160. Article: Print (Spiral Bound). Article: Electronic (PDF File; 2.356MB).

Dr. Farhang Mozaffar

Iran University of Science and Technology, Tehran, Iran (Islamic Republic of)

Assistant Professor in Architecture, Iran University of science and Technology and Head of Isfahan Art University. Education & Creativity is my interesting field.

Dr. Mehdi Khakzand

Lecturer, Iran University of Science and Technology, Tehran, Iran (Islamic Republic of)

Studying in Iran University of Science and Technology and candidate for Ph.D. in landscape architecture. My dissertation field is focused on “patterns in landscape design process” since its real interesting to me.


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