• Architectural research
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• v.15 no.3
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• pp.123-132
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• 2013

Design studio is a unique type of course in architecture and interior design education, in which learning is based on student-instructor interaction and learning by doing; yet little research has been conducted on student perceptions of the ideal design studio instructor. The purpose of this paper was to identify characteristics of the ideal studio instructor from student perspectives. Three award-winning design studio instructors' studio activities were observed, and the three instructors and their 40 students were interviewed. As a result, characteristics in four categories were identified. The author argues that providing customized feedback and allowing student autonomy are the two distinct characteristics that students value in design studio as compared to students in other fields or type of courses. The findings provide valuable insights to design educators who would like to strengthen their teaching studios by listening to student voices.

• Journal of architectural history
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• v.1 no.1 s.1
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• pp.191-204
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• 1992

This study is done in order to settle down as a Architecture Movement mainly had conducted by Theo van Doesburg. The process of this research is mainly focus on the Theo van Doesburg had used it as a house and studio, which had built in November 1930 since Agust 1925. Even though the works and theories of Theo van Doesburg had widely inffuenced on Modern Architects, these were the only experimental paper architecture by conceptural proposal of plastic architecture. Namely, The value of his works and theories did not overcome experimental archtecture. but, Theo van Doesburg left one work, at Meudon near Paris. This study intends to clear the special features of changing process and spatial characteristics on planing throughout from the planning to accomplisment of it.

• Journal of the Korean Institute of Landscape Architecture
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• v.27 no.4
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• pp.108-121
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• 1999

Creative spatial production in Environmental design relies, in large part, on the artistic talent of the designer(s) that is applied to the design solutions or schematic plans. This study proposes the importance and necessity of the use of 'Plastic Arts" or the technique of artistic manipulation and definition of space in Environmental Design studio programs. This fundamental design approach is currently lacking in Korean design studio programs. Moreover, the current trend of interdisciplinary design (that is, between landscape architecture, architecture, urban and environmental planning) emphasizes the importance of such techniques. "plastic Arts" techniques can serve as a basic code of communication between design disciplines and can in itself be a common approach. The method of this study is based on the empirical datas, that is, the educational performances which are executed in Landscape studio programs of some Korean Universities. The results are summarized as follows; 1. The program, "Plastic Arts" Should be included in the basic organization of Landscape design studio programs. 2. Unlike France where "Plastic Arts" program is implemented through out Landscape Architecture programs in Korea, "Plastic Arts" should be intensified and continued for longer period of time for students in the initial years. 3. In creation of "Plastic Arts" programs for Korean Landscape Design studios, the traditional and contemporary values of aesthetic of the Nature should be taken in consideration. 4. In order to confirm the necessity of "Plastic arts" program in the organization of landscape curriculum, more studies should be done, with empirical datas.pe curriculum, more studies should be done, with empirical datas.

• Journal of The Korean Digital Architecture Interior Association
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• v.8 no.1
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• pp.5-14
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• 2008

This study is the one of the step to propose the Design studio course that apply concept of 'BIM" that is new digital environment of Architecture. This Study propose as followed, First. The proposal of the experimental course of the Design studio, Second, Application of course of study, Third, The design course of study is proceeded by purpose of completion of BIM. This study is proceeded by the purpose of the concept of the BIM first and proposals of fundamental ideas that apply the idea. Proposed training courses are marked by that divide three areas of information - architecture information, environment information, drawing information - with process consisted in professional practice of design and adjust each process and sequence. Also, this study suggest process that applying BIM tools in this work as the basis frame.

• Journal of the Korean Institute of Landscape Architecture
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• v.43 no.1
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• pp.139-156
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• 2015

The knowledge-based society of the 21st century requires a new kind of professional. Studio education has been the core pedagogical method to bridge the practical world and higher education in the field of landscape architecture. However, it is questioned whether studio classes have truly been performed from the learners' perspectives to solidify the competencies to meet the demands of the changing society. This study tries to draw key issues related to studio pedagogy in order to make a foundation for the improvement of studio classes in landscape architectural education. Five issues regarding landscape architectural studio education have been suggested through the literature review of three categories: the core competencies required for the future professionals, the pedagogical paradigm shift, and the changes along the evolution of landscape professions and curricula. The first issue is suggested as to approach the competencies from the holistic and systematic approach to define landscape architectural professionals for the 21st century. Second, studio classes should be redefined in the context of an entire curriculum, and, as a consequence, the linkage among the individual courses is found to be important. Third, design studio classes need to be restructured to have differentiated pedagogical objectives for the development of the learning phase. Fourth, it becomes crucial to research the pedagogical methodology and the reflective actions of instructors. Finally, it is required to think about what it means to be practical in the context of studio classes and the enhancement of educational infrastructure for the studio classes is to be important.

• Journal of the Korean Institute of Landscape Architecture
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• v.38 no.2
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• pp.9-24
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• 2010

This study investigates how students perceive landscape design studio classes and provides basic data to set guidelines for future student-oriented pedagogical strategies in landscape architectural design education. This study is based on the premise that the current dominant educational method, which is based on positivism, should shift to a constructivist approach, which allows students to question objective and absolute truths and restructure knowledge based on their own experiences. Unlike lecture-oriented classes, studio education relies heavily on the perceptions, attitudes, and capabilities of individual students because the nature of the class asks each student to find solutions to given project problems in creative and visual ways. Therefore, it is important to understand the psychological state of students during these classes in order to set alternative criteria for design studio education. This study contains three parts. The first part reviews theoretical discourses to understand the demands for a student-oriented educational paradigm shift and the nature of the design studio at many levels. The second part analyzes how students perceive design studio classes in terms of their satisfaction and stress levels and how studio classes affect their decision making regarding future careers. The stress levels accompanying the design process are also investigated, based on a survey of undergraduate students who are enrolled in the landscape architecture programs of four universities in Korea. According to the findings, design studio classes play a specific role in students' decision making about their future careers. Almost half of students turn out to be dissatisfied with their design education, and half of students suffer from high stress levels caused by studio classes, especially in the early phases of the design process. The findings suggest that instructors should give more attention to discovering ways to help students initiate the design process and bridge ideas and forms, provide clear guidelines for evaluation of students' abilities, and develop a more holistic approach in design studio classes that is based on individual problem-solving processes.

• Journal of the Korean Institute of Rural Architecture
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• v.14 no.2
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• pp.11-18
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• 2012

Carlos Jimenez's 'House and Studio' was self-designed to fully function as both a home and workplace. Since its establishment in 1983, the installation has been continuously updated for almost 30 years solely under the guidance of the owner's life occurrences and routine needs. The additions and alterations succeeding the building's erection were executed to incorporate small yet symbolic fragments of the resident's memories and life episodes. The particularity of the 'House and Studio' can be compared with other residential remodeling and expansion projects in regards to certain key aspects. These means of comparison include, but are not limited to, building strictly under the direction of a master plan of development vs. allowing natural adaptations that comply with the resident's needs, rapid development vs. gradual advancement, the ornamenting by exposing showy features vs. the enhancing by addition of modest natural components, sustainability vs. sustenance, systematic room divisions vs. ambiguous spatial organization, possession as a materialized asset vs. preservation as a recollection of memories, and finally the recognition as one example of signature architecture vs. the witnessing of a maturing animated shelter. The given propositions can be further explained with the comprehension of Erich Fromm's theory of the 'Having' mode and 'Being' mode, two mechanisms that categorize the essence of human life. The 'Having' mode is described by the human greed for wealth, power, and influence, whereas the 'Being' mode is comprised of compassion, joy, and productivity. Fromm's thesis applies to the general sense of human life, but the ideas can be narrowed to accommodate the architectural standpoint. In architecture, the 'Having' mode can be translated to be the conspicuous form-oriented and self-contained object. The 'Being' mode, on the other hand, is transposed as the more natural form, incorporating the needs of the owner before commercialization. The growth of Jimenez's 'House and Studio' can be perceived as an architectural suggestion to the overcoming of human indifference caused by fixation on the 'Having' mode.

• Journal of The Korean Digital Architecture Interior Association
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• v.11 no.1
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• pp.53-61
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• 2011

The purpose of this study is to propose an integrated curriculum for architectural studio in university to implement BIM process. There have been several BIM education methods occurred in school, but most of them are not successive courses but independent events. To integrate BIM into architectural curriculum successfully, it needs continuous and gradual approach. This study is proceeded by the research of precedent and analysis of key factors in foreign school program. Also fundamental objectives of the current domestic architectural curriculum are categorized to match the BIM process and functionality. As a result of this study, the new architectural design education process integrated with milestone of BIM tool is proposed.

• Journal of The Korean Digital Architecture Interior Association
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• v.13 no.3
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• pp.33-40
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• 2013

The purpose of this study is to propose an curriculum for architectural studio in university to implement BIM process, through the analysis of the advantages of the BIM tool. The limitation of this study was to analyze the case study of only half year a single university. University education in the design process, the design that can be used in applying BIM content should be universal, university education considering the special working conditions, excessive BIM-based application can be difficult. Therefore, a systematic and reliable design that can be applied to education applies BIM design process is necessary to establish. University education applying BIM design review and design proposal the various 3D visualization can be used effectively to determine. In addition, the planned representation for thinking about and drawing 3D model building, architectural space can be used for visualization, and other subjects in conjunction with structural analysis, environmental analysis, facility layout, etc. can be used.

• Korean Architects
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• s.596
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• pp.52-55
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• 2018