|M.Sc Student||Tatsa Dan|
|Subject||Ideas in Students' Projects in the Architectural Studio:|
Their Sources, Development, Roles and Assortment
|Department||Department of Architecture and Town Planning||Supervisor||Professor Emeritus Gabriela Goldschmidt|
This research studies ideas raised in students' projects during the process of design, within the framework of the architectural studio: as in "real life", ideas play a central role in architectural education and particularly in the design studio.
Since no established research method is available for the study of ideas, we have made use of several methods, i.e. documentation of studio sessions, questionnaires and interviews, and statistical analysis of data derived from these materials. The study covers a second-year studio over one semester. Quantitative parameters pertaining to ideas raised in each project were calculated and correlated with the project's quality (final grade).
The findings lead to three major conclusions:
A. There is a significant correlation between the number of critical ideas associated with a project and its quality (ideas defined by the student as important are critical).
B. There is a significant correlation between the number of composite ideas (related to three or more topics) and the project's quality.
C. Guidance provided by the instructor influences the project's quality
In addition, interpersonal differences in the mode of generating and developing ideas were examined, using linkography (linkography examines links among design ideas) and personal interviews. Detailed case studies lead to the following observations:
D. In a quality project, there was an inclination to develop ideas that build on former ideas in a consistent manner throughout the semester.
E. In a project of lesser quality, there was an inclination to generate new ideas that were independent of former ideas; these ideas were not developed in a consistent manner throughout the semester.