Abstract
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.
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