Pedagogy for Design Ideation in Architecture through Authoritative Elements

Abstract

The pedagogy for Theory of Architecture in many Schools of Architecture is primarily oriented towards lecture-centric classes, even in cases of engaging the student with exploratory physical models and supplementary hands-on activities. There is a clear demarcation between the realm of theory classes and the design studio. The main onus of theory classes in architecture is to support and facilitate the design process in the design studio. In reality, this is seldom true. This research aims at pedagogy that familiarizes learners with the process of design with a specific focus on design ideation, thereby bridging the knowledge transfer gap between lecture halls and design studios. This article explores a pedagogical model that layers the crucial elements that lend authenticity to design, derived from an exercise for students of architecture, executed over a webinar. The authoritative elements explored have been acquired from architectural theories. The subsequent model can be used effectively in courses at universities pertaining to Theories in / of Architecture. Consequently, this model will pragmatically support and complement the design process in the design studio of a practicing architect as well. The objectives of the study are to investigate exploratory pedagogical models in architectural education in order to improve theoretical and creative cognition as well explore concepts and ideas in taught modules that will ease the burden of seeking them out in design studios.