Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/5341
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dc.contributor.authorVoulgarelis, Hermie-
dc.contributor.authorMorkel, Jolanda-
dc.date.accessioned2017-02-02T11:56:40Z-
dc.date.available2017-02-02T11:56:40Z-
dc.date.issued2010-
dc.identifier.urihttp://hdl.handle.net/11189/5341-
dc.description.abstractThe increasing ease with which computer technology can be utilised nowadays results in students avoiding the use of physical models. Instead they tend to favour the development of three-dimensional computer models. Before-computer (BC) lecturers do not encourage this practice and believe that physical models still allow the best exploration within the design process. The pedagogical studio-teaching approach at the Cape Peninsula University of Technology (CPUT) is based on the facilitation of learning by emphasising the value of the design process, the value of an informed architectural idea and the value of active reflection on that process and idea. Within this approach a “container” that could act “as the central location for both recording and reflecting on” (Webster, 2001:9) was investigated. In undergraduate design projects, students were encouraged to actively build a series of working models. The building of the working models was the major part of the studio activity, but did not exclude sketching, drawing or computer modelling. Rather, a balance of media was used where the models played the major role in the development of projects. Two case studies are presented to illustrate the importance of the use of physical models. The process often started with a simple site model, from which a first architectural idea was developed. The models varied in scale and detail, but all contributed significantly to the development of an appropriate and integrated response to the design problem. They helped the students to recognise and develop their main architectural idea from concept to detail. They served as physical evidence of a student’s thought process and development. Unexpected and unintentional ideas often developed from these models. This paper documents the value observed in working models as a tool to help students in the design process with the development of, and active reflection on, an architectural idea. Ien_US
dc.language.isoenen_US
dc.publisherUniversity of New South Walesen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/en
dc.subjectstudio-based learningen_US
dc.subjectproblem-based learningen_US
dc.subjectmodelsen_US
dc.subjectarchitectural ideaen_US
dc.titleThe importance of physically built working models in design teaching of undergraduate architectural students.en_US
dc.type.patentOtheren_US
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