Final Title of Review Essay

A REVIEW OF AUTHOR’S “TITLE OF THE ARTICLE”

YOUR LAST NAME, FIRST NAME

BS ARCHITECTURE AR135 ESSAYS AND REVIEWS

(SUMMARY)

There are many factors influence how students learn to design. These comprise specialized set of skills,
teaching approaches, the structure and the ability of design tutors and the quality of design curriculum
and learning environment: studio itself. Design process in a design studio is a cognitive process and
learning in design can be developed by cognitive strategies of design thinking. The most important step of
this cognitive process remains as the concept generation process, which must be admitted as the most
important issue of a design studio.
Conceptualization in a studio becomes so essential and needed to be developed based on each studio
level. Most studies in literature underscore the importance of conceptualization and most of them
investigate the effects of this idea generation methods on designers. But it is detected that none of these
researches make a clear recognition about the proper approaches for each year's studios. It should not
be forgotten that in design education there are four ( five at most of colleges) level of undergraduate and
the goal of a first-year design studio is totally different from the fourth-year .
The aim of this study is to provide a theoretical basis to encourage the strategic use of conceptualization
as teaching strategies in the design studio that developed based on the students knowledge level. It is
believed that design education can be greatly enhanced by the introduction of developmentally
appropriate design process as a teaching strategy. The conceptualization methods in literature that can
be utilized in a design studio are investigated and each method are associated to the students knowledge
levels, and design studio contents.
Many studies have examined the typical design-studio teaching method in relation to diverse aspects:
learning experiences, efficiency, quality of designs, etc. (Carsalade 1997; Oxman 1999a, b; Gouveia et al.
2001; Rufinoni 2002;; Kowaltowski et al. 2006b). (Kowaltowski et al., 2010). Although there are various
studies identified problems in architectural education related to the factors influence how students learn to
design. These comprise specialized set of skills, teaching approaches, the structure and the ability of
design tutors and the quality of design curriculum and learning environment: studio itself. (Curry, 2014).
Based on Wkas (1999) research, Schön (1983) describes design as `to discover a framework of meaning
in an indeterminate situation through practical operations in the situation`. Also he asserts that Design is
learnable but not didactically or discursively teachable: it can be learned only in and through the practical
operations of frame experimentation. Design is holistic: its parts cannot be learned in isolation.