M Arch (Architecture education) Sem I 2022

Studio: To frame a project brief for conduction Design Studio

Brief:

1.Intoduction

“Design is often thought as a process of synthesis, a process of putting together things, a

process of combination.”- Christopher Alexander

In this view by Christopher Alexander, design is a sequence of acts where the whole and the parts, come into
being simultaneously. Design studios are conducted regularly in all the architecture schools throughout.
Framing of studio brief is one important responsibility of design teachers which is usually not given due
importance. As a design teacher it is utmost important to have clear idea about the learning objectives and
outputs. There is a need of systematic step by step guidance in terms of creative stimulus, methods or
techniques to evolve and evaluate options to take design decisions.

Conventionally, design studios are usually dealt where design understanding of the students is developed
gradually with respect to building
typologies. Projects are framed where
Learning objectives the title of the project is usually based
on a typology such as commercial
Design issue
complex, cultural centre etc. If we go
Study of the issue
by the approach, in every year
Framing of the design project maximum one can deal 4 typologies per
and its programme
year. So in the whole architecture
Tasks and expected
outputs curriculum, one can deal not more than
16-17 typologies. Apart from functional
evaluation efficiency, there are many more design
issues which are very important in
Feedback and
documentation contemporary times. These issues are
essential and relevant for any typology.
For example, a design approach based
on eco-friendly architecture is need of
the present times, whatever may be the typology….commercial complex/ cultural centre.

We as design teachers have to remember that we should make students understand architecture in its broader
meaning. It is much more than designing a building.

Hence while framing studio projects, we need to go beyond the typologies and focus more on developing
understanding of students about contemporary important issues, users and spatial experience.

2. Objective

“Nothing can be taught unless and until it is learnt. The emphasis should always
be on learning and not teaching.” - Prof. S.A. Deshpande

The objective of this studio is to make you learn about the craft of designing a studio brief.
To be a good teacher, one has to be a good learner and a good designer too. Here I mean ‘Good’ by not
emphasising on the quality of the output but the emphasis is on the process.
The design studio projects need not be based on building typologies.

An important issue related to contemporary architecture can be identified, framed and a project can be
worked out to initiate thought process amongst students about the design issue. The overall approach can be
as follows:

As a teacher, it is important to state the learning objectives, whenever a design project is introduced in
studio. The study of identified design issue/or context will lead to framing of design project by the students
themselves. The teacher can have clear idea about the project to be framed. But instead of giving it straight
away to students, the project can be evolved in discussion with the students, once the issue is studied by the
students. This will make students much more involved in the studio work as they will be stakeholders in the
work undertaken. It is important to subdivide the complete design work into smaller tasks with time
schedule. Also, the brief should include clear idea about expected output and evaluation criteria. This will
help students to have more clarity about the project. After the completion of studio project, introspection on
behalf of teachers is very essential as it will generate some feedback which can then help in reframing the
objectives for next project.

This studio is expected to expose you and stimulate you to explore and generate interesting studio briefs.

3. Approach

The overall approach for the studio project is as follows and will include following steps:

a. Identification of a pertinent ,contemporary and significant design issue which needs to be deliberated and
exposed to students to make them aware about it and stimulate the though process related to chosen issues.
Intense literature review of select books is needed to identify the issue.

b. Study of the current stances and prepositions about the chosen issue though critical appraisal of minimum
three research papers published internationally in last 5 years.

c. Framing of the Learning objective

d. Identification of the semester/ year appropriate for the discussion of chosen issue through studio brief

e. Framing of the brief in terms of list of Design tasks – the project can be subdivided into smaller
components/tasks to accomplish the final design outcome

f. Identification of role and appropriate stage where creative exercise/s can be introduced – Frame the
objectives of the creative exercise and envision its application to the project

g. Evaluation criteria.

h. Work on the framed project to come up with your designs

i. Feedback and modifications to make the final brief.

4. Stages and tasks to be accomplished

Sr. Weeks Days Stages Expected Output

N
o

a Week 1 Tuesday Identification of a pertinent ,contemporary and Discussions in the studio

significant design issue which needs to be
deliberated and exposed to students to make them
aware about it and stimulate the though process
related to chosen issues.
Intense literature review of select books is needed
to identify the issue.

Friday Brief one page write up discussing the pertinent issue of Architecture Design in
contemporary times and its significance in the Architecture pedagogy

b Week 2 Tuesday Study of the current stances and prepositions about List of Papers and
the chosen issue though critical appraisal of discussions
minimum three research papers published
internationally in last 5 years.
Friday 4/5 Page critical appraisal and discussion on key points and final Issue
identified and phrased.

c Week 3 Tuesday Framing of the Learning objective Discussions in the studio

d Friday Identification of the semester/ year appropriate for Discussions in the studio
the discussion of chosen issue through studio brief
e Week 4 Tuesday Framing of the brief in terms of list of Design tasks Discussions in the studio
– the project can be subdivided into smaller
components/tasks to accomplish the final design
outcome
Friday Written Project Brief to be submitted ( to be evaluated and
marked)
f Week 5 Tuesday Modifications if any to be done Modified Brief

Friday Identification of role and appropriate stage where Concept of Creative

creative exercise/s can be introduced – Frame the exercise
objectives of the creative exercise and envision its
application to the project
g Week 6 Tuesday Decision of Evaluation Criteria and its Justifications FINAL BRIEF

Friday Sketch design for framed project Discussions in the studio

h Week 7 Tuesday Sketch design for framed project Discussions in the studio

i Friday Modifications and feedback

Sr. Weeks Days Stages Expected Output
N
o

i Week 8 Tuesday Final Submission Final Project Brief with

learning objectives,
stagers, creative exercise,
evaluation criteria,
schedule and worked out
sketch design, feedback
and final project brief

5. Readings Prescribed

1. Letter to young Architects by Christopher Benniger

2. Balkrishna Doshi: Writings on Architecture & Identity
3. Futures Of Relevance: Architecture and Building Practices in India by Madhav Deobhakta
4. Shaping cities : Emerging Models of Planning Practice by Rahul Mehrotra and Mohammad Al
Asad
5. Design with Nature by Ian L. McHarg
6. Pattern Language and Four Volumes of The Phenomenon of Life: Nature of Order,: An Essay on
the Art of Building and the Nature of the Universe (The Nature of Order) by Christopher
Alexander
7. ‘Human Aspects of Urban Form’ and ‘ Culture, Architecture and Design’ by Amos Rapoport