Design Research between Design and Research
Thomas Markussenvbn.aau.dk
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Abstract
Paper for When Architects and Designers Write, Draw, Build, ? a PhD. The 2011 symposium of the Nordic Association of Architectural Research, Aarhus School of Architecture, May 4-6, 2011 ... NICOLAI STEINØ Associate professor, PhD Aalborg University, Department of ...
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This article aims to make a contribution to the debate on architectural research and academic education. Although their detailed roles and reflective procedures are still disputed, research and design are becoming more and more acknowledged as complementing sources for architectural knowledge. Design can happen within practice or as independent design explorations, in order to add to more traditional research. In contrast to various other design fields (e.g. service design or graphic design), architecture involves much longer production processes and larger costs, so that the realization of fullscale projects – exceeding pavilions or the like – within academic research is difficult. Lately, education too has received some attention for the role it can play within research. Design exploration within a master studio course has the potential to produce multiple illustrations of what is possible and also relevant for a defined context, but it is independent of everyday practicalities. A...
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Among architects and educators today the proposal for design research is generally understood as follows: the design of buildings is not only a professional practice but also a form of inquiry, a member of the growing family of research disciplines at work in the world today. The older siblings are well known, the highly regarded research fields in the natural sciences: physics, chemistry, and biology, for example. In the next generation are the social sciences: economics, political science, and sociology. Also related are the fields in which the basic sciences are applied: medicine, engineering, and information technology. This last group is more akin to architecture, for these academic disciplines are also professions. The problem with architecture is that it has also family ties to disciplines beyond the sciences, to painting, sculpture, urban design, and landscape architecture, even literature and poetry. Furthermore, artistic practices are not only non-scientific, they are purp...
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In this research selected projects by the German architect Oswald Mathias Ungers from the 1960s and 1970s are analysed by drawing, with the aim of excavating the conceptual core of the projects and hereby giving new insights on the design thinking of one of the most influential architects of the second half of the 20th century in Europe. Sketches, plans, and axonometric drawings – in particular unpublished drawings and images from the Ungers Archiv für Architekturwissenschaft Köln – build the basis for this research. Firstly, these artefacts enable the analysis of the projects and secondly, new artefacts are produced during the process of analysing: sketches and drawings, which are analytical tools as well as tools of production in architecture. These produced artefacts depict new findings about the design thinking of Ungers and at the same time can fuel the design process and thinking of professionals as well as students in architecture.
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Research by design is a broader concept that includes “practice-based research” and “practice-led research” which means that we are talking about two kinds of methodologies of research: one involves research through practice and the other involves research about practice. The difference is methodological, because one is research where the inquiry is leading to new understandings about and within the processes of design conception while the other is research about something that does not yet exist and which uses architectural practice as the research method. In terms of the general concept of architectural research, this conference adopts the definition given in the EAAE Research Charter (2012), which we helped to develop: “Architectural research is original investigation undertaken in order to generate knowledge, insights and understanding based on competences, methods and tools proper to the discipline of architecture. It has its own particular knowledge base, mode, scope, tactics and strategies.” And in turn, research by design is defined as “any kind of inquiry in which (…) the architectural design process forms the pathway through which new insights, knowledge, practices or products come into being. It generates critical inquiry through design work.”
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Design research in the Netherlands 2000 : 24-25 May, 2000, Eindhoven
The first Design Research in the Netherlands symposium was organised in 1995, with the specific aim to offer a forum for academics active in the widely varied field of design research. People studying architecture, industrial design, mechanical engineering, computer science, etc. took part in this meeting. In 1997, a follow-up with an accent on design education was organised under the title "Design Education in the Netherlands." On that occasion, design disciplines with a less research-oriented approach such as fashion design and graphic-design participated in the symposium as well. We are proud to present the proceedings of the second Design Research in the Netherlands symposium, which took place on 24-25 May 2000. Again, the aim of the symposium was to gather academics in the field to discuss their research methods, findings, approaches, and positions. The organisers were very happy to have Mark D. Gross as keynote speaker for the symposium. Mark Gross has been involved in architectural design support with computer tools. His early work has been with, among others, John Habraken at MIT. Research areas include graphic constraint-definition, diagrams, concept design games, and user interfaces. The "Cocktail Napkin" project received widespread acclaim in the human-computer interaction for design field. Mark Gross is currently Associate Professor at the University of Washington, Seatle, where he directs the Design Machine Group. Proceedings These proceedings include two additional papers with respect to the preprints. The paper by Ad den Otter on information ecologies was presented at the symposium, and the paper by Beheshti, Tolman, and van der Veer was submitted afterwards to provide an overview of the Design and Building Informatics Group of Civil Engineering in Delft. The articles included here are by no means a complete overview of all the design research activity that takes place in the Netherlands. To name a few, the departments of Structural Engineering, Computer Science, and Curriculum Development at Twente University, the Artificial Intelligence group of the Vrije Universiteit Amsterdam, and most design schools in higher education. Furthermore, there is an ongoing interest within industry to reflect about design and good design practice, although these findings are typically not communicated externally. Nevertheless, the papers gathered here provide a provisional map of design research activity in the Netherlands. Four themes Contributions to the symposium came from the following disciplines: Architecture, Civil Engineering, Technology Management, Industrial Design Engineering, Aerospace Engineering, and Information Technology. The papers have been organised into four themes: Theory, Process, Representation, and Computation. These themes are not absolute categories; they serve to identify main issues that are dealt with in the various papers.
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Introductory Chapter Perspectives on Architectural Design Research is a collection of short essays, projects and edited transcripts that offers current perspectives on design research in architecture and aligned disciplines. Contributors include international figures Donald L. Bates, Richard Blythe, Nat Chard, Murray Fraser, Dorita Hannah, Jonathan Hill and Vivian Mitsogianni. What emerges from the multiple perspectives is that contemporary design research – transdisciplinary, multi-scalar and concerning place, people, space and time – provides a collective and subtle mechanism that is propositional and transformative. The shared optimism of the contributors is that this propositional mode of research can be of catalytic value for contemporary culture and society. Further information available at: http://www.spurbuch.de/en/product-reader-aadr/product/perspectives-on-architectural-design-research.html
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Can design processes constitute genuine forms of research? Of course they can. "Against and For Method" highlights exemplary cases of how studio architects teach architectural design, both with and without methodological and research approaches strictly in mind. This edited volume openly addresses deficiencies in studio teaching and proposes possibilities for integrating methodological approaches into teaching and practice. Contributions by leading scholars in architecture, plus interviews with five practicing architects who are studio professors at ETH Zurich, reveal the ways in which design concepts are considered, teased apart and passed along. The texts contributions and interviews intend to urge studio teachers to reflect on their methods and consider to what extent systematic and conceptually coherent approaches aid their students.
Against and for Method: Revisiting Architectural Design as ResearchAgainst and for Method: Revisiting Architectural Design as Research
Can design processes constitute genuine forms of research? Of course they can. "Against and For Method" highlights exemplary cases of how studio architects teach architectural design, both with and without methodological and research approaches strictly in mind. This edited volume openly addresses deficiencies in studio teaching and proposes possibilities for integrating methodological approaches into teaching and practice. Contributions by leading scholars in architecture, plus interviews with five practicing architects who are studio professors at ETH Zurich, reveal the ways in which design concepts are considered, teased apart and passed along. The texts contributions and interviews intend to urge studio teachers to reflect on their methods and consider to what extent systematic and conceptually coherent approaches aid their students.
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