Real projects versus instructed protocols: a compromised profile for proposing architectural design teaching projects
by Mahmoud Ahmed Abdellatif, Khaled Ali Youssef
J. of Design Research (JDR), Vol. 8, No. 4, 2010

Abstract: In teaching architectural design, schools have various perspectives concerning the projects taught in design studios. Some argue that students should challenge real design problems: the real project (RP) approach. Others claim that applying hypothetical projects could be more viable if they fit within the teaching protocol: the instructed protocol (IP) approach. Based on observations and a field survey comparing the RP approach, applied in Kunstuniversitat-Linz, Austria, and the IP approach, applied in Assiut University, Egypt, it was argued that both approaches have advantages and disadvantages. To reach a compromise, a teaching profile called the instructed protocol real projects (IPRP) profile was proposed. The profile has two components: an instructed teaching protocol and four different scenarios for proposing educational design projects.

Online publication date: Sat, 02-Oct-2010

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