Title: Real projects versus instructed protocols: a compromised profile for proposing architectural design teaching projects

Authors: Mahmoud Ahmed Abdellatif, Khaled Ali Youssef

Addresses: College of Architecture and Planning, University of Dammam, P.O. Box 397, Al-Dammam, 31451, KSA. ' Faculty of Environmental Design, King Abdul Aziz University, P.O. Box 80210, Jeddah, 21589, KSA

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.

Keywords: architecture education; design studios; design profiles; architectural design; real projects; design projects; hypothetical projects; instructed protocol; design education.

DOI: 10.1504/JDR.2010.035678

Journal of Design Research, 2010 Vol.8 No.4, pp.375 - 391

Received: 21 Jul 2009
Accepted: 12 Dec 2009
Published online: 02 Oct 2010 *

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