Form and Function in design studio teaching

FORM AND FUNCTION IN DESIGN STUDIO TEACHING Is it ‘form follows function’ or ‘function follows form’ in design studio as well as in practice?

SOJIA JOHNSON THOMAS | ARCHITECTURAL PEDAGOGY AR600 | 21ST FEBRUARY 2020 M.ARCH, STAGE 5 | UNIVERSITY OF KENT TUTORS: REBECCA HOBBS; CHLOE TARBATT

WORD COUNT: 7000 APPROX.

Form and Function in Design Studio Teaching

Contents LIST OF FIGURES ..................................................................................................................... 2 LIST OF TABLES ....................................................................................................................... 3 LIST OF GRAPHS...................................................................................................................... 4 ABSTRACT ................................................................................................................................ 5 INTRODUCTION: THE REASON FOR THIS RESEARCH PAPER ......................................... 6 AIM ........................................................................................................................................... 10 RESEARCH QUESTIONS ........................................................................................................ 10 RESEARCH METHODOLOGY ................................................................................................ 10 INTRODUCTION OF FORM AND FUNCTION ..................................................................... 11 INTER-RELATION BETWEEN FORM AND FUNCTION ...................................................... 12 HISTORY AND THEORY OF THE DESIGN STUDIOS.......................................................... 15 WORKSHOP PROPOSALS AND IN ACTION....................................................................... 23 WORKSHOP 1 PROPOSAL – FORM FOLLOWS FUNCTION.............................................. 25 WORKSHOP 2 PROPOSAL – FUNCTION FOLLOWS FORM ..............................................33 WORKSHOP 3 PROPOSAL – FORM AND FUNCTION ........................................................ 41 REFLECTION .......................................................................................................................... 49 CONCLUSION ........................................................................................................................ 52 APPENDIX ...............................................................................................................................53 BIBLIOGRAPHY ....................................................................................................................... 91

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Form and Function in Design Studio Teaching

LIST OF FIGURES

Figure 1 Tutor teaching students in the design studio of 'College of Architecture, Trivandrum' (C.A.T); source: https://cat.edu.in/ .................................................................................................................................... 6 Figure 2 Group image of the Architecture Practice, Dubai Consultants (D.C), in Dubai; source: Author ..... 7 Figure 3 M.Arch design brief for stage-5 for 2019; the red square indicating ‘Form follows Function’; source: https://moodle.kent.ac.uk/2019/my/index.php .................................................................................................. 8 Figure 4 M.Arch design brief for stage 4, red square indicates ‘Function follows Form’, 2018; source: https://moodle.kent.ac.uk/2018/my/index.php .................................................................................................. 9 Figure 5 Cartoon depicting 'Form follows Function'; source: (The 5th wave.com, n.d.) ..................................11 Figure 6 Notre Dame Catholic Church; source: Google image ......................................................................... 12 Figure 7 Jean-Marie Tjibaou Cultural Cantre; source: Google .......................................................................... 13 Figure 8 Left: Aerial view of Water Temple; Right: The red pinnacle; Source: Google .................................... 13 Figure 9 Disney Concert Hall; source: Google ................................................................................................... 14 Figure 10 Beijing National Stadium ..................................................................................................................... 14 Figure 11 Bauhaus curriculum; source: https://www.lifeofanarchitect.com/the-bauhaus-and-me/ ..............16 Figure 12 'Invisible Cities-Form Finding' model by student 1; Source: Author .................................................. 17 Figure 13 'Tiny House' housing project mode by student 1; source: Author ..................................................... 17 Figure 14 Block model of Gallery design project by student 1; Source: Author ................................................. 18 Figure 15 'Invisible Cities-Form Finding' model by student 2; Source: Author ................................................. 18 Figure 16 'Tiny House' housing project mode by student 2; source: Author ....................................................19 Figure 17 Block model of Gallery design project by student 2; Source: Author ................................................19 Figure 18 'Invisible Cities-Form Finding' model by student 3; Source: Author ................................................ 20 Figure 19 'Tiny House' housing project mode by student 3; source: Author.................................................... 20 Figure 20 Block model of Gallery design project by student 3; Source: Author .............................................. 20 Figure 21'Tiny House' housing project mode by a random student; source: Author ....................................... 21 Figure 22 'Tiny House' housing project mode by random student; source: Author ......................................... 21 Figure 23 Students who appeared on the workshop day, attending the survey question; Source: Author .... 23 Figure 24 Students are split into two groups; Green colored students attended workshop 1, Orange colored students attended workshop 2; Source: Author ................................................................................................ 24 Figure 25 Explanation of students attending workshops in Studio A of the architecture department; Source: Author..................................................................................................................................................... 24 Figure 26 Workshop 1 Proposal; Source: Author .............................................................................................. 25 Figure 27 Ground floor plan of Louvre Wall by Seoul-based Architects (or AND); Source: www.dezeen.com .............................................................................................................................................................................. 26 Figure 28 Illustration to explain the context of Louvre-Wall plan to the stage 1 students; Source: Author 26 Figure 29 Students attending Workshop 1 - 'Form follows Function'; ............................................................. 27 Figure 30 Students in Workshop 1, conducted by the author; Source: Author ............................................... 28 Figure 31 A student making model for the designated workshop; Source: Author ......................................... 28 Figure 32 Workshop 2 Proposal; Source: Author .............................................................................................. 33 Figure 34 View of Spiral Cafe, Chelsea; Source: Google .................................................................................... 34 Figure 35 Students attending Workshop 2 - 'Function follows Form' are colouuured in green; Source: Author .................................................................................................................................................................. 35 Figure 36 Students attending the Workshops, conducted by the author; Source: Author ............................ 36 Figure 37 Students attending the Workshops; Source: Author ........................................................................ 36 Figure 38 The pallet image provided to the students in the brief; Source: Author.......................................... 41 Figure 39 Workshop 3 Proposal; Source: Author ............................................................................................... 41 Figure 40 Diagrammatic explanation of workshop 3 conducted in studio A; Source: Author ...................... 42 Figure 41 Task of Workshop3; Source: Author .................................................................................................. 42

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Form and Function in Design Studio Teaching

Figure 42 Students attending the Workshop 3, conducted by the author; Source: Author ........................... 43 Figure 43 View of students attending the workshop 3; Source: Author ........................................................... 43 Figure 44 Image showing the Stage 1 curriculum; Source: moodle.kent.ac.uk ................................................ 51 Figure 45 Images denoting the activities performed on day 1; Source: Author ............................................... 55 Figure 46 Images denoting the display of city of Zenobia outside, on day 2; Source: Author........................ 57 Figure 47 Images denoting the activities performed on day 3; Source: Author .............................................. 59 Figure 48 Images denoting the activities performed on day 6; Source: Author .............................................. 62 Figure 49 Images denoting the activities performed on day 7; Source: Author .............................................. 63 Figure 50 Images denoting the activities performed on day 8; Source: Author .............................................. 65 Figure 51 Images denoting the activities performed on day 10; Source: Author .............................................. 68 Figure 52 Page 1 of 3 of Author's brief to conduct Workshop 1; Source: Author ............................................. 77 Figure 53 Page 2 of 3 of Author's brief to conduct Workshop 1; Source: Author ............................................. 78 Figure 54 Page 3 of 3 of Author's brief to conduct Workshop 1; Source: Author ............................................ 79 Figure 55 Page 1 of 3 of Author's brief to conduct Workshop 2; Source: Author ............................................. 80 Figure 56 Page 2 of 3 of Author's brief to conduct Workshop 2; Source: Author ............................................. 81 Figure 57 Page 3 of 3 of Author's brief to conduct Workshop 2; Source: Author ............................................ 82 Figure 58 Page 1 of 2 of Author's brief to conduct Workshop 3; Source: Author ............................................ 83 Figure 59 Page 2 of 2 of Author's brief to conduct Workshop 3; Source: Author ............................................ 84 Figure 60 Brief to stage 1 students attending Workshop 1; Source: Author .................................................... 86 Figure 61 Brief to stage 1 students attending Workshop 2; Source: Author .................................................... 87 Figure 62 Comments by the students of workshop 1 and 2; Source: Author ................................................... 88 Figure 63Comments by the students of workshop 1 and 2; Source: Author .................................................... 88 Figure 64Comments by the students of workshop 1 and 2; Source: Author .................................................... 89 Figure 65Comments by the students of workshop 1 and 2; Source: Author .................................................... 89 Figure 66 Comments by the students of workshop 3; Source: Author ............................................................ 90 Figure 67Comments by the students of workshop 3; Source: Author .............................................................. 90

LIST OF TABLES

Table 1 Critical comparison between architectural teaching and architectural practice of different countries; Source: Author ................................................................................................................................... 22 Table 2 Students' Performance from Workshop 1; Source: Author .................................................................. 29 Table 3 Students performance of Workshop 2; Source: Author ....................................................................... 37 Table 4 Students' Performance of Workshop 3; Source: Author ...................................................................... 44 Table 5 Comparison of performance by student (2) between workshops 1 and 3; Source: Author ................ 46 Table 6 Comparison of performance by student (1) between workshops 1 and 3; Source: Author................. 46 Table 7 Comparison of performance by student (4) between workshops 1 and 3; Source: Author ................ 47 Table 8 Comparison of performance by student (3) between workshops 1 and 3; Source: Author ................ 47 Table 9 Comparison of performance by student (9) between workshops 1 and 3; Source: Author ................ 48 Table 10 Comparison of performance by student (8) between workshops 2 and 3; Source: Author .............. 48 Table 11 Critical comparison of the reflection on Workshops 1, 2, and 3; Source: Author .............................. 49 Table 12 Reflective Journal 1; words - 280; Source: Author ............................................................................... 54 Table 13 Reflective Journal 2; Words - 340; Source: Author.............................................................................. 56 Table 14 Reflective Journal 3; Words - 363; Source: Author.............................................................................. 58 Table 15 Reflective Journal 4; Words - 197; Source: Author .............................................................................. 60 Table 16 Reflective Journal 5; Words - 327; Source: Author ...............................................................................61 Table 17 Reflective Journal 6; Words - 250; Source: Author ............................................................................. 62 Table 18 Reflective Journal 7; Words - 103; Source: Author .............................................................................. 63

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Form and Function in Design Studio Teaching

Table 19 Reflective Journal 8; Words - 348; Source: Author ............................................................................. 64 Table 20 Reflective Journal 9; Words - 157; Source: Author ............................................................................. 66 Table 21 Reflective Journal 10; Words - 206; Source: Author ............................................................................ 67 Table 22 Reflective Journal 11; Words - 168; Source: Author ............................................................................. 69

LIST OF GRAPHS

Graph I Survey 1 comprises analyzing the students' method or approach of design; Source: Author........... 23 Graph II, Source: Author .................................................................................................................................... 30 Graph III, Source: Author .................................................................................................................................... 31 Graph IV; Source: Author .................................................................................................................................... 31 Graph V; Source: Author .................................................................................................................................... 32 Graph VI; Source: Author ................................................................................................................................... 38 Graph VII; Source: Author .................................................................................................................................. 39 Graph VIII; Source: Author ................................................................................................................................ 39 Graph IX; Source: Author ................................................................................................................................... 40 Graph X; Source: Author..................................................................................................................................... 40 Graph XI; Source: Author ................................................................................................................................... 45 Graph XII; Source: Author .................................................................................................................................. 45 Graph XIII; Source: Author................................................................................................................................. 70 Graph XIV; Source: Author................................................................................................................................. 70 Graph XV; Source: Author ................................................................................................................................... 71 Graph XVI; Source: Author .................................................................................................................................. 71 Graph XVII; Source: Author ............................................................................................................................... 72 Graph XVIII; Source: Author .............................................................................................................................. 73 Graph XIX; Source: Author ................................................................................................................................. 73 Graph XX; Source: Author .................................................................................................................................. 74 Graph XXI; Source: Author ................................................................................................................................. 74 Graph XXII; Source: Author ............................................................................................................................... 75 Graph XXIII; Source: Author .............................................................................................................................. 75 Graph XXIV; Source: Author .............................................................................................................................. 76 Graph XXV; Source: Author ............................................................................................................................... 76

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Form and Function in Design Studio Teaching

ABSTRACT

The contradiction between form and function is seen as an important element in architecture. _ John Shannon Hendrix.

‘The reason for selecting the particular topic was due to my personal experience, where I was trained with the ‘Form follows Function’ design approach, whereas in a practice firm in Dubai, the staff followed the ‘Function follows Form’ design approach, which I was not familiar or comfortable with’. In architecture design, there has invariably been a debate on what comes first? Form or function? The design studio is considered as the fundamental element in the curriculum of architecture schools universally and is a foundation for designing in architectural firms. In this paper, a critical investigation of architectural and design was conducted to recognize the dichotomies of design approaches and in understanding their fundamental differences to find the characteristics of form and function, which may produce ideal outcomes in the development of architectural curriculum. However, the choice of method results in an expression of architecture creation. The result of both processes vary, and this very statement is supported with examples.

This paper discusses both in terms of form follows function, and vice versa, and is supported with three workshops conducted for first-year students. Subsequently, this paper argues for the hybridization of the twin pillars of form and function as the ideal outcome of architecture teaching and in design practice.

Keywords: Design Studio, Creative Form and Functional efficiency, Architecture education and Practice

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Form and Function in Design Studio Teaching

INTRODUCTION: THE REASON FOR THIS RESEARCH PAPER

Indian studio teaching method: The majority of Indian architectural studio teaching focuses on the ‘Form follows Function’ approach to design. There exists a relevant reason behind this. Indian industry is in close relation and conversant with engineering design. This traces back to the historical evidence from the Mohenjodaro - Harrappa 1 excavations in 2500 BC, which involved extremely advanced architecture, town planning and technology in various locations. The design knowledge of India was enormously organized and pedantically articulated. Prehistoric India had rules and regulations for every kind of design, such as ‘Shilpa Shastra’ for sculpture, Natya Shastra for dance, Vastu Shastra for architecture, therefore more clarity on why probably most of the Indian designing methodology has been attached to the function, rather than form.

Architectural education has been taught mainly by those practicing architecture, for the past 10-15 years. These professionals, become unaware that the students are at their learning stage, but due to their habitual professional excellence, they tend to guide the students in the practical ‘office’ manner.

This, results in the obvious method of ‘Form follows Function’. Another aspect is that the country is quite stern about the environmental strategies as well as the cost of implementation. Many constructions occurring in India are cost-effective and according to the client agreement on low budgets. These factors lead the majority of universities to follow the ‘Form follows Function’ approach to design.

Figure 1 Tutor teaching students in the design studio of 'College of Architecture, Trivandrum' (C.A.T); source: https://cat.edu.in/

During the author’s experience as an undergraduate in C.A.T, College of Architecture, Trivandrum, the method of ‘Function follows Form’ was gravely frowned upon. The significance of efficient planning was considered in the design studios followed by various structural aspects and budget inquiries.

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Design Pedagogy in India: A Perspective, Singanapalli Balaram

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Form and Function in Design Studio Teaching

Indian Architectural Practice firms: In the practice fields of India, the planning of design takes place, which may be roughly prepared by the Principal Architect. Once the developer has established a clear plan, the architect approves it and commands a form to be delivered by the developer. Once the form is accomplished, the architect, nonetheless, approves it, subsequently launching the drawings to the municipality for planning approval. Therefore, in practice, the conventional method of ‘Form follows Function’ is followed.

Dubai Practice firms: The architecture firm in Dubai, named, Dubai Consultants or D.C, followed the ‘Function follows Form’ approach. It had not the foremost common method to several, especially to those that had graduated from Indian universities.

When a client approaches together with his design requirements, immediately a design brief is issued.

It includes the number of floors, site area, space requirements and so on. From this, the principal architect designs a rough sketch on the form of the building, say a residence or an apartment. This is forwarded to the 3d Visualizer to develop the form and submit it with an appropriate rendered view.

Once the architect approves it, the client is asked for final approval. Only then, would the accurate design plan be developed by the developer for planning approval.

Internationally, Dubai is known for its expensive glass skyscrapers, where any genre of ‘Form’ is fostered in order that an iconic building is established within the place.

Figure 2 Group image of the Architecture Practice, Dubai Consultants (D.C), in Dubai; source: Author

Hence, it could be concluded that a few offices follow the ‘Function follows Form’ approach of design in practices as well.

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Form and Function in Design Studio Teaching

Studio teaching method in University of Kent, Canterbury: At the Kent School of Architecture, the experience has been quite distinct.

The instructor had created a brief during the 1st year of the M.Arch course where we were instructed to create a construct based on a theme that was selected by each student and told to deliver the construct to the public.This brief indeed involved the concept of ‘thinking with hands’ and ‘people’s response of the construct or device made’. – This entire experience concluded that the design approach involved is – ‘Function follows Form’ from a different perspective.

Whereas in the 2nd year of M.Arch, the brief focused on the activity of the people in the site surrounding that captured our attention. Hence, this brief directs the design approach of ‘Form follows Function’ Stage 1 tutors have also been versatile in form and function. It was observed while the author assisted tutors of stage 1 to teach students. Any approach was encouraged to be included in the design process of the students. The tutors who train the students find the functional spaces and exterior nature of the design equally important. Nevertheless, there was a tendency for these tutors ' approach to the "Form follows Function," where specifics are further clarified in this article.

Figure 3 M.Arch design brief for stage-5 for 2019; the red square indicating ‘Form follows Function’; source: https://moodle.kent.ac.uk/2019/my/index.php

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Form and Function in Design Studio Teaching

Figure 4 M.Arch design brief for stage 4, red square indicates ‘Function follows Form’, 2018; source: https://moodle.kent.ac.uk/2018/my/index.php

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Form and Function in Design Studio Teaching

AIM This paper aims to find if there is a right method to approach a design process; to establish if it is ‘form follows function’ or ‘function follows form’ in architecture education as well as practice; to achieve balanced teaching of form and function in design studios and enable students to work in any approach when they are in practice.

RESEARCH QUESTIONS

•Is there a right method of approach to design?

•What comes first, form or function, or both?

•How can students be trained to accommodate both form and function equally into their design?

•Do functional briefs constraint creative design? How to overcome this?

•Is it time to include the Bauhaus method of workshop teaching in architecture studio?

•Are students aware of this scenario before they enter a practice?

RESEARCH METHODOLOGY This paper would include a study of research on the inter-relationship between the Form and Function design outcomes in architecture. It would include the fundamental research method of teaching in architecture from the School of Architecture of the Bauhaus and compare this with the current modern teaching method in architecture education, especially at the Kent School of Architecture and Planning (University of Kent).

To reinforce the research questions, three workshops performed by the author on stage 1 students of the University of Kent would be identified and published. Then, evaluation questions, reviews and their reflexion would also be provided at the conclusion of the study, evaluating students and teachers ' common perspective on the current situation on the topic of ‘Form’ and ‘Function’. This would consequently lead to the teaching intervention, which then suggests a slight change in the current teaching curriculum of stage 1.

The workshops aim to provide an awareness to the students that there exist different methods to approach a design and while entering practice, the designer must continue to develop a project that was dropped mid-way by another designer.

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Form and Function in Design Studio Teaching

INTRODUCTION OF FORM AND FUNCTION ‘Form follows Function’ was coined by the famous architect, Louis Sullivan, which follows the principle that the form of structures is dictated by their function. In other words, the exterior design of a building should reflect the various interior functions. This principle suggested that the purpose and function of the building would determine the ultimate form of the project. The slogan is applicable in different fields of architecture, product design, and engineering. Sullivan’s reverse engineering and vertical thinking is still used today. It is said to be the axiom for the modernist architects in the early 20th century for their method of designing, thereby termed as ‘functionalism’.

But many contemporary architects broke the slogan, only to turn against it, by stating a new one, ‘function follows form’ because they were looking for new or better or more sophisticated experiences.

These include Renzo Piano, Zaha Hadid, Steven Holl, which have been highly criticized for their obvious focus on form in their projects.

Ultimately, the question always remains the same: - Is it ‘form follows function’ or ‘function follows form’? This question is relevant not only in terms of design practice, but it is also an unusual methodology in the realm of architectural studio teaching and learning.

Some might suggest that different approaches to a project are possible. While this may be factual, the profession of an architect in a firm where a novice or fresh architect is not familiar with the way people work in that organisation is disheartening. The standard design approach is to start with the specific function, user needs and development schedule. Some companies follow the axiom, "the Function follows Form" In this situation, it would be quite challenging for the architectural designer / trainee to move together with the new office culture.

Figure 5 Cartoon depicting 'Form follows Function'; source: (The 5th wave.com, n.d.)

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Form and Function in Design Studio Teaching

INTER-RELATION BETWEEN FORM AND FUNCTION The students of stage 1 must be familiarized with these methods to design when they reach the first step of architecture. All of the previously mentioned methods would be investigated and analyzed, which were the works of renowned architects. Hence, based on the relationship between form and function, there are primarily three aspects: o o o

Form follows Function Function follows Form Form and Function progresses simultaneously

Form follows Function Notre Dame Catholic Church The Catholic Church was constructed during the Gothic period in the concept of Gothic between the years 1163-1330, by architect Maurice de Sully, in Paris, France. It is designed centred on the liturgical grounds, therefore the structure and design in collaboration with the symbols and iconography linked with the religious aspect. This sacredness reflects the exterior faรงade as well as in the interiors.2

Figure 6 Notre Dame Catholic Church; source: Google image

Jean-Marie Tjibaou Cultural Centre

2

(Trisno & Lianto, 2018).

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Form and Function in Design Studio Teaching

The cultural center has been described as "a perfected masterpiece and a deeply impressive, earthbound example of a new interpretation of modernism". The planning aimed at a unique building "to create a symbol" ..." a cultural center devoted to Kanak civilization where they lived in a temporary type of buildings made with materials that are available from the nearby context, needed to get substituted from time to time in the subtropical climate. It illustrated an "interpretative landscape path" implemented around each building with a series of vegetative cover avenues along the path that surrounded the building but separated it from the lagoon. The functional aspect here can be referred to as the ethics of the local hero so that the expression of the form can be generated following the function.

Figure 7 Jean-Marie Tjibaou Cultural Cantre; source: Google

Function follows Form Water Temple Honpuku-Ji The Water Temple was constructed using the concept of various geometric forms, at Hyogo Japan, by Tadao Ando. The whole structure begins with the notion of a lotus flower, which is built in a circular shape. The function of the temple, being worship, is established in the under-water pool region with a red pinnacle. Ultimately this red touch indicated in the design is located on the west of Japan, which symbolizes the sunset, hence the red colour! Therefore, this design can be categorized as function following form.

Figure 8 Left: Aerial view of Water Temple; Right: The red pinnacle; Source: Google

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Form and Function in Design Studio Teaching

Disney Concert Hall The hall was constructed in 2003 with the concept of deconstruction, by Frank Gehry. The focus is on the form aspect, incorporating materials such as stainless steel and stone to express the quality of the de-constructivism concept, hence making it more dominant than the function of the building. The Walt Disney Concert Hall is acoustically sophisticated providing both visual and aural intimacy for an unparalleled musical experience. The auditorium is configured in a “vineyard style” which allows seating for all four sides of the stage. Thus, function follows the form of the building, in this case.

Figure 9 Disney Concert Hall; source: Google

Function and Form progress together

Beijing National Stadium The stadium was built with the concept of bird’s nest in Beijing, China, by architects Herzog and De Meuron. This stadium has been tagged as the “Bird’s nest” due to the mesh of winding steel segments that form the roof. The nest structure follows the rules of geometry and was inspired by yin yang, the Chinese philosophy of balance and harmony. It reflects the perfect relationship of form and function since the form of the building uses the structure of the Bird’s Nest and the function uses the concept of the Bowl which accommodates 91,000 audiences.

Figure 10 Beijing National Stadium

As ‘form vs. function’ is still being considered, design and architectural arts produces few ultimate outcomes, as both contribute equally.

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Form and Function in Design Studio Teaching

HISTORY AND THEORY OF THE DESIGN STUDIOS The concept of design studio emerged initially in 1819, once the habitual workshop/ studio’, conjointly called as atelier structure, started by the French Royal Architectural Academy altered it into the Fine Arts School, also known as Ecole des Beaux-Arts. It was meant to be enhanced not merely in the artistic manner, but also by analytical and structural intellectual skills where the academic system was pragmatic and formal.

The pragmatic structure included the tasks in crafts work in which the pupils could learn to work with various materials such as wood, glass, clay, metal, and stone, thereby providing them a platform to disclose their inventiveness, ingenuity and creative expressions. The formal training tackled the glitches of architectural form through speculation, presentation, composition and incorporated the theories on color, design, and space. The applied teaching provides the ability to develop skills in model making, being involved in arts such as coloring and painting.

This resulted in an ‘architectonic approach’ to architecture design learning, as per Walter Gropius in 1918. The adoption of this philosophy in the Bauhaus School led the students to excel with their unique skills to divulge their creativity. Gropius states that there exists a close association between all orders of arts and crafts.3

The Bauhaus School curriculum consisted of three phases: o o o

The Introductory Course The General Course The Architectural Course

The introductory course comprises of the knowledge on the basic form and composition in architecture; the general one has training based on manufacture, space, and surface design; and the final architectural course has its focus on buildings made of concrete and steel. The basic structure of an architectural school comprised of studio centered training accompanied by theoretical and practical aspects within an interdisciplinary surrounding.

Ranging between 1930 and 1960, architecture schools have been following distinct approaches towards studio teaching: the two-fold scheme, in which the workshops or ateliers were parted from the theory of the course structure; the other was the three-fold scheme, where the workshops were amalgamated with the theoretical courses.

The design studio in Bauhaus school had simultaneous workshop classes along with their theory classes which were essential for a fresh student to understand the importance of form development as well as to inject the knowledge on various materials used for constructing a model in academic terms as well as in applied practical terms.

3

(Benton et. al., 1975).

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Form and Function in Design Studio Teaching

Figure 11 Bauhaus curriculum; source: https://www.lifeofanarchitect.com/the-bauhaus-and-me/

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Form and Function in Design Studio Teaching

The ‘Kent School of Architecture’ curriculum Students were not adequately equipped with the sort of versatility in methods promoted by stage 1 tutors. For starters, during their first design assignment ' Form Finding' the students reacted creatively because there were no functional constraints. Whereas, during their next design project – ‘Tiny house’, the students began to build box-like structures as their design. The reasoning was mainly due to the technical restriction brief. The students simply said when asked that it is impossible for imaginative and bold projects to become a physical model, confining their concepts to a shell.

For example, the progress of a Stage 1 student is measured from the first project to the last, for the current year. The main project was the' Form Finding–Invisible Cities ', in which a form was created, based on its proposed urban design, which had been demonstrated once a brief analysis was carried out on the city of Zenobia. In addition, this activity will follow the principle of' Form follows feature.' The figure 12 shows that the tower was simply an innovative attempt to find a "Form."

Figure 12 'Invisible Cities-Form Finding' model by student 1; Source: Author

The corresponding project brief, entitled' Tiny House' presented 16 house designs for a footprint of each home not exceeding (5x5) metres. Most of the students began to shape buildings that appeared like a shell, which was a dramatic change from the first creative project. The motivation may probably be due to the practical brief that stimulated knowledge of anxiety. As shown in figure 13, the student has made 16 small house suggestions with only one side of the wall transformed into a curvature and not a straight wall. This study adopted the theory "Form follows Function" while the student referred to it as "Type follows the Shape"

Figure 13 'Tiny House' housing project mode by student 1; source: Author

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Form and Function in Design Studio Teaching

Figure 14 Block model of Gallery design project by student 1; Source: Author

The next proposal eventually included the construction of a gallery with several pieces by well-known artists. This project's description was rather versatile, and the students even provided the field briefs to design. A specific concept was created after the student participated, and was defined at the end of the article, in the "Form and Function" workshop organised by the author. This image shows the numerous floor plans of the gallery which follow the concept "Form follows Function."

Figure 15 'Invisible Cities-Form Finding' model by student 2; Source: Author

This figure 15 was made by another student in conjunction with the first study–"Form Finding–Invisible Cities." The tower was very technically imagined, so the layout was rendered very easily. Although the architecture followed the philosophy ' Form follows function,' in practise it led to an innovative form of a tower.

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Form and Function in Design Studio Teaching

The' Tiny House ' experiment by the same student contributed to a box structure similar to that of the previous study. As the picture shows in figure 16, the subject had a sloping roof instead of a flat roof.

Once more, the student built as per the practical design brief. The planning was very effective, while its form and aesthetics were compromised. The student particularly followed the design approach of ‘Form follows Function’

Figure 16 'Tiny House' housing project mode by student 2; source: Author

Figure 17 Block model of Gallery design project by student 2; Source: Author

The final design was planned with the additive subtractive approach by the student with a roof that extended from the 1st floor to the terrace in the ground floor, as seen in figure 17. The design concept is close to a layout of horseshoes, and thus the shape has been created. The student also adopted the "Form follows Function" method and the development of the system was therefore designed efficiently.

The shape has been changed from the previous project of the student while focussing on the construction of the roof.

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Form and Function in Design Studio Teaching

Figure 18 'Invisible Cities-Form Finding' model by student 3; Source: Author

In the first project, the next student had a very modern design. The conical roof became an elegant, formal structure, given its redundancy. But the conical spiral can be described as a creative design type, as shown in the figure 18.

The student's eventual experiment did not end in a typical dwelling, whereas the additive and subtractive approach was included in the overall design. "Form follows Function" was a traditional design process but the student often took a little more note of the product. (See figure 19).

Figure 19 'Tiny House' housing project mode by student 3; source: Author

While engaging in the "Form and Function" workshops the proposal for gallery architecture arose drastically. It can be seen from the picture that the students integrated simple circular forms to build and establish a framework for the design of the gallery. The gallery architecture feature was also well informed by the concept. (See Appendix) The students implicitly generated box frameworks before the workshops carried out by the author but adopted the' Form follows the function ' method for the first two studies.

Figure 20 Block model of Gallery design project by student 3; Source: Author

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The justification was that the students had made an unprecedented effort to create innovative and audacious prototypes.

It is in this situation that the Bauhaus program could be applied. ‘Man, who creates and constructs, must learn the specific language of construction in order to make others understand the idea. Its vocabulary consists of the elements of form and colour and their structural laws. The mind must know them and control the hand if a creative idea is to be made visible. Without this knowledge, his idea will never emerge from chaos.’ (Sharp, 1975) - Form and Function; (Bentons and Sharp) With the above declaration it is evident that students who are participating in modelling training will not be afraid to create innovative and brave physical structures for their creation of design The other students who had the same assignment replied in different styles.

Figure 21'Tiny House' housing project mode by a random student; source: Author

Figure 22 'Tiny House' housing project mode by random student; source: Author

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Form and Function in Design Studio Teaching

Table 1 Critical comparison between architectural teaching and architectural practice of different countries; Source: Author

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Form and Function in Design Studio Teaching

WORKSHOP PROPOSALS AND IN ACTION The workshops are intended to demonstrate which method is most successful when creating a project for students. For fact, if the procedures are or are not beneficial for future projects are determined

Workshop in action: Nine students questioned participating on the day of the workshop. Students were welcomed and the intent of this event was also briefly mentioned.

Figure 23 Students who appeared on the workshop day, attending the survey question; Source: Author

Students were given an initial survey challenge to evaluate their individual design processes.

(See Graph 1)

9 9 7

8 6

NO. OF STUDENTS

7 6

5

5 3

4

3

3 2 1

1 0

0

0

0

1

1

0

0

0

0 BEGIN WITH PLAN

BEGIN WITH FORM

Yes

FORM FOLLOWS FUNCTION

Depends

No

FUNCTION FOLLOWS FORM

Sometimes

Graph I Survey 1 comprises analyzing the students' method or approach of design; Source: Author

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Form and Function in Design Studio Teaching

Figure 24 Students are split into two groups; Green colored students attended workshop 1, Orange colored students attended workshop 2; Source: Author

4 students

•Form follows function

(Workshop 1)

STUDIO A

5 students

•Function follows Form

(Workshop 2)

Figure 25 Explanation of students attending workshops in Studio A of the architecture department; Source: Author

The 9 students who appeared on the day of the workshop were split into 4 and 5 for the Workshops 1 and 2, ‘Form follows Function’ and ‘Function follows Form’ and these workshops occurred side by side at once, in ‘Studio A’.

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Form and Function in Design Studio Teaching

WORKSHOP 1 PROPOSAL – FORM FOLLOWS FUNCTION Plan

Form

This session aims to raise consciousness about the conventional way a building or project is built. The students ' conception of the architecture will make it easier and more meaningful to focus on the form of the framework.

At the beginning of the workshop they would be presented with a questionnaire survey sheet to consider their talents and preferences in the type of design. For the students and the speaker, it would be easier to start this session.

Students are presented with a layout of an existing café. (See figure 27 and 28). It would be their responsibility to create some type of Form from their strategy in compliance with their purpose. To draught their creative ideas, each student is supplied with several sheets of paper and pencil. Several scrap materials would also be supplied with scalpel and adhesive for those who find it easier to model the design first than drawing They would have a time limit to finish the whole mission, perhaps an hour. (See figure 26) At the end of the session, the students would be presented with a further questionnaire review. This is required to consider how they depart from the original sample in their view on form Afterwards they would be shown the actual design form of the café to get a feel of the result of the project. This assignment will make the students understand that, in practical terms, activities such as these can be offered in the future, while the nature of the activity is just as relevant as the function or program. (See appendix for detailed workshop brief)

10 min feedback form

Form follows function

1.

Design brief

2. Task

3. Result

50 min session for students

Figure 26 Workshop 1 Proposal; Source: Author

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Form and Function in Design Studio Teaching

Figure 27 Ground floor plan of Louvre Wall by Seoul-based Architects (or AND); Source: www.dezeen.com

Context Elevation

Context Plan

Figure 28 Illustration to explain the context of Louvre-Wall plan to the stage 1 students; Source: Author

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Form and Function in Design Studio Teaching

Workshop 1 in action – The four students received a summary (see Figure A) and immediately clarified what to do. If no more concerns have emerged, they are asked to start straight away.

Observations during the task: • • •

The students began to work with sketches in order to reflect on the form of the scheme presented.

Several students revised the layout and tried to manipulate it in the next level.

Only after speculating design sketches and perspective drawings had all four students begun their model

Analysis: •

Students hesitated to continue form creation by modelling. Perhaps since planning / sketching has become their main tendency to design by nature.

•

Several students were unable to build at first, perhaps because their confusion overwhelmed them with what to do.

Limitations: •

Time constraint (1 hour)

•

Material availability

•

Unfamiliar plan / function

Student 4

Student 3 Student 2

Student 1

Figure 29 Students attending Workshop 1 - 'Form follows Function'; Source: Author

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Form and Function in Design Studio Teaching

Figure 30 Students in Workshop 1, conducted by the author; Source: Author

Figure 31 A student making model for the designated workshop; Source: Author

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Form and Function in Design Studio Teaching

Table 2 Students' Performance from Workshop 1; Source: Author

The performance by the 4 students is displayed in a tabular column (Table 2).

Students 1 and 3 had experienced time constraints. Student 3, though, had a theoretical method shown in drawing rather than in the style of pattern. Student 1, though, obtained a layout but was less precise than the drawing. Study 4 succeeded in designing a shape from the given plan and also claimed that design is special for him since he normally designs the' Function follows Form ' process.

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Form and Function in Design Studio Teaching

Workshop 1 survey results: After the workshop session, a questionnaire survey feedback was provided to students to enquire about their opinion and feedback on the design process task.

How helpful was this approach 9 8 7

NO. OF STUDENTS

6 5 4 2

3 1

1

2 1

0

0

0 Extremely

Very

Somewhat

Not so much

Not at all

Graph II, Source: Author

When asked about the task being helpful or otherwise, 2 students out of 4 stated somewhat. This could be because of the unfamiliar plan presented in front of them. This result was an expected one because this is the most common design approach adopted by majority designers – ‘Form follows Function’. (See Graph II)

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Form and Function in Design Studio Teaching

In graph III, 2 students strongly agreed they felt very likely and 2 students felt quite likely that the task developed the creativity within them. This probably could be because they were focusing merely on the development of Form. But the expected answer was either unlikely or neither.

Do you feel the task could develop the creativity within you?

9 8

NO. OF STUDENTS

7 6 5 4

2

2

3 2

0

0

1

0

0 Very Likely

Likely

Neither

Unlikely

Very Unliekly

Graph III, Source: Author

In graph IV, 2 of 4 students declared there is a probability that functional aspects restrict the creativity within them and the other 2 stated that it may not be true.

Do you think the functional aspects restricts the creativity within you?

9 8 7

NO. OF STUDENTS

6 5 4

2

2

3 2 0

0

0

1 0 Definitely

Probably

Neither

Maybe not

Definitely not

Graph IV; Source: Author

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Form and Function in Design Studio Teaching

Do you think the lecture on model making is helpful for creating forms in design project?

9 8 7

NO. OF STUDENTS

6 5 4 2 3 1

1

2 1

0

0

0 Strongly agree

Agree

Neither

Disagree

Strongly disagree

Graph V; Source: Author

In graph V, the question was to enquire if the present situation is aiding the students in their development of Form. From 4, 2 students agreed that the current lecture on model making is helpful whereas one student disagreed and another one said neither ways.

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Form and Function in Design Studio Teaching

WORKSHOP 2 PROPOSAL – FUNCTION FOLLOWS FORM

Form

Plan

The workshop seeks to provide the unconventional approach to a design project. The students will be offered a "shape" during this session and it is the task to create a plan in the specified type.

Like the previous School, the pupils at the beginning of the school will also be presented with a survey questionnaire. This is done to ensure students ' perspectives on the design approach in a system. The workshop leader would also be able to configure the intent behind the session.

They should be supplied with a form of a cafĂŠ, including copies of the photographs and a -3d view of them via a projector or a laptop. In this session, only floor plans or the functional aspects of the structure should be created. (See figure 33 and 34) They would be given a time limit to complete the task, perhaps an hour like the previous class.

At the completion of these 50 minutes, the students will obtain the second sample questions in order to comprehend their perceptions of the design process, accompanied by the real floor plan and section of the design form This activity therefore ensures that the students must know that these assignments can in fact be granted in future. {See appendix for detailed workshop brief}

10 min feedback form

Function follows form

1.

Design

2. Task

brief

3. Result

50 min session for students Figure 32 Workshop 2 Proposal; Source: Author

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Form and Function in Design Studio Teaching

Figure 33 Aerial view of Spiral Cafe, Chelsea; Source: Google

Figure 334 View of Spiral Cafe, Chelsea; Source: Google

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Form and Function in Design Studio Teaching

Workshop 2 in action –

The rest of the 5 students out of 9 were provided with the brief (see picture A) and explained shortly on what is to be done for the task. They were asked to begin instantly if in case, no further questions had risen.

Observation: •

The students were observed to have begun with sketches to speculate the plan or function from the form provided to them.

•

Students were observed trying to analyse the scale of the drawing.

•

Some students had to develop a few iterations to develop the plan and section of the form provided.

•

They thought not to use the metric handbook provided to them, to refer the spaces.

Analysis: •

None of the students thought to begin the functional planning by making a model of the form to explore the space within. The reason could be because they couldn’t analyse the scale of the building.

•

They were reluctant to use the metric handbook, probably because they would have to use the actual standard area and regulations.

Student 7

Student 8

Student 9

Student 10

Limitations: •

Time constraint (1 hour)

•

The scale of the building displayed via images in A4

•

Unfamiliar plan / function

Figure 34 Students attending Workshop 2 - 'Function follows Form' are colouuured in green; Source: Author

Student 6

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Form and Function in Design Studio Teaching

Figure 35 Students attending the Workshops, conducted by the author; Source: Author

Figure 36 Students attending the Workshops; Source: Author

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Form and Function in Design Studio Teaching

Activist

Theorist and Activist

Theorist and Reflector

Table 3 Students performance of Workshop 2; Source: Author

Students’ performances are displayed in the tabular column; (Table 3). Student 6, an activist learner, couldn’t speculate the function or planning compared to the other students. The performance might have resulted in a better manner if the task was ‘Form follows Function’ in this case. Students 9 and 10 had accomplished the given tasks by providing proper functional spaces to the form, such as kitchen, bar counter, seating area, WCs, etc. These students had a pragmatic approach towards this given task.

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Form and Function in Design Studio Teaching

Workshop survey results: After the workshop session, a questionnaire survey feedback was provided to students to enquire about their opinion and feedback on the design process task.

How helpful was this approach 9 8 7

NO. OF STUDENTS

6 5 3 4 3 1

1

2 1

0

0

0 Extremely

Very

Somewhat

Not so much

Not at all

Graph VI; Source: Author

From the questionnaire survey, students were enquired if the task was helpful for them for their design process and 3 students out of 5 stated that it was ‘very’ helpful. One student confirmed that it was extremely helpful and one other student declared that it was ‘somewhat’ helpful. (See the graph VI).

The expected answer was a neutral one.

In Graph VII, the majority of the students claimed that this task could develop efficient planning within them, which turned out as a very positive observation.

In Graph VIII, 3 out of 5 students affirmed that the development of aesthetic forms compromises the functional spaces within the building. One student disagreed with the statement.

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Form and Function in Design Studio Teaching

Do you feel the task could develop the planning aspect within you?

9 8

NO. OF STUDENTS

7 6

4

5 4 3 1 2 0

0

0

1 0 Very Likely

Likely

Neither

Unlikely

Very Unliekly

Graph VII; Source: Author

Do you think the development of aesthetic forms compromise the functional spaces?

9 8 7

NO. OF STUDENTS

6 5 4

3

3 1

1

2 0

0

1 0 Definitely

Probably

Neither

Maybe not

Definitely not

Graph VIII; Source: Author

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Form and Function in Design Studio Teaching

Do you think the Model making workshops should incorporate this task in order to learn effective planning of design?

9 8

NO. OF STUDENTS

7 6 5 3 4 2 3 2

0

0

0

1 0 Strongly agree Disagree

Agree Strongly disagree

Neither

Graph IX; Source: Author

When the students were enquired if the actual model making workshop should incorporate such tasks to learn effective planning, 3 out of 5 strongly agreed and 2 others had neither opinion. (See Graph IX).

The overall opinion of the students is displayed in Graph X above. 4 students out of 9 claimed that they believe in the simultaneous approach of design.

Is it 'Form follows Function' or 'Function follows Form' ? or both?

9 8

NO. OF STUDENTS

7 6 4

5 4

3

3 1

2

1

1 0 Overall opinion Form follows function

Function follows Form

Both

Depends

Graph X; Source: Author

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Form and Function in Design Studio Teaching

WORKSHOP 3 PROPOSAL – FORM AND FUNCTION

Form

Plan

The laboratory attempts to provide a distinct yet unique framework for addressing a design project that incorporates form and function fairly into its architecture. At this session the students are guided to build a coffee space, either in association with their current studio site or a random location.

Students must begin with any approach whether they intend or discover the form of the cafĂŠ design, or even by model making. Nonetheless, the' game' here would not last for more than 5 minutes in this specific approach. The person will switch every five minutes, based on the timer alarm set by the author, from one approach to the other. (See figure 38 and 39) Three boards / pallets / papers would be open to the students to draw their concept into the first two and create a model for the last. A selection of resources is also provided to build models for their modelling activities. However, 2 or 3 metric guides will be issued if they need to be in compliance with the standard sizes and regulations of a coffee shop.

A notice would be given to students before the conclusion of the session, within 5 minutes, to complete their assignments at the table and vote in their input survey papers.

(See appendix, to view the brief).

It can be determined through this workshop whether the methodology has been effective or not.

Planning

Form

Model

10 MINUTES

10 MINUTES

10 MINUTES

Figure 37 The pallet image provided to the students in the brief; Source: Author

5 min feedback form

Form and Function

2.

Design brief

2. Task

3. Result

5 min. task each for 1 hour

Figure 38 Workshop 3 Proposal; Source: Author

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Form and Function in Design Studio Teaching

Workshop 3 in action – Form and Function Plan

Form

Observation: •

The students were observed to have begun with the sketching of the café design

•

No students except 1 started with planning and functioning of the café, whereas one student began with the exterior form

•

Some students neglected the model making segment completely and switched their approaches to drawing of function and form.

Analysis: •

None of them thought to begin the task by developing the form or by using the model to develop form. It is probably due to the default method of approach to design.

•

Some students were reluctant to make a model. This also could be because they were comfortable with the hand drawings than model making

Limitations: •

Time constraint (5min each - total 1 hour)

•

Model-making materials

•

The ability of each student differs

7 students

Workshop 3 - 'Form and Function'

Studio A

Figure 39 Diagrammatic explanation of workshop 3 conducted in studio A; Source: Author

Plan Section Elevation

Form

Model making

Figure 40 Task of Workshop3; Source: Author

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Form and Function in Design Studio Teaching

Figure 41 Students attending the Workshop 3, conducted by the author; Source: Author

Figure 42 View of students attending the workshop 3; Source: Author

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Form and Function in Design Studio Teaching

Table 4 Students' Performance of Workshop 3; Source: Author

The output of students displayed in the tabular column (Table 4). All students performed well at the end of the task, especially student G, where he could incorporate equally both efficient planning and create a form from it. Student A, B and F performed well in terms of planning and finding form, but did not produce a model. Due to this, the sketches of form do not convey the appropriate idea.

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Form and Function in Design Studio Teaching

Workshop survey results: After the workshop session, a questionnaire survey feedback was provided to students to enquire about their opinion and feedback on the design process.

HOW HELPFUL WAS THE TASK? 6

NO.OF STUDENTS

5 4 3 3 2

2

2 1 0

0

0 Extremely

Very

Somewhat

Not so much

Not at all

Graph XI; Source: Author

In Graph XI, most of the students declared that the task was found to be helpful in their design process, where 3 students stated ‘extremely’ helpful and 2 students each expressed ‘very helpful’ and ‘somewhat helpful’. In Graph XII, most of the students have agreed that their view on ‘Form and Function’ has changed. One student claimed neither opinion. This was an expected result since this process was presumed to be the most effective process than the other two processes.

HAS YOUR VIEW ON 'FORM AND FUNCTION' CHANGED? 6

NO.OF STUDENTS

5 4

3

3

3 2

1

1 0 Strongly Agree

0 Agree

Neither

Disagree

0 Strongly disagree

Graph XII; Source: Author

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Form and Function in Design Studio Teaching

STUDENTS’ PERFORMANCE COMPARISON AND THEIR LEARNING STYLES:

Table 6 Comparison of performance by student (1) between workshops 1 and 3; Source: Author

This student attended the Workshop 1 – ‘Form follows Function’ and Workshop 3 – ‘Form and Function’. The student had a partly theorist and reflector approach since she kept thinking and sketching a lot more before coming to a conclusion.

Table 5 Comparison of performance by student (2) between workshops 1 and 3; Source: Author

This student attended the Workshop 1 – ‘Form follows Function’ and Workshop 3 – ‘Form and Function’. The student mode of learning was activist and pragmatist approach, because the pupil was frustrated due to the time limit but achieved the goal of the task.

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Form and Function in Design Studio Teaching

Table 8 Comparison of performance by student (3) between workshops 1 and 3; Source: Author

This student attended the Workshop 1 – ‘Form follows Function’ and Workshop 3 – ‘Form and Function’. An escalated improvement can be observed in the student’s overall performance.

Table 7 Comparison of performance by student (4) between workshops 1 and 3; Source: Author

This student approached in a swift manner, where he was prepared to solve and produce any design issues and problematic-briefs. He approached in an activist and reflector style which resulted in the most efficient design.

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Form and Function in Design Studio Teaching

Table 9 Comparison of performance by student (9) between workshops 1 and 3; Source: Author Table 10 Comparison of performance by student (8) between workshops 2 and 3; Source: Author

This student attended the Workshop 2 – ‘Function follows Form’ and Workshop 3 – ‘Form and Function’.

Even though the processes were slightly different, the student’s overall performance has slightly improved from the first workshop session to the next.

The student approached as a theorist and reflector, by thinking and designing his concepts. He had performed both workshops successfully with efficient planning skills.

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Form and Function in Design Studio Teaching

REFLECTION The seminars have indeed been a positive. But a new one would be much stronger if asked to lead again.

The important aspects of the workshops were to make the students conscious of the understanding of both the topics when employed in a firm. This exercise could sharpen the minds of students to develop which route.

Table 11 Critical comparison of the reflection on Workshops 1, 2, and 3; Source: Author

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Form and Function in Design Studio Teaching

Workshop 1 Several students were puzzled about the negative aspects because they had a common program.

However, some said the proposal in the brief was not sufficiently clear to interpret it precisely. One student asked for some brown card sheet content to create the model that was not accessible during the workshop. This could have hampered the speculative growth of the student Amendments: The drawings must be displayed with clarity and an accurate scale.

The wider variety of model making materials to be presented.

Workshop 2 Several students indicated in this session that the form provided did not indicate the actual size of the building that will result in a different student outcome. In the future, a 3d model of the framework, with the right scale, is likely to be needed or a 3D model projected through a screen or laptop. For this demonstration session.

Amendments: The image must be presented with clarity and in an accurate scale.

The wider variety of model making materials to be presented.

Teachers’ opinion on form and function: The opinion of teachers on' form' or' function' as a design process is quite important, because the tutors are the leading individuals who direct the students from the early stages. If a single teacher either believes in or embraces the "Form follows Function" axiom, the tutor's viewpoint on form and function gives the students a diligent structure.

The most popular approach for teachers in stage 1 was' Form follows function,' which was introduced to them in the survey questionnaire. (See Appendix) Stage 5 tutors therefore reported that they do not follow any of these strategies.

Similar to this situation, it was because of the practical knowledge of the teachers that contributed to a design approach which became the most ordinary methodology to design in the area that the teaching framework in India encountered, in particular what the author observed in Trivandrum (C.A.T).

Project methods or strategies should therefore not be limited to one aspect or the other. Teachers are entitled to demonstrate the different techniques to the pupils, so they can become conscious of the many choices and then choose to go to higher schools.

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Form and Function in Design Studio Teaching

Kent School of Architecture and Planning (KSAP) curriculum For the layout of the stage 1 modules, the Form Finding section comprises, as previously mentioned, of the first and second design projects. The' Folio' contains drawing methods that support the nature of architecture. While 3D models are offered to students in stage 1, there is no' hands-on' training in designing innovative models. (See figure 44) The Bauhaus teaching techniques and workshop programs to train students to create models of different materials will improve their overall project design approach.

Figure 43 Image showing the Stage 1 curriculum; Source: moodle.kent.ac.uk

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Form and Function in Design Studio Teaching

CONCLUSION Scope The students would be aware of this method of approach towards designing a project in architectural education as well as in practice. Those individuals who are unaware about this method could use this technique for their projects in the future. Also, they would realize that the result for both the approaches would be different for each project.

The author speculated the performance of certain students and realized that they limit themselves from designing inventive forms due to the extreme exertion to build a model according to their imagination.

It is in such a case, the paper suggests to follow the scheme similar to the Bauhaus School of architecture, which provides equal importance to construct models using various materials in workshops. If this is accomplished, then the students are assumed not to restrain from wild ideas of form.

Limitations The paper also predicts that both the process of approach towards design, whether ‘Form follows Function’ or ‘Function follows Form’, would vary depending on the strength and ability of each individual and that each process would have a distinct outcome.

Summary This study aims to resolve the argument between form and function in design studio and practice.

Through a literature review-based analysis and three workshops, this paper delivers the advantages and limitations of the famous axiom, ‘Form’ or ‘Function’ or both.

The debate could be resolved only by training both the techniques to the students of stage 1. It is at the basic level, one could realize one’s ability and technique to approach into designing a building. The paper also states that the training of students would also depend on the tutor’s perspective. However, it can still not be resolved since there exists no right or wrong procedure to approach a design, but the most efficient method would be to incorporate ‘Form’ and ‘Function’ simultaneously.

This investigation, through workshops, provides an insight into the potential for knowledge of either technique within architectural education and practice, however, to make a conclusive statement regarding its effectiveness, further reinforced investigation will be required.

The integration of these design approaches within the architecture model making workshops and other classes would enable the existing educational structure. This would also enable a more thorough investigation into the ease at which the students learn the different approaches, how they overcome their design issues and overall performance. Additionally, allowing the students not to restrain from the model making hassle. Incorporating the Bauhaus curriculum of model making using different and actual materials would induce more confidence and knowledge to students regarding the development of the form. A huge responsibility would dawn upon the workshop controllers, which could be viewed as a limitation, in this case. Finally, it would be effective to analyze the difference in the design outcome of the students, in architecture education, after a while.

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Form and Function in Design Studio Teaching

APPENDIX •

Reflective Journals

•

Teachers’ survey graphs

•

Author’s Brief to students

•

The brief provided to the students

•

Comments stated by the students of stage 1

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Form and Function in Design Studio Teaching

Reflective Teaching Journals: AR600 REFLECTIVE TEACHING JOURNAL

SESSION PARTICULARS Date: 30/09/2019

Times: 10am – 5pm

Location: Studio A

Tutors: Taniya Kalinina

ASSIGNED WEEKLY TASKS (In accordance with brief) Last week the students were instructed to sketch an invisible city along with selecting a particular building of their interest and to construct a working model of the chosen building.

The task today was to rebuild the model in a 1:50 scale. It could be constructed in terms of the same model done previously, or could further modify it if needed.

OVERVIEW OF SESSION ACTIVITY (Students activity / tutor guidance and interaction) Few students were quite successful in interpreting the scales in swift time and hence soon began the process of making their scaled models. The other few found it difficult and hence individual attention, guidance, and support were given to each of them.

PERSONAL REFLECTION ON TEACHING SESSION (Positive and/or negative observations / difficulties encountered / lessons learned / suggestions for improvement or alteration) I believe that individual attention has reflected positively both for the students and for me as a tutor, for me as well. It provided me a vague assumption of each students’ potential and the challenges they were facing. I also believe that the students, in turn, were quite pleased with some of the suggestions and ideas that they could incorporate in their design model. This individual attention has made the studio class a positive one indeed.

I have noticed that a particular student was reluctant to approach me as a tutor. The probable reason could be since some may find it difficult to accept me as an experienced tutor.

Nevertheless, I have tried to provide help within my understanding of every student in the class.

I also have noticed that 2 students had a bit of trouble in the beginning. One of them had a language problem, whereas the other had very little notion of what was happening. After constantly providing individual attention and instructions, I think they have interpreted the tasks enough for the next submission.

Table 12 Reflective Journal 1; words - 280; Source: Author

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Form and Function in Design Studio Teaching

Figure 44 Images denoting the activities performed on day 1; Source: Author

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Form and Function in Design Studio Teaching

AR600 REFLECTIVE TEACHING JOURNAL

SESSION PARTICULARS Date: 07/10/2019

Times: 10am – 5pm

Location: Studio A

Tutors: Tania Kalinina

ASSIGNED WEEKLY TASKS (In accordance with brief) The students were told to complete their final 1:50 scale models and also to think about how the master layout would be when they would place it outside. The models are to be placed on bamboo sticks, which in turn should be drilled to the ground as per their decided masterplan.

OVERVIEW OF SESSION ACTIVITY (Students activity / tutor guidance and interaction) Students were successful in completing their models as per the scale. Before going outside to form the city, a master layout was planned briefly in the studio itself. On a large sheet, the models were placed in a spiral manner, which was suggested by the main tutor. The students were told to calculate the height as per the spiral hill goes about, the tallest being, the actual size of the bamboo material provided, i.e 120cm and the smallest to be at least 45cm.

The students were taken outside and placed their house models to form a city, as per the masterplan. Later on, the roads, water bodies, banting, ladders, and people were added to it to achieve a form of life into their city.

Our team of students was awarded as the best team to achieve the actual concept of the city of Zenobia.

PERSONAL REFLECTION ON TEACHING SESSION (Positive and/or negative observations / difficulties encountered / lessons learned / suggestions for improvement or alteration) I believe that discussing the master layout before placing the models outside has helped them immensely to understand clearly an idea of how basic planning is required before any on-site construction is done. The students were able to work well as a team in making their city, as lively as possible.

However, I think due to the pressure that was told to us about the best team being awarded, the tutor herself was suggesting ideas, which in turn lead the students not to reckon about how the city could be as well. I would suggest that, if there was a brainstorming moment were provided, maybe they would have brought in ideas for the elements necessary for the formation of the city.

But, indeed, I feel the whole event was a huge benefit for the students since they had excellent teamwork while managing time efficiently.

Table 13 Reflective Journal 2; Words - 340; Source: Author

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Form and Function in Design Studio Teaching

Figure 45 Images denoting the display of city of Zenobia outside, on day 2; Source: Author

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Form and Function in Design Studio Teaching

AR600 REFLECTIVE TEACHING JOURNAL

SESSION PARTICULARS Date:13/10/2019

Times: 10am – 5pm

Location: Studio A

Tutors: Tanya Kalinina

ASSIGNED WEEKLY TASKS (In accordance with brief) Students were told to submit an A1 sheet about their design process of invisible cities and their individual selected buildings. Also, they were meant to take notes upon their site visit to Margate last week. They were asked to observe, sketch the surroundings and even click pictures of the site so that it would help with the development of the site analysis sheet.

OVERVIEW OF SESSION ACTIVITY (Students activity / tutor guidance and interaction) Students were able to present their design process of the invisible city quite confidently.

They very well seem to have enjoyed the journey from the start till the end. A few positive comments and suggestions were given to each student about their presentation.

Following this session, the tutor read the brief of the project, ‘Tiny House’. Soon after, the students were made to mention about one feature of the site that they had noticed during the trip. This was quite important for the students to be attentive and to notice their ability to observe the project location.

Subsequently, a 1:200 site model was presented for the students to understand the site more clearly. The main tutor then provided them with instructions on how a site analysis sheet is drawn, which included the sun path, prevailing winds, terrains, views, etc.

Soon after this session, the pupils were taken outside, to measure (5x5) m square and place bamboo sticks on the corners of the square. This was done for them to achieve an idea of the well-defined space. Once, this was completed, the students were made to think about the master layout of the project.

PERSONAL REFLECTION ON TEACHING SESSION (Positive and/or negative observations / difficulties encountered / lessons learned / suggestions for improvement or alteration) The initial presentation was quite effective in terms of receiving a review from the main tutor, but I believe peer criticism or peer positive comments would have brought a better atmosphere and confidence to all the students about the presentation culture.

The 5x5 space experience in the out was indeed an important method to make students realize the extent of the space to build their project. Also, giving the students a difference in the environment can be refreshing and they would be extensively active.

I believe that the time provided for the students to think about the master plan layout was quite less in which resulted in forming random layouts for each.

Table 14 Reflective Journal 3; Words - 363; Source: Author

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Form and Function in Design Studio Teaching

Figure 46 Images denoting the activities performed on day 3; Source: Author

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Form and Function in Design Studio Teaching

AR600 REFLECTIVE TEACHING JOURNAL

SESSION PARTICULARS Date: 21/10/2019

Times: 10am – 5pm Location: Studio A

Tutors: Taniya Kalinina

ASSIGNED WEEKLY TASKS (In accordance with brief) Students were told to complete the Site Analysis sheets and pin them up for presentation.

They were also asked to design the master layout plan along with their clients, hobby and basic design prototype.

OVERVIEW OF SESSION ACTIVITY (Students activity / tutor guidance and interaction) Since the main tutor of the group was away for this studio class, the group was split into two, where the other tutors could guide them. Some students had a clear notion about the site analysis presentation, whereas some had no clue, which ended up not bringing any work at all.

Later, there were tutorial sessions held for the rest of the day.

PERSONAL REFLECTION ON TEACHING SESSION (Positive and/or negative observations / difficulties encountered / lessons learned / suggestions for improvement or alteration) Most of the sessions were quite qualitative due to the feedback given to the students by the tutor, one of the pedagogy students and myself as well. I believe the students had some ideas, but they had a lack of direction while trying to present their design. While being with Rebecca (tutor) I realized that it is best to consider the hobby of the clients (as per the brief) which would aid the students to eject out many possibilities in their design and make them quite interesting. Whereas, while being with Paul (tutor), I sensed that the advice provided was a little vague which lead the students directionless, yet again.

Table 15 Reflective Journal 4; Words - 197; Source: Author

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Form and Function in Design Studio Teaching

AR600 REFLECTIVE TEACHING JOURNAL

SESSION PARTICULARS Date:28/10/2019

Times: 10am – 5pm

Location: Studio A

Tutors: Tanya Kalinina and Rebecca Hobbs

ASSIGNED WEEKLY TASKS (In accordance with brief) Last week, the students were asked to prepare drawings for their Inter-crit presentation. The drawings to be presented were: Site Analysis, Master Plan Layout, clients with hobbies, Precedents, Prototype Plan, Elevations and Sections. A model of 1:50 of the prototype was also informed to submit along with the sheets.

OVERVIEW OF SESSION ACTIVITY (Students activity / tutor guidance and interaction) In the first half of the day, I was to accompany my tutor, Tanya, and a guest tutor, Tim. During this, most of the students had a great start with wild imaginations. However, their master layout and other presentation sheets were not convincing enough. There were other few, which had amazing solutions to their tiny house design and master plan layout as well.

In the second half of the day, I was assisting Rebecca. In this group, most of the students had progressed towards a meticulous master plan layout and had plans, elevations, sections for their prototype as well. Few had a vague master plan, only concepts, etc.

PERSONAL REFLECTION ON TEACHING SESSION (Positive and/or negative observations / difficulties encountered / lessons learned / suggestions for improvement or alteration) Being in Tanya’s group, I realized that the students were quite confused and had lack a of confidence in what they were doing. Probably, a clear cut list of what is to be done for the next week would have helped some of them. Even though the tutorials session was given individually, I believe personal attention is essential and also crucial for stage 1, as they require steering at this stage than any other.

The importance of presenting a sheet, how to present, etc. should have been given to the students last week, or told before-hand through an official mail or announcement. This would have led the students to realize the importance of completing their work and to present properly, as to how one presents in front of a client.

Whereas, Rebecca’s students were quite confident regarding their presentations and ideas.

Also, I reckon, it may be because the students tend to feel comfortable around her. Some students in Tanya’s group tend to fear their tutor, whatsoever the reason.

Table 16 Reflective Journal 5; Words - 327; Source: Author

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Form and Function in Design Studio Teaching

AR600 REFLECTIVE TEACHING JOURNAL

SESSION PARTICULARS Date: 11th Nov ‘19

Times: 10am – 5pm

Location: Studio A

Tutors: Tania Kalinina

ASSIGNED WEEKLY TASKS (In accordance with brief) The students were told to bring a 1:20 living room Model to measure the intensity of light received in their living space. Also to bring the deliverables of design for tutorials.

OVERVIEW OF SESSION ACTIVITY (Students activity / tutor guidance and interaction) The students had group tutorials. Those who didn’t have tutorials were supposed to take their individual models to test it in outer space using a lux meter. The tutorials were given to groups of 4 pupils each. Many had changed their master plan layout and prototype since they had a long week off. But mostly, they had only progressed till their light task model, and many were still caught up with the work submitted two weeks ago.

PERSONAL REFLECTION ON TEACHING SESSION (Positive and/or negative observations / difficulties encountered / lessons learned / suggestions for improvement or alteration) I believe, that due to lack of time, my tutor and I, had to rush with the students.

Probably, the students would benefit more if individual attention is provided. This could be achieved if they have a brief tutorial session with the main tutor, and then another brief tutorial with me. This, I feel could be quite effective because I have seen students restricting themselves from opening up their doubts to the tutor, whereas they find it extremely easy to question their design problems to me.

I believe this would be effective for me as an assistant tutor as well, because, Tanya can provide the essential design standard problems, and I could provide them with supportive ideas on how to proceed with their design constraints and ideas.

Table 17 Reflective Journal 6; Words - 250; Source: Author

Figure 47 Images denoting the activities performed on day 6; Source: Author

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Form and Function in Design Studio Teaching

AR600 REFLECTIVE TEACHING JOURNAL

SESSION PARTICULARS Date: 18th Nov’19

Times: 10 am – 5 pm

Location: Studio A

Tutors: Tania Kalinina

ASSIGNED WEEKLY TASKS (In accordance with brief) The students were meant to complete the light and structure model with the appropriate light influx calculations, along with their previous works of the design project.

OVERVIEW OF SESSION ACTIVITY (Students activity / tutor guidance and interaction) Many students had produced a better amount of work than the previous week. But unfortunately half of the class had not turned up. But eventually, students had more time to discuss their design work with the tutor and had immense progress in the project.

PERSONAL REFLECTION ON TEACHING SESSION (Positive and/or negative observations / difficulties encountered / lessons learned / suggestions for improvement or alteration) I believe the session was quite helpful for both the tutor and students since they had an amount of work with them for us to guide them through further with the project.

Table 18 Reflective Journal 7; Words - 103; Source: Author

Figure 48 Images denoting the activities performed on day 7; Source: Author

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Form and Function in Design Studio Teaching

AR600 REFLECTIVE TEACHING JOURNAL

SESSION PARTICULARS Date: 20/01/2020

Times: 10am – 5pm

Location: Studio B

Tutors: Rebecca Muirhead

ASSIGNED WEEKLY TASKS (In accordance with brief) There was a brief introduction about the new design project the previous week, which we pedagogy students were not present, due to the individual digital presentation for M.Arch students.

The students were told to bring the group works such as site analysis, history of the site, environmental study and progression stage for the site model. Along with these, they were informed to do a precedent presentation sheet in pairs as well. Additionally, they were instructed to think about the concept and chosen artist for the gallery design project.

OVERVIEW OF SESSION ACTIVITY (Students activity / tutor guidance and interaction) In the beginning, the students were asked to present their sheets of group work.

Disappointingly, there were a few who had their presentations ready. But most of the students had their precedent sheets completed and set to present.

The site analysis was discussed loudly by the tutor to the students. Later the students were using the same pair to research on the art pieces of the artists as mentioned in the brief.

Subsequently, the dimensions were instructed to be converted into 2d model cutouts.

Additionally, the area brief was also constructed in 2d cut-outs to train the students about the adjacency diagram. They were all constructed in 1:50 scale.

The students were encouraged to develop an individual catalogue about the dimensions and scale of the works of every artist provided in the brief.

In the end, the students were requested to think about the form and concept of the building programme, hence had individual tutorial sessions with the students.

PERSONAL REFLECTION ON TEACHING SESSION (Positive and/or negative observations / difficulties encountered / lessons learned / suggestions for improvement or alteration) I believe that the students could have displayed better work for their presentation sheets. But whatsoever happened later, was quite impressive.

The tutor tried to keep the students engaged in some activity, which would make the students active unconsciously. The process of starting the brief of the project with 2d model spaces would indeed be quite helpful to understand the spaces more evidently.

The tutorials also made it easier for me, as a pedagogy student, since each pupil had a rough notion on the area of the spaces included in the Gallery design space, following the earlier sessions.

Table 19 Reflective Journal 8; Words - 348; Source: Author

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Form and Function in Design Studio Teaching

Figure 49 Images denoting the activities performed on day 8; Source: Author

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Form and Function in Design Studio Teaching

AR600 REFLECTIVE TEACHING JOURNAL

SESSION PARTICULARS Date: 27TH JAN 2020

Times: 10AM – 1PM

Location: STUDIO A

Tutors: REBECCA MUIRHEAD

ASSIGNED WEEKLY TASKS (In accordance with brief) Students were asked to bring the completed site model as a group, to present any precedent study or pending group-work sheets and also to bring their individual sketches and ideas of the gallery design.

OVERVIEW OF SESSION ACTIVITY (Students activity / tutor guidance and interaction) The morning session began with a tutorial so that the afternoon session could be presentation since the session would be in my absence. The tutorial session was conducted in groups of 3. Nine students had attended the tutorial until lunch.

PERSONAL REFLECTION ON TEACHING SESSION (Positive and/or negative observations / difficulties encountered / lessons learned / suggestions for improvement or alteration) The students had brought immense ideas about their design. The tutor also specified the use of the ‘PARTI Design’ method into their design methodology. This was quite helpful for the students to understand the simple step by step method of designing. A Encouraging the students to refer to certain books that link to their design and material specifics also created a good impact on them.

The precedent examples given by the tutor and myself were also seen as good insight to the pupils as well.

Table 20 Reflective Journal 9; Words - 157; Source: Author

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Form and Function in Design Studio Teaching

AR600 REFLECTIVE TEACHING JOURNAL

SESSION PARTICULARS Date:03/02/2020

Times:10AM TO 1PM

Location: STUDIO A

Tutors: REBECCA MUIRHEAD

ASSIGNED WEEKLY TASKS (In accordance with brief) Students are told to bring their concept design drawings in scale, development towards design using ‘Parti’ design, along with adjacency diagram. They are also meant to bring block models to support the scaled drawings of their design in plans, sections, and elevations. The additional elements would also include landscape proposal, material proposal and a structural grid of the design as well.

OVERVIEW OF SESSION ACTIVITY (Students activity / tutor guidance and interaction) There were more than 8 students who presented before the lunch break. Out of the 8, 2 of the students hardly had any relevant drawings to present. Whereas the rest of them had the basic essential design elements to convey their design ideas.

PERSONAL REFLECTION ON TEACHING SESSION (Positive and/or negative observations / difficulties encountered / lessons learned / suggestions for improvement or alteration) I strongly believe that there has been a massive improvement from the students in developing their design ideas since the last term. The ‘Parti’ diagram was incorporated by most of the students, which I think is quite helpful for them as designers and also for the viewers to understand their design in a simple manner as well.

The use of precedents to inform the material style for their designs were also prominently observed.

Also, form development has seen as a striking improvement in their design. Some students developed the form merely from a leaf, whereas others who developed form from their concept.

Table 21 Reflective Journal 10; Words - 206; Source: Author

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Form and Function in Design Studio Teaching

Figure 50 Images denoting the activities performed on day 10; Source: Author

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Form and Function in Design Studio Teaching

AR600 REFLECTIVE TEACHING JOURNAL

SESSION PARTICULARS Date: 10th Feb 2020

Times:10 am – 1pm

Location: Studio A

Tutors: Rebecca Muirhead

ASSIGNED WEEKLY TASKS (In accordance with brief) The students were asked to bring in their sketches and ideas on the gallery design project.

They were asked to clear up any doubts and also have a defined notion on what to submit for inter-crit next week.

OVERVIEW OF SESSION ACTIVITY (Students activity / tutor guidance and interaction) The tutor had asked a student to write a list of drawings, needed for the inter-crit, which would be conducted next week, on the whiteboard. All the students were asked to observe the given list and to compose the layout of their presentation for next week.

Subsequently, tutorials were conducted by the tutor and me, in pairs of two. 4 students had managed to complete their tutorial before the lunch break.

PERSONAL REFLECTION ON TEACHING SESSION (Positive and/or negative observations / difficulties encountered / lessons learned / suggestions for improvement or alteration) I believe that the task of having a list on the board, reminding the students on the factors they need to complete, is quite helpful from students’ perspective and teachers’ perspective as well since it helps both parties to understand where they stand. It helps us to guide them in conditions where they find trouble to move forward.

Table 22 Reflective Journal 11; Words - 168; Source: Author

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Form and Function in Design Studio Teaching

Teachers’ Survey Graph: The survey questionnaire was provided to the tutors of Stage 1 and Stage 5 to compare their opinion on the Form and Function design approach.

How do you rate 'Form follows Function'?

6

NO.OF STAFFS

5 4 3 2

2

2 1

1

1 0

0

0

0

0

0

0 Stage 1 Very Positively

Stage 5

Positively

Neutral

Negatively

Very Negatively

Graph XIII; Source: Author

In the graph XIII, among stage 1 tutors, the majority agreed that they fell positive about ‘Form follows Function’ axiom, whereas, among the stage 5 tutors, the larger lot had a very negative opinion about it.

In graph XIV, most of the teachers of stage 1 have a neutral opinion on ‘Function follows Form’, whereas, in the stage 5 sector, there were collectively negative opinions. From the previous graph and the current graph, one can conclude that stage 1 tutors incline towards the ‘Form follows Function’, whereas the stage 5 majority tutors follow neither of the approaches.

How do you rate 'Function follows Form'?

6

NO.OF STAFFS

5 4 3 2 2 1

1

1

1

1 0

0

0

0

0

0 Stage 1 Very Positively

Stage 5

Positively

Neutral

Negatively

Very Negatively

Graph XIV; Source: Author

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Form and Function in Design Studio Teaching

Do you agree that additional modelmodel making workshops on how to make creative models using different materials would help the students to develop creative forms?

6

NO.OF STAFFS

5 4 3 2

2

2 1

1

1 0

0

0

0

0

0

0 Stage 1 Strongly agree

Stage 5

Agree

Neither

Disagree

Strongly disagree

Graph XV; Source: Author

In the graph XV, both stage 1 and stage 5 tutors strongly agreed that additional workshops on how to make creative models, using different materials would help students to produce creative forms. The Bauhaus school learning technique may be incorporated into the design curriculum, in this case.

When enquired about the importance of establishing a striking form in a commercial design project, stage 1 tutors’ views varied. One strongly disagreed, whereas one had an opinion between agreeing and neither. Among the stage 5 tutors, there were various views as well. One was in strong disagreement, one stated neither and the other had strongly agreed to it. (See graph XVI)

Do you think it is important to have a striking form in commercial architecture projects?

6

NO.OF STAFFS

5 4 3 2

1.5 1

1

1

1

1

0.5 0

0

0

0

0 Stage 1 Strongly agree

Stage 5

Agree

Neither

Disagree

Strongly disagree

Graph XVI; Source: Author

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Form and Function in Design Studio Teaching

Is it 'Form follows Function' or 'Function follows Form' or Both?

6 5

NUMBER OF STAFFS

4 3 2

2 2 1

1

1 0

0

0

0

0 Stage 1

Stage 5

Form follows Function

Function follows form

Both

Neither

Graph XVII; Source: Author

The graph XVII states the overall opinion of teachers on Form and Function. The most popular comment among stage 1 was the ‘Form follows Function’ and only one declared that both are equally significant. Among stage 5, the most common opinion was neither approaches and similar to stage 1, only one agreed to both approaches.

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Form and Function in Design Studio Teaching

Teachers’ and Students’ opinion Graph: Is it 'Form follows Function' or 'Function follows Form' or Both?

5 4

NO.OF STAFFS

4 3 3 2

2

2

2 1

1

1 0 0 Students Form follows Function

Teachers Function follows form

Both

Neither / Depends

Graph XVIII; Source: Author

Workshop 1 and 2 Graph Comparison:

Comparison of the rate of method of design 9

NO. OF STUDENTS

8 7 6 5 4

3

3

2

2 1

0

1.5 0.5

1

1

0

0

0

0 Form follows Function

Function follows Form

Excellent

Very Good

Good

Poor

Expon. (Very Good)

Expon. (Good)

Fair

Graph XIX; Source: Author

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Form and Function in Design Studio Teaching

How helpful was this approach 9

NO.OF STUDENTS

8 7 6 5 4

3

3 2

1

1 0 Form follows function

Function follows Form

Extremely Somewhat Not at all Expon. (Somewhat)

Very Not so much Expon. (Very)

Graph XX; Source: Author

DO YOU THINK THIS METHOD COULD BE USED FOR ANY OF THE DESIGN PROJECT?

9 8

NO.OF STUDENTS

7 6 5 4 3

3 2

2

2

2 1

0

0

Form follows function

Function follows Form

0

Yes

Somewhat

No

Expon. (Yes)

Graph XXI; Source: Author

74

Form and Function in Design Studio Teaching

Do you feel the task could develop the creative aspect within you? / Do

you feel the task could develop the planning aspect within you?

9 8

NO.OF STUDENTS

7 6 5

4

4 3

2

2

2

1

1

0

0

0

0

0

0

0 Form follows function

Function follows Form

Very likely

Likely

Expon. (Likely)

Graph XXIII; Source: Author

Do you think the development of aesthetic forms compromise the functional spaces? / Do you think the functional aspects restricts the creativity within you?

9 8

NO.OF STUDENTS

7 6 5 4

3

3

2

2

2 1

1 0

0

0

1 0

0

0 Form follows function Definitely

Probably

Function follows Form Maybe not

Expon. (Probably)

Graph XXII; Source: Author

75

Form and Function in Design Studio Teaching

Do you think the Model making workshops should incorporate this task in order to learn effective planning of design? / Do you think the lecture on model making is helpful for creating forms in design project?

9

7 6 5 4 3 2 1 0 Form follows function Strongly agree

Agree

Function follows Form Neither

Disagree

Expon. (Neither)

Graph XXIV; Source: Author

Has your view on 'Form follows Function' or vice versa changed?

9 8

NO. OF STUDENTS

NO. OF STUDENTS

8

7 6 5 4 3 2 1 0 Form follows function Agree

Function follows Form Neither

Expon. (Agree)

Graph XXV; Source: Author

76

Form and Function in Design Studio Teaching

Briefs for the Author:

Figure 51 Page 1 of 3 of Author's brief to conduct Workshop 1; Source: Author

77

Form and Function in Design Studio Teaching

Figure 52 Page 2 of 3 of Author's brief to conduct Workshop 1; Source: Author

78

Form and Function in Design Studio Teaching

Figure 53 Page 3 of 3 of Author's brief to conduct Workshop 1; Source: Author

79

Form and Function in Design Studio Teaching

Figure 54 Page 1 of 3 of Author's brief to conduct Workshop 2; Source: Author

80

Form and Function in Design Studio Teaching

Figure 55 Page 2 of 3 of Author's brief to conduct Workshop 2; Source: Author

81

Form and Function in Design Studio Teaching

Figure 56 Page 3 of 3 of Author's brief to conduct Workshop 2; Source: Author

82

Form and Function in Design Studio Teaching

Figure 57 Page 1 of 2 of Author's brief to conduct Workshop 3; Source: Author

83

Form and Function in Design Studio Teaching

Figure 58 Page 2 of 2 of Author's brief to conduct Workshop 3; Source: Author

84

Form and Function in Design Studio Teaching

Briefs provided to the students:

Figure 60 Page 1 of 3 of Author's brief to conduct Workshop 1; Source: Author

85

Form and Function in Design Studio Teaching

Figure 59 Brief to stage 1 students attending Workshop 1; Source: Author

86

Form and Function in Design Studio Teaching

Figure 60 Brief to stage 1 students attending Workshop 2; Source: Author

87

Form and Function in Design Studio Teaching

Comments by the students:

Figure 61 Comments by the students of workshop 1 and 2; Source: Author

Figure 62Comments by the students of workshop 1 and 2; Source: Author

88

Form and Function in Design Studio Teaching

Figure 63Comments by the students of workshop 1 and 2; Source: Author

Figure 64Comments by the students of workshop 1 and 2; Source: Author

89

Form and Function in Design Studio Teaching

Figure 66Comments by the students of workshop 3; Source: Author

Figure 65 Comments by the students of workshop 3; Source: Author

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Form and Function in Design Studio Teaching

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3. Chen, O. (2009, July 24). Form Meets Function in Modular concrete Home.

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16. Srinivasan, B. (2011, January). Three holy myths of architectural education in India.

Retrieved from https://www.researchgate.net/publication/267389478_Three_holy_myths_of_architect ural_education_in_India 17. The 5th wave.com. (n.d.). Retrieved from https://the5thwave.com/cartoon/3742

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